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NY 21st CCLC Statewide TA Center Survey
How are we doing? Do the TASE bi-annual conferences provide the staff development that's practical and useful?
Are our newsletters delivering up-to-date resources and information for your out-of-school programs?
Does our website contain useful information?
How can we better serve you, NYS 21st CCLC Grantees?
Take a few minutes to let us know by completing a survey coming your way this week. |
The After school ExperienceConference (TASE )
May 2008
Dr. George McKenna III, Felicia Watson and NYSED 21st CCLC Coordinator John Soja
Luis Pacheco, Linda Woodward & Lori Genito Hawaiian Night
Jamboree at The State Capitol
Assemblyman Mark J. F. Shroeder and Pat Laino
Felicia Watson and Mary Grenz Jalloh
Our Directors
NYS Center for School Safety & NY 21st CCLC Statewide TA Center Staff
Drumming with Joakim Lartey
Brain Compatible Intensive Workshop with Dick Piazza
Student Performers
TASE Participants
TASE Participants
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The After school Experience (TASE)Conference
Goes 'Green' in May 2008
- Use Paperless Technology: Online Registration, DVDs of Materials
- Meet Close to Where Participants Live
- Practice the 3 R's: Reduce, Reuse, Recycle
- Bulk Up: Use Bulk Distribution for Condiments
- Lighten your Stay: Linen Reuse in Rooms
- Eat Green: Encourage Vegetable Consumption
- Close the Recycling Loop: Use Recycled Paper
- Save Energy: Turn off Lights, AC When not Using
- Spread the Word: Contagion Effect!!
- Think of ways to "green" your programs
We would like to hear ways in which you are going "green" in your programs and incorporate your ideas in our next monthly newsletter.
Document ideas from youth in your programs, engage them in thinking and action.
Submit your ideas and plans by July 15 to be included in next month's newsletter.
We will continue to work diligently to lighten the impact our bi-annual conferences have on our planet Earth.
Additional Resources to help plan "Green Meetings":
This site can help you plan meetings while minimizing negative impacts on the environment.
The site enables you to access information that can assist you in "greening" your conferences.
"We're making it easier for you to hold meetings that don't cost the earth."
Programs developed by BPR Youth Board empower community and student groups to create solutions and take part in the success!
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Message from Our Director
Although the history of summer may be routed in "working the farm" and "bringing in the harvest", today's students are content to immerse themselves in summer frivolity including swimming, bike riding, cookouts and family vacations.
As after school advocates and program providers, we encourage academic enrichment and the safety of our students. During the summer months, it is especially important for us to focus on safety. The following are some basic tips to remember:
In 2005, of all children 1 to 4 years old who died, almost 30% died from drowning. Drowning remains the second-leading cause of unintentional injury-related death for children ages 1 to 14 years.
· Youth workers, parents or guardians should never leave children alone in or near the pool, even for a moment.
· Keep rescue equipment (a shepherd's hook - a long pole with a hook on the end - and life preserver) and a portable telephone near the pool. Choose a shepherd's hook and other rescue equipment made of fiberglass or other materials that do not conduct electricity.
Prolonged exposure to the sun can have harmful long term effects.
· Stay in the shade whenever possible, and limit sun exposure during the peak intensity hours - between 10 a.m. and 4 p.m.
· Use a sunscreen with an SPF of 15 or greater. Be sure to apply enough sunscreen, and sand as they reflect UV rays and may result in sunburn more quickly.
Children have a higher risk of dehydration than adults. · Before prolonged physical activity, the child should be well-hydrated. During the activity, periodic drinking should be enforced, for example, each 20 minutes, 5 ounces of cold tap water or a flavored sports drink for a child weighing 90 pounds, and 9 ounces for an adolescent weighing 130 pounds, even if the child does not feel thirsty.
· Enforce fluid consumption even if children aren't feeling thirsty.
Always ensure that children wear the right safety equipment for each sport.
