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After-School Programs From Vision To Reality

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Books

Allen, J., E. McNeill, and V. Schmidt. CULTURAL AWARENESS FOR CHILDREN. Addison-Wesley Longman, Inc., 1997.

Baumgarner, M.A. WORKING WITH SCHOOL-AGE CHILDREN. Mountainview, GA: Mayfield Publishing, 1999.

Chapman, C. and L. Freeman. MULTIPLE INTELLIGENCES: CENTERS AND PROJECTS. Skylight Training and Publishing, Inc., 1996.

Chapman Weston, D. and M.S. Weston. PLAYWISE: 365 FUN-FILLED ACTIVITIES FOR BUILDING CHARACTER, CONSCIENCE, AND EMOTIONAL INTELLIGENCE IN CHILDREN. New York: G.P. Putnam's Sons, 1996.

Gardner, H. FRAMES OF MIND: THE THEORY OF MULTIPLE INTELLIGENCES. Tenth Anniversary Edition. Basic Books, 1993.

Hopkins, S. DISCOVER THE WORLD: EMPOWERING CHILDREN TO VALUE THEMSELVES, OTHERS, AND THE EARTH. New Society Publishers, Ltd., 1990.

Kreidler, W. CREATIVE CONFLICT RESOLUTION: MORE THAN 200 ACTIVITIES FOR KEEPING PEACE IN THE CLASSROOM. Glenview, IL: Good Year Books, 1984.

Kreidler, W. and L. Furlong. ADVENTURES IN PEACE MAKING: A CONFLICT RESOLUTION GUIDE FOR SCHOOL-AGE PROGRAMS. Hamilton, MA: Project Adventure, Inc., 1995.

Kreidler, W. ELEMENTARY PERSPECTIVES: TEACHING CONCEPTS OF PEACE AND CONFLICT. Kendall Hunt Publishing Company, 1996 .

Kreidler, W. TEACHING CONFLICT RESOLUTION THROUGH CHILDREN'S LITERATURE. Scholastic, Inc., 1994.

Lewis, B. THE KID'S GUIDE TO SERVICE PROJECTS. Free Spirit Publishing, 1995. Call 612-338-2068.

Luvmour, S. and J. Luvmour. EVERYBODY WINS! B.C., Canada. New Society Educational Foundation, 1989.

Monroe, Lorraine. NOTHING'S IMPOSSIBLE: LEADERSHIP LESSONS FROM INSIDE AND OUTSIDE THE CLASSROOM. Public Affairs, LLC Publishing, 1999.

National Helpers Network, Inc. COMMUNITY PROBLEM SOLVERS: YOUTH LEADING CHANGE. 1996.

Pence, A. GAMES GALORE. Riverside, CA: Funcastle Publications, 1996.

Pinnell, G. and I. Fountas. HELP AMERICA READ: A HANDBOOK FOR VOLUNTEERS. Portsmouth, NH: Heinemann, 1997.

Shank, C. TOGETHER AND EQUAL: FOSTERING COOPERATIVE PLAY AND PROMOTING GENDER EQUITY IN EARLY CHILDHOOD PROGRAMS. Allyn and Bacon, Inc., 1996.

Terszian, A. THE KIDS' MULTICULTURAL ART BOOK: ART AND CRAFT EXPERIENCES FROM AROUND THE WORLD. Williamson Publishing, 1993.

Thomson, B. WORDS CAN HURT YOU: BEGINNING PROGRAM OF ANTI-BIAS EDUCATION. Addison-Wesley Inc., 1993.

YMCA of the USA. QUALITY MATTERS: THE PATH TO EARLY LEARNING AND DEVELOPMENT. YMCA Guide to Quality in Child Care. YMCA, 1999.

YOUTH LEADERSHIP IN ACTION: A GUIDE TO COOPERATIVE GAMES AND GROUP ACTIVITIES WRITTEN BY AND FOR YOUTH LEADERS. Dubuque, IA: Kendall/Hunt Publishing Company, 1995.



Page-upArticles

"Afterschool Makes the Grade." In Focus. Vol. 2 No. 3. September, 1999. The Mott Foundation.
http://www.mott.org/publications/pdf/if_v2n3.pdf

Alexander, David. "The Learning That Lies Between Play and Academics in After-School Programs."
http://www.wellesley.edu/WCW/CRW/SAC/publications.html

"Bringing Education into the Afterschool Hours." U.S. Department of Education, 1999.
http://www.ed.gov/pubs/After_School_Programs/

Canada Mortgage and Housing Corporation. "Play Opportunities for School-Age Children, 6 to 14 Years of Age: Advisory Document." Ontario, Canada. Canada Mortgage and Housing Corporation, 1997.

