33
BY: STEVEN ACERRA, REYMOND ESPINAL-CRUZ, RESHMA GOKOOL, VICTOR LAMBERT, DANESA MANON, STACIE PERSAUD, DEVIKA SINGH After School Advocacy

After School Advocacy

  • Upload
    art

  • View
    32

  • Download
    0

Embed Size (px)

DESCRIPTION

After School Advocacy . By: Steven Acerra , Reymond Espinal -Cruz, Reshma Gokool , Victor Lambert, Danesa Manon , Stacie Persaud , Devika Singh. After School Advocacy . - PowerPoint PPT Presentation

Citation preview

Page 1: After School Advocacy

BY: STEVEN ACERRA, REYMOND ESPINAL-CRUZ, RESHMA GOKOOL, VICTOR LAMBERT, DANESA

MANON, STACIE PERSAUD, DEVIKA SINGH

After School Advocacy

Page 2: After School Advocacy

After School Advocacy   -Objective- to garner evidence in support of after-

school program initiatives

-After school programs are funded in many different ways, from parent fees to foundation grants to taxpayer dollars. 

-More than 120 sources of federal funding have been identified as supporting afterschool.

-advocating for after-school is to supply evidence based research documenting the purpose and effectiveness of such programs. 

Page 3: After School Advocacy

ENGAGEMENT IN AFTER-SCHOOL PROGRAMS AS A PREDICTOR OF SOCIAL

COMPETENCE AND ACADEMIC PERFORMANCE

This study basically examines two questions related tooutcomes associated with after-school programming.

Page 4: After School Advocacy

The first questionis speaking about the quality of experience in after-school programs,as well as mediating the effect of program participation on socialcompetence and academic performances?

Page 5: After School Advocacy

The Second question asked amongprogram participants, was what are the differences in quality of experience whenin programs versus other settings after school related to highersocial competence and academic performance?

Page 6: After School Advocacy

Study Outcome The study chose Middle school students, who were attending 8

programs in 3 differentMidwestern states

A total of 4,970 randomly sampledexperiences in and out of after-school programs.

More Engagement duringafter-school hours partially mediated the relationship betweenparticipation in after-school programs and social competence. Inaddition, relative perceptions of engagement, challenge, andimportance when in after-school programs compared to elsewhere afterschool predicted higher English and math grades.

Results suggest thatthe quality of experiences in after-school programs may be a moreimportant factor than quantity of experiencespredicting positive academic outcomes.

Page 7: After School Advocacy

At-Risk Students in After-School Programs: Outcomes and Recommendations

Second Article is supporting Afterschool basedprograms that can redesign and expand the school schedule forstudents, with also providing these students with high-qualityafterschool programs, and provide comprehensive support to thesestudents within these programs.

School administrators can effectivelyuse their physical space, curriculum materials, and staff members tosupport the development and implementation of after-school programs.

With school leaders establishing program logistics and setting apositive tone, all personnel can better see the values/benefits ofkeeping students after school.

Page 8: After School Advocacy

About the ProgramNew York Junior Tennis & Learning (NYJTL) ACES Program at PS 37Q

• Type: non-profit tennis and education-themed community organization  • Grades: kindergarten to fifth grade• Number of kids: 120• Activities: tennis, character development, art, science, dance, and

nutritionGoal

To develop the character of young people through tennis, emphasizing the ideals and life of Arthur Ashe (founder of program).

Page 9: After School Advocacy

Voices of the Parents“...program is very helpful to both child(ren) and parent.”“...supports community”“...spark in my child's eye”

Page 10: After School Advocacy

Voices of the Children:“...feels like a family ”“...experience new things”“...get help with school work”“...helps me to learn about myself”

Page 11: After School Advocacy

Voices of the staff:“...collaborates with day school” (work hand in hand of each other)“...love the kids”“...program helps the children to help build confidence in children”“...learns something new everyday from children”

Page 12: After School Advocacy

Leaders

Followers

Confident

Insecure

Academic Advantage 

No Academic Assistance

Children in an

After School Progra

m

Children NOT in an After

School Progra

m

Differences Between Children in an After School Program and Those That

Are Not*

*very similar to impact on children

Page 13: After School Advocacy

The Impact of After School Programs

Page 14: After School Advocacy

About the Queens Community House Beacon Program

Program was found in 1998. Located at Russell Sage Junior High school

(Forest Hills, Queens NY) One of eighty Beacon programs Directed by Patrick Pinchinat

Page 15: After School Advocacy

What is a beacon Program? Beacon Programs are school-

based community centers serving children, youth and adults.

Program offers a variety of activities for different age groups.

Main Goal is to attract youths and continue learning from what is taught in classrooms.

Page 16: After School Advocacy

Activities The program offers

a variety of activities How help and

tutoring is available (comes first in the schedule)

Page 17: After School Advocacy

Why this program? Program pushes students to build a voice and make decisions

on their own. Students get to learn useful skills that help them in the future

(according to Patrick there isn't enough time in a regular school schedule to teach students valuable skills (Building resumes))

Program pushes students to become mentally, physically and emotionally stronger.

Youths are exposed to individual choice model (they choose their own schedules and what activities they want to be a part of).

Support given by training counselors, parent coordinators and leaders.

Page 18: After School Advocacy

Voices of Parents

Parents: “This is a safe place for our children, it keeps them off the street and occupied while we are at work”.

Parents are involved but leaders would like to see more involvement; beacon program has a parent coordinator.

Page 19: After School Advocacy

Challenges being faced QCHBP is one of the programs

being threatened to close due to budget cuts.

