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View statewide afterschool initiatives by category
Your search returned 230 results:
Alabama -- Kids and Kin Program
Alabama -- Senior Child Caregiver Program
Alaska -- System of Early Education Development (SEED) Program
Alabama -- Community Education Extended-Day Program
Alaska -- School-age Child Care Program Support
Arizona -- Quality Programs Initiative
Arizona -- Statewide Strategic Planning and Network for Afterschool
California -- California AfterSchool Partnership
California -- After School Education and Safety Program
California -- Regional Support
California -- The California Afterschool Network
Colorado -- Out-of-School Time Care Program
Colorado -- Tony Grampsas Youth Services Program (TGYS)
Colorado -- Colorado Trust After School Initiative
Connecticut -- Connecticut Statewide After-School Advisory Committee
Georgia -- The Georgia Early Care and Education Professional Development System
Montana -- Montana Out-of-School Time (MOST) Grants
Montana -- Afterschool Systems-Building
Connecticut -- Connecticut Charts-A-Course (CCAC)
Montana -- Montana Afterschool Network
Connecticut -- Extended School Hours Grant
Connecticut -- Youth Services Bureaus Grants
Connecticut -- Family Resource Center Grant
Connecticut -- Youth Programs Funded through Department of Social Services
Minnesota -- Eager to Learn (ETL)
Missouri -- Governor and Legislative support
Minnesota -- Minnesota School-Age Care Alliance (MNSACA)
District of Colu -- D.C. Children and Youth Investment Trust Corporation (CYITC)
District of Colu -- D.C. Agenda
Florida -- Florida Children's Services Councils
Hawaii -- The After School Plus (A+) Program
Hawaii -- Hawaii Afterschool Initiative
Idaho -- School-Age Professional Development Track
Indiana -- Indiana Afterschool Network (IAN)
Illinois -- Legislative Initiative
Illinois -- Illinois Afterschool Partnership
Illinois -- Teen REACH
Illinois -- Bridges for Learning
Indiana -- Afternoons R.O.C.K.
Indiana -- Safe Haven Education Program
Iowa -- Iowa Afterschool Alliance
Iowa -- Iowa Collaboration for Youth Development (ICYD)
Iowa -- AmeriCorps State of Promise Program
Kansas -- The Kansas Enrichment Network (KEN)
Kansas -- Statewide Summit on Extra Learning Opportunities
Kansas -- Kansas Endowment for Youth (KEY) Fund
Kentucky -- Extending Learning Opportunity (ELO) Workgroup
Kentucky -- Kentucky School Board Partnership (KSBP)
Kentucky -- Kentucky Youth Development Partnership
Minnesota -- Gaps Analysis Study
Kentucky -- Family Resource and Youth Services Centers
Kentucky -- Extended School Services
Kentucky -- Community Education
Louisiana -- Contracts with Providers
Louisiana -- LEAP 21 Academic Enrichment Programs
Louisiana -- Louisiana's Alliance for Youth
Maine -- Communities for Children and Youth (C4CY)
Maine -- The Maine Mentoring Partnership (MMP)
Maine -- Maine Afterschool Network
Maine -- Maine's Alliance for Children's Care, Education, and Supporting Services
Massachusetts -- Massachusetts Afterschool Partnership (MAP)
Massachusetts -- Massachusetts Afterschool Research Study (MARS)
Michigan -- Model Standards for Out-of-School Time Programs
Michigan -- Michigan Creative After School Experiences (MICASE)
Michigan -- TANF Funding for Afterschool
Utah -- Arts Education Program
Utah -- Afterschool Utah! Association
Virginia -- PASS Initiative
Virginia -- Project Graduation
Minnesota -- Minnesota Out of School Time Partnership (MnOST)
Virginia -- Truancy Reduction/Dropout Prevention Program
West Virginia -- Staff Training and Registry System (STARS)
Minnesota -- Local Levy Authority for Special Needs Care
Minnesota -- Community Education
Wyoming -- 21st Century State Incentive Grant
Minnesota -- Minnesota Commission on Out-of-School Time
Minnesota -- Center for 4-H Youth Development
Minnesota -- Professional Development for Practitioners Working with School-Age Youth
Minnesota -- Program Improvement and Accreditation (PIA) Grant
Minnesota -- Minnesota Alliance with Youth
Minnesota -- McKnight Foundation
Washington is a Quality Counts Site
Mississippi -- The Core Arts Initiative
Mississippi -- Support our Students (SOS)
Minnesota -- Youth Community Connections (YCC)
Missouri -- Missouri Afterschool State Network (MASN)
Michigan -- School-age Child Care Licensing Rules Revisions
Michigan -- Michigan School-Age Collaborative Conference
Michigan -- Michigan After-School Partnership (MASP)
Louisiana -- Using TANF for Afterschool
Louisiana -- Louisiana Afterschool Partnership
Massachusetts -- Expanded Learning Time Initiative
New Hampshire -- PlusTime New Hampshire
Kentucky -- Early Reading Incentive Grants
Kentucky -- Read to Achieve
Nebraska -- Nebraska Community Learning Center Network
New Jersey -- New Jersey Family Friendly Centers Initiative
Nebraska -- Youth Development Collaboration Demonstration Project
Nevada -- The Safekey/Latch Key Programs
New Jersey -- New Jersey School-Age Care Coalition (NJSACC)
New Jersey -- New Jersey Professional Development Center for Early Care and Education (NJPDC)
New Jersey -- 21st Century Community Learning Centers Advisory Committee
Arkansas -- Arkansas Out-of-School Network (AOSN)
New Jersey -- New Jersey School Based Youth Services Program (SBYSP)
Arkansas -- Arkansas School-Age Quality Initiative
New Jersey -- New Jersey After 3
Arkansas -- Arkansas 21-Century Network
New Mexico -- Statewide Positive Youth Development Focus
Arkansas -- Raising Arkansas Youth
New Mexico -- Out of School Time Legislation
New Mexico -- School Age Care and Family Support Program
Iowa -- Iowa's Promise
Delaware -- Child Care Capacity Building Grants
Delaware -- Extra Time
Delaware -- Delaware Prevention Network
New Mexico -- Children's Cabinet
New York -- The After-School Corporation (TASC)
New York -- Statewide Afterschool Network
New York -- State-Administered Programs
Support our Students (SOS) Program
North Carolina -- North Carolina Center for Afterschool Programs
North Carolina -- CCDF and School-Age Activities
North Carolina -- School-Age Training and Technical Assistance
North Carolina -- Support Our Students
North Carolina -- Young Scholars Program
North Carolina -- Tiered Licensing
North Carolina -- Basic School-Age Care (BSAC) Training Program
North Dakota -- North Dakota 4-H
North Dakota -- Regional Network
Illinois -- School-Age and Youth Credential
Ohio -- Ohio Afterschool Network
Rhode Island -- Article 31 -- Urban After School
Rhode Island -- Expansion of CCDF Eligibility Through Age 15
Georgia -- Department of Human Resources After School Services Program
Rhode Island -- SAMHSA State Incentive Grant (SIG)
Rhode Island -- Community Schools Rhode Island
Pennsylvania -- Job Training for Youth
Pennsylvania -- ELECT Student Works (ESW)
Pennsylvania -- Communities that Care
Oklahoma -- Oklahoma Afterschool Nework
Oklahoma -- Oklahoma Institute for Child Advocacy
Oklahoma -- Oklahoma Parent Teacher Association (PTA)
Oklahoma -- Oklahoma State 4-H and Extension Service
Georgia -- The Georgia School Age Care Association (GSACA)
Georgia -- School Age and Youth Care Technical Certificate of Credit
Oregon -- Oregon Commission on Children and Families
Oregon -- State Youth Development Collaboration Project
Georgia -- Family Connection Partnership (FCP)
South Carolina -- Extended Day/After School Child Care Development Program
South Carolina -- Communities in Schools Pilot Program
South Carolina -- South Carolina Afterschool Alliance
South Carolina -- Sisters of Charity Foundation Afterschool Initiative
South Dakota -- Out-of-School Time Program Grants
South Dakota -- State Licensing Regulations
South Dakota -- Training and Technical Assistance
Wyoming -- Governor's Summit on Extra Learning Opportunities
Washington -- School's Out Washington
Washington -- Washington Afterschool Network
Washington -- Washington Regional Action Project (WRAP)
Washington -- Washington State Training and Registry System (STARS)
Wisconsin -- Wisconsin AfterSchool Association
Wisconsin -- Wisconsin Child Care Improvement Project
Wisconsin -- Wisconsin Early Childhood Association
Wisconsin -- Wisconsin Community Education Association
Wisconsin -- Community Youth Grants
Connecticut -- After School Budget in Department of Education
South Dakota -- Move to Quality Initiative
South Dakota -- The Cost of Child Care
Tennessee -- Extended Learning Programs
Tennessee -- Tennessee Early Childhood Training Alliance (TECTA)
Texas -- Texas Afterschool Network
Texas -- Local Workforce Development Boards
Florida -- Florida After School Alliance (FASA)
Texas -- The Texas Afterschool Association (TAA)
Texas -- Franchise Tax Credit
Alaska -- Communities In Schools-Alaska, Inc. (CIS Alaska)
Colorado -- Colorado AfterSchool Network
Arizona -- Copper Canyon High School Youth Development Program
Colorado -- Colorado 4-H Impact Study
Colorado -- After-School Programming in Colorado
Florida -- Florida AfterSchool Network (FAN)
Missouri -- Afterschool Program Dollars
Georgia -- Georgia Afterschool Investment Council (GAIC)
Georgia -- VOICES for Georgia’s Children (VOICES)
Illinois -- Wallace Foundation
Maine -- Guilford Laptop Computer Initiative
Michigan -- TANF Funding
Indiana -- Mitch’s Kids POWER Hour program
Oregon -- OregonASK (Oregon After School for Kids)
Pennsylvania -- Tutoring Programs
Maine -- Afterschool Programs for 12-15 Year Olds
Montana -- Afterschool Supply and Demand Mapping
New Mexico -- Obesity Prevention Initiative
New Mexico -- New Mexico Youth Initiative
New Mexico -- State Demonstration Project
North Carolina -- Governor’s ELO Summit
Ohio -- Ohio’s Afterschool Initiative
Ohio -- Ohio Action for Healthy Kids (OAFHK)
Ohio -- Welfare Surplus Money Funds After-school Child Care
Oregon -- OregonASK (Oregon After School for Kids)
Rhode Island -- Rhode Island AfterSchool Plus Alliance (RIASPA)
Tennessee -- Lottery for Education: Afterschool Programs (LEAPs)
Utah -- The Ogden Area Youth Alliance
Utah -- Alliance for Youth
Utah -- United Way of Salt Lake
Virginia -- Learn and Serve Virginia
Washington -- State Demonstration Project
West Virginia -- Staff Training and Registry System (STARS)
Wisconsin -- Wisconsin Afterschool Network
California -- After School Education and Safety Act
Illinois -- School's Out: After-School Programs and Policies that Work
Missouri School Age Community Coalition (MOSAC2)
Missouri -- Gubernatorial and Legislative support
Missouri -- CCDF Quality Dollars for Afterschool
Washington -- School’s Out Washington
Washington -- Improving Program Quality (IPQ) Project
Washington -- Washington State Training and Registry System (STARS)
Arizona -- The Arizona Statewide Youth Development Task Force
Kentucky -- Kentucky Out-of-School Alliance
Maine -- Maine’s 21st Century Community Learning Centers Program
The Massachusetts Special Commission on After School and Out of School Time
21st Century Community Learning Centers
21st Century Community Learning Centers
Wyoming Bridges
Lights On Afterschool!
Student Enrichment Pilot Project
Vermont Northern Lights Career Development Center for Early Childhood and Afterschool Professionals
South Dakota Out-of-School Time Initiative
South Dakota -- South Dakota Afterschool Training Initiatives
The School-Age and Youth Development Certificate Program
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PROGRAM DESCRIPTION |
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| Alabama | Kids and Kin Program: The Kids and Kin Program at the Family Guidance Center of Alabama was specifically designed to meet the needs of relative child care providers and to raise their level of awareness about the importance of their roles. Educational workshops, resources, support activities, and a monthly provider newsletter are offered to relative care providers which impact the quality of child care available in our communities. Kids and Kin includes a Voluntary Certification Program through which providers earn health and safety items, books, and learning materials for attending free training sessions related to quality child care enhancement. Participation in the Kids and Kin Program is free.
For more information, see http://www.familyguidancecenter.net/index.php?story=erl.kids
State Profile
| | Alabama | Senior Child Caregiver Program: A partnership between the Central Alabama Aging Consortium and Family Guidance Center of Alabama has produced a program designed to provide supportive services for seniors who provide custodial care for children under age 18 years. The Senior Child Caregiver Program serves seniors who are 60 years and older who reside in the counties of Montgomery, Elmore, and Autauga. Services available include:
-Counseling;
-Information and referral services;
-Up to two weeks of respite care for children under age 18 years of age;
-Support groups and educational opportunities;
-Help with "parenting the second time around";
-Health information; and
-Kids and Kin Program activities.
For more information, see http://www.familyguidancecenter.net/index.php?story=erl.childcareseniors State Profile
| | Alaska | System of Early Education Development (SEED) Program: The Alaska System for Early Education Development (SEED) project and the Child Care Resource and Referral agencies, through federal earmarks and the Child Care and Development Fund, provide financial stipends to individuals who work in school-age child care programs. Stipends can be used for college credits, work toward a Child Development Associate credential, school-age certification, and attendance at the Alaska School Age Care Alliance Conference. For more information, see http://seed.alaska.edu/index.html State Profile
| | Alabama | Community Education Extended-Day Program: The primary purpose of this program is to open public school buildings for youth programming during extended hours and beyond the school year. Program goals vary among the 270 program sites, but include educational enrichment and services for working parents. Extended-Day also supports existing character enrichment programs such as Boy and Girl Scouts and 4-H. By using high school and college students as teacher aides, the program offers these older students training and career development opportunities. The program is administered by the Alabama Department of Education in partnership with local schools, parks and recreation offices, and the cooperative extension system. Extended Day's total funding of over $5 million comes from federal, state, and local funding streams, as well as parent fees. State Profile
| | Alaska | School-age Child Care Program Support: The Alaska Department of Health and Social Services provides grants to the three Alaska Child Care Resource and Referral agencies to provide support to school-age child care programs in their regions. These funds are used to assist programs in achieving school-age accreditation, purchasing school-age child care materials for libraries, paying for national speakers to present at the Alaska School Age Care Alliance Conferences, ensuring that monthly training by the agencies includes workshops specific to school-age care, and providing on-site program support and program ratings by school-age care consultants. State Profile
| | Arizona | Quality Programs Initiative: In 1999, the Governor’s Office for Children, Youth, and Families, using funds transferred from the Arizona Department of Economic Security’s (DES) Child Care Administration, began contracting a portion of Child Care and Development Fund quality dollars to the Arizona School-Age Coalition (AzSAC), now the Arizona Center for Afterschool Excellence (AzCASE) to enhance the quality of school-age programs throughout the state. The Quality Programs Initiative works to improve quality through the following activities: 1) training and technical assistance to help programs improve quality and move toward accreditation standards through the National AfterSchool Association (NAA); 2) collaboration and planning activities for school-age stakeholders at the state and program levels; 3) needs assessment at the state level and development of tools to help community leaders gauge local demand for afterschool programs; 4) public awareness activities, including public service announce-ments and increased web-based information; and 5) recognition of afterschool leaders through various annual awards programs. State Profile
| | Arizona | Statewide Strategic Planning and Network for Afterschool: In 2000, the Arizona School Age Coalition (AzSAC), now the Arizona Center for Afterschool Excellence (AzCASE), brought together a variety of state and local representatives to develop a five-year strategic plan for out-of-school time in Arizona. Attendees representing state policymakers, state agencies, tribes, foundations, children’s advocacy groups, and afterschool programs formed the Arizona Out-of-School Time Network that now meets six times a year to revise and implement the strategic plan. The strategic plan was revised in 2004. Additional stakeholders, including the child care resource and referral agencies, educational associations, faith-based leaders, youth development programs, additional municipal representatives, and universities have joined the Network. In 2003, the Network received funding from the C.S. Mott Foundation to further its efforts to expand the quality and quantity of afterschool programs throughout the state. AzSAC is the state’s National AfterSchool Association affiliate and provides technical assistance to program providers, hosts an annual conference on afterschool, and has established afterschool resource centers at regional libraries. AzSAC also provides grants to seven Regional Coalitions, which provide networking for staff and administrators, training and regional conferences.
For more information, see www.azafterschool.org. State Profile
| | California | California AfterSchool Partnership: In 1999, the California Department of Education and the Foundation Consortium for California's Children and Youth formed a public-private partnership to ensure high quality afterschool programs for public schoolchildren across the state. Joined by the Governor's Office of the Secretary for Education in 2001 and the Governor's Office in 2003, the Partnership works with stakeholders across the state to build effective, sustainable programs. Through a Statewide Advisory Committee, the Partnership receives reactions and comments from stakeholders to provide a policy voice for local program providers.For more information, visit www.cde.ca.gov/ls/ba State Profile
| | California | After School Education and Safety Program: The After School Education and Safety (ASES) Program is the result of the 2002 voter approved initiative, Proposition 49. This proposition amended California Education Code to expand and rename the former Before and After School Learning and Safe Neighborhood Partnerships Program which began in 1998. The ASES Program funds the establishment of local after school education and enrichment programs. These programs are created through partnerships between schools and local community resources to provide literacy, academic enrichment and safe constructive alternatives for students in kindergarten through ninth grade. Funding is designed to: 1) maintain existing before and after school program funding, and 2) provide eligibility to all elementary, middle, and junior high schools throughout California. The current funding level for the ASES Program is $550 million.
For more information on the program, visit www.cde.ca.gov/ls/ba/as
State Profile
| | California | Regional Support: The After School Partnerships Office has established a Regional Network for the purpose of providing training and technical assistance in each of the eleven service regions of the California County Superintendents' Educational Services Association. In each region, technical assistance is provided by a regional lead and a California Department of Education (CDE) staff member who work together to implement training opportunities and activities uniquely designed to fit the needs of local before and after school program grantees. State Profile
| | California | The California Afterschool Network: The California Afterschool Network, established in 2006, is a broad coalition charting the course of afterschool opportunities for California’s children and youth so that California’s afterschool programs can keep children safe, inspire learning, and help working families. The Network provides leadership and links to state policy makers to support high-quality programs; offers a collective voice to support policies, research, public awareness campaigns and innovative strategies; and builds partnerships among all afterschool partners to support opportunities for mutual learning.
Network activities include a weekly listserv providing updates on information and resources for afterschool research, policy, practice and events, participation in committees on policy, program quality and research which aim to expand and enhance the quality of afterschool opportunities, interactive research including online surveys to identify the needs of participants in the Network and more.