"Effective School-Age Care Program Operations." Massachusetts Technical Assistance Paper Number 3, developed by the National Institute on Out-Of-School Time.
http://www.niost.org

"Essential Connections: Ten Keys to Culturally Sensitive Child Care." California Department of Education, PO Box 944271, Sacramento, CA, 95812.

"Evaluation of Community Schools: Findings to Date." Coalition for Community Schools.
http://www.communityschools.org/evaluation/evalprint.html

Koralek, D.G.; Newman, R.L.; Colker, L.J. Caring for Children in School-Age Programs, Volume I & II. Washington, D.C. Teaching Strategies, Inc.,1995.

Musson, S. "By Design: A New Approach to Programs for 10-15 Year-Olds." Vancouver, British Columbia. Karyo Communications, Inc., 1998.

O'Connor. S.; McGuire, K. "Homework Assistance and Out-of-School Time: Filling the Need, Finding the Balance." National Institute on Out-of-School Time, 1998.

"After-School Programs: Keeping Children Safe and Smart." U.S. Department of Education, 1998.
http://www.ed.gov/pubs/parents/SafeSmart/

"School-Age Review," The Journal of the National School-Age Care Alliance, Number 2, Fall 2000.

Seligson, M.; Allensen, M. "An Action Manual for the 90s." National Institute on Out-of-School Time, 1993.

Seligson, Michelle. "School-Age Child Care Today." Young Children, January 2001.

"Survival Guide for Early Adolescence Recreation Workers." "Survival Guide for Early Adolescence Recreation Administrators." "A Survival Guide for Youth Recreation Workers." Tuscon Parks and Recreation Department. Call 520-791-4845.

The National School Aged Care Association Standards
http://www.nsaca.org/standards_glance.htm

"Technology in After-School Programs." U.S. Department of Education.
http://www.ed.gov/pubs/After_School_Programs/Technology_Programs.html

Theatre as a Tool for Prevention, The Choice is Yours. National Coalition of Hispanic Health and Human Services Organization, 1996. Call 202-387-5000.

Tremper, C.; Rypkema, P. "Insurance Basics for Community-Serving Programs." Available from the Nonprofit Risk Management Center.
http://www.nonprofitrisk.org

Vandell, Deborah Lowe."After-School Programs Vary in Quality." Wisconsin Center for Education Research Highlights 7, no. 2, Summer 1995.

Volker, Carol, Ph.D. "Liability Insurance and the Child Care Center."
http://www.nncc.org/Business/liabil.ins.ccc.html



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The Activities Club Thematic Programs, 1999.
http://www.activitiesclub.com/productdesc-themes.cfm?ProductGroupID=4

The Afterschool Alliance Afterschool Action Kit
http://www.afterschoolalliance.org/action_kit.cfm

"Caring for Our Children. National Health and Safety Performance Standards: Guidelines for Out-of-Home Child Care Programs."
National Resource Center for Health and Safety in Child Care.
http://nrc.uchsc.edu/national/index.html

The NSACA Standards For Quality School-Age Care. National School-Age Care Alliance, Boston, 1998.
http://www.nsaca.org

The following materials and documents are from
School-Age Notes:
http://www.schoolagenotes.com/
U. S. Department of Education's Continuous Improvement Management Guide
http://www.ed.gov/offices/OUS/PES/21cent/cim226.pdf

University of California at Irvine After-School Training and Resource Materials
http://www.gse.uci.edu/afterschool/us



Page-upWeb Sites

The Activities Club.
http://www.activitiesclub.com
The Activities Club is an innovative company offering a wide range of award-winning products and programs that introduce children to life-long hobbies and interests. Founded in 1989 by Joan M. Bergstrom, Ed.D., The Activities Club has developed a comprehensive, theme-based program for groups of children to explore after school, during vacations and intersessions and even during the school day.

After School @ HFRP
http://www.gse.harvard.edu/hfrp/projects/afterschool.html
After School @ HFRP, an initiative of the Harvard Family Research Project, compiles and synthesizes evaluations of after school efforts in order to promote learning and program improvement. The site features a searchable database of evaluations, an online Q&A function, and information on funding sources.