Has been threatened before but got reopened for one year due to rally's and meetings (Students where the ones fighting for their programs they were the voices of the rallies etc)

“ what people fail to realize its about meaning, when you take away your taking away from the community and putting our children at risk of being on the streets” (Patrick Pinchinat)

Page 20: After School Advocacy

Why the Rally?Its budget time and it would seem that the mayor and city council is once again gearing up for its usual rigmarole. After proposing cuts to indispensable city programs, they get to look like saviors when, at the last minute, they swoop in and restore some of the funding. One of the troubling aspects of this year's tricks is the cut back on the after-school programs, and it is very disconcerting to the countless blue-collar and low-income parents.

Presently, New York funds enrichment programs that run from 3 to 6 p.m. at 454 sites, serving 53,000 elementary, middle and high school students and costing $90 million; the proposal is to reduce that to 261 sites, serving 27,000 children for $71 million. The cut-back would save $19 million in a budget of $67 billion, or about a quarter of 1 percent. Adding to the woes, some of the scheduled closures are acknowledged to be among our city's best.These programs allows those parents who are financially unable to provide after-school care to work while their kids are learning and not out on the streets unsupervised. What happens to these folks now?

What avenues are they to turn to?

Page 21: After School Advocacy

Students, concerned parents and dedicated staff of different After School Program gather together across the steps of Queens Borough Hall, with the elected officials and Borough President Helen Marshall, as they made their voices heard at a rally on April 24, 2013 to protest proposed budget cuts that would leave many of them without a home away from home.

Page 22: After School Advocacy

Voices “Children, you are our future,” Borough

President Helen Marshall told them. “You are going to be the leaders of the world. If you have programs after school, it’s a big help. We want these centers to stay open.

https://www.facebook.com/photo.php?v=4796308145343&set=vb.1225168199&type=2&theater

https://www.facebook.com/photo.php?v=4806414357992&set=vb.1225168199&type=2&theater

Page 23: After School Advocacy

Student’s voice “How would you feel if your second home was gone?” 10-year-old

Jessica Calvo asked the crowd as she stepped up to the podium. Referring to the Queens Community House Beacon after-school

program she attends at JHS 190 in Forest Hills, one of two threatened in the borough, Calvo continued, “Beacon helps with educational, personal and homework problems. Last year, I went to summer Beacon. It was one of the best times of my life. If you really care about after school you would try to save it. You know, we have the power to accomplish anything if we try our hardest.”

Natalie Herrera, 11, who attends the same program, echoed the sentiments when she said, “The Beacon is my second home. We love these programs and we need to fight not only for ourselves but also for future generations to come. Please save our after-school and early child-care programs across the city.”

https://www.facebook.com/photo.php?v=4806573521971&set=vb.1225168199&type=2&theater

Page 24: After School Advocacy

Help Save After School Program Most of us here attended an after school

program or we know someone from an After School Program.

Help us save Beacon and other program by calling 311 or your City Council Members to express your concern.

We can make a difference.

Page 25: After School Advocacy

REVIEWING THE RESEARCH

Learning Engagement •Decreases school absence•Increases graduation rate•Improved classroom behavior•Improved classroom participation

Life Outcomes•Decreases juvenile delinquency•Decreases aggressive behavior towards others•Reduces use of drugs and alcohol

Page 26: After School Advocacy

Traits of Effective Programs

Art Cooking Dance Drama

Health and Wellness “Interest Based”

(child’s choice) Relationship

Building Academic Support

Page 27: After School Advocacy

Youth Development Modelreview of the literature

Definition Life course framework

→social, emotional, moral and self-efficacy

Universal→ safe, strong support,

access to opportunities and exploration

Outcomes↓ teen pregnancies↓ dropout rates↓ drug and alcohol use↓ fighting↓ sexual initiation

(promiscuity)↑ academic achievement↑ school behavior↑ contraception

Davies & Schulman 2007

Page 28: After School Advocacy

Meta-Analysis of After School ProgramsDurlak & Weissberg

Strong PointsWell-controlled (all data had control group)Evidence Based after-school proceduresFocused on personal and social skills

FindingsAfter-school programs have positive effects

• Youth self-perception• Bonding to school• Positive social behaviors• School grades• Achievement test scores

Page 29: After School Advocacy

Conclusion7 Essentials

of Project Based Learning

Need to Know Driving Question Student Voice & Choice 21st Century Skills Inquiry & Innovation Feedback & Revision Publicly Presented

Product

7 Essentials for Project Based Learning Giving Students Meaningful Work

Larmer & Mergendollar. 2010

Project Based

Learning

After School

Programs

Public Educati

on

Page 30: After School Advocacy

Student Voice and Choice

21s

t

Century Skills

• Collaboration• Communication

Publicly Present

• Science Fair Project• Play / Performance

Lamer & Mergendoller. 2010

Page 31: After School Advocacy

“The belief that all genuine

education come about through

experience does NOT mean

that all experiences are

genuinely or equally

educative.”

1859- 1952Philosopher, Psychologist & Educational Reformer

Dewey, John. Experience and Education. 1938

Page 32: After School Advocacy

Resources Afterschool programs: Making a difference in america's

communitiesby improving academic achievement, keeping kids safe and helping working families. Retrieved from https://bbhosted.cuny.edu/@@/BF2CEEE238C1814A8D425ABFD8175E77/courses/1/YORK_EDUC_283_CCE_201302/db/_10387670_1/Afterschool Programs Making a Difference in America's Communities.pdf

Schulman, S. S., & Davies, T. D. (2007). Evidence of the impact of the ‘youth development model’ on outcomes for young people – a literature review.National youth agency. ,

Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A Meta-Analysis of After-School Programs That Seek to Promote Personal and Social Skills in Children and Adolescents.American Journal Of Community Psychology, 45(3/4), 294-309.

Page 33: After School Advocacy