For more information, see: www.afterschoolnetwork.org State Profile
| | Colorado | Out-of-School Time Care Program: The Out-of-School Time Care Program for low-income families has been providing quality afterschool programs across Colorado since 1996. Administered by the State Department of Education, Prevention Initiatives Division, in cooperation with the state's Department of Human Resources, Colorado uses the Child Care and Development Fund quality earmark to fund 10- 20 programs annually that promote the academic success of schoolage children while also addressing the needs of working parents who need quality child care services. The program serves thousands of families a year.For more information, see http://www.cdphe.state.co.us/ps/ ipsp/specificprograms/ cde/outofschool03final.pdf State Profile
| | Colorado | Tony Grampsas Youth Services Program (TGYS): Tony Grampsas Youth Services Program (TGYS). This statewide funding stream for youth development programs was created in 1994, following a particularly violent summer across the state of Colorado. Administered by the Department of Public Health and Environment, TGYS focuses primarily on high school drop-out prevention and mentoring. In FY2007-08, $3.5 million in Master Settlement Agreement Tobacco funds was appropriated to the TGYS Program and legislation was passed to allocate an additional $300,000 in general funds to TGYS for the support of before and after school programs for 6th – 8th graders. TGYS-funded programs served 52 out of the 64 Colorado counties and served 29,361 children, youth and adults in FY2007-08. State Profile
| | Colorado | Colorado Trust After School Initiative: In 2000, the Colorado Trust committed to funding a five-year After School Initiative, during which time it committed to investing $11 million in youth programs serving children ages 9-14. Thirty community-based organizations across the state have been given grants through the initiative. After the grant period ends, an outside Consultant will evaluate the initiative to assess the effectiveness of positive youth development, cultural competency, and partnerships in improving program's youth outcomes.For more information, see http://www.coloradotrust.org/index.cfm?fuseAction=InitiativesGrantees.details&initiativeId=269. State Profile
| | Connecticut | Connecticut Statewide After-School Advisory Committee: In 2003, the Connecticut Afterschool Alliance and the State Department of Education convened a statewide Steering Committee of policymakers, educators, youth development workers, advocates, and others to support effective afterschool programs and foster school-family-community partnerships. Upon the Committee's recommendation, the governor signed Public Act 03-206 in July 2003 to permanently establish Connecticut's Statewide After-School Advisory Committee, which would provide leadership on key afterschool issues. The committee, which is led by the State Departments of Education and Social Services with the Connecticut Commission on Children, recently drafted an After-School Report that provided an overview of the state of afterschool services in the state. Because of this commitment to afterschool programs, the C.S. Mott Foundation recently awarded Connecticut a grant to help establish a statewide network to help build an effective, coordinated system. The network, under the guidance of the After- School Advisory Committee, will focus on the following: < Identifying sustainable funding sources and potential interagency collaborations. < Developing quality standards for afterschool programs. < Providing information about professional development opportunities. < Exploring the use of both statewide and local evaluation data to better demonstrate outcomes for after-school programming. For more information, see http://www.state.ct.us/sde. State Profile
| | Georgia | The Georgia Early Care and Education Professional Development System : The Georgia Early Care and Education Professional Development System though targeted primarily at early care providers, is also available for practitioners in school age settings. The system established core professional knowledge through a set of competencies for trainers, technical assistance consultants, ECE and School Age Providers and Administrators, In addition, the system provides the framework to encourage providers to obtain the skills and credentials required to progress on a lattice through the state’s registry. A quality assurance component ensures that training throughout the State aligns with the core competencies and is offered by State approved trainers. Currently, funding for scholarships, program quality awards, incentives and compensation/retention initiatives are available to ECE programs only. State Profile
| | Montana | Montana Out-of-School Time (MOST) Grants: The Montana Department of Public Health and Human Services made program grants of $5,000 or less to over 60 afterschool programs statewide in state fiscal year 2005. The $375,000 MOST grant fund was funded by TANF direct funds. Grant funds could be used for program improvements or operations and were available to the full spectrum of afterschool programs, including licensed centers, school-based, youth development, and mentoring programs). The MOST grants are seen as a means to deliver child care subsidy support to legally unlicensed afterschool programs that do not charge daily fees. State Profile
| | Montana | Afterschool Systems-Building: Last year the steering committee of the Montana Afterschool Network highlighted areas of activity that could be better coordinated between existing systems. These include data collection, staff training, curriculum development, and community collaboration. This year Network staff have worked to bridge state systems through inclusive data mapping of afterschool supply and demand, shared training of program staff and directors, and development of a survey to identify areas of program-defined need and best practice. State Profile
| | Connecticut | Connecticut Charts-A-Course (CCAC): Connecticut Charts-A-Course (CCAC) is a career development system for child care providers that is supported by the state's CCDF quality dollars. It is a collaborative effort between the state's Departments of Social Services, Education, and Higher Education. One component of the program is the Scholarship Assistance Fund, which provides income eligible childcare providers funding to pursue further training in school age care and ultimately receive a credential. Additionally, CCAC administers the Accreditation Facilitation Project which supports quality improvement and the acquisition of national accreditation standards in centerbased, school-age programs.For more information, see http://www.ctcharts-a-course.org State Profile
| | Montana | Montana Afterschool Network: Montana has convened the Montana Afterschool Network to include a broad range of stakeholders representing state agencies, licensed child care centers, school-based and school-linked afterschool programs, youth development organizations, and mentoring and prevention programs. The project is supported by a three-year grant from the C. S. Mott Foundation with matching funds from the First Interstate Bank Foundation, Homer A. and Mildred S. Scott Foundation, Dennis & Phyllis Washington Foundation, Montana Department of Public Health & Human Services, and Montana Office of Public Instruction. Building on goals set during a 2004 National Governors Association Extra Learning Opportunities Summit, the Montana Afterschool Network has designated three high-priority areas of activity: 1) Develop state level leadership for afterschool issues; 2) Create a common advocacy message; and 3) Work locally through existing afterschool and youth support networks. The three-year project is coordinated by the Montana Child Care Resource and Referral Network. Establishment of the Montana Afterschool Network builds on previous work accomplished with resources from the Child Care and Development Fund school-age earmark that provided a database of over 700 afterschool programs and community stakeholders, annual afterschool supply and demand mapping, afterschool training opportunities, and a statewide afterschool informational newsletter. State Profile
| | Connecticut | Extended School Hours Grant: Started in 1995, the Extended School Hours Grant is administered by the Connecticut Department of Education to provide funding for youth development services in 15 districts identified as ?priority? school districts. During the 2002-03 school year, the Extended School Hours grant of $3 million, combined with local and private resources, helped to support academic, enrich-ment, and recreational programs for over 35,000 students in 115 schools.For more information, see http://www.state.ct.us/sde/dsi/priority/eshgrant/eshp.htm State Profile
| | Connecticut | Youth Services Bureaus Grants: In 1978, the Connecticut General Assembly adopted legislation creating a grant program with the Department of Children and Youth Services to support community- based youth service bureaus. These bureaus provide afterschool and prevention programs to over 19,000 youth in 126 communities. The State's Department of Education provides approximately $2.7 million for the YSBs, and an additional $14.8 million is received from a combination of municipal and discretionary funds, federal grants, and inkind contributions.For more information, see http://www.dmhas.state.ct.us/sig/collab/ysb.asp State Profile
| | Connecticut | Family Resource Center Grant: In the 2002-03 school year, the Connecticut Department of Education awarded $5.2 million to 61 centers located in Connecticut elementary schools. A portion of this money, combined with other local and private resources, served over 4,200 school-age children in afterschool programs. For more information, see http://www.state.ct.us/sde/deps/Family/FRC/FRCs.pdf. State Profile
| | Connecticut | Youth Programs Funded through Department of Social Services: The Department of Social Services (DSS) provides care for many of Connecticut's children through state and federal grant programs. These efforts include the following programs that serve school-age youth:
The Care 4 Kids (C4K) program provides $16 milliion statewide in support of school-age services. Over 71,000 school-age children are provided before and afterschool programs and services through C4K subsidies.
DSS provides approximately $460,000 in funding for before- and afterschool programs in 22 communities at more than 40 sites in schools and community centers throughout the state. Activities include tutoring, sports, and creative arts.
The Human Resources Development program provides $1 million in grant funds to contractors for the provision of youth recreational activities, including participation in individual or group activities directed toward promoting physical, cultural, and social development.
The Teen Pregnancy Prevention program provides $2 million in grant funding to prevent at-risk teens from becoming sexually active. Services include after-school and evening activities, tutoring and other academic assistance, as well as reproductive health education.
As of May 2006, the DSS will receive an additional $1 million from the state legislature as part of a newly secured bill increasing funding for afterschool. State Profile
| | Minnesota | Eager to Learn (ETL): ETL is a nationally-recognized online training delivered through the Minnesota CCR&R system that includes training opportunities that are specific to practitioners working with school-age youth. State Profile
| | Missouri | Governor and Legislative support: In 2004, the governor of Missouri entered the office with a supportive nature for Afterschool. MASN has strong ties with his office, the Department of Elementary, and Secondary Education (DESE). Through the efforts of the governor, the Commissioner of Education, Dr. Kent King, and key legislators, MASN received $75,000 of General Revenue funds through DESE. These funds will come annually to MASN and will help MASN continue to address sustainability and having the support of State leaders and agencies. In 2006 Missouri was also rewarded with a National Governor’s Association Grant to host a Governor’s Summit on Afterschool. The goal of the grant was to demonstrate to the state the importance of Afterschool and build a stronger coalition throughout the state, and four out-of-state summits have since occurred. MASN will continue to strengthen the ties with the Governor’s office, key legislators, DESE, private sector, other state agencies and organizations. State Profile
| | Minnesota | Minnesota School-Age Care Alliance (MNSACA): Within the Minnesota early childhood and school-age care and education field, MNSACA is the primary support and resource for school-age care programs. It also serves to connect early childhood and the broader OST fields. In cooperation with Minnesota’s Department of Human Services and the Child Care Resource and Referral (CCR&R) system, it provides comprehensive, accessible professional development and training opportunities and an integrated system of program improvement and accreditation for those who work with school-age youth. MNSACA serves as the North Central Regional Point Affiliate for the National After School Association for regional accreditation support. It is also instrumental in expanding practitioner core competencies and child indicators of progress to include school-age youth. MNSACA’s mission is to promote quality OST programs and support the leadership and development of OST professionals. State Profile
| | District of Colu | D.C. Children and Youth Investment Trust Corporation (CYITC): This public-private partnership was formed in 1999 with the goal of linking public and private resources and providing technical assistance to programs serving children, youth, and their parents in D.C. CYITC funds community-based organizations (CBOs) for the provision of out-of-school programs for children and youth of all ages as well as parent centers. CYITC leverages public dollars for private investment in CBOs. In fiscal year 2007, the Trust granted more than $18 million to community-based organizations so that 19,000 people could participate in programs such as parent centers, out-of-school-time programs, youth entrepreneurship and older youth programs, summer camps, adult literacy programs, lifelong learning coaches and charter school improvements. In its role as intermediary, the Trust has worked to build partnerships across agencies, including both the Mayor’s office and the City Council, as well as DC Public Schools, DC Parks and Recreation, the Department of Employment Services, the DC Public Libraries, the Office of the State Superintendent for Education, the Department of Youth Rehabilitation Services and the Department of Health.
For more information, see http://www.cyitc.org/ State Profile
| | District of Colu | D.C. Agenda: D.C. Agenda is a nonprofit civic organization that acts as a community intermediary for city organizations from all sectors of the workforce. They convene diverse stakeholders in an effort to influence city leaders and community groups on key issues and shape the community agenda. D.C. Agenda helped create a network of more than 300 community-based organizations dedicated to out-of-school time issues and secured $26 million in funding from the D.C. and federal governments to support the network. Since the partnership was formed in 1999, over 20,000 more children have been served in afterschool programs. For more information, see http://www.dcagenda.org. State Profile
| | Florida | Florida Children's Services Councils: Legislation in Florida allows counties to hold local referendums in which voters determine if they are willing to levy an additional tax for children's services. Referendums have been passed in Dade, Broward, Palm Beach, Martin, St. Lucie, and Hillsborough counties. In developing a service strategy that best supports children and their families, many of these counties have chosen to make afterschool programs a primary component of their efforts. Many of the local CSCs have focused on establishing programs that meet national standards for high quality and demonstrate positive outcomes for youth, such as the Beacons Initiative and teen pregnancy prevention programs. For more information, see http://www.childrensboard.org/flchildren service.html State Profile
| | Hawaii | The After School Plus (A+) Program: Hawaii's A+ Program is the outcome of a joint effort between the former Governor's Sub-cabinet on Early Childhood Education and Child Care, the Board of Education and the State Department of Education. Established in 1990, the Hawaii Department of Education runs the A+ program, which provides after-school care (including homework assistance, enrichment activities and supervised recreational activities) until 5:30 p.m. each school day during the regular school year. Over 190 elementary schools in the state participate in the program. The A+ program is available statewide to all elementary children whose parents work, attend school, or are in job-training programs. Funds support after-school child care programs in schools as well as in community-based programs. While there is a participation fee, the Department of Human Services has a memorandum of agreement with the Department of Education to use Child Care and Development Fund dollars to subsidize the cost of care for eligible children. Currently, the program is supported with $6 million in state general funds that serve as Maintenance of Effort funds for TANF. The current agreement provides for a payment of $80/month per subsidy eligible child. For more information, see http://lilinote.k12.hi.us. State Profile
| | Hawaii | Hawaii Afterschool Initiative: In April 2002, the Hawaii legislature adopted HR 69, establishing a Special Assistant on Children and Families in the office of the governor to convene and chair a task force to be known as the Hawaii Afterschool Initiative. The task force's activities include the development of a plan to ensure quality afterschool programs for every school-age child in the state, implementing a needs-assessment, and mapping existing funding streams and programs. One outcome of this initiative is the development of a planning process for statewide afterschool for middle school students. Representatives from the Department of Human Services, the Department of Education, and the Lieutenant Governor's staff have met twice and are working on developing a community planning process. The middle schools initiative will emphasize teen pregnancy and drug abuse prevention.
The Task Force recently met and developed a community planning process. As a result of the Task Force's efforts, there are afterschool programs for middle school students in participating Dept. of Education Middle Schools which is known as the Uniting Peer Learning, Integrating New Knowledge (UPLINK) Program.
For more information, see http://www.ncsl.org/programs/cyf/02elegis.htm. State Profile
| | Idaho | School-Age Professional Development Track: Idaho STARS (State Training and Registry System) was launched by the state Department of Health and Welfare in July 2003 using the Child Care and Development Fund resource and referral and school-age earmark. Administered by the Center on Disabilities and Human Development at the University of Idaho and the Idaho Association for the Education of Young Children, STARS encompasses both a professional development career lattice for providers and resource and referral services for parents. Professional development training is offered at nine career levels ranging from pre-professional through doctorate and focuses on four areas of competency, one of which is school-age care. A compensation component to the program is being developed. Incentives are expected to include stipends and scholarships for providers to attend training; bonuses for advancing to higher career levels; and grants for providers to design course offerings, purchase educational materials, or develop lending libraries to disseminate resources. For more information, see http://www.idahostars.org. State Profile
| | Indiana | Indiana Afterschool Network (IAN): The Indiana Afterschool Network is a statewide collaborative organization that provides opportunities for after school providers and related stakeholders to improve the lives of children and youth across Indiana. Through the creation of statewide partnerships with schools and communities, IAN is committed to policies to enhance the quality and number of after school programs in Indiana. IAN policies are directed toward securing the resources necessary to meet these goals. IAN and its partners are also creating a statewide system to share best program practices, thus ensuring high quality after school programs.
For more information, contact david.klinkose@yahoo.com or see inafterschoolnetwork.com State Profile
| | Illinois | Legislative Initiative: In 2001, a task force mandated by the state legislature and co-chaired by the Superintendent of Education and Secretary of Human Services was charged with conducting an assessment of afterschool services in Illinois, including identification of the number of children and youth served in afterschool programs in the state; the number and location of children and youth who need but are not served by afterschool programs; and the various funding streams that currently support afterschool programs. The task force presented a comprehensive and strategic plan to the legislature in November 2002.Highlighted recommendations included:
1) Create a comprehensive system of out-of-school time services across the state.
2) Develop common procedures among state agencies with a focus on youth for training, credentialing, meeting fiscal and programmatic reporting requirements, and evaluating programs.
3)Build a system to disseminate information on best practices and outcome measures, link programs, and increase community capacity to provide needs assessment, training, service delivery, and evaluation.
4)Expand public funding, coordinate state and federal funding, develop strategies to increase private, local, and foundation support.
5)Require publicly funded programs to meet outcomes that support the stated goals for programs.
Read the Illinois After-school Task Force report at http://www.hmcdesign. com/icvp/icvp_report_4pdf.pdf. State Profile
| | Illinois | Illinois Afterschool Partnership: In 2003, the Mott Foundation awarded a grant to the Illinois Center for Violence Prevention to establish and sustain a statewide network to support afterschool programs in Illinois. Co-chaired by the Illinois Department of Human Services and the Illinois State Board of Education, the Illinois Afterschool Partnership is a statewide coalition of public and private entities with a vested interest in afterschool. The Partnership is working to implement the recommendations of the Illinois Afterschool Initiative Task Force, to build relationships with the private sector to increase their support of out-of-school time programs, and to involve parents and youth in strengthening the out-of-school time system. Workgroups have been established for capacity building, policy, and outcome measures. These workgroups have gathered data and are developing tools to enhance the professional development system in Illinois, to build the capacity of programs to measure their outcomes, and to document the need for increased funding for after-school.
For more information, see www.illinoisafterschool.net. State Profile
| | Illinois | Teen REACH: The Department of Human Services administers and funds the Teen REACH program at $19 million annually. Teen REACH provides structured activities for teens during non-school hours to prevent their involvement in gangs, alcohol and drug use, sexual activity, teen pregnancy, and other problems. The program was originally funded with federal TANF funds and is currently operating with state general funds. Teen REACH targets youth ages 6 to 17 who live in Illinois' most needy communities and come from families receiving public assistance. For more information, see http://www.dhs.state.il.us/chp/op/CYP/ teenReach.asp. State Profile
| | Illinois | Bridges for Learning: The Illinois State Board of Education administers the Summer Bridges program, an extended learning program designed to improve the reading, writing, and mathematics skills of students from pre-kindergarten through grade 6 in districts where a significant number of students do not meet state learning standards. The bulk of the program's funding, $26 million, is from state funds, and the remainder, $6 million, is federal funding. Districts provide a local contribution and agree to integrate the summer bridges literacy framework into the regular school year. For more information, see http://www.isbe.state.il.us/sos/htmls/summerbridges. htm. State Profile
| | Indiana | Afternoons R.O.C.K.: Afternoons R.O.C.K. began in 1997 as an afterschool drug prevention program for youth ages 10 to 14 administered through the Indiana Department of Mental Health and Addiction (DMHA) and its community-based partners. The acronym R.O.C.K. represents the mission of the program to provide Recreation, Object lessons, Culture and values, and Knowledge. Born of a need for constructive, supervised activities for youth during afterschool hours, Afternoons R.O.C.K. teaches youth about social and media influences, conflict resolution, and violence and substance-abuse prevention. The Indiana Prevention Resource Center at Indiana University provides technical assistance to 14 Local Prevention Services Coalitions that bring the program to targeted youth in each Indiana county. For more information, see www.drugs.indiana.edu/programs/rock.html State Profile
| | Indiana | Safe Haven Education Program: In 1998, Governor Frank O'Bannon established the Safe Haven/Safe Schools Program as part of his commitment to making Indiana's schools safer. The program is administered by the Indiana Criminal Justice Institute and received $4.15 million in state funding in Fiscal 2003. Schools receiving Safe Haven grants can use the funds to run before- and afterschool programs that are geared toward reducing drug use and violent behavior and promoting educational progress. Safe Haven programs are open to all students, not just at-risk youth.For more information, see www.in.gov/cji/youth/safe.htm. State Profile
| | Iowa | Iowa Afterschool Alliance: The Iowa Afterschool Alliance, a coalition of networks and interest groups with partners from the juvenile justice, education, youth development, and child care sectors, began in 2003 with a three-year C.S. Mott Foundation Grant. The IAA has submitted an application for a new three-year C.S. Mott Foundation Grant to shape a set of comprehensive, cross-agency policies and resources to support afterschool by creating a grassroots-driven, strengths-based Blueprint for Afterschool. The Blueprint for Afterschool will include recommendations on quality programming, policy, funding, availability, state and local implementation, and other key issues. Activities of the Iowa Afterschool Alliance focus on building partnerships that increase the capacity, quality, and sustainability of afterschool programs throughout Iowa.
For more information, see http://www.IowaAfterschoolAlliance.org State Profile
| | Iowa | Iowa Collaboration for Youth Development (ICYD): The Division of Criminal and Juvenile Justice Planning (CJJP) in the Iowa Department of Human Rights in partnership with Iowa Workforce Development created ICYD in 1999 with funds from the HHS Family and Youth Services Bureau Statewide Youth Development Collaboration Project. ICYD represents state and community agencies and organizations promoting positive youth development policy and practice by disseminating best practices, facilitating varied afterschool efforts, and providing a forum for regular networking and information-sharing among state and community partners. ICYD also participates in the ten-state Youth Policy Network of the National Governors Association and the National Crime Prevention Council's six-state Embedding Prevention in State Policy. For more information, see: http://www.icyd.org. State Profile
| | Iowa | AmeriCorps State of Promise Program: Coordinated and administered by Iowa State University Extension, 4-H Youth Development, this initiative provides extended learning opportunities for youth by assigning AmeriCorps members to afterschool and summer programs in nine Iowa school districts. Funded by the Corporation for National and Community Service and host sites' extensive network of community partners, the program provides academic assistance, mentoring, and service learning opportunities for over 700 Iowa middle school students. State Profile
| | Kansas | The Kansas Enrichment Network (KEN): In 2002, the University of Kansas Institute for Educational Research and Public Service received funding from the C.S. Mott Foundation with matching funds from the Kansas Health Foundation, Ewing Marion Kaufman Foundation, Sunflower Foundation, United Methodist Health Ministry Fund, and support from the Kansas State Department of Education and University of Kansas School of Education to create a state-wide afterschool network. The Kansas Enrichment Network is a collaborative, coordinated-service partnership committed to the children of Kansas. KEN is building and expanding school-based, faith-based, and community-based programs to enhance afterschool programs and provide technical assistance to new and established programs. The network focuses its efforts on elements of: quality, sustainability, partnership building, evaluation, research, and public awareness and policy development. In 2004, KEN’s work in collaboration with the Kansas Children’s Campaign and Kansas Action for Children produced and disseminated a report, A Call for Quality Afterschool Programs in Kansas. This report identified local, state, and national goals including professional standards, state systems coordination, a flexible funding source, and integration with workforce and economic development. The Kansas Continuous Improvement Process Rubric for Afterschool offers a tool for improving afterschool program quality and sustainability. The focus on quality produced a partnership with the Missouri Afterschool Network to develop a set of credentials for afterschool directors and core competencies for afterschool professionals. Beginning in 2007, a collaborative workgroup seeks to organize a professional development system centered around the competencies and credentials. In 2005, the C.S. Mott Foundation and current foundations provided matching funding to continue KEN’s work. The new funding for innovations focused on an afterschool sustainability model for local communities. This model has been implemented in two communities, Russell and Hoisington, Kansas as they seek to establish out-of-school time experiences for their youth. KEN’s technical assistance services continue to be refined and formalized. In 2007, a Physical Activity and Nutrition Conference provided program staff strategies to address the current concerns of sedentary youth lifestyles and increasing overweight and obesity. During 2008, professional development opportunities will expand to include various curricular options as well as sustainability, diversity, and program evaluation. KEN continues to implement an action plan for policy to help establish state funding for afterschool programs with the guidance of state advocate leaders, Kansas Action for Children and Strategic Communications of Kansas. An Afterschool for All Campaign kicks off in May of 2008 with a goal of 10,000 supporters for out-of-school time opportunities.