Afterschool Alliance
http://www.afterschoolalliance.org
The Afterschool Alliance is an emerging alliance of public, private and nonprofit groups committed to raising awareness and expanding resources for after-school programs. Initiated and currently coordinated by the Charles Stewart Mott Foundation, the Alliance grew out of a partnership between the Foundation and the U.S. Department of Education.

Connect For Kids
http://www.connectforkids.org/
An information, knowledge and action center for adults who want to make their communities work for kids. Explore the pathway with information and resources on after-school time.

Center for Youth Development and Policy Research
http://www.aed.org/us/cyd/
The Center for Youth Development and Policy Research was established in 1990 at the Academy for Educational Development in response to growing concern about youth. Like many organizations, the Center is dedicated to contributing to better futures for all youth in the United States.

The Child Care and Development Block Grant Program
http://aspe.hhs.gov/cfda/p93575.htm
This program makes grants to States and Tribes to assist low-income families with child care, as well as other services.

The Children's Defense Fund
http://www.childrensdefense.org
The mission of the Children's Defense Fund is to "Leave No Child Behind"® and to ensure every child a Healthy Start, a Head Start, a Fair Start, a Safe Start, and a Moral Start in life and successful passage to adulthood with the help of caring families and communities.

Coalition for Community Schools
http://www.communityschools.org
The CCS brings together local, state and national organizations that represent individuals and groups engaged in creating and sustaining community schools.

The Evaluation Exchange
http://gseweb.harvard.edu/~hfrp/eval/issue15/html/ask.html
The newsletter of the Harvard Family Research Project. As it guides organizations in planning and assists in problem solving, HFRP collects, analyzes and synthesizes research and information to foster continuous improvement and learning. HFRP's work strengthens family, school and community partnerships and early childhood care and education, promotes evaluation and accountability, and offers professional development to those who work directly with children, youth and families.

Federal Resources for Educational Excellence (FREE)
http://www.ed.gov/free
Resources for teaching and learning from 30 federal agencies with search tools and a bulletin board for teachers and federal agencies to communicate about potential collaboration on new teaching and learning resources.

Fight Crime: Invest in Kids
http://www.fightcrime.org/
A national anti-crime organization led by more than 900 police chiefs, sheriffs, police association presidents, prosecutors, and survivors of violent crime. It is guided by a National Advisory Committee of these leaders and a National Crime and Violence Prevention Resource Council of leading criminologists and child development experts as well as state Advisory Committees.

The Finance Project
http://www.financeproject.org
To support decision making that produces and sustains good results for children, families, and communities, The Finance Project develops and disseminates information, knowledge, tools, and technical assistance for improved policies, programs, and financing strategies.

The Foundations Technical Assistance Center for Before and After School Enrichment Programs
http://www.foundationsinc.org/ExtendedDayFolder/techassist.asp
This organization was created to assist individuals and organizations in establishing high quality content-based enrichment programs for children in Grades K-12 during the non-school hours.

The Gateway to Educational Materials
http://www.thegateway.org
The Gateway to Educational Materials is a Consortium effort to provide educators with quick and easy access to thousands of educational resources found on various federal, state, university, non-profit, and commercial Internet sites. GEM is sponsored by the U.S. Department of Education and is a special project of the ERIC Clearinghouse on Information & Technology.

The Institute for Learning Technologies (ILT)
http://www.ilt.columbia.edu
ILT is engaged in a number of large-scale research projects intended to develop, test, and implement effective pedagogical approaches to the use of new information technology in education.

The International Education and Resource Network (iEarn)
http://www.iEARN.org
I*EARN is non - profit global community of over 3000 primary and secondary school and youth organizations in more than 90 countries. Through innovation technology, I*EARN enables students and teachers worldwide to conduct collaborative projects, regardless of their level of connectivity, from the World Wide Web to electronic mail.

Michigan: KLICK! (Kids Learning in Computer Klubhouses)
http://www.klick.org
KLICK! (Kids Learning in Computer Klubhouses!) provides a network of challenging, engaging, supportive, safe, and technology-rich learning environments to middle school students in rural and inner city communities.

Mid-continent Regional Educational Laboratory
http://www.mcrel.org/programs/21stcentury
A useful compendium of Internet resources and examples of innovative after-school programs compiled by one of the U.S. Department of Education-funded regional education laboratories.

The Charles Stewart Mott Foundation
http://www.mott.org
Established in 1926 with a mission to support efforts that promote a just, equitable, and sustainable society. During the first 60 years of funding community education, The Mott Foundation has provided more than $200 million locally, nationally, and internationally for the development of community-school partnerships.