For more information, see http://www.kansasenrichment.net State Profile
| | Kansas | Statewide Summit on Extra Learning Opportunities: In 2003, the governor of Kansas received an award from the National Governors Association Center for Best Practices, with funds from the C.S. Mott Foundation and the Wallace Foundation, to hold a statewide summit on extra learning opportunities (ELOs). The Kansas Enrichment Network worked closely with the governor’s office to plan and implement the summit, which convened and engaged a range of state and local partners to devise a shared agenda for improving the quantity and quality of afterschool programs. The summit was held in conjunction with the Kansas workforce summit and focused on increasing partnerships between businesses and ELOs. State Profile
| | Kansas | Kansas Endowment for Youth (KEY) Fund: All funds Kansas receives from the Master Tobacco Settlement are deposited into the KEY Fund, which is designed to provide preventative services by enhancing or expanding children's programs. The payment amount depends on how many tobacco products are sold nationally each year, and funds are distributed by the state legislature based on recommendations of the Kansas Children's Cabinet. In 2003, over $46 million was transferred from the KEY fund to the Children's Initiatives Fund and state agencies for public health, juvenile justice, and education programs. Approximately $1.4 million was allocated directly to child care services, with afterschool programs potentially able to access these funds as well as those earmarked for activities such as violence prevention or smoking cessation. The KEY Fund is managed as an investment account by the Kansas Public Employees Retirement System with the goal of sustaining children's programs after tobacco settlement payments end. State Profile
| | Kentucky | Extending Learning Opportunity (ELO) Workgroup: Kentucky's ELO Workgroup was established in 2000 following the National Governors Association Conference, ?Extra Learning Opportunities: Defining the State Role,? The work group includes high-level individuals from state agencies and stakeholder groups and has primarily focused on avenues to promote professional development. State Profile
| | Kentucky | Kentucky School Board Partnership (KSBP): With funding from the Mott Foundation and the Kentucky School Boards Association, the KSBP helps local school boards to use community-school partnerships for extended day programming. Elements of the project include promotion of best practices, policy guidance, evaluation rubrics, and training opportunities. State Profile
| | Kentucky | Kentucky Youth Development Partnership: The Kentucky Youth Development Partnership began in 2000 through a three-year demonstration grant from the U.S. Department of Health and Human Services (DHHS). Partners, which include state agencies and local youth service organizations, coordinate efforts that promote a positive approach to youth development and offer training and technical assistance to program providers. The partnership was recently designated as a Building Exemplary Systems for Training Youth Workers (BEST) Initiative Site by the Academy for Educational Development's National Training Institute for Community Youth Work. The program received continuing funding from DHHS through 2008 and in 2004 hosted Sustainability Planning Training of Trainers facilitated by The Finance Project. For more information, see: http://www.kychildnow.org/programs/ ky_youth.html State Profile
| | Minnesota | Gaps Analysis Study: Co-sponsored by YCC and the Center for 4-H Youth Development’s Applied Research Collaborative at the University of Minnesota’s Extension Service, the Gaps Analysis Study will examine MN specific data on after school and out-of-school time programs and opportunities, and conduct a parent perception survey that will answer the question of whether or not the current supply of after school/out-of-school time opportunities meets the needs and demands of parents. Subsequent phases will include a youth survey that will identify what and why youth seek certain out-of-school time opportunities, and a provider survey that will help determine what actual programs, services and opportunities are available in communities across the state. State Profile
| | Kentucky | Family Resource and Youth Services Centers: Following the 1990 Kentucky Education Reform Act, Kentucky established Family Resource and Youth Services Centers in or near all public schools where at least 20 percent of students qualify for the federal school lunch program. Family Resource Centers are located in schools serving children under age 12, while Youth Resource Centers serve older children, and some locations serve both age groups. Centers that provide afterschool programming to school-age children have a particular emphasis on addressing the non-cognitive barriers to learning. This program is funded through state and local funds, parent fees, and donations from private foundations and is administered by Kentucky's Cabinet for Health and Family Services. Currently, the state maintains 780 Centers at a cost of $50.2 million a year. For more information, see http://cfc.ky.gov/frysc State Profile
| | Kentucky | Extended School Services: The Extended School Services program was implemented in 1990. Localities in Kentucky provide extended school services (including extended days, weeks, or years) for students requiring additional academic instruction to meet academic standards. Local school councils determine the program design and curriculum for each school. Funding is provided through grants by the Kentucky Department of Education. For more information, see: http://cfc.ky.gov/frysc State Profile
| | Kentucky | Community Education: The Community Education system in Kentucky promotes extended-day use of public facilities, community engagement, and programs addressing the needs of all age groups. Community Education initiatives are run locally in 126 school districts and funded annually with $1.75 million in state funds and local matching funds. In some localities, existing programs such as Extended School Services and 21st Century Community Learning Centers have collaborated with Community Education directors to support enrichment programs during out-of-school time. State Profile
| | Louisiana | Contracts with Providers: Louisiana has focused Temporary Assistance for Needy Families (TANF) dollars on afterschool programs. In Fiscal Year 2006, the state Department of Education contracted with 68 afterschool programs, serving over 12,000 students at 150 sites at a cost of $9.5 million. $12.5 million has been appropriated for 2007. In 2006, DOE has partnered with the Southwest Educational Development Laboratory, National Institute for Out-of-School Time (NIOST) and a number of other entities to provide technical assistance and training to the providers of these afterschool programs. State Profile
| | Louisiana | LEAP 21 Academic Enrichment Programs: The Louisiana Educational Assessment Program for the 21st Century (LEAP 21) is a statewide test fourth and eighth graders are required to pass to be promoted to the next grade. The Louisiana Department of Education offers several instructional programs during out-of-school time for students who have failed or are at risk of failing the LEAP 21. Early Intervention programs and Academic Learning Centers aim to boost the math and English achievement of students doing poorly in school. Summer and Fall Remediation programs assist those students who score “unsatisfactory” on a LEAP 21 test. State Profile
| | Louisiana | Louisiana's Alliance for Youth: The Alliance is a statewide organization affiliated with America's Promise, a national organization that aims to promote access to five "promises": safe places, mentoring, children's health, and opportunities to learn and to give back to the community. The organization engages the private sector and civic and religious organizations to support programs that serve children and youth. These efforts are supported by a grant from the Kellogg Foundation through the Corporation for National and Community Service, which provides staff assistance by Promise Fellows. State Profile
| | Maine | Communities for Children and Youth (C4CY): C4CY is a statewide initiative of the Maine Children’s Cabinet designed to create a partnership between state government and local communities as they work to prevent poor outcomes for children and youth and instead promote positive development. The goals of the initiative are to improve the well-being of children and youth in every Maine community and increase educational achievement levels. C4CY invites all communities to become “Partner Communities,” and today C4CY has 64 active communities, representing more than 300 municipalities and 70% of the state’s population. The initiative receives funding from the Children’s Cabinet and private grants generated by the state coordinating office and local communities. Local communities from Children’s Leadership Councils develop strategic plans to promote child well-being and receive assistance from VISTA volunteers. One significant initiative of C4CY is the replication of the Colby Cares About Kids College/Community mentoring program, where Colby mentors are matched with area children and youth to improve their academic, social, and emotional well-being. This model is now replicated at University of New England Biddeford, University of Maine at Orono, and Bowdoin College. State Profile
| | Maine | The Maine Mentoring Partnership (MMP): The Maine Mentoring Partnership (MMP) is an initiative of Maine's Children's Cabinet. MPP is a partnership between government, program providers, and funders with the aim of increasing the availability of formal mentoring programs in Maine through resource development and distribution, public awareness, recruitment and referral, technical assistance and training, public policy, and data collection/tracking.For more information, see http://www.mainementoring.org. State Profile
| | Maine | Maine Afterschool Network: The Maine Afterschool Network aims to bring together Maine’s out-of-school time and youth workers and program administrators. The Network is funded by the Departments of Education, Health and Human Services, Early Childhood Services Division, and the C. S. Mott foundation, supported by the Governor’s Children’s Cabinet. Partners include Maine School Age Care Alliance, individual afterschool providers, and the University of Maine at Farmington. The Network’s goals are to promote partnerships, sustain existing afterschool programs, secure resources for new programs, and improve care quality. State Profile
| | Maine | Maine's Alliance for Children's Care, Education, and Supporting Services: The Alliance is a membership organization whose members include: Maine Resource Development Centers, Inc., Maine Child Care Directors Association (MCCDA), Maine School-Age Care Alliance (MSACA), Maine Head Start Association (MHSA); Maine Family Child Care Association (MFCCA) and Maine Division for Early Childhood (DEC). Their mission is to:
1)Promote access to early care and education (for children from birth to age 12)
2)Build the community's capacity to provide family focused services; and
3)Develop collaborative relationships with child care stakeholders, reaching out to traditional and non-traditional partners.
Founded in 1997, the Alliance has formed local collaboratives, issuebased committees, and task groups and has held statewide conferences. For more information, see http://www.accessforme.org. State Profile
| | Massachusetts | Massachusetts Afterschool Partnership (MAP): The Massachusetts Afterschool Partnership (MAP) is a partnership of public and private organizations dedicated to advancing high quality afterschool and summer programs for youth. MAP endeavors to:
- Increase public and private resources for programs;
- Help ensure that children and families have access to high-quality educational opportunities and safe environments;
- Forge alliances among existing programs and stakeholders; and
- Build upon best practices.
MAP is funded by the C.S. Mott Foundation and other public and private partners. MAP is currently undertaking efforts to build a statewide network of organizations and programs to advance sustainability and quality of programs for children with afterschool needs. This work will include developing public policy and legislative approaches to support the field, helping bridge communication gaps among organizations, sharing best practices, and heightening awareness of the work being done across the state on behalf of children, youth and families.
In 2005-2006, MAP worked closely with state policymakers and their partners to establish a legislative Commission on afterschool and out-of-school time and to restore afterschool funding in the state budget. MAP has also impacted statewide policy through the state budget, including working with the Legislature to establish and expand the After School and Out-of-School Time (ASOST) Grant. The House of Representatives and the Senate have both proposed significant increases in this grant in the FY2009 state budget proposals and, if passed, the $5.55 million allocation represents more than a 150% increase from the $2 million FY2008 allocation.
For more information, see www.massafterschool.org.
State Profile
| | Massachusetts | Massachusetts Afterschool Research Study (MARS): Using Child Care and Development Fund dollars, the Massachusetts Office of Child Care Services is collaborating with the state's Department of Education and the United Way to conduct the Massachusetts Afterschool Research Study (MARS). This statewide study is examining the links between afterschool program quality and student outcomes and the efficacy of various afterschool models. MARS aims to create consensus about which elements of programs contribute to positive outcomes for youth so that funders, providers, advocates, and policymakers can expand the quality and availability of afterschool programs. This information will then be used to help funders target resources, help providers make ongoing quality improvements, and give policymakers a reliable foundation on which to base their commitment to afterschool. State Profile
| | Michigan | Model Standards for Out-of-School Time Programs: The Michigan State Board of Education finalized model standards for Outof- School Time (OST) programs on February 27, 2003. The model standards were developed by the OST committee comprised of MDE representatives and representatives from three school districts across the state. The standards are designed to assist schools and other organizations develop and evaluate high-quality comprehensive outof- school time programs for elementary and middle schools. The model standards include quality indicators for six distinct areas: 1) health, safety, and nutrition; 2) human relations and staffing; 3) indoor and outdoor environment; 4) program and activities; 5) administration; and 6) single-purpose programs (i.e., standards for programs that are not designed to be comprehensive). In addition to the model standards, the MDE is in the process of developing an instrument for program monitoring and self-assessment that will allow OST programs to implement the activities necessary to meet the standards. State Profile
| | Michigan | Michigan Creative After School Experiences (MICASE): MICASE is a catalog of out-of-school programs that includes afterschool, weekend, and summer experiences for pre-kindergarten through high school students. The online database was created and is maintained by the Michigan Department of History, Arts, and Libraries to help connect those seeking creative out-of-school-hours educational experiences with cultural organizations that provide them. The database, available at http://www.micase.org/index.htm, includes out-of-school time programs with a focus on history, literacy, mathematics, music, science, technology, visual arts, and theater. State Profile
| | Michigan | TANF Funding for Afterschool: The Family Independence Agency provides before and afterschool programming to low-income TANFeligible (less than 200 percent of the federal poverty guidelines) youth in kindergarten through 9th grade. These contracts, totaling $8,550,000 in TANF funds, are intended to support effective before- or afterschool programs that combine academic, enrichment, and recreation activities to youth. Each program must include parental involvement and at least three program elements, which may include pregnancy prevention, mentoring, leadership training, and anger management. In the FY 2003 annual report, every grantee reported respective positive results in several areas including reduction of aggression and improvement in grades and study skills. The funding for this program was cut by Executive Order in December 2003 and programs ceased being funded in January 2004. Currently, legislation is revisiting this program and efforts are being made to re-appropriate this line item. State Profile
| | Utah | Arts Education Program: The Arts Education Program (AE) works with schools, communities, and nonprofit organizations to encourage lifelong learning in the arts. The AE program is administered through the Utah Arts Council and supports a variety of projects, including afterschool and weekend programs for youth. For example, at a local elementary school an AE grant was used to support a yearlong afterschool theater program that hosted a special guest artist from New York. Technical assistance is provided to schools and organizations interested in developing programs and obtaining funding for arts education projects.
For more information, see http://arts.utah.gov/ae/sponsbook.html. State Profile
| | Utah | Afterschool Utah! Association: The Afterschool Utah! Association enhances and facilitates quality programs for school age children and youth during out-of-school time by providing quality training opportunities for youth workers; promoting community awareness and increasing involvement of educators, families, and the public; and creating a network of information exchange among school-age providers.
For more information, see http://utahafterschool.org. State Profile
| | Virginia | PASS Initiative: Partnership for Achieving Successful Schools (PASS), an initiative that began in 2002, is a comprehensive effort to improve student achievement in Virginia’s lowest academically performing schools. One key component of PASS is strengthened partnerships between schools, families, and communities. In addition to assistance with school administration and programs, PASS schools are matched with business leaders, many of whom enlist their employees or other members of the local community to serve as volunteer tutors and mentors for afterschool programs. The Virginia Department of Social Services has partnered with the Department of Education to target additional resources for before- and afterschool programs in elementary schools in Virginia’s underperforming areas, including Amherst, Covington, Petersburg, Portsmouth, and Richmond.
For more information, see www.passvirginia.org/index.cfm State Profile
| | Virginia | Project Graduation: Established in 2003, “Project Graduation,” is a program to help rising high school seniors meet graduation requirements. Project Graduation combines regional summer academies, expanded access to online tutorials, distance learning opportunities, and statewide dissemination of information on other effective models that help students. Project Graduation is funded with federal dollars designed to underwrite innovative pilot programs to support statewide education reform efforts.
For more information, see www.pen.k12.va.us/2plus4in2004/index.shtml State Profile
| | Minnesota | Minnesota Out of School Time Partnership (MnOST): The Minnesota Out-of-School Time Partnership is a network of public and private organizations dedicated to the belief that all Minnesota communities must ensure options for children and youth to learn, develop, and contribute during non-school hours. Over 30 Partnership members meet collectively and in work groups to make this vision a reality. The partnership works with financial support from the Child Care and Development Fund school-age care earmark, 21st Century administration funds, and the McKnight Foundation among others. A Public/Private Agenda Setting Group is guiding and supporting the activities of the MnOST Partnership. The Partnership supports the following work groups:
< A Youth Funders Consortium is working to coordinate funding systems and leverage additional funding from the private sector;
< The Communications Work Group, in cooperation with the Frameworks Institute, is conducting a major study of how Minnesotans frame issues related to out of school time and the solutions that are needed;
< The Policy Work Group is examining policy issues and exploring ways to coordinate and increase the effectiveness of advocacy issues;
< The Field Support Work Group is reviewing what is available and what is needed to better support the professionals and organizations that provide out of school time programs. For more information, see mncost.org/partners.html State Profile
| | Virginia | Truancy Reduction/Dropout Prevention Program: The Truancy Reduction/Dropout Prevention program is designed to identify truants and potential dropouts and provide coordinated services to help these students succeed in school. Program activities include academic enrichment, life skills and job training, and conflict resolution. Administered by the state Department of Education, the program serves elementary, middle, and high school students who are academically at-risk at 180 sites across the state. State Profile
| | West Virginia | Staff Training and Registry System (STARS): West Virginia's professional development system, while targeted at early care providers, is also available for practitioners in school-age child care settings. The system established a set of Core Competencies reflecting best practices which are tied to the STARS Career Pathway. The Pathway provides an eight-level framework to encourage providers to obtain skills and credentials, and progress on the Career Pathway is tracked on the state's registry and credentialing system. An approval system ensures that training throughout the state aligns with the Core Competencies, and a coordinated training system offers continuing education credits to providers. Practitioners working at least 20 hours per week in an approved child care program can also participate in the STARS apprenticeship program. Apprentices complete four semesters of weekly instruction in child development, curriculum development, and health and safety. Upon completion, Apprentices receive a Child Development Associate credential, which counts for up to 33 credits toward an associate's degree at state community colleges and qualifies them for the fifth level on the 8-step Career Pathway. A scholarship program also helps Apprentices pay for college courses leading to an associate's degree in child development. While the program is primarily focused on providers serving children age 0 to 5, curricula are designed with school age care components. State Profile
| | Minnesota | Local Levy Authority for Special Needs Care: The Minnesota Department of Education grants local levy authority to school districts offering school-age care programs to cover the additional costs of providing services to children with disabilities or experiencing family problems. Families eligible for Child Care Assistance Program subsidies may use them for this program. The Minnesota Department of Education provides additional aid to districts that have a limited ability to raise local funds. State Profile
| | Minnesota | Community Education: Minnesota’s Community Education program promotes lifelong learning and community involvement through a range of activities, including school-age programs. Community Education is managed independently by each school district generating revenue from user fees, grants, and state and local taxes. Youth programs including leadership development and service, creative expression, life skills, school-age care and academic support provide rich experiences where young people build relationships with peers and adults, make community connections, explore areas of interest and improve academic performance. In 2002, legislation passed allowing districts to levy for youth afterschool programs targeting high-risk times and emphasizing leadership development and academic improvement. State Profile
| | Wyoming | 21st Century State Incentive Grant: Wyoming leaders, through the state-level Wyoming Youth Development Collaborative, recently created a new grant program, the 21st Century State Incentive Grant (21st Century SIG), to encourage community collaboration around youth services in the state. Spearheaded by the Department of Education and the Department of Health, state officials combined four separate funding sources to implement the program: 21st Century Community Learning Centers; the Governor's allocation of the Safe and Drug-Free Schools Program; a federal Substance Abuse and Mental Health Services Administration State Incentive Grant; and state tobacco settlement dollars. The funds will be used to achieve the following outcomes:
1)Prevent alcohol, tobacco, and other drug use and abuse for youth ages 12?17;
2)Reduce known risk factors and enhance known protective factors;
3)Advance academic achievement through before- and afterschool activities, including during summer recess periods for youth of all ages; and
4)Serve populations not normally served by the state educational agency, such as school dropouts and youth in detention centers.
The new grant program aligns the overlapping goals of the four funding streams and encourages communities to collaborate across systems to build a community-wide continuum of care during non-school hours. To date, 26 Wyoming communities have created community collaboratives and community advisory boards to oversee and coordinate this and other relevant funding sources at the local level. For more information, see http://sad.state.wy.us/21SIG. State Profile
| | Minnesota | Minnesota Commission on Out-of-School Time: The Commission, part of the University of Minnesota Presidential Initiative on Children, Youth, and Families, was convened by the University of Minnesota President in January 2004, with the charge to create the vision and strategies necessary to ensure Minnesota’s young people have engaging opportunities to learn and grow in non-school hours. The Commission was comprised of experts from a variety of fields including business, philanthropy, higher education, and community. Commissioners studied national and state research findings, identifying a vision for out-of-school time (OST) in Minnesota as well as issues facing young people, their families, program providers and policymakers. A series of recommendations contained in a final report was released in June 2005. A series of research briefs was prepared by Commission staff to inform the Commission’s deliberations in key thematic areas. The Minnesota Out-of-School Time Partnership has supported the work of the Commission and will assume leadership for addressing priority areas in Commission recommendations moving forward.
For more information, see www.mncost.org
State Profile
| | Minnesota | Center for 4-H Youth Development: The Center for 4-H Youth Development and its statewide staff of educators and program coordinators are dedicated to making a measurable difference in the quality, availability, and impact of out-of-school opportunities for youth ages 6 to 18. Efforts include both direct service programs such as 4-H clubs and 4-H Afterschool Programs as well as the Minnesota Youth Work Institute, which provides training opportunities for volunteers and professionals working with youth. New afterschool and summer programs with Native American reservations and at public housing sites are underway, and the Center recently launched a series of research and policy symposia on out of school time opportunities, including discussion guides for communities. For more information see www.mn4H.org or www.mnywinsitute.org State Profile
| | Minnesota | Professional Development for Practitioners Working with School-Age Youth: The Department of Human Services has a contract with MNSACA to develop and implement strategies coordinated with the state’s professional development system that will improve and strengthen the quality and care available to school-age youth and their families. The effort integrates mentoring support into system delivery. Products will include a self-assessment template for programs and practitioners to determine training needs and a sequence of program improvement training from entry level through accreditation. The online School Age/Youth Professional Development Center, available at www.mnsaca.org/trainings_trainers.html, provides resources to providers, including links to professional development opportunities, mentoring, and networking programs. State Profile
| | Minnesota | Program Improvement and Accreditation (PIA) Grant: The Minnesota School-Age Care Alliance (MNSACA) administers this grant through the Department of Human Services using Child Care and Development Fund dollars. The purpose of this award is to further develop a School-Age Child Development Resource Network to support coordination of an integrated and accessible system of program improvement for those who work with school-age youth. Emphasis is placed on preparing and supporting programs through the accreditation process. Additionally, MNSACA offers regional trainings, a statewide annual conference, and other resources on quality out-of-school time programs.
For more information, see www.mnsaca.org/trainings_trainers.html State Profile
| | Minnesota | Minnesota Alliance with Youth: This statewide organization is affiliated with America's Promise, a national organization that aims to promote access to five ?promises?: safe places, mentoring, children's health, and opportunities to learn and to give back to the community. The Alliance works with private sector partners to promote youth programs that offer safe places and structured activities during nonschool hours. For more information, see www.mnyouth.org State Profile
| | Minnesota | McKnight Foundation: The Minnesota-based foundation funds out-of- school time programs run by community-based organizations. The Foundation also supports the Minnesota Youth Work Institute, a university- based professional development initiative to provide training for adults working with young people. For more information, see www.mcknight.org State Profile
| | Washington is a Quality Counts Site: School’s Out Washington (SOWA) is participating in Ready by 21 Quality Counts, a national effort to improve the quality and reach of youth programs and policies in communities across the country. SOWA is working with the national partners, the Forum for Youth Investment (the Forum), High/Scope Educational Research Foundation (High/Scope) and the AED National Training Institute for Community Youth Work (NTI) on this initiative.
SOWA’s participation in Quality Counts will help bring a set of valuable resources to the state to help increase the quality and level of investments in our children and youth. The project’s national partners will be able to offer the state resources and tools to help improve the quality of youth-serving programs; strengthen overall capacity to support the youth-serving provider community; assess and address the needs of the workforce; and increase our ability to leverage policies and funding resources in support of children and youth.
For more information about Ready by 21 Quality Counts, visit http://forumforyouthinvestment.org/qc/home
State Profile
| | Mississippi | The Core Arts Initiative: The Core Arts Initiative supports arts programs at sites ranging from juvenile detention centers to communitybased afterschool and summer programs. Programs use the arts as a tool to decrease incidences of violence and recidivism, increase school attendance, and provide positive experiences with adult mentors. The Core Arts Initiative received $150,000 from the Mississippi Arts Commission in 2004, with a one-to-one matching requirement from individual sites. Currently, the Commission operates active programs at six sites statewide. For more information, see www.arts.state.ms.us/grants_abcd_corearts. html State Profile
| | Mississippi | Support our Students (SOS): Support Our Students was established in 1995 to provide high quality afterschool mentoring activities and related services for at-risk children in grades K-9. Specific objectives of SOS include reducing the number of children who are unsupervised afterschool and may engage in juvenile crime in local communities; recruiting community volunteers to provide positive adult role models and supervise afterschool activities; improving the academic performance of participating students; and meeting their physical, intellectual, emotional, and social needs. The program is administered by the State Department of Education and served approximately 1,000 children at 21 sites during the 2003-2004 school year. For more information, see www.mde.k12.ms.us/ACAD/ID/AltEd/ AltEd.htm State Profile
| | Minnesota | Youth Community Connections (YCC): Youth Community Connections (YCC) is an alliance of public and private organizations dedicated to the belief that all Minnesota communities must ensure options to help children and youth learn, develop, and contribute during non-school hours. This collaborative organization promotes child and youth development by supporting afterschool and community-based out-of-school time programs and opportunities for youth ages 5-18. Over 250 organizations interact and meet collectively in work groups to make this vision a reality. The YCC works with financial support from the Child Care and Development Fund school-age care funds, 21st Century administration funds, and the McKnight Foundation among others. A Public/Private Leadership Team is guiding and supporting the activities of YCC. The following work groups are supported by YCC:
The Policy Work Group collaboratively developed a set of policy principles and a comprehensive policy platform that will guide YCC’s advocacy efforts as well as a Call to Action document to encourage partner organizations to get involved and advocate for afterschool and community-based programs in their communities.
The Communications and Advocacy Work Group developed key messages that support child and youth development through afterschool and community-based out-of-school time opportunities. These messages are being used to lead discussions about the important afterschool plays for children as well as working families.
The Field Support Work Group has been working on quality improvement initiatives for programs serving children and youth and quality (or skills, knowledge and abilities) of people working with children and youth ages 10-18. While YCC’s overall target age is 5-18 year olds, it has purposefully narrowed its focus around quality issues to complement the work of the early childhood and school age care fields around professional development. National research has proven that the point of interaction between the child/youth and adult determines the quality of the care and experiences a young person receives. YCC and its partners have responded to the research to ensure that they have well-informed and trained volunteers and quality professionals working with children and youth ages 10-18. This response has generated a plan to develop a professional development system that supports the development of individuals working with older children and youth.
The Resources and Data Work Group identifies resource and data needs for the field of afterschool. The Work Group is providing guidance on two major studies. The first study is a Gaps Analysis and the second study is a Cost Study.
State Profile
| | Missouri | Missouri Afterschool State Network (MASN): The Missouri AfterSchool Network (MASN) was developed as a statewide joint venture with the Department of Elementary and Secondary Education (DESE) and University of Missouri 4-H Center for Youth Development to support high-quality afterschool programs across the state. MASN has received funding from the C.S. Mott Foundation since 2002 to support network activities. In addition to DESE and 4-H, which provides funding, organizational infrastructure, and resources, MASN’s partners include other state agencies and regional/state afterschool organizations. In 2005, MASN received a Mott Foundation Innovations Grant to develop an integrated system for afterschool program quality improvement. MASN has engaged professionals around the state through a series of Afterschool Summits, opportunities to shape MASN products, and collaborations on a statewide agenda.
Other key recent MASN accomplishments include:
- A strong governance Board that administers all network activities;
- The Kansas and Missouri Core Competencies for Youth Development Professionals was developed in collaborations with the Kansas Enrichment Network (KEN) and Opportunities in a Professional Education Network (OPEN) Initiative.
- The Missouri Afterschool Program Standards were piloted with more than 200 afterschool programs and formalized through regional focus groups. These standards were created to guide the quality improvement efforts for all afterschool programs, school or community based, elementary through the teen years.
The Missouri Afterschool Program Self-Assessment is a quality improvement tool that was piloted with more than 200 afterschool programs and formalized through regional focus groups. With the Missouri Afterschool Program Standards as its framework, the self-assessment is structured to help professionals reflect on the quality of their own program, identify priorities for improvement, and create plans to reach their own goals for program quality.
- Missouri Afterschool Resource Center is a service made possible through MASN’s contract with the Department of Elementary and Secondary Education. The Resource Center is staffed by a Coordinator and 7 Afterschool Regional Educators who provide training and technical assistance to over 300 programs statewide.
- MASN’s technical assistance package, “The Road to Quality”, is designed to provide customized service based an individual program’s priorities. Depending on a program’s needs and interests, a program can choose assistance with state licensure, state or national accreditation, or participate in MASN’s own system of quality improvement built on the Missouri Afterschool Program Standards. The standards were implemented throughout the state by the six Afterschool Regional Educators of MASN.
- An afterschool curriculum that is aligned with State standards.
- Through a stakeholder engagement campaign of regional, then statewide, Afterschool Summits and collaborations with other organizations such as MOSAC² and the OPEN Initiative, MASN has advanced the afterschool movement into a formal Missouri Afterschool Action Plan. The Action Plan identifies the necessary steps for the community to take in support of afterschool professionals and programs through efforts in increasing quality, funding/sustainability, public policy, and public awareness.
State Profile
| | Michigan | School-age Child Care Licensing Rules Revisions: The signing of Public Act 116 – HB 5110 of 2005 by the governor, which addresses licensing concerns relating to school-age child care, was a culmination of collaborative efforts from multiple state, public, and private entities with active participation from Michigan After-School Partnership members. These new rules become effective December 2006. State Profile
| | Michigan | Michigan School-Age Collaborative Conference: The Michigan After-School Partnership seeded the planning for a state-wide collaborative conference for afterschool providers, advocates, administrators and policy makers in 2005. The second annual conference was held in May 2006, with over 350 participants gathering at the Kellogg Center in East Lansing, MI. Planning is underway for the 3rd annual conference to be held in April 2007 in Dearborn, MI. State Profile
| | Michigan | Michigan After-School Partnership (MASP): In 2004, with support from the governor, the Michigan legislature extended the duration of the Michigan Afterschool Initiative and established the Michigan After-School Partnership (MASP). In doing so, it called for the creation of MASP with a set-aside of $25,000 each from the Michigan Department of Education and the Department of Human Services to leverage private funding. These funds would engage the public and private sectors in building and sustaining high-quality out-of-school time (OST) programs and resources. In 2005, private funding from the Charles Stewart Mott Foundation and the Robert Wood Johnson Foundation was secured. Currently, over 32 state level organizations have joined MASP, working collaboratively to advance afterschool in Michigan. Goals of MASP include reinforcing existing public policy support, developing state structures and policies that support afterschool programming, identifying and facilitating access to sustainable funding mechanisms, and supporting state-wide systems to assess programs’ quality. A governance structure and steering committee was also formed. In 2006, the Michigan House and Senate passed resolutions calling for the expansion of MASP. The legislation requests that representatives of the Department of Labor and Economic Growth, Department of History, Arts & Libraries, and the Department of Community Health be added as co-chairs of the MASP. State Profile
| | Louisiana | Using TANF for Afterschool: Louisiana uses TANF funds to provide both afterschool and teen pregnancy prevention programming in the out-of-school hours. In 2005, $9.5 million was appropriated for afterschool for contracts with 68 providers (predominantly community-based and faith-based organizations) who served over 12,000 students in grades K through 12. Over 65% of these programs have an average daily attendance above 50%. Participants, who are lower-income than the state average, have lower rates of grade retention than the state average. State Profile
| | Louisiana | Louisiana Afterschool Partnership: The Louisiana Afterschool Partnership, a state leadership group of policymakers, afterschool funders, state agencies, parents, and providers is continuing its work on a state inventory of programs serving school age children, as well as hosting a statewide conference focused on improving the quality of afterschool programs. Since 2005, their work has expanded in response to the critical needs of children and youth living in post-Katrina New Orleans. Working collaboratively, they connect local entities with innovative solutions, best practices research, policy expertise, and training on national standards in youth development to effect change across city-wide systems. Building on strong relationships with national partners, they leverage resources by bringing in experts who provide technical assistance in youth development, creating local infrastructures to support youth, and creative public/private partnerships.
For more information, see http://www.gnoafterschool.org/ State Profile
| | Massachusetts | Expanded Learning Time Initiative: In the FY 2006 state budget, the legislature approved funding to support districts and schools to redesign their school schedule to include more enrichment programs more individualized and small group instruction, and more professional development time for teachers. Planning grants were made available through a competitive RFP process to assist districts with the complex planning required to redesign the school day. Districts awarded grants will use the money to work with principals and school teams, collective bargaining units, and external partners to develop an implementation plan for how to extend time and restructure the school day. Districts that participate in the planning grant programs are eligible for state funding for implementation of these plans. Since 2005, the $500,000 state planning grant program has grown into a $17.5 million initiative that allowed 26 schools serving more than 13,500 students to rebuild their educational program with 300 additional hours per year.
For more information, see http://www.mass2020.org/. State Profile
| | New Hampshire | PlusTime New Hampshire: PlusTime NH is a statewide non-profit organization whose mission is to provide the guidance, leadership and support essential to create, improve and sustain afterschool programs in NH communities.
PlusTime NH provides the training, advocacy, financial and human resources critical to program success by:
• Creating new programs that meet local community need
• Strengthening existing programs through training and ongoing consultation
• Funding afterschool programs
• Leveraging financial and volunteer resources
• Advocating for public funding (local, state and federal)
• Collaborating with local community, state, national and private organizations for financial, programmatic, and informational support
• Educating our constituencies by reporting the outcomes and lessons learned of our collaborative efforts.
Current PlusTime NH initiatives include:
1. Extended Learning Opportunities With support from the Nellie Mae Education Foundation, the NH Department of Education and PlusTime NH will work with four school systems to develop an afterschool Extended Learning Opportunities model that can soon be used by high schools state-wide. Ground work for this project was made possible by a Supporting Student Success grant and in-depth consulting services from the three organizations involved in this joint initiative: the Council of Chief State School Officers (CCSSO), National Conference of State Legislatures (NCSL), and National Governors Association Center for Best Practices (NGA Center).
2. Statewide Afterschool Evaluation Task Force PlusTime NH co-chairs the Statewide Afterschool Evaluation Task Force together with the NH Department of Education. The second report of academically focused afterschool programs in NH, and including several years of data, will be made available to the public later in 2008.
3. Out of School Matters! NH OSM! NH is a model middle school program that improves that academic preparedness and achievement in youth from underserved schools and communities in NH. PlusTime NH provides in-depth training and consultation in combination with grants. Funds for the program were provided by Nellie Mae Education Foundation, Balfour Foundation and Jessie B. Cox Foundation.
4. Afterschool Quality Improvement Through a grant from the Child Care Development Block Grant, PlusTime NH is working to increase afterschool program quality, broaden professional development opportunities for program staff, and increase the number of licensed afterschool slots in NH.
5. New England After 3 pm: Spotlight on New Hampshire PlusTime NH recently collaborated with the Afterschool Alliance, Department of Education, and Nellie Mae Education Foundation to conduct a study on education leaders’ views on afterschool programs and their contributions to student success. The report highlights that 96% of education leaders agree that children in afterschool programs are more likely to attend school regularly, turn in homework on time and improve their grades and test scores compared to similar students who do not participate. A copy of the report can be found online at www.plustime.org
More information about PlusTime NH can be found at www.plustime.org
State Profile
| | Kentucky | Early Reading Incentive Grants: Since 1999, Kentucky has used state lottery funds to promote academic enrichment to over 5,000 elementary school students through the Early Reading Incentive Grant Program. Grants to 83 schools promote professional development and provide program funds for early reading enrichment offered both during and afterschool. The program, managed by Kentucky’s Department of Education, targets academically at-risk elementary school students, as well as students at specific high-risk schools. Program funding comes from state lottery funds and local matching funds. State Profile
| | Kentucky | Read to Achieve: Since 1999, Kentucky has used state lottery funds to promote academic enrichment to elementary school students through the Early Reading Incentive Grant Fund. During the 2005 legislative session, the Kentucky General Assembly passed the governor’s Read to Achieve initiative, which revamped the program. The Reading Diagnostic and Intervention Grant, a competitive grant program, provides funds to schools to implement research-based reading diagnostic assessment to all primary students and intervention programs to primary students identified as struggling readers. In addition to offering programs during the school day, assistance may be provided before or after school and during the summer. The early reading intervention program selected by the funded school must be based on reliable, replicable research and offer short-term intensive one-on-one or small group instruction in essential skills necessary for reading proficiency. Services to struggling readers in the primary years are provided by a highly trained, qualified, certified teacher specifically hired to provide intervention services. Each school funded will be considered for renewal following the second year of successful implementation of the intervention reading program components, demonstrated student progress and the availability of funds appropriated by the legislature. At the beginning of the 2006-2007 school year, three hundred twelve (312) elementary schools received Read to Achieve grant funding. State Profile
| | Nebraska | Nebraska Community Learning Center Network: This group convened in 2001 to enrich afterschool programs at the state's 11 Community Learning Center (CLC) sites. A collaboration of the Nebraska Children and Families Foundation and the Nebraska Department of Education, the Network also includes representatives from the Department of Health and Human Services, the Nebraska School-Age Care Alliance, the Early Childhood Training Center, and the Lincoln Community Learning Centers Initiative. With workgroups focusing on advocacy, sustainability, capacity, and evaluation, the Network plans to provide training, technical assistance, and outreach throughout the state. In 2003, the Network received Child Care and Development Fund (CCDF) dollars and an award from the C.S. Mott Foundation to support its activities. State Profile
| | New Jersey | New Jersey Family Friendly Centers Initiative: Since 1998, the Office of Early Care and Education of the New Jersey Department of Human Services has implemented state-funded Family Friendly Centers to provide $2.5 million in grants to afterschool programs that provide enrichment activities. Annual grants of up to $50,000 each have been awarded to 49 school districts or community based organizations that operate a total of 66 different Family Friendly Centers in elementary or middle schools. Grantees must collaborate with community organizations and agencies and must provide a 25 percent local funding match. The designated Family Friendly Centers use funds to offer a variety of educational, cultural, and recreational activities for children and social services for their families. Because of the family focus, parent involvement activities are a key component of the work of many centers. Many centers use the additional funds to meet the needs of their participants. Examples of this include an afterschool program that targets funds toward extra reading and math instruction for children who have behavioral problems and educational difficulties and a school district that used its funding to hire a substance abuse counselor and activity specialists for its free afterschool program.
For more information, see http://www.state.nj.us/dcf/prevention/school/friendly.html State Profile
| | Nebraska | Youth Development Collaboration Demonstration Project: The Nebraska Children and Families Foundation also administers a Positive Youth Development State and Local Collaboration grant from the Family and Youth Services Bureau of the U.S. Administration for Children and Families. One of the programmatic goals of the project is increased opportunities for positive use of time, including safe places with structured activities during non-school hours and ongoing relationships with caring adults. The project has worked closely with the Governor, who has agreed to work with his Youth Advisory Council to further integrate youth development strategies into the work of agencies in his administration. State Profile
| | Nevada | The Safekey/Latch Key Programs: These programs serve as beforeand afterschool recreational enrichment programs for elementaryaged children in the state of Nevada. Safekey programs are located in the southern region of the state while Latch Key programs are located in the northern region. There are approximately 195 Safekey/Latch Key programs in operation throughout the state. Safekey/Latch Key programs have been in operation since 1985 and are coordinated through county and city recreation departments in Nevada. Safekey/Latch Key programs are operated in school settings and at Boys and Girls Clubs. These programs provide homework assistance, snacks, and a variety of recreational activities. Although most programs are funded through parent fees, the Welfare Division of the Department of Human Resources provides funding to some before- and afterschool programs in low-income areas and remote locations of the state. State Profile
| | New Jersey | New Jersey School-Age Care Coalition (NJSACC): New Jersey School-Age Care Coalition (NJSACC) has received CCDF quality dollars from the New Jersey Department Human Services to provide technical assistance to licensed out-of-school time programs. NJSACC provides technical assistance through consultation, site visits, and regional workshops around a range of program needs, including targeted assistance around provision of services for school-age children with special needs. In addition, NJSACC awards competitive sub-grants to afterschool programs for quality improvement activities. Finally, NJSACC dedicates funds toward statewide training conferences to educate and train school-age care providers.
For more information, see http://www.njsacc.org.
State Profile
| | New Jersey | New Jersey Professional Development Center for Early Care and Education (NJPDC): NJPDC supports the professional development and continuing education of educators across the state with funds from the New Jersey Department of Human Services. The Center, housed at Kean University, partners with the New Jersey Association of Child Care Resources and Referral Agencies (NJACCRRA) to offer a system of a professional development supports and services for all educators, including out-of-school time practitioners.