National Association for the Education of Young Children
http://www.naeyc.org/
NAEYC is the nation's largest and most influential organization of early childhood educators and others dedicated to improving the quality of programs for children from birth through third grade.

The National Association of Child Care Resource and Referral Agencies
http://www.naccrra.org
NACCRRA is the national network of community-based child care resource and referral agencies. The organization is a common-ground where families, child care providers, and communities can share information about quality child care

National Association of Elementary School Principals
http://www.naesp.org
The mission of the National Association of Elementary School Principals is to lead in the advocacy and support for elementary and middle level principals and other education leaders in their commitment to all children.

National Center for Community Education
http://www.nccenet.org
This organization provides state-of-the-art leadership development training and technical assistance focusing on community and educational change emphasizing community schools.

National Commission for Education Association
http://www.ncea.com
NCEA's mission is to provide leadership to those who build learning communities in response to individual and community needs. It does this by providing its members with national and regional training conferences and workshops; specialized periodicals, publications, and products; opportunities for peer support and networking; and information and referral services.

National Institute on Out of School Time
http://www.niost.org
NIOST's mission is to ensure that all children, youth, and families have access to high quality programs, activities, and opportunities during non-school hours. Their work bridges the worlds of research, policy and practice.

National Network for Child Care
http://www.nncc.org/homepage.html
Extensive database of publications and a listserv supported by the U.S. Department of Agriculture's Cooperative Extension Service.

National Performance Review
http://www.afterschool.gov
A one-stop shopping Web site for parents, teachers, after-school providers, and kids to learn about after-school resources from many different government and non-profit agencies.

National Resource Center for Health and Safety in Child Care
http://nrc.uchsc.edu/
Funded by the Maternal and Child Health Bureau, U.S. Department of Health & Human Services, HRSA. NRC's primary mission is to promote health and safety in out-of-home child care settings throughout the nation.

Nonprofit Risk Management Center
http://www.nonprofitrisk.org
The Nonprofit Risk Management Center offers publications that cover a wide variety of risk management needs, from board liability and volunteer liability topics to protecting young people from harm.

The National Youth Development Information Center
http://www.nydic.org
NYDIC provides practice-related information about youth development to national and local youth-serving organizations at low cost or no cost.

North Central Regional Educational Laboratory: Resources for After-School Programming
http://www.ncrel.org/after/
NCREL provides many resources to help a program from every stage of development, from the "This sounds like a good idea" stage through to an established program looking for creative ways to improve their programming or find new funding sources.The site provides links to resources for creating effective after-school programs (information and grant-writing assistance for federal funding opportunities through the United States Department of Education's 21st Century Community Learning Centers, national and NCREL regional resources), and strengthening the ties between the traditional school day and after-school programs.

Partnership for After School Education
http://www.pasesetter.com
PASE is a network of professionals in youth development, community members and organizations, and funding providers committed to quality education in after-school settings.

Partnership for Family Involvement in Education
http://pfie.ed.gov/
Administered by the U.S. Department of Education, the PFIE offers resources,ideas, funding, and conferences relevant to family involvement in education. Partners - across the sectors of "Employers for Learning," "Community Organizations," "Religious Groups," and "Family-School Partnerships" - commit to increasing family participation in children's learning through a variety of activities and efforts, some of which include: student- and family-friendly policies at the workplace, before- and after-school programs, tutoring and mentoring initiatives, and donations of facilities and technologies.

Parents United for Child Care
http://nccic.org/ccpartnerships/profiles/united.htm
PUCC is a member organization that aims to empower parents to be effective advocates for improvements in child care and family policy. Through community organizing and leadership training activities, PUCC helps parents to understand the policy arena, voice their concerns, set priorities, and advocate in a unified and strategic manner. In addition, PUCC provides start-up grants and technical assistance to parents and providers interested in establishing school-aged child care programs

Peter F. Drucker Foundation for Nonprofit Management
http://www.pfdf.org
The Drucker Foundation's special expertise and role has been to serve as a broker of intellectual capital, bringing together the finest leaders, consultants, authors, and social philosophers in the world with the leaders of social sector voluntary organizations.

Safe & Drug Free Schools Program
http://www.ed.gov/offices/OESE/SDFS/
The Safe & Drug Free Schools Program is the federal government's primary vehicle for reducing drug, alcohol and tobacco use, and violence through education and prevention activities in our nation's schools.