For more information, see http://www.njpdc.org. State Profile
| | New Jersey | 21st Century Community Learning Centers Advisory Committee: This committee, created and overseen by the New Jersey Department of Education, guided the transfer of administration of the 21st Century Community Learning Centers (21st CCLC) program to the state and continues to provide leadership around program administration. The committee represents multiple state agencies, including the Departments of Education, Human Services, and Community Affairs; the Juvenile Justice Commission; and the Office of Law and Public Safety. In addition, representatives from the Statewide Parent Advocacy Network, the Parent Teacher Association, faith-based organizations, and the New Jersey School-age Care Association serve on the committee. State Profile
| | Arkansas | Arkansas Out-of-School Network (AOSN): The AOSN continues to work towards the establishment of quality program standards, core competencies for staff and identifying/developing professional development initiatives to support high quality settings; determining the cost of quality programs, and community outreach and public education on the benefits of afterschool programs. With the establishment of a Governor’s Task Force on Best Practices for summer and school-age programs in 2007, AOSN has teamed with this task force to provide technical assistance and support in their work to promote and make recommendations to change public policy that will extend and expand out of school settings for Arkansas youth. A statewide AOSN Institute was held in the fall of 2007. The AOSN website (www.aosn.org) provides regional and local leaders with information and communication tools to help promote out-of-school time programs in Arkansas. The network brings together state, local, private, and faith-based organizations to continue building an infrastructure and information system to serve all programs. Funding for the AOSN is provided by the Charles Stewart Mott Foundation, the AR Department of Human Services, and the AR Department of Education.
For more information contact Woodie Sue Herlein, AOSN Lead, at wherlein@astate.edu or visit http://www.aosn.org. State Profile
| | New Jersey | New Jersey School Based Youth Services Program (SBYSP): This state-funded New Jersey Department of Human Services initiative integrates a range of services for adolescents in one location in or near schools. Serving over 35,000 students, SBYSP sites offer a range of services before- and afterschool and during weekends and summers. Sites can be found in 44 school districts in each of the state's 21 counties. Each site develops a range of services that respond to local needs, including school-age care, pregnancy prevention, mental health and family counseling services, primary and preventative health services, employment services, learning support services, family involvement, recreation activities, and many others. The SBYSP model has been replicated in a number of states including Iowa, Kentucky, and California.
For more information, see http://www.state.nj.us/humanservices/ sp&i/schoolbased.html. State Profile
| | Arkansas | Arkansas School-Age Quality Initiative: Using over $100,000 in CCDF quality funds, the Arkansas Department of Human Services contracts with Childhood Services at Arkansas State University in Jonesboro to provide training to school-age programs across the state with the goal of increasing the number of state-accredited school-age programs. This work includes efforts to create cooperative efforts between school districts and community-based organizations applying for 21st Century Community Learning Center funding. Funds support annual statewide and regional school-age conferences, the Arkansas School-Age Care Alliance, the quarterly publication of School-Age Links for caregivers, and enhancement grants to licensed school-age child care programs to upgrade and expand care quality. State Profile
| | New Jersey | New Jersey After 3: The governor announced a plan for a statewide afterschool program in his 2004 State of the State address. Under the plan, state funds would be matched by other public and private sources on a 1:1 basis, which would support programs that serve 20,000 youth in grades K-8 in Year 1, the 2004- 2005 school year. The New Jersey After-School Partnership acts as a non-profit corporation to raise private funds and re-grant public and private funds to program operators. Programs must be school based, partner with community-based organizations, and feature a low student to teacher ratio and a comprehensive mix of academic, recreational, and arts-related programs.
For more information, see www.njafter3.org State Profile
| | Arkansas | Arkansas 21-Century Network: This initiative, a partnership of the Arkansas Department of Education and the Yale Center for Child Development and Social Policy, seeks to provide Arkansas' children and families with high quality educational programs. In 2001, the Winthrop Rockefeller Foundation joined the effort with a five-year commitment to increasing the network's capacity statewide. Several of the School of the 21st Century Network communities have focused on providing extended-day afterschool programs for elementary and middle- school students. For more information, see http://www.yale.edu/21c/arkansas/ State Profile
| | New Mexico | Statewide Positive Youth Development Focus: In 1999, efforts to create a designated youth development trust fund with New Mexico’s tobacco settlement money highlighted the need for coordination and collaboration in the youth development field. Spurred by the McCune Charitable Trust, the Daniels Fund and the NM Community Foundation, a cross-section of public and private stakeholders laid the groundwork for a statewide youth development intermediary, now called the New Mexico Forum for Youth in Community (NMFYC). In 2003, the Forum garnered support from the C.S. Mott Foundation and from local foundations to expand on the work of the current NM Out-of-School Time Network. The Forum targets support to youth-serving organizations through training, technical assistance, policy, data coordination, communications, and resource development efforts. Regional point organizations assure statewide input. The Forum supports Network activity for more than 200 groups and individuals. State Profile
| | Arkansas | Raising Arkansas Youth: In 2000, representatives from Arkansas attended a national Search Institute meeting that focused on programs that help develop the 40 essential youth development assets for young people. Since that meeting, the group, formalized as the Raising Arkansas Youth (RAY) Initiative, meets regularly to determine how Arkansas will implement a statewide asset-building initiative. With coordination by the University of Arkansas Cooperative Extension service, the initiative is a collaborative effort of many organizations, including Arkansas' Promise, New Futures for Youth, Boys and Girls Clubs, YMCA, Communities and Schools, Jones Center for Families, Sheriffs Youth Ranch, Little Rock Air Force Base, Department of Volunteerism, and others. Afterschool programs are a key focus of the group's work. State Profile
| | New Mexico | Out of School Time Legislation: In the 2000 and 2003 sessions, the state legislature enacted memoranda commissioning a study of public investment in of afterschool programs in the state. The Children, Youth, and Families Department and the Public Education Department led efforts to identify state dollars being expended to support organizations that operate out-of-school time programs. The 2004 summary report outlined state investment for child care services, workforce development, substance abuse prevention, 21st Century Community Learning Centers, tutoring services, and meal and snack reimbursements totaling over $42 million. Ongoing assessment of findings and recommendations will continue in 2005 and 2006. Analysis and critical findings are available at www.nmforumforyouth.org. In April 2005, the New Mexico legislature voted to create the Next Generation Fund, which will get $2 million in seed money to be shared with the state’s Children's Trust Fund to leverage private funding for youth development and afterschool programs. In addition, the New Mexico Children, Youth, and Family Department provided funding to conduct a statewide program inventory of all out-of-school time programs that would create a map of extended learning opportunities for children and youth. State Profile
| | New Mexico | School Age Care and Family Support Program: The New Mexico Human Services Department, in conjunction with the Public Education Department, allocates a portion of federal Temporary Assistance for Needy Families (TANF) block grant funds to the School Age Care and Family Support Program. The program, which totaled $2.4 million in FY2003, provides academic enrichment and arts and recreation activities to students aged 5-8 whose parents are in the New Mexico Works/TANF program. Begun in 1999, the program serves over 3,000 students at 70 sites before and afterschool and during breaks. Public elementary schools apply through their districts for awards and can partner with nonprofit community-based agencies, community colleges, or universities. Programs are literacy/ arts based and must include parental involvement, as well as meet state education standards. The Public Education Department contracts with agencies such as the Museum of New Mexico and the Santa Fe Opera to provide arts programming and provides training and technical assistance to providers through workshops, monitoring visits, and publications. State Profile
| | Iowa | Iowa's Promise: As a result of Iowa's successful work collaborating on youth initiatives, Iowa was selected as one of five states to receive a $20,000 grant from America's Promise. The grant will help facilitate collaboration between existing public and private partnerships, increase awareness about child and youth development issues, and continue to keep children and youth issues a priority for Iowans. State Profile
| | Delaware | Child Care Capacity Building Grants: The goal of this program is to increase the supply of child care, including school-age care, in the state. Providers across the state who serve low-income children are eligible to apply for these grants. This program is funded by the Delaware Division of Social Services and administered by the Family and Workplace Connection, Delaware’s statewide resource and referral network. A total of 59 providers received funding from the 2006-2007 Capacity-Building Grant, totaling $156,000.
For more information, see: http://www.familyandworkplace.org/providers/provider.capacity.asp State Profile
| | Delaware | Extra Time: The Delaware Department of Education uses state funds to provide extra instructional time for low-achieving students in the following content areas: mathematics, science, language arts, and social studies. The program is designed to help students meet state educational standards. State Profile
| | Delaware | Delaware Prevention Network: The Delaware Prevention Network, a program focusing on wellness through prevention of substance abuse and violence, operates in school-age programs throughout the state. Students are taught self-awareness and social skills that provide a strong defense against risk factors. The program is funded through federal substance abuse prevention grants and the state Office of Prevention and Early Intervention. For more information, see: www.familyandworkplace.org/providers/ provider.dpn.htm State Profile
| | New Mexico | Children's Cabinet: The Governor created the Children's Cabinet in 2003 to increase interaction among agencies dealing with children. Chaired by the Lieutenant Governor and consisting of 11 state cabinet secretaries and a youth policy director, the Cabinet was directed to streamline services and track health, education, safety, and economic indicators related to child well-being so as to inform child, youth, and family policy. The Children's Cabinet is looking across the developmental spectrum from ages 0 through 24 in order to collectively address the multiple needs, services, and systems that support their overall success. Though the first cross-sector initiative of the Children's Cabinet will focus on early childhood development, afterschool programming and opportunities remain a priority. New Mexico's Youth Alliance, a project of the Children's Cabinet, is convening 112 youth age 14 to 19 to provide input on state policy and to contribute to a statewide youth report on community issues and needs that will be presented to the Governor, Children's Cabinet, and State Legislature. State Profile
| | New York | The After-School Corporation (TASC): TASC works to increase the availability and quality of afterschool programs in New York. While TASC’s efforts to support program providers has been in New York City, its advocacy, policy development and technical assistance work is focused statewide. TASC provides training and technical assistance in a variety of areas, including programming and organizational capacity. TASC also documents and disseminates best practices. Recently, TASC turned its attention to the quality of the after-school workforce with the launch of the Center for After-School Excellence. The Center is focused on ensuring that after-school programs are supervised and instructed by well-trained staff by offering opportunities for after-school educators to earn credits or degrees in their field at the college level.
For more information, see http://www.tascorp.org; www.afterschoolexcellence.org
State Profile
| | New York | Statewide Afterschool Network: The New York State Afterschool Network (NYSAN) is a public-private partnership dedicated to promoting young people's safety, learning, and healthy development outside the traditional classroom. NYSAN's activities are directed toward building the capacity and commitment of communities to increase the quality and availability of programs during non-school hours. NYSAN's statewide partners include The After-School Corporation, Association of New York State Youth Bureaus, Children's Aid Society, Coalition for After-School Funding, Cornell University Cooperative Extension, New York City Department of Education, New York City Department of Youth and Community Development, New York State Center for School Safety, New York State Education Department, New York State Office of Children and Family Services, New York State School Age Care Coalition, New York State 21st CCLC Statewide Technical Assistance Center, New York State Student Support Services Center, NYU Metro Center for Urban Education, Partnership for After School Education, and YMCAs of New York State. NYSAN also has five regional networks that work locally across the state on improving the quality of and expanding access to afterschool programs.
For more information, see http://www.nysan.org State Profile
| | New York | State-Administered Programs: Since 1999, the State Office of Children and Family Services has administered the Advantage After School Program, which funds community-based organizations working in partnership with local schools to expand youth development-focused activities during non-school hours. Another state program, the Extended School Day/Violence Prevention Program of the State Education Department has been supporting similar projects since 1996, providing competitive grants for collaborative projects between schools and community-based partners.
For more information, see http://www.ocfs.state.ny.us/main/Youth
State Profile
| | Support our Students (SOS) Program: The North Carolina Department of Juvenile Justice and Delinquency Prevention(DJJDP) administers Support Our Students (SOS) funds for the implementation of afterschool programs designed to create supportive extra learning opportunities that have a positive impact on the lives of school-aged children. DJJDP awards SOS grants to 501(c)(3) private, nonprofit organizations to run quality afterschool programs for students during the afternoon hours when the majority of juvenile crime occurs. During fiscal year 2006-2007, there were 95 grant programs serving over 14,000 youth across 202 afterschool program sites.
The SOS Program is governed by legislation (NCGS 143B-152) which outlines the following six (6) goals:
1. Reduce the number of students who are unsupervised after school, otherwise known as latch-key children.
2. Improve the academic performance of students participating in the program.
3. Meet the physical intellectual, emotional, and social needs of students participating in the program and improve their attitudes and behavior.
4. Improve coordination of existing resources and enhance collaboration so as to provide services to school-aged children effectively and efficiently.
5. Reduce juvenile crime in local communities served by the program.
6. Recruit community volunteers to provide positive adult role models for school-aged children and to help supervise afterschool activities.
State Profile
| | North Carolina | North Carolina Center for Afterschool Programs: In 2002, the Mott Foundation awarded funds to the Public School Forum of North Carolina to oversee the continued development of a statewide network for afterschool programs that connects all state partners and local program leaders. The North Carolina Center for Afterschool Programs is also supported by the Department of Public Instruction, the Division of Child Development of the Department of Human Services, the Department of Juvenile Justice and Delinquency Prevention, and the Z. Smith Reynolds Foundation. The Center aims to expand and sustain access to afterschool programs in North Carolina by:
- Developing common standards for high-quality school-based and school-linked afterschool programs;
- Aligning systems of assessment and evaluation of federal- or state-supported afterschool programs;
- Building the capacity of afterschool providers through coordinated training and technical assistance;
- Building local and state support for expanding and sustaining highquality school-based and school-linked afterschool opportunities.
4 In 2003, Governor Mike Easley received an award from the National Governors Association Center for Best Practices, with funds from the C.S. Mott Foundation and the Wallace Foundation, to hold a statewide summit on extra learning opportunities in April 2004. The Center worked closely with the governor's office to plan and implement the summit, which convened and engaged a range of state and local partners to devise a shared agenda forimproving the quantity and quality of afterschool programs.
For more information, see http://www.nccap.net. State Profile
| | North Carolina | CCDF and School-Age Activities: The NC School-Age Quality Improvement Project, which began in 2004 with funding from the NC Division of Child Development, created School-Age Specialist positions in each of the 18 Child Care Resource & Referral regions across North Carolina. The Project staff work to ensure that school age programs in all 100 counties of North Carolina have access to school-age training and technical assistance. A variety of training opportunities are offered to school-age providers including BSAC Training (Basic School-Age Care Training) which delivers seven hours of research-based best practice education through a “train-the-trainer” curriculum. It also allows school-age care providers to obtain the yearly continuing education hours required by licensing regulations. Additionally, the School-Age Specialists provide free on-site technical assistance individualized to address environmental assessments, licensure, health and safety, and developmentally appropriate activities. The NC School-Age Quality Improvement Project collaborates with many state and local partners including 4-H, community colleges, universities, public health agencies, non-profits and public schools. They also access resources through local Child Care Resource and Referral Offices including Pre-Licensing Training for Child Care Providers, Promoting Healthy Social Behaviors in Child Care, WAGE$, T.E.A.C.H Scholarships and CCR&R Core Services. State Profile
| | North Carolina | School-Age Training and Technical Assistance: The NC School Age Quality Improvement Project, started in 2004 with funding provided by the NC Division of Child Development, created School Age Specialist positions in each of the 18 Child Care Resource & Referral regions across North Carolina. The Project staff work to ensure that school age programs in all 100 counties of North Carolina have access to school age training and technical assistance support services. Collaboration efforts with partners such as 4-H, community colleges, public health agencies, public schools, and other agencies/individuals providing services to school age programs ensure that local training and technical assistance needs of programs are met. Project staff provide a variety of research based and best practice training opportunities based on identified needs of programs. Additionally, the School Age Specialists assist programs with free on-site technical assistance. This technical assistance is individualized for each program to address their specific needs that may include environmental assessments, licensure, behavioral supports, health and safety, and developmentally appropriate activities for elementary and middle school age children. State Profile
| | North Carolina | Support Our Students: This program, started in 1994, provides grants to neighborhood and community-based organizations to support the comprehensive, collaborative delivery of out-of-school time services to middle school students. Support Our Students is a public-private partnership, and the NC Department of Juvenile Justice and Delinquency Prevention administers funds. The program serves over 20,000 students. The mission of the program is to help prevent juvenile crime by rallying communities around their young people, helping to steer them away from trouble and into positive, constructive activities.
For more information, see http://www.juvjus.state.nc.us/interprev_ services/programs/sos.htm. State Profile
| | North Carolina | Young Scholars Program: Beginning in 1999, the Z. Smith Reynolds Foundation implemented the Young Scholars Program, an initiative targeting children and youth in high-poverty schools. Each of 19 sites receives $70,000 per year with the flexibility to design school-based programs that are academically enriching, while incorporating a range of activities. Evaluations after the first three years have been positive, showing significant gains in grades and state assessments, parental involvement, and school attendance.
For more information, see http://www.youngscholars.net State Profile
| | North Carolina | Tiered Licensing: The NC Division of Child Development includes school-age programs in the 5 Star Rated Licensing system. School-age programs, whether stand alone, combination or in the public school must meet all the enhanced requirements for a child care center with some age-specific exceptions noted in the state Child Care Rules and Child Care Handbook. Ratings are based on how well programs score in two areas: staff education and program standards. School-age programs have opportunities to increase stars independently or through technical assistance provided by the NC School-Age Quality Improvement Project. Programs with a five-star rating receive the maximum CCDF reimbursement rate for subsidy-eligible children.
For more information, see http://www/ncchhildcare.net
State Profile
| | North Carolina | Basic School-Age Care (BSAC) Training Program: This program, implemented in 1999, is supported by North Carolina’s CCDF quality funds. It uses a “train the trainer” model to deliver seven hours of BSAC training required by licensing to school-age providers. State Profile
| | North Dakota | North Dakota 4-H: 4-H programs, including afterschool programming, independent study, and clubs for youth, are offered in every county in North Dakota. 4-H is the largest and only research-based youth organization in the state, reaching about 35 percent of eligible youth. Programs are offered through the North Dakota State University (NDSU) Extension Service. The North Dakota 4-H Foundation provides grants to NDSU Extension staff or 4-H clubs offering innovative programs in areas such as workforce preparedness and cultural awareness.
For more information, see www.ext.nodak.edu/4h/4-h.htm State Profile
| | North Dakota | Regional Network: The nine 21st Century Community Learning Centers in the state have formed a network for staff members to discuss problems and share potential solutions. The group meets monthly and holds a statewide conference every summer. This group is forming North Dakota's affiliate of the National Center for Community Education and is working toward the creation of a technical assistance network. State Profile
| | Illinois | School-Age and Youth Credential: In partnership with the Illinois Network of Child Care Resource and Referral Agencies, the statewide afterschool network is convening stakeholders from around the state to aid in the development of a voluntary School Age and Youth credential. The Illinois School-Age and Youth committee (I-SAY) has identified the core values for school-age and youth development practitioners and is creating a draft of the core content areas. The credential development is focused on five elements of comprehensive provider supports. Those elements include Quality Assurance, Access and Outreach, Core Knowledge, Qualifications and Credentials, and Funding. This project is supported in part by the Illinois Department of Human Services, Bureau of Child Care and Development.
I-SAY has also completed its first year as part of a national group of select sites reviewing the development of career pathways for youth workers. Illinois was one of eight sites selected to participate in the Career Pathways Project through the National Collaboration for Youth and the National Institute on Out-of-School-Time.
For more information, see http://www.ianetwork.org/specialprojects.htm
State Profile
| | Ohio | Ohio Afterschool Network: In 2003, afterschool stakeholders in Ohio established the Ohio Afterschool Network to advocate with a unified voice for sustained investments in safe, healthy and nurturing afterschool experiences. Funded by the Charles Stewart Mott Foundation, the networks serves as a vehicle to bring together a number of systems, networks and stakeholders, including policymakers, educators, parents, law enforcement, child advocates and providers. In August 2006, OAN published a gap analysis that documents a shortfall of 240,357 between needed and available afterschool slots. In the spring of 2006, OAN leaders helped convince the Governor to make available through executive order $28.5M in TANF funds for summer and afterschool programs, with funding ending June 30, 2007. In the spring of 2007, OAN worked successfully with legislators and the Governor to have $10M in TANF funds available to summer and afterschool programs for both FY08 and FY09. OAN was also one of six afterschool state networks awarded a Supporting Student Success grant by the National Governor’s Association Center for Best Practices, the Council of Chief State School Officers and the National Conference of State Legislatures.
For more information, see www.ohioafterschoolnetwork.org
State Profile
| | Rhode Island | Article 31 -- Urban After School: Rhode Island's 1997 school reform legislation, known as Article 31, includes a set aside of additional resources that allow urban school districts to dedicate a portion of their state funding to provide afterschool programs in the schools. In addition, The Rhode Island Department of Education has developed preliminary outcomes, indicators, and guidance to assist schools in developing programs and has worked with the state Department of Human Services to leverage more funds for these urban districts.
For more information, see www.ridoe.net/edpolicy/Article31. htm#16-7.1-17 State Profile
| | Rhode Island | Expansion of CCDF Eligibility Through Age 15: Under state law, Rhode Island guarantees child care assistance for families meeting income requirements. Beginning in 1998 with the state's Starting Right initiative, Rhode Island has committed additional state funds to its Child Care and Development Fund (CCDF) dollars to expand eligibility for subsidies to children through age 15. Currently, efforts are focused on providing technical assistance to the providers working with children ages 9 to 12 to teach them to help parents understand the value of maintaining the children's status with the subsidy program.
For more information, see http://www.dhs.state.ri.us/dhs/ press/strtrght.htm State Profile
| | Georgia | Department of Human Resources After School Services Program: For the third year, the Georgia legislature has allocated $14M from federal Temporary Assistance for Needy Families (TANF) funds to the Division of Family and Children Services in the Department of Human Resources for community-based out-of-school time services. The budget reference stipulates that the state agency “expand the provision of after school care services and draw down TANF maintenance of effort funds.” This initiative is allowing DHR to fund after school and summer learning programs targeting school-age youth. State Profile
| | Rhode Island | SAMHSA State Incentive Grant (SIG): In 2001, Rhode Island received a three-year $3 million incentive grant from the Substance Abuse and Mental Health Services Administration (SAMHSA) to implement effective substance abuse prevention models targeted at youth. The goals of the program are to coordinate all substance abuse prevention funding streams within the state and to develop a comprehensive statewide strategy to reduce youth drug use. The Governor has given the lead responsibility for this effort to the state’s Children’s Cabinet, made up of department directors and responsible for addressing all cross-departmental issues that relate to children’s needs and services. They have used these funds to provide grants to communities supporting drug abuse prevention; some grantees are afterschool programs. Recently, the Youth Development Advisory Committee in the Governor’s cabinet merged with the SIG commission to form the Youth Success Cluster Committee. This committee includes a cross-section of stakeholders, including afterschool providers. State Profile
| | Rhode Island | Community Schools Rhode Island: Community Schools Rhode Island is an initiative sponsored by the United Way of Rhode Island to develop community schools in Newport, Pawtucket, Providence, West Warwick, and Central Falls. Its primary strategy has been to support the creation of high quality, enriching programs for middle school youth during school and during the out-of-school hours. The initiative stresses collaboration between schools and community-based organizations with the goal of supporting academic achievement and positive youth development. The United Way has committed over $1 million to this initiative, which was matched by the Nellie Mae Education Foundation. The Rhode Island Department of Education, the Department of Human Services, the Annie E. Casey Foundation, the Wallace Foundation, and Brooks Pharmacy have also committed resources to this initiative.
For more information, see http://www.uwri.org/csri.cfm State Profile
| | Pennsylvania | Job Training for Youth: The Pennsylvania Department of Labor and Industry utilizes $34 million in Workforce Investment Act (WIA) dollars to support youth employment training and preparation programs, including out-of-school time activities. Funding is allocated to local workforce boards on a formula basis. Boards can use funds to support a variety of job preparation programs as well as summer youth employment programs. Since 1999, the state has allocated TANF dollars to supplement WIA funds supporting youth activities. In 2004, the state allocated $15 million in TANF funds for this purpose, and Pennsylvania now appropriates $15 million annually to promote youth and community activities through the Workforce Investment Boards. State Profile
| | Pennsylvania | ELECT Student Works (ESW): The ELECT Student Works (ESW) pilot program provides comprehensive afterschool activities to at-risk youth in grades 4 through 8. The program promotes academic achievement and employs a variety of strategies, such as mentoring and service learning, to help youth to avoid teenage pregnancy and other risky behaviors. The following school districts have provided ESW services since 2002: School District of Philadelphia, Pittsburgh Public Schools, School District of the City of Erie and Harrisburg School District.
For more information, see: www.center-school.org/ppt-elect/esw.php State Profile
| | Pennsylvania | Communities that Care: Communities That Care (CTC) is a violence and delinquency prevention program that helps communities mobilize, identify risk and preventive factors, and develop a comprehensive prevention plan. Pennsylvania initiated a comprehensive plan to implement CTC projects throughout the state in the mid-1990s. The effort is administered by the Pennsylvania Commission on Crime and Delinquency's Office of Juvenile Justice and Delinquency Prevention. PCCD has supported a variety of programs through local CTC sites, including those that occur during out-of-school time. PCCD currently provides training and technical assistance as well as funding to support sustainability efforts in CTC sites. In 2006-07, the state allocated $2.18 million in state and federal funds to support CTC.
For more information, see www.pccd.state.pa.us/pccd/cwp/view.asp?A= 1411&Q=571693 State Profile
| | Oklahoma | Oklahoma Afterschool Nework: The Oklahoma Afterschool Network (OKAN) was created as a result of the urgent need to expand and sustain quality afterschool programs for children and youth across Oklahoma, as identified in the recommendations of a Legislative Task Force on Out-of-School Time and through the needs assessments of numerous education, health, and prevention initiatives at the local and state levels. Over 30 state agencies and organizations are participating in the OKAN collaboration. The mission of OKAN is to build strong public and private support for quality afterschool programs for children and youth in Oklahoma, with a special emphasis on reaching young people living in areas with the greatest needs and fewest resources. State Profile
| | Oklahoma | Oklahoma Institute for Child Advocacy: The Oklahoma Institute for Child Advocacy (OICA), a statewide non-profit child and youth advocacy organization, provides data, resource development ideas, and training on a range of issues related to the health and well-being of children and youth. OICA prepares the annual Oklahoma Kids Count Databook which presents state and county-by-county data on key indicators of child and adolescent health and well-being. In addition, they partner with the University of Oklahoma Health Sciences on the Youth Asset Survey (YAS), which explores the relationship between a core set of protective factors, or ?youth assets,? and adolescent health risk reduction. OICA partnered with Search Institute to pilot their training, ?More Than Just a Place to Go,? designed to help program providers incorporate the developmental asset approach into afterschool programs. For more information, see: http://www.oica.org. State Profile
| | Oklahoma | Oklahoma Parent Teacher Association (PTA): The Oklahoma PTA aligns with the National PTA in its commitment to ensure that all children and youth have access to high-quality, safe, and enriching afterschool programs. The PTA has tools and planning guides available on their website for parents and community members who wish to create an afterschool program. The PTA firmly believes that parents should be involved at all stages of afterschool programs?planning, implementation, and evaluation?and that quality standards should be a part of the afterschool system. Many local PTA units sponsor and participate in afterschool programs in their communities. More information is available at http://www.okpta.org/index.htm. State Profile
| | Oklahoma | Oklahoma State 4-H and Extension Service: Oklahoma State 4-H is invested in quality afterschool programs and continued education for all afterschool staff and teachers. 4-H has included Afterschool Child Care/High Risk Behavior as an impact area for the FY06-09 Plan of Work for Oklahoma. Twenty-eight educators are involved on this impact team. A web-based training was held in January 2004 for 30 state afterschool staff and educators and all that attended were given a copy of 4-H Afterschool in a Box. In addition, several programs throughout Oklahoma (like the YMCA and Boys and Girls Club) use 4- H curricula such as the 4-H Food Science, Health Rocks, and Ag in the Classroom to enhance their afterschool projects and lessons. The Oklahoma State 4-H and Extension Service is working to expand and strengthen this role so more Oklahoma children will have experiential learning opportunities and sustainable programs. State Profile
| | Georgia | The Georgia School Age Care Association (GSACA): GSACA is a statewide membership organization representing the field of after school and summer providers. With over 300 individual and organizational members, GSACA works to improve access to high quality out-of-school time experiences. GSACA is the Georgia affiliate of the National AfterSchool Association (NAA) and provides financial and technical assistance, and advocacy in the area of quality improvement and NAA Accreditation. State Profile
| | Georgia | School Age and Youth Care Technical Certificate of Credit: A School Age and Youth Care Technical Certificate of Credit is available as a credential specific to school age and youth care. Its purpose is to the provide knowledge and skills necessary to work effectively during the out-of-school hours with children between the ages of 6 and 14 years of age. A minimum of 21 academic credit hours is required and coursework is offered through various technical colleges in Georgia. The Georgia School Age Care Association (GSACA), in conjunction with the Department of Early Care and Learning, has developed four of the five required courses in a distance learning format. GSACA is in the process of identifying funding to complete the final course required for full on-line delivery. State Profile
| | Oregon | Oregon Commission on Children and Families: State agencies in Oregon are required by legislative mandate to work in partnership with local communities to engage in a comprehensive planning and coordination of services for children, youth, and families. Local commissions bring community partners together to produce an overall county comprehensive plan to target state funds toward priority outcomes for children and families. CCDF funds, for example, are used by many local commissions to help fund afterschool programs. The state counterpart to the local commissions, the Oregon Commission on Children and Families, has a specific focus area on youth development. For more information, see http://www.ccf.state.or.us/. State Profile
| | Oregon | State Youth Development Collaboration Project: In 2003, the Oregon Commission on Children and Families received a second multi-year federal State and Local Youth Development Collaboration Project grant from the Family and Youth Service Bureau of the Federal Department of Health and Human Services. The purpose of the grant is to strengthen the youth servicing systems based on the youth development approach in local communities. With these funds, the Commission has worked with state and local agencies, including Department of Human Services, Community Colleges and Workforce Development and other city and county agencies to increase opportunities for young people to participate in out of school time activities through education, community service, civic engagement, arts and other community projects. The Project continues to support positive youth development training to state and local partners including young people. State Profile
| | Georgia | Family Connection Partnership (FCP): FCP is a public/private nonprofit created and funded by the State of Georgia and the private sector to help state initiatives connect to local conditions so they can improve the well-being of children, families and communities throughout the state. FCP’s 159 county collaboratives form a statewide network of communities that have made a commitment to improve results for Georgia’s children and families. While each collaborative is region-specific in its priorities, many have afterschool as a primary issue. At the state level, FCP leads a number of education and youth development initiatives and is also the Georgia grantee for KIDS COUNT, a state and national effort funded by the Annie E. Casey Foundation. State Profile
| | South Carolina | Extended Day/After School Child Care Development Program: South Carolina's Department of Social Services (DSS) contracts with the state's Department of Education to establish, expand, and operate extended day programs using the Child Care and Development Fund (CCDF). These extended day programs serve children 3-12 years of age in before- and afterschool programs. The programs are operated by the school districts within the state and must conform to state child care standards. Program sites are monitored by DHHS to ensure program compliance. As part of its contract, the Department of Education selects and approves school sites, provides training and technical assistance for school district staff who oversee these sites, and oversees compliance with the Advocates for Better Care (ABC) Child Voucher System guidelines and Department of Social Service regulatory requirements. The ABC Child Care Voucher System is a statewide system funded by CCDF and Social Services Block Grant (SSBG) funds to assist parents with the cost of their weekly child care. Over 75 percent of the extended day and afterschool programs under the contract also participate as enhanced providers under the ABC Child Care Voucher System. Enhanced providers agree to meet ABC minimum program requirements, which exceed the state's minimum licensing requirements. For more information, see http://www.myscschools.com/offices/ssys/youth_services/after_school. State Profile
| | South Carolina | Communities in Schools Pilot Program: The Department of Education and DHHS in collaboration with Communities in Schools have launched a pilot program that aims to increase the supply of care in underserved areas. The program dedicated Child Care and Development Fund (CCDF) and 21st Century Community Learning Center (21st CCLC) funds to start four afterschool programs at schools in rural and low-income areas with few or no afterschool activities. Each of the four sites is funded differently. State support has helped each site leverage local funding and in-kind supports from local partners such as churches, technical colleges, and local businesses. Over time, the Department of Education and DHHS hope to find ways to coordinate use of CCDF and 21st CCLC funds at a single site. For more information, see http://www.cisnet.org/cissc. State Profile
| | South Carolina | South Carolina Afterschool Alliance: In July 2000, 10 South Carolina representatives participated in a national symposium to engage in a process of visioning, analysis, and planning for afterschool services in South Carolina. The team returned to South Carolina with a shared vision of and a commitment to quality afterschool programs. In 2002, the C.S. Mott Foundation awarded Communities in Schools of South Carolina with a three-year grant to develop a statewide network that supports and represents afterschool programs across the state. The network, formalized as the South Carolina Afterschool Alliance, functions as an intermediary to review existing statewide funding and policies and to link after school providers, large and small, to resources, technical assistance, and training opportunities. The SC Afterschool Alliance aims to expand and sustain access to afterschool programs in South Carolina through: education and communications campaigns to raise awareness of the importance of quality afterschool programs; policy development efforts to identify needs and ensure resource availability for afterschool; providing technical assistance to serve as a broker, organizer, and facilitator for promoting and identifying best practices, programs and gaps of services, that address special needs for specific areas; and collaborating with organizations and groups with a shared vision to develop partnerships and link services.
For more information, see www.scafterschool.com. State Profile
| | South Carolina | Sisters of Charity Foundation Afterschool Initiative: Recognizing the need for afterschool programs in South Carolina, the Sisters of Charity Foundation undertook research to determine the most effective, best practices currently in use. After reviewing the research conducted by the University of South Carolina Institute for Families in Society, the Foundation decided to start an Afterschool Initiative that specifically addressed after school programming in rural communities for children in grades 1-5. By targeting rural, community based programs, the Foundation aims to reach underserved children and families in South Carolina. Sisters of Charity Foundation has committed approximately $1 million to four programs around the state over the next three years. For more information, see http://www.sistersofcharitysc.com/afterschool.htm. State Profile
| | South Dakota | Out-of-School Time Program Grants: South Dakota's Office of Child Care Services within the Department of Social Services awards grants to communities and schools to expand programs for students during the hours they are not in school. Grant funding of approximately $1.2 million per year comes from the Child Care and Development Fund. Since 1998, Child Care Services has awarded almost 115 out-of-school time start-up and two-year continuation grants, plus 30 enhancement grants totaling almost $6 million. In 2001, the legislature approved $1 million in state general funds for the continued development of new afterschool programs and continued support of second- and third-year grantees. Priority is given to programs that can demonstrate strong community support, are located in school facilities, offer organized enrichment activities, and can demonstrate their ability to sustain the program after grant funds expire. State Profile
| | South Dakota | State Licensing Regulations: South Dakota's state legislature established state licensing regulations governing before- and afterschool care on December 31, 2000. The regulations specify that before- and afterschool care centers must apply for licensure through the Office of Child Care Services and meet state licensing requirements related to staff hiring and training, staff-child ratios, reporting of child abuse and neglect, food and nutrition, parental involvement, fire and life safety, and environmental standards. Due to the regulations and Governor's Out of School Time Initiative, the number of licensed programs increased from about 65 in 1998 to 150 in 2004. State Profile
| | South Dakota | Training and Technical Assistance: South Dakota out-of-school time (OST) programs are offered training and technical assistance by regional Child Care Services licensing workers and OST support specialists located in five regional offices around the state as part of the Early Childhood Enrichment (ECE) Program. OST programs can access a range of training and technical assistance supports and services including workshops, on-site technical assistance, telephone consultation, and resource lending libraries. Programs can receive information and resources related to creating OST programs and accessing grants State Profile
| | Wyoming | Governor's Summit on Extra Learning Opportunities: The Governor received an award from the National Governors Association for Best Practices, with funds from the C.S. Mott Foundation and the Wallace Foundation, to hold a statewide summit on extra learning opportunities (ELOs). In January 2004, Wyoming convened a range of state and local partners through the state’s videoconference technology to reach 26 sites. After hearing taped remarks from the Governor and the Superintendent of Public Instruction, community leaders had the opportunity to hear about state support for ELOs and collaboration and sustainability strategies for ELOs in communities. In follow-up, each group of community stakeholders devised community plans to support ELO development with state support. State Profile
| | Washington | School's Out Washington: School's Out Washington provides services and guidance to organizations to build community systems that support quality afterschool programs. As a statewide leader, the organization provides training, advocacy, and leadership to expand and improve existing afterschool time programs as well as start new programs. School’s Out Washington has played a key leadership role and collaborated with other statewide entities including the Washington School- Age Care Alliance; the School-Age Care Subcommittee of the Washington State Child Care Coordinating Committee; the Department of Social and Health Services, Division of Child Care and Early Learning, and the Office of the Superintendent of Public Instruction to improve the quality and expand the state’s capacity to serve school-age children and youth.
For more information, see www.schoolsoutwashington.org State Profile
| | Washington | Washington Afterschool Network: In 2003, School’s Out Washington received a grant from the C.S. Mott Foundation to expand the Washington Afterschool Network. The network, which expands the work of the State Child Care Coordinating Committee’s School-Age Care Subcommittee, will serve as a vehicle for bringing together policymakers, educators, childcare providers, youth development workers, program developers, advocates, parents, and others interested in improving outcomes for children and youth through school-based/ school-linked afterschool programs. The network seeks to create partnerships at all levels, secure needed resources, and ensure the high quality of afterschool programs throughout the state. WAN highlighted the importance of afterschool in statewide early learning and K-12 discussions when they participated in Washington Learns, an advisory group charged with conducting a comprehensive review of Washington's education system in 2005.
This document can be found at www.schoolsoutwashington.org State Profile
| | Washington | Washington Regional Action Project (WRAP): The Washington Regional Action Project (WRAP) is a collaborative partnership to increase the quality and availability of programs for school-age children and youth in Washington state. School's Out Washington, the lead agency for this project, works with five other organizations to link communities with resources, provide professional development opportunities for program staff, and broaden involvement in planning for regional youth services and building a system of afterschool. There are six WRAP geographic regions and each is served by a WRAP specialist who supports the community's efforts in afterschool.
For more information, see http://www.schoolsoutwashington.org/ docs/wrapbrochure.pdf. State Profile
| | Washington | Washington State Training and Registry System (STARS): The Washington State Training and Registry System (STARS) was created in 1997 through a legislative statute to improve child care through basic and on-going training for child care providers, including school-age directors. The Department of Social and Health Services, Division of Child Care and Early Learning, is the regulatory authority for child care licensing requirements and administers the STARS Registry, a web-based database that tracks provider records. Washington STARS requires all licensed family child care providers and licensed child care center school-age directors, program supervisors, site coordinators, and lead teachers to complete professional development trainings each year. Providers are required to complete 20-hour basic training within the first six months of licensure or employment as well as ten clock hours or one college credit of approved in-service training.
For more information, see http://www.waeyc.org/web%20page/washington% 20stars/stars.html. State Profile
| | Wisconsin | Wisconsin AfterSchool Association: An Affiliate of the National AfterSchool Association (NAA) The Wisconsin AfterSchool Association (WAA) is the professional membership association for all providers of out- of-school-time serving the diverse needs of Wisconsin’s children, youth and families. The Wisconsin AfterSchool Association promotes quality initiatives through the National Standards for after school care and the NAA Accreditation system. The Association hosts an annual state conference, administers the school-age credential, publishes a quarterly newsletter and supports public policy and advocacy on the state and national levels.
The Wisconsin AfterSchool Association is an active partner in the Wisconsin Afterschool Network playing an integral role on the State Leadership Team and on the Network’s Public Policy and Program Quality and Training Committees. State Profile
| | Wisconsin | Wisconsin Child Care Improvement Project: The Wisconsin Child Care Improvement Project is operated statewide by a non-profit organization that provides technical assistance to child care providers in Wisconsin. Through their Wisconsin School-Age Initiative, communities are supported through resources, tip sheets and technical assistance to start and expand school-age care programs. School-age care providers are eligible for scholarships and stipends to further their education. (These programs use the T.E.A.C.H.® [Teacher Education and Compensation Helps] scholarships and the R.E.W.A.R.D™ [Rewarding Education With Wages and Respect for dedication] Stipend model). State Profile
| | Wisconsin | Wisconsin Early Childhood Association: The Wisconsin Early Childhood Association, the Wisconsin affiliate of NAEYC, is a statewide non-profit agency that houses the T.E.A.C.H. Early Childhood WISCONSIN Scholarship Program and the R.E.W.A.R.D. WISCONSIN Stipend Program. Through the T.E.A.C.H. Early Childhood WISCONSIN Scholarship Program, school age care providers are eligible for scholarships to further their education. The R.E.W.A.R.D. WISCONSIN Stipend Program also awards stipends to school age providers to increase compensation and encourage education and retention. Specific eligibility guidelines apply for both programs. Programs are
also open to the wider early care and education community. Funding from the Child Care and Development Fund supports both programs.
For more information, see www.wecanaeyc.org. State Profile
| | Wisconsin | Wisconsin Community Education Association: In 1979, the University of Wisconsin Extension Services and the Wisconsin Technical College System signed a ?memorandum of understanding?
with the Wisconsin Department of Public Instruction to promote the use of schools as community learning centers. Though not backed with
legislation or formal funding, this agreement led to great expansion of collaborative learning activities for school-age children and youth using public schools and community-based centers in the state. Currently, over 65 community education programs and over 200 afterschool
programs work closely with the Wisconsin Technical College System and the University of Wisconsin Extension Services.