School Age Notes
http://www.schoolagenotes.com
The purpose of this organization is to develop and provide information, technical assistance and resources concerning children and youth in out-of-school settings before and after school and during vacations.

U. S. Department of Agriculture
http://www.fns.usda.gov/fncs

U.S. Department of Education
http://www.ed.gov
The latest information about national education issues, publications, education statistics, and information about the different offices and programs at the U.S. Department of Education.

America Reads Challenge, US. Department of Education
http://www.ed.gov/inits/americareads
Resources for how to help children improve their literacy skills.

U. S. Department of Education's 21st Century Community Learning Centers
http://www.ed.gov/21stcclc
The 21st CCLC Program is a key component of the Administration's efforts to keep children safe; to provide academic enrichment and other recreational and enrichment opportunities, such as band, drama, art, and other cultural events for children; and to provide life-long learning opportunities for community members.

U.S. Department of Health and Human Services
http://www.hhs.gov
The Department of Health and Human Services is the United States government's principal agency for protecting the health of all Americans and providing essential human services.

U.S. Department of Justice, Justice for Kids and Youth
http://www.usdoj.gov/kidspage
Information for children and youth on crime prevention, staying safe, volunteer and community service opportunities, and the criminal justice system.

Thirteen WNET New York's NTTI (National Teacher Training Institute):
http://www.thirteen.org/wnetschool/ntti/
The National Teacher Training Institute (NTTI) provides teachers with the vision, strategies, and resources they need to make dynamic use of classroom technology.



Page-upVideos

AFTERSCHOOL: THE WAY TO GO. U.S. Department of Education and the Afterschool Alliance, 2000.

ADVANCING SCHOOL-AGE CHILD CARE QUALITY (ASQ): ASQ TEAM LEADER'S RESOURCE MANUAL, 1998. ASQ TEAM MANUAL, 1998. INTRODUCTION TO THE ASQ OBSERVATION PROCESS (15 MINUTES) and LEARNING TO WORK AS A TEAM (15 minutes). O'Connor, S.; Gannett, E.; Heenan, C. National Institute on Out-of-School Time. Call 781-283-2547.

BETWEEN SCHOOL-TIME AND HOME-TIME: PLANNING QUALITY ACTIVITIES FOR SACC PROGRAMS, 28 minutes, 1990.
Produced in cooperation with the New York State Council on Children and Families. This second video focuses on three separate activities in school-age child care programs and explores what makes them work. Observe how program space, scheduling, and positive staff relationships support each activity.

LEADING BY DESIGN KIT (includes two reference books: CARING BY DESIGN: ESTABLISHING CARE STRUCTURES IN PROGRAMS FOR 10-15 YEAR OLDS and BUILDING BY DESIGN: CREATING DEMOCRATIC COMMUNITIES IN PROGRAMS FOR 10-15 YEAR OLDS; and a Video Guide to Quality Programs for 10-15 Year Olds entitled "Leading by Design.") Work/Family Directions, 1998.

LEARNING EVERYWHERE: AFTERSCHOOL AND SUMMER PROGRAMS FOR YOUTH. U.S. Department of Education Satellite Town Meeting #71, 2000.

LIGHTS, CAMERA…AFTERSCHOOL IN ACTION! A VIDEO FOR TELLING THE AFTERSCHOOL STORY. The National Center for Community Education and the Afterschool Alliance with funding from the Charles Stewart Mott Foundation.

MAKING AFTER-SCHOOL COUNT! COMMUNITIES AND SCHOOLS WORKING TOGETHER TO CREATE QUALITY AFTER-SCHOOL PROGRAMS. Highlights of a Teleconference. The Charles Stewart Mott Foundation, 1998.

MAKING THE MOST OF OUT-OF-SCHOOL TIME: THE HUMAN SIDE OF QUALITY, 1998.
The Human Side of Quality portrays the importance of the relationships that children develop in out-of-school time programs. The quality of programs is directly linked to the quality of the staff, and to their ability to support children's social and emotional health. In the video, program directors, trainers and advocates share their thoughts on how to build these important relationships. (11 min.)

A PLACE OF THEIR OWN: DESIGNING QUALITY SPACE FOR OUT OF SCHOOL TIME, 2000.
This video and the accompanying implementation guide demonstrate effective strategies for planning and designing quality space for out-of-school time programs.

WHAT IS A HERO? PSA, After School Campaign. The Advertising Council.

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