For more information, see http://www.wi-communityed.org. State Profile
| | Wisconsin | Community Youth Grants: The Wisconsin Department of Workforce Development provides grants to Boys and Girls Club sites throughout the state. The objectives of the program are to provide extra learning opportunities, with a particular focus on gang prevention. It is open to low-income, TANF eligible youth 5-18 years old. In SFY 05-07, this effort is supported with $300,000 from TANF funds. State Profile
| | Connecticut | After School Budget in Department of Education: In May 2006, the Connecticut state legislature increased the budget of the Department of Education to $3.1 million for after school programs. This funding will go towards a competitive grant program for state-wide after-school programs, as well as general training and technical assistance. State Profile
| | South Dakota | Move to Quality Initiative: South Dakota's Office of Child Care Services began an initiative in 2003 to encourage out-of-school time (OST) programs to strive for high quality, based on the National AfterSchool Association Standards. Efforts are targeted toward accreditation, an OST credential, training incentives and activities, lending library enhancements, and outreach State Profile
| | South Dakota | The Cost of Child Care: The South Dakota KIDS COUNT project, funded by the Annie E. Casey Foundation, is seeking to quantify the direct and indirect economic impact of the child care industry on the state's economy. The project, working in conjunction with the South Dakota Coalition for Children, the South Dakota Alliance for Children, and the Office of Child Care Services, will facilitate efforts to incorporate child care into their planning activities and support business leaders' efforts to address the child care needs of their employees. State Profile
| | Tennessee | Extended Learning Programs: Since 1985, Tennessee's Extended Learning Programs have provided learning and enrichment activities for children, youths, and their families. Local school districts must include at least one performance measure for each activity that relates to the stated measurable objectives in the State Board of Education Master Plan. Program activities can include remediation academic enrichment; recreation, art, dance, and music; life skills and job training, nutrition and snacks; community service; and conflict resolution and violence prevention. The target population is students who have Limited English Proficiency or who are academically at-risk, lowincome, special education, gifted and talented, members of a special school or specific town or community, or students with disabilities; or parents of involved students. Services are provided to students and their families from preschool through high school before school, after school, or during summer, weekends, or evenings. The program is administered by the Tennessee Department of Education, and fiscal year 2004-2005 state funding for the program is $24.2 million, which provides services to 980,000 students. State Profile
| | Tennessee | Tennessee Early Childhood Training Alliance (TECTA): Supported by the Tennessee Department of Human Services and administered by Tennessee State University, TECTA provides training and professional development programs to child care providers in Tennessee. School-age care providers who are employed in a registered family or group home or licensed child care center can enroll in a free School-Age Orientation course. A certificate is offered to providers who complete the 30-hour orientation, which ties into a provider's star rating. In 2002-2003, 183 providers completed the School-Age Orientation. For more information, see http://www.nccic.org/ccpartnerships/profiles/ tennearly.htm. State Profile
| | Texas | Texas Afterschool Network: In the fall of 2001, afterschool stakeholders from across the state, including providers, advocates, and state agency representatives, began meeting to discuss the needs of Texas children and the future of afterschool in the state. The group developed four sub-committees?research, quality, resources and sustainability, and public awareness and advocacy?to help them reach their goal of afterschool for all children in the state of Texas. In January 2002, group members solidified a mission statement and formally named themselves the Texas Afterschool Network. One key challenge for this group is to improve coordination of existing afterschool funding streams. In 2003, they identified five primary goals and subsequent objectives to network the state's afterschool stakeholders and train 10 regional representatives to connect afterschool information, programs, and people in Texas communities. State Profile
| | Texas | Local Workforce Development Boards: The Texas Workforce Commission (TWC) is the CCDF lead agency that contracts with each of the state’s 28 Local Workforce Development Boards (Boards) to administer its CCDF activities and services through 28 Local Workforce Development Boards (LWDB) under contract with the Texas Workforce Commission. TWC establishes annual allocations and performance targets for child care services, which are incorporated into each LWDB’s contract. In addition, Texas is one of only five states that use private, donated funds (which are secured at the Board level) to meet a part of their matching requirement of the Child Care and Development Fund. In addition, 14 Boards have local match contracts for afterschool childcare with a total of 24 independent school districts across the state, including Austin, Dallas, and El Paso. For a list of participating Boards and school districts, contact the Texas Workforce Commission, http://www.twc.state.tx.us. State Profile
| | Florida | Florida After School Alliance (FASA): The Florida After School Alliance promotes quality programs for children and youth during out-of-school hours and the professional development of after school program practitioners. To accomplish its mission, FASA provides training and networking opportunities for afterschool professionals throughout Florida. Additionally, FASA hosts regional and annual conference, and leads advocacy initiatives that promote quality and financial support for after school programs. FASA is an affiliate of the National AfterSchool Association, the professional development and membership organization for afterschool program practitioners. State Profile
| | Texas | The Texas Afterschool Association (TAA): TAA, the Texas affiliate of the National AfterSchool Assoication (NAA), and its regional chapters across the state provide training and technical assistance to providers. TAA provides a network for afterschool professionals in Texas; coordinates training conferences, workshops, and information services for afterschool professionals; promotes NAA's Program Improvement and Accreditation system by providing a strong infrastructure of advisors, endorsers, and training related to the national standards; establishes professional development opportunities; and networks with school districts and youth agencies to expand programs and discuss curriculum issues. For more information, see http://www.texasafterschool.org. State Profile
| | Texas | Franchise Tax Credit: The major state tax bill of the 1999 Texas legislative session included a tax credit to corporations that contribute to an out-of-school time child care program for children ages 5 to 13 run by a nonprofit organization or a local government. Businesses can deduct 30 percent of their qualifying expenditures (totaling up to 50 percent of the tax otherwise due), which include facility construction, program equipment or supplies, and operating costs. State Profile
| | Alaska | Communities In Schools-Alaska, Inc. (CIS Alaska): CIS Alaska serves to mobilize and connect resources with schools. We work to help increase graduation rates and decrease drop out rates through removing barriers to education for our youth. CIS Alaska believes that every child needs and deserves these “Five Basics”: a one-to-one relationship with a caring adult; a safe place to learn and grow; a healthy start and healthy future; a marketable skill to use upon graduation; and a chance to give back to peers and the community. The CIS Alaska state network operates under the leadership of the State Office in Anchorage, and includes six Affiliate programs, located in statewide school districts positioned in: Anchorage, Bethel, Juneau, Kotzebue (pending), Matanuska Susitna Borough and Nome. CIS-Alaska services include, academic enhancement programs, mentoring, leadership development, life skills training, community service activities, pre- employment development, parental and cultural engagement programs, substance abuse prevention/intervention, violence prevention, school safety, summer and after-school programs and health and human service referrals. Additionally, career exploration opportunities are available for rural school districts through distance delivery. This project was supported by Award # 2003-SI-FX-K029 awarded by the Office of Juvenile Justice and Delinquency Prevention, U.S. Department of Justice. State Profile
| | Colorado | Colorado AfterSchool Network: Beginning in January 2004, The Colorado Trust, a local foundation with a history of supporting afterschool programs throughout the state, partnered with the Colorado Department of Education to sponsor a series of ten stakeholder focus groups in communities across Colorado. Representatives from a diverse array of sectors, including schools, afterschool programs, and national youth serving organizations participated in discussions on how to make afterschool and positive youth development front-burner issues and what role a statewide network could play in facilitating this. In the Fall of 2004, the C.S. Mott Foundation awarded a grant to the Colorado Foundation for Families and Children to develop the Colorado AfterSchool Network (CAN), a statewide collaborative of diverse organizations that would support quality afterschool programming across Colorado. CAN connects providers, policymakers, and youth advocates into an organized force focused on three main goals affecting afterschool programs in Colorado: 1) Building public will, 2) Informing policy development, and 3) Improving the quality of programs. State Profile
| | Arizona | Copper Canyon High School Youth Development Program: A collaborative partnership effort between the City of Glendale Parks and Recreation Department, Tolleson Union High School District, Phoenix Coyotes and Aramark professional food services created a comprehensive youth development program on the Copper Canyon High School campus. Over 300 teens registered to participate in the first year of operation last school year. This partnership enhances the current Sports Medicine and Culinary Arts Programs for Copper Canyon High School, and introduces a Public Safety and Tourism/Entertainment Industry Training Program. The program boasts an array of free activities including hip hop dance troupes, disk jockey training, and young men’s and women’s support groups. State Profile
| | Colorado | Colorado 4-H Impact Study: In the spring of 2005, Colorado State University Cooperative Extension 4-H surveyed students in the 5th, 7th and 9th grades to measure the impact that the 4-H Youth Development experience has had on Colorado’s young people. Findings confirm that youth who participate in any organized out-of-school activities are less likely to engage in a variety of at-risk behaviors. State Profile
| | Colorado | After-School Programming in Colorado: Based on a survey of 101 youth-serving agencies, this needs assessment summary highlights priority after school issues requiring increased attention. Key findings include the need to make after-school programs more widely available, particularly to underserved youth; programs need to ensure quality and increase their ability to serve an increasingly diverse population; and the need to develop adequate, stable funding. State Profile
| | Florida | Florida AfterSchool Network (FAN): The Florida After School Network provides unified leadership to advocate for the development, enhancement and sustainability of innovative, high-quality afterschool programs and policies statewide. FAN’s three primary goals include: creating a statewide infrastructure to establish collaborative public and private partnerships which connect local, state and national resources supporting afterschool programs that are school-based or school-linked; developing quality afterschool standards that are endorsed and promoted by statewide stakeholders; and promoting public awareness and policy that expands funding, quality improvement initiatives, and accessibility of afterschool programs. State Profile
| | Missouri | Afterschool Program Dollars: Since 1996, Missouri’s Department of Social Services (DSS) and Department of Elementary and Secondary Education (DESE) have collaborated to provide $1.4 million of CCDF quality set-aside funds for the School-Age Community Grant/Contract Program (SAC). This program provides grants/contracts for before- and afterschool programs in public schools. Administered by DESE, 60 to 90 grants and contracts are awarded annually to aid public schools in building sustainable, high-quality programs for school-age students during non-school hours. A portion of the quality enhancement dollars of the CCDF funds administered by DESE have been used to help fund the Missouri Afterschool Resource Center. DESE also receives 21st CCLC Grant Funds from the US DOE beginning in 2002. By state Statue, DESE cannot consider funding any application that is less than $50,000 and cannot be more than $150,000 per each site and must not total more than $750,000 per proposal for multiple sites. A portion of the quality enhancement dollars of the 21st CCLC funds administered by DESE have been used to help fund the Missouri Afterschool Resource Center. State Profile
| | Georgia | Georgia Afterschool Investment Council (GAIC) : GAIC is the afterschool statewide network comprised of 70 public, non-profit and private state partners who are key stakeholders in the afterschool arena. GAIC is dedicated to ensuring Georgia's youth have access to high-quality, affordable afterschool and summer learning programs. To achieve its mission, GAIC focuses on building public will for afterschool and summer learning across the state, strengthening professional development for afterschool providers, and influencing the development of public policy around out-of-school time.
For more information, see http:// www.afterschoolga.org. State Profile
| | Georgia | VOICES for Georgia’s Children (VOICES): VOICES is a privately funded non-profit organization created in 2003 to be a powerful voice for children and to inspire Georgians to act on their behalf. As a founding partner of GAIC, VOICES provides policy development research and advocacy to promote healthy engagement in out-of-school time for every child in Georgia. State Profile
| | Illinois | Wallace Foundation: The Wallace Foundation awarded an infrastructure building grant to Chicago. Received and lauded by Mayor Maggie Daley, the three year grant of $8 million will be used to fund a support, tracking, and evaluation system for Chicago’s continuing programs oriented towards teenagers. State Profile
| | Maine | Guilford Laptop Computer Initiative: Since 1999, every eighth grade student at Piscataquis Community Middle School in Guilford, Maine has been provided a wireless laptop computer. The computers have been a major benefit for the rural district, helping to tie learning from community activities to the core school day. The laptop computers are used in the Guilford afterschool program and summer programs, which have included reading and thematic-based lessons. Laptop computers have made a huge impact on the summer programs, including improvements in reading, and attitudes toward school and community. Funds for computers were provided by the school district’s partnership with a local employer and 21st CCLC funds. State Profile
| | Michigan | TANF Funding: Authorized by the governor and the legislature, the Department of Human Services allocated $5 million in TANF funds to provide contracts through a statewide competitive bid process for services to elementary and school-aged children, which reflects a three-year funding commitment. 17 program sites are located in 14 counties, and no county may receive more than 20% of the funds. The program shall include, at a minimum, at least 3 of the following topics: Abstinence-based pregnancy prevention, chemical abuse/ dependency, gang violence prevention, academic help, future self-sufficiency, leadership development, case mentoring, parental involvement, and anger management. An annual report is due to the legislature, documenting number of participants, average cost per participant, and changes noted in juvenile crime, aggressive behavior, academic achievement, development of new interests and skills, school attendance rates, and school behavior. State Profile
| | Indiana | Mitch’s Kids POWER Hour program: In 2005, the Governor launched Mitch’s Kids, an effort to enroll 5,000 more 5- to 14-year-old at-risk youngsters in the Boys & Girls Club after-school POWER Hour program. This program focuses on improving reading and math fluencies by enabling members to complete their homework, receive individualized tutoring, and prepare for class with staff and volunteer encouragement and assistance. The governor has committed $1 million in Temporary Assistance for Needy Families (TANF) funds each year since the start of the program, serving nearly 10,000 children. Youngsters who qualify for free or reduced lunch are eligible for Mitch’s Kids. The Boys and Girls Club works with the Indiana Family and Social Services Administration to identify and enroll eligible children. State Profile
| | Oregon | OregonASK (Oregon After School for Kids): Originally an out-of-school time network planning group received $48,805 from the Criminal Justice Commission in 2004, the group was charged with establishing a statewide structure, to outreach to relevant stakeholders statewide, and to provide initial services to out-of-school time programs. With $50,000 in matching funds from the Oregon Employment Department – Child Care Division, the group applied for a grant from the CS Mott Foundation to establish Oregon’s statewide out-of-school time network. State Profile
| | Pennsylvania | Tutoring Programs: Pennsylvania has appropriated a combined $70 million for tutoring programs in fiscal year 2005-06. The vast majority of these funds ($66 million) make up the Educational Assistance Program that provides grants to districts that have schools not making adequate yearly progress (AYP) under the federal No Child Left Behind standards. The remaining $4 million constitutes the continuation of the Education Support Services Program (“Classroom Plus”) established in 2001. It provides for small grants (up to $500) to parents of students in grades 3-6 who score poorly on state exams. In addition to these funds allocated by Pennsylvania, tutoring programs also receive educational block grants from the Accountability Block Grant (ABG), and portions of this grant are allocated to tutoring programs. In the 2005-06 school year, 118,379 students were provided with tutoring services in the Commonwealth. This includes services delivered through EAP, Classroom Plus, ABG, and SES. In the 2006-07 school year, $7,675,327 of Accountability Block Grant funding will be spent on tutoring. State Profile
| | Maine | Afterschool Programs for 12-15 Year Olds: The Maine Department of Health and Human Services Fund for a Healthy Maine provides funding to community- and school-based programs for youth ages 12 – 15 to provide a safe, healthy, quality environment that will enhance youths’ educational, social, cultural, emotional, and physical development through developmentally appropriate activities. All programs have a community service component. The program activities vary to meet the needs of youth in the area. State Profile
| | Montana | Afterschool Supply and Demand Mapping: The Montana Afterschool Network collected data on the percentage of children ages 5 to 12 enrolled in public school with working parents who could be served on a daily basis by an afterschool program from September 2005 through June 2006. These data are a snapshot of daily capacity rather than annual enrollment. The maps demonstrated an overall capacity to serve 18.13% of children needing care statewide, up slightly from 15.60% in 2005. While licensed exempt programs continue to grow, licensed afterschool programs demonstrated a slight increase after three years of slow decline.
For more information, see http://www.mtafterschool.org/index_afterschool_capacity_maps.htm State Profile
| | New Mexico | Obesity Prevention Initiative: The Governor appropriated $475,000 in 2005 and $2,000,000 in 2006 to the Public Education Department for obesity prevention, of which $225,000 in 2005 and $165,000 in 2006 was utilized for Before and After School Nutrition and Physical Activity Programs. These funds were distributed through a competitive Request for Application to elementary schools, and were used to sustain existing programs and add a pilot for a program that includes tutoring, nutrition and physical activity components. State Profile
| | New Mexico | New Mexico Youth Initiative: The New Mexico Community Foundation was awarded a five-year, $5.2 million grant from the W.K. Kellogg Foundation for a statewide Youth Initiative. The Initiative will fund promising youth development practices at multiple established youth-serving nonprofit organizations, allowing grantees to support replication of their strategies. Regional incubators for positive youth development practice will help build capacity throughout the state. The NM Forum for Youth in Community is a key partner in the Initiative, providing an infrastructure to access youth development practices and principles across a variety of settings, including after-school. State Profile
| | New Mexico | State Demonstration Project: Launched by America’s Promise Alliance, this state project is designed to facilitate collaboration between existing public and private partnerships, increase awareness about child care, and increase funding for Alliance partners’ state affiliates. It is funded by a $20,000 grant from America’s Promise and is one of five nationwide. State Profile
| | North Carolina | Governor’s ELO Summit: In 2003, the governor received an award from the National Governors Association Center for Best Practices, with funds from the C.S. Mott Foundation and the Wallace Foundation, to hold a 2004 statewide summit on extra learning opportunities. The Center worked closely with the governor’s office to plan and implement the summit, which convened a range of state and local partners to devise a shared agenda for improving the quantity and quality of afterschool programs. State Profile
| | Ohio | Ohio’s Afterschool Initiative: The Afterschool Initiative is a statewide network to support afterschool initiatives funded by Child Care and Development Fund quality dollars through the Ohio Department of Job and Family Services. The Initiative, implemented by the Ohio Child Care Resource and Referral Association, provides professional development training and technical assistance to out-of-school time programs throughout Ohio. In 2004-05, over 800 trainings were offered to 7,000 providers across the state. State Profile
| | Ohio | Ohio Action for Healthy Kids (OAFHK): OAFHK is a partnership of more than 30 state education, fitness, nutrition, and health organizations dedicated to improving the health and educational performance of Ohio’s children through better nutrition and physical activity in the school and afterschool environments. OAFHK provides support for the development of school wellness councils, expanding meals–particularly breakfast and snacks─ adequate and inclusive co-curricular physical activity programs, and ensuring healthy snacks and foods are provided in vending machines and other venues within the schools control. Through the support from the UPS Foundation, 10 regional teams have produced many new direct service programs. State Profile
| | Ohio | Welfare Surplus Money Funds After-school Child Care: The governor signed an executive order in May 2006 that designates $199 million of the state’s welfare surplus towards Ohio’s poorest families. The largest portion of this funding, $60 million over the next three years, is directed towards child care. State Profile
| | Oregon | OregonASK (Oregon After School for Kids) : Originally an out-of-school time network planning group received $48,805 from the Criminal Justice Commission in 2004. The group was charged with establishing a statewide structure, to outreach to relevant stakeholders statewide, and to provide initial services to out-of-school time programs. With $150,000 in matching funds from the Oregon Employment Department – Child Care Division the group applied for a grant from the CS Mott Foundation to establish Oregon’s statewide out-of-school time network. State Profile
| | Rhode Island | Rhode Island AfterSchool Plus Alliance (RIASPA): RIASPA is the statewide afterschool advocacy organization funded by the Mott Foundation and the United Way of Rhode Island. RIASPA’s goals are to influence public policy to expand support for high quality afterschool programs, increase public awareness about the importance of afterschool programs, and foster program quality improvement. This diverse network consists of representatives from the Rhode Island Departments of Education, Human Services, Health, Mental Health, and Parks and Recreation, as well as provider groups, child advocacy groups, and community-based organizations. State Profile
| | Tennessee | Lottery for Education: Afterschool Programs (LEAPs): In November 2002, Tennesseans voted to create a state lottery. The General Assembly established that profits from the lottery go towards specific educational programs: college scholarships, early childhood programs and afterschool programs. In accordance with TCA Title 4, Chapter 6, Part 7, one hundred percent (100%) of monies constituting an unclaimed prize shall be deposited into an afterschool account for the purpose of providing after school educational programs. The overall goal of Lottery for Education: Afterschool Programs (LEAPs) is to provide Tennessee students with academic enrichment opportunities that reinforce and complement the regular academic program for youth 5 – 18 years old, enrolled in elementary or secondary school. Since May 2005, Tennessee 's Lottery for Education: Afterschool Programs (LEAPs) has provided nearly $8.9 million for 88 new afterschool programs for at-risk students across the state. State Profile
| | Utah | The Ogden Area Youth Alliance: The Ogden Area Youth Alliance is a non-profit organization supporting youth development. Their mission is to work as a unified voice to make youth a priority in the greater Ogden area. Their efforts aim to improve the quality of youth programs, advocate for policy improvements and network among youth organizations, and outreach with the community. The group educates the community by increasing awareness of the need for after-school programs, identifying areas where youth are under-served, strengthening communication and partnerships by sharing resources, and advocating for funding to sustain youth development in the Ogden area. State Profile
| | Utah | Alliance for Youth: Alliance for Youth is a collaborative effort by organizations that deal with youth programs in Cache County, Utah. The Alliance consists of Logan City Parks & Recreation, Mount Logan Middle School, Logan City Schools, Cache County Schools, Cache County 4-H, Utah State University and the Boys & Girls Club of Cache Valley. The Alliance meets on a monthly basis to discuss existing programs and potential collaborations. The Alliance hosts combined "Lights On" programs, and this year held an "end of school year" party in the park with more than 550 children in attendance. As a group, the Alliance serves more than 1,000 children who attend daily after school programs. Funding plans in the works include a Christmas project for the month of December -- the Alliance will use the fair grounds to provide lights and programs for the entire community, as well as children's singing groups, arts & crafts, games and different types of Christmas programs. State Profile
| | Utah | United Way of Salt Lake: United Way of Salt Lake’s “Community Learning Center Technical Assistance and Resource Initiative” is currently in the development stage and over the next several years will be working to research, promote and support the development of comprehensive community learning centers which include afterschool components. State Profile
| | Virginia | Learn and Serve Virginia: The Learn and Serve Virginia (LSV) grant program provides the opportunity for schools to integrate community service with educational content areas. Beginning with the 2006-07 grant cycle and continuing for three years, LSV will focus on the environment and watershed protection and restoration as the context for service-learning. Service-learning engages students in the educational process, using what they learn in the classroom to solve real-life problems. School divisions collaborate with community partners to develop environmentally based programs for student service-learning during the school day, as well as after school and on weekends. The LSV program is funded through Learn and Serve America. State Profile
| | Washington | State Demonstration Project: Launched by America’s Promise Alliance, this state project is designed to facilitate collaboration between existing public and private partnerships, increase awareness about child care, and increase funding for Alliance partners’ state affiliates. It is funded by a $20,000 grant from America’s Promise and is one of five nationwide, the others occurring in Iowa, Pennsylvania, Georgia, and Washington. State Profile
| | West Virginia | Staff Training and Registry System (STARS): West Virginia’s professional development system, while targeted at early care providers, is also available for practitioners in school-age child care settings. The system established a set of Core Competencies reflecting best practices which are tied to the STARS Career Pathway. The Pathway provides an eight-level framework to encourage providers to obtain skills and credentials, and progress on the Career Pathway is tracked on the state’s registry and credentialing system. An approval system ensures that training throughout the state aligns with the Core Competencies, and a coordinated training system offers continuing education credits to providers. Practitioners working at least 20 hours per week in an approved child care program can also participate in the STARS apprenticeship program. Apprentices complete four semesters of weekly instruction in child development, curriculum development, and health and safety. Upon completion, Apprentices receive a Child Development Associate credential, which counts for up to 33 credits toward an associate’s degree at state community colleges and qualifies them for the fifth level on the 8-step Career Pathway. A scholarship program also helps Apprentices pay for college courses leading to an associate’s degree in child development. While the program is primarily focused on providers serving children age 0 to 5, curricula are designed with school age care components. State Profile
| | Wisconsin | Wisconsin Afterschool Network: In 2005, Wisconsin received a grant from the C.S. Mott Foundation to expand the Wisconsin Afterschool Network (WAN). WAN is a public/private partnership of over 100 local and state organizations and 275 individuals. Wisconsin was also awarded a grant by the National Governor’s Association to host a Governor’s Summit on After School Programs on February 7, 2006 that was attended by 195 key stakeholders. WAN goals include creating a sustainable structure of statewide, regional, local and school-community partnerships focused on supporting high quality afterschool programs; supporting the development and growth of statewide policies that will secure the resources that are needed to sustain new and existing afterschool programs; supporting statewide systems to ensure programs are of high quality. Major accomplishments of WAN include: creating a communication system that includes a list-serve, website and web based password protected work space; developing a policy agenda along with a budget proposal for the 2007-09 Wisconsin Biennial State Budget; creating a Continuous Improvement Process for Afterschool Programs (CIPAS) assessment tool that was used to train over 35 staff, who then used it to review nine afterschool sites; forming a consensus on seven Guiding Principles for Afterschool Programs and a WAN Governance Structure; empowering the WAN State Leadership Team to take on key leadership roles as well as begin to create a WAN sustainability plan. State Profile
| | California | After School Education and Safety Act: In November 2002, California voters passed Proposition 49, the After School Education and Safety Program (ASES) Act of 2002. This landmark law is intended to encourage schools and local communities to provide safe and educationally enriching alternatives for children and youth during non-school hours. Proposition 49 expanded funding for existing afterschool programs from approximately $121.6 million to $550 million per year. Intended to serve all elementary and middle schools the program currently serves students in 4,000 schools throughout California.
Each ASES program must include both educational/literacy and enrichment activities to complement the educational content of the regular school day. The educational and literacy elements include tutoring and/or homework assistance designed to help students meet state standards in reading/language arts, mathematics, history and social studies, or science. The educational enrichment element includes an array of activities to reinforce and enhance the school’s curriculum. Activities may include youth development strategies, recreation and prevention activities such as visual and performing arts, music, physical activity, health/nutrition promotion, career awareness and preparation; community service-learning; and other activities based on student needs and interests.
ASES program staff and school site principals and staff must work closely to integrate activities with the school's curriculum, instruction, and learning support activities. They must also ensure a safe physical and emotional environment, as well as opportunities for children and youth to build relationships. State Profile
| | Illinois | School's Out: After-School Programs and Policies that Work: In February 2007, the University of Illinois’s Institute of Government and Public Affairs conducted a legislative briefing on afterschool issues. The three speakers for the event presented information on how successful afterschool programs achieve their goals, where Illinois ranks relative to other states on funding, innovative approaches other states are taking to design and fund their afterschool programs, and how program quality can be assessed for program self-improvement and for accountability.
For more information, please see http://www.igpa.uillinois.edu/fis/2007.asp State Profile
| | Missouri School Age Community Coalition (MOSAC2): The Missouri School Age Community Coalition (MOSAC2) was developed in 1993 out of the need for an organized network to support afterschool professionals as the state affiliate for the National AfterSchool Association. MOSAC2 hosts an annual Afterschool Professional Development Institute and Conference for Afterschool Professionals and has worked with other states to develop, implement, and grant a Youth Development Credential. State Profile
| | Missouri | Gubernatorial and Legislative support: In 2002, when Missouri was one of the original states to receive a Mott Grant to start a Network, the Missouri AfterSchool Network (MASN) was engaged in discussions with key legislators and the Governor’s office. Through the efforts of the current Governor, the Commissioner of the Department of Elementary and Secondary Education (DESE) and key legislators, MASN receives $75,000 of General Revenue funds through DESE. These funds come annually to MASN and will help address sustainability. In 2006, Missouri was also awarded a National Governor’s Association Grant to host a Governor’s Summit on afterschool to demonstrate the importance of afterschool and build a stronger coalition throughout the state. Missouri’s Governor held six additional summits around the state and used State funds to cover all expenses above the grant award. MASN will continue to strengthen the ties with the Governor’s office, key legislators, DESE, the private sector, other state agencies and organizations.
For fiscal year 2007–2008, the Governor placed $1 million dollars for Afterschool Grants in the budget. These funds will be equally divided between a grant for grades K-12 in the area of mathematics, science, technology, and/or engineering and a grant for grades K-8 in the area of Health Initiatives. This is the first use of General Funds for afterschool in many years. The Governor has expressed his approval for MASN to pursue additional funding next year to meet sustainability goals. State Profile
| | Missouri | CCDF Quality Dollars for Afterschool: Since 1996, Missouri’s Department of Social Services (DSS) and Department of Elementary and Secondary Education (DESE) have collaborated to provide $1.4 million of CCDF quality set-aside funds for the School-Age Community Grant/Contract Program (SAC). This program provides grants/contracts for before and afterschool programs in public schools.
Through a Memorandum of Agreement, DSS and DESE may provide grants to public school districts that encourage before and afterschool programs to be accredited. State Profile
| | Washington | School’s Out Washington: School’s Out Washington provides services and guidance for organizations to ensure all young people have safe places to learn and grow when not in school. As a statewide leader, School’s Out is dedicated to building community systems to support quality out-of-school time programs for Washington’s 5-14 year olds through training, advocacy and leadership. School’s Out Washington has played a key leadership role and collaborated with other statewide entities including the Department of Early Learning; the Office of the Superintendent of Public Instruction; the Washington Afterschool Alliance; and The Collaborative to improve the quality and expand the state’s capacity to serve school-age children and youth.
For more information, see www.schoolsoutwashington.org State Profile
| | Washington | Improving Program Quality (IPQ) Project: Each Washington Regional Afterschool Project (WRAP) region is participating in the Improving Program Quality project to support afterschool programs across the state in the process of self-evaluation and quality improvement. Through the IPQ Project, WRAP Specialists provide free ongoing on-site training to licensed or certified programs by region. Specialists assist programs in thinking about their current needs and strengths, setting goals to move them along the continuum of quality, and reaching those goals through training, resources, and connections to others in the community. WRAP Specialists are also increasing the information available to all afterschool programs in Washington about best practices, program evaluation, and accreditation through continuing community education about the importance of high-quality afterschool programs. State Profile
| | Washington | Washington State Training and Registry System (STARS) : The Washington State Training and Registry System (STARS) was created in 1997 through a legislative statute to improve child care through basic and on-going training for child care providers, including school-age directors. The Department of Early Learning is the regulatory authority for child care licensing requirements and administers the STARS Registry, a web-based database that tracks provider records. Washington STARS requires all licensed family child care providers and licensed child care center school-age directors, program supervisors, site coordinators, and lead teachers to complete professional development trainings each year. Providers are required to complete 20-hours of basic training within the first six months of licensure or employment as well as ten clock hours or one college credit of approved in-service training.
For more information, see http://www.waeyc.org State Profile
| | Arizona | The Arizona Statewide Youth Development Task Force: The task force is working to build a comprehensive framework for youth development that will support the positive development of youth and the successful transition from youth to adulthood. This framework will work to bridge the systems that serve youth (government, community-based organizations, philanthropy, business and others) to build a comprehensive continuum of learning opportunities (both in school and out), to identify funding that would support these opportunities, and to focus on the developmental needs of youth. State Profile
| | Kentucky | Kentucky Out-of-School Alliance: The Kentucky Out-of-School Alliance is a grant from the C.S. Mott Foundation in partnership with Kentucky Child Now and the Kentucky Department of Education to build a sustainable statewide infrastructure that will influence public policy to ensure that all Kentucky's children and youth have access to high-quality afterschool programs. This public/private initiative brings together a diverse group of partners from across Kentucky who agree that afterschool programs inspire learning, keep kids safe, and help working families. Many high-level individuals from state agencies and stakeholder groups are serving on the newly established committees of: Quality and Training, Policy and Advocacy, Research and Evaluation, and Marketing/Public Information and Communications. For more information, see: Kyoutofschoolalliance.org State Profile
| | Maine | Maine’s 21st Century Community Learning Centers Program: The 21st Century Community Learning Centers program was established by Congress as part of the No Child Left Behind Act. Maine Department of Education 21st CCLC’s must link to the local School Administrative Unit (SAU) comprehensive education plan that is aligned with Learning Results focused on the learning of students and oriented to continuous improvement. Grants are provided to establish and/or expand “community learning centers” that keep youth safe, and provide students with academic enrichment opportunities as well as additional activities designed to support their regular academic program. For more information go to: www.maineafterschool.net. State Profile
| | The Massachusetts Special Commission on After School and Out of School Time : The Massachusetts Special Commission on After School and Out of School Time was created by the Massachusetts Legislature to study and recommend how to expand, coordinate, and finance out-of-school time programming for school-age children in Massachusetts. The Commission has 36 members representing community-based and faith-based organizations, public and private schools, child care organizations, advocacy, and parent-teacher organizations. In Fall 2007, after seven months of research, the Commission produced a comprehensive report on out-of-school time, entitled, Our Common Wealth: Building a Future for our Children and Youth.
For more information, see www.massafterschoolcomm.com/.
State Profile
| | 21st Century Community Learning Centers: The 21st Century Community Learning Centers grant is administered through the nine Regional Education Agencies (REA) in the state. The REA’s serve 99 schools providing academic enrichment activities that are standards based. The REA’s meet monthly and there is a fall conference held in September to offer technical assistance to program participants. This group has established a technical assistance center for provide technical assistance and professional development opportunities for staff. State Profile
| | 21st Century Community Learning Centers: In February 2008, the Governor sent a memorandum to Wyoming’s Congressional Delegation supporting the continuation of the current funding level for 21st Century Community Learning Centers. In the face of budget cuts to the 21st CCLC program, governor’s letter stated that the need for high-quality afterschool programs in Wyoming is great and funding cuts would have negative impact on Wyoming youth and families. The Governor also stressed the importance of afterschool programs and their goal of keeping kids safe and supervised, inspiring learning and helping working families. As part of the administration of the 21st Century Community Learning Centers initiative, the Wyoming Department of Education now plans two annual statewide staff development workshops for afterschool professionals. These workshops focus on afterschool specific topics with the overall goal of meeting professional development needs and enhancing afterschool program quality. State Profile
| | Wyoming Bridges: Wyoming Bridges is a state funded program of $11 million that is awarded to school districts based on a formula allocation in support of summer learning opportunities that are different from the traditional school year. In keeping with research-based findings that rigorous and relevant instruction results in learning gains for all students, learning opportunities for students needing intervention and remediation (academically at-risk students) are embedded with enrichment learning opportunities. The enriched instructional component of Bridges can become an opportunity to demonstrate to students that what they are learning is relevant to the world around them. The Bridges program also aims to reduce summer learning loss. Wyoming Bridges encourages school districts to think beyond a traditional learning environment and embrace new and exciting opportunities for students. State Profile
| | Lights On Afterschool! : The State Superintendent of Public Instruction signed an Afterschool Decree on October 18, 2007 in recognition of Lights On Afterschool! The decree outlined the importance of afterschool programming and the Wyoming Department of Education’s support of afterschool initiatives. The Afterschool Decree specifically detailed the importance of afterschool programs in providing significant leadership in the areas of educational enrichment and positive youth development as well as supporting families by keeping kids safe during afterschool hours. State Profile
| | Student Enrichment Pilot Project : In April 2008, a new Student Enrichment Pilot Project was launched. This project is supported through state funds with the established purpose of providing student enrichment instruction programs to Wyoming students. Students served by these grant funds can be at any age level (elementary, middle school or high school) and there is no specific target population for these funds to ensure that all students who may receive benefit from enrichment programming (gifted & talented, academically successful students, students performing at or below grade level, students who would enjoy/benefit from enrichment programming, etc.) can participate. The intention of this pilot program is to help students meet or exceed state and local standards in core academic subjects (such as language arts and math) by offering a range of high-quality opportunities for academic enrichment that support student learning and youth development principles during the afterschool hours (before school, after school and during summer recess periods) as well as reinforce and complement regular academic programs. The pilot will be implemented for the summer of 2008 and/or school year 2008/2009. State Profile
| | Vermont Northern Lights Career Development Center for Early Childhood and Afterschool Professionals : Vermont Northern Lights Career Development Center for Early Childhood and Afterschool Professionals provides information on professional development and career planning for the project's stakeholders in Vermont. In July 2005, the State of Vermont’s Child Development Division brought together a committee of partners that reflected of the breadth and depth of the state’s afterschool workforce. Northern Lights Career Development Center was also beginning at that time, developing a unified professional development framework specific to afterschool and early childhood professionals. An Afterschool Professional Development Framework Committee was formed and continues to work to increase professional support for the field. Highlights include the development of Core Competencies for Afterschool Professionals and the Vermont Afterschool Professional Credential.
For more information, see http://northernlights.vsc.edu/.
State Profile
| | South Dakota Out-of-School Time Initiative: The South Dakota Out-of-School Time (OST) Program offered through the Dept. of Social Services-Division of Child Care Services provides resources for schools and communities who want to offer structured and safe environments for children when they are not in school through grants, training, technical assistance and program development. Child Care Services encourages school officials to work with their communities to build programs that positively impact K-8 children during their out-of-school time. All programs, including DOE funded 21st CCLC programs, may elect to participate in these services.
Licensing workers and regional OST support specialists provide the following services for OST Programs:
• Information, assistance and guidance for schools and community groups interested in creating OST programs.
• Facilitation of community planning meetings.
• On-site technical assistance on issues such as child behavior, staffing, program planning, licensing and financial management.
• Telephone consultation for OST professionals, school officials, and parents.
• Resource lending libraries with professional resources, information, publications, and theme units or equipment for OST programming.
• OST classes or workshops on topics such as discipline, child development, child temperament, safety, space limitations, program activities, communication and team building.
• Ongoing on-site quality improvement support; including special help for programs wanting to become nationally accredited.
SD OST Accreditation Project. Programs are encouraged to consider becoming nationally accredited through the National AfterSchool Association. The Dept. of Social Services/Div. of Child Care Services currently provides scholarships for the application and endorser fees, and provides on-site technical assistance & site observations to programs wishing to become accredited. Each year at the annual SoDakSACA conference, newly-accredited programs are recognized and presented certificates for their achievement. State Profile
| | South Dakota | South Dakota Afterschool Training Initiatives: OST Credential Series: Developed by Child Care Services and disseminated through the regional ECSE training network, the purpose of this training program is to enhance the availability of school-age specific training and mentorship for individuals who work with children in afterschool and summer school-age care programs, child care centers, and other youth development programs. Completion of the full series of training leads to a state-administered OST Credential. All classes can be taken as stand-alone workshops as well.
The OST Credential curriculum provides formal school-age specific training and professional mentorship assisting each student in the process of meeting the requirements necessary to complete the SD’s OST assessment process, including:
- 120 clock hours of formal education
- Professional Resource File and other documentation of competence
- Formal observation completed by trained OST Credential advisors
The OST Credential classes are offered during hours convenient for people who work with children and youth during the day. Most training is available weekday evenings or on Saturdays. The Certificate and Credential series are also approved for Teacher Renewal Credit through the SD Department of Education.
Annual State SoDakSACA Conference: Sponsored by the SD School-Age Care Alliance, an affiliate of the National AfterSchool Association, this 2-day conference is held in the fall on an annual basis, and attracts up to 200 afterschool professionals from across the state. SoDakSACA also awards a person, organization or business the ‘SACCY’ award in recognition of their leadership and support in the field of school age care in South Dakota.
Annual State 21st CCLC Conference: Sponsored by the SD Dept. of Education, this state conference is held in summer and open to all 21st CCLC grantees, and other programs serving students K-12th grades in their out-of-school time. This conference provides an opportunity for directors, staff, school administrators, and others to receive high quality training around topics tying academic content to program activities, accountability standards, and opportunities for statewide networking.
SDSU Cooperative Extension Training Project: In 2008, South Dakota and North Dakota received a grant to train 500 after-school care providers. Approximately 30 Extension Educators from both states will work with local programs and Child Care Services to offer training essential to operating a quality program for children and youth.
Annual Statewide OST Directors Retreat: Sponsored by the Dept. of Social Services/Child Care Services, this conference is held annually for OST and child care directors from South Dakota. The conference is usually held in March or early April and provides an opportunity for directors to receive leadership and management training specific to their unique roles as directors of afterschool and summer school-age programs. While focusing on best practice and high quality programming is usual at this conference, SD also collaborated with the Afterschool Investments Project in 2008 to facilitate a discussion of the needs and issues surrounding sustainability, and to provide training on advocacy. State Profile
| | The School-Age and Youth Development Certificate Program: The School-Age and Youth Development Certificate Program upgrades and enhances the skills of professionals and for those interested in possessing a career in school-age and youth development. Professionals working with children ages 5-17 are provided with training related to experiences in human relationships, indoor/outdoor environments, activities, safety, health and nutrition, and administrative skills. Admission into this program requires proof of high school graduation (or GED) and qualifying scores on SAT, ACT or the TTC placement test. Students who have transfer credits of C or better from an approved, regionally accredited postsecondary institution may not need to take the placement test. Program admission requires that students have a health assessment denoting good health, a negative tuberculosis skin test and compliance with technical standards. Fingerprinting and a South Carolina Law Enforcement Division (SLED) background check are required for the Early Care and Education, School-Age and Youth, and Human Services work force.
For more information, see http://www.tridenttech.edu/catalog/current/85.htm State Profile
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