· A helmet should be worn on every bike ride, no matter how short or how close to home. Many accidents happen in driveways, on sidewalks, and on bike paths, not just on streets. Children learn best by observing you. Whenever you ride, put on your helmet.
· While in-line skating or wearing Heelys, be sure to wear appropriate protective equipment and only skate on designated paths or rinks and not on the street.
Be safe and enjoy your summer!
Shalom,
Resources: American Medical Association and American Red Cross
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The NY 21st CCLC 2007-2008 Annual Performance
Report (APR) is Due October 6, 2008
The APR for activities undertaken as part of your state-funded 21st CCLC grant during the 2007-08 school year has been activated in the Profile and Performance Information Collection System (PPICS).
You can access the APR module by logging into PPICS (http://ppics.learningpt.org/) and using the username and password you received from Learning Point Associates.
Instructions on how to complete the APR can be found once you have logged into the PPICS system. It is highly recommended that you access and review the APR User Guide accessible on the Home/Help page of PPICS prior to completing the APR.
You will need to complete an APR for the 2007-08 school year and/or summer of 2007 for the 21st CCLC grant you were awarded.
NOTE: Round 2 Grantees are expected to complete the APR for the 2007-2008 school year.
Please note that the established deadline is 10/06/2008 for completion of the 2007-08 APR. If you have any questions regarding this deadline, why you have been asked to complete an APR for the 2007-08 school year and/or summer of 2007 or about the New York 21st CCLC program in general, you should contact your state liaison, Lorraine Lopez, at llopez@mhric.org.
If you need any assistance in accessing the PPICS system, please contact the Learning Point Associates Help Desk at 21stcclc@contact.learningpt.org or by calling toll-free at (866) 356-2711. The Help Desk will be staffed Monday through Friday between 8:30 a.m. and 5:00 p.m. Central Standard Time. You can also leave a detailed message at anytime.
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Family Involvement
Next Issue: " Parental Involvement: A Key in Literacy"
Social and Emotional Learning at Home
Center for Social and Emotional Education
Two of the most influential aspects in any child or teen's life are the school and the home. They both offer the possibility to build self awareness and to learn the skills for positive and meaningful contribution to family, friends, school and community. Through the...concept of social and emotional learning we are able to link how we feel (about ourselves, our lives, relationships, dreams, or environments), how we manage and express those feelings and how well we learn. Social and emotional learning approaches "enable individuals to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish and maintain positive relationships, and handle challenging situations effectively" ( CASEL) Parental Modeling of Positive Social and Emotional Behaviors to their Children The Collaborative for Academic, Social, and Emotional Learning ( CASEL), found that 86% of students 10-17 years said that parents are the most important influences on their lives. Providing examples of self awareness and emotional control cannot only aid your child in developing these types of relationships with other people, but can also enhance your daily relationship with your kids. In thinking about social and emotional development consider the five centeral competencies research identifies:
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Self-awareness - knowing what we are feeling in the moment, having a realistic assessment of our own abilities and a well-grounded sense of self-confidence
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Social or other-awareness - understanding what others are feeling, being able to take their perspective, appreciating and interacting positively with diverse groups
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Relationship skills - handling emotions in relationships effectively, establishing and maintaining healthy and rewarding relationships based on cooperation, resistance to inappropriate social pressure, negotiating solutions to conflict, and seeking help when needed.
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Self-management - Handling our emotions so they facilitate rather than interfere with the task at hand, being conscientious and delaying gratification to pursue goals, persevering in the face of setbacks and frustrations.
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Decision making - Making decisions based on accurate consideration of all relevant factors and the likely consequences of alternative courses of action, respecting others, and taking responsibility for one's decisions (CASEL, 2003) |
Important Role Fathers Play in Child and Youth Development
By Julliet Coxum, Senior Youth Development Specialist
New York State Center for School Safety
 When it comes to improving fathers' involvement with children and families, what works? A fact sheet from the National Responsible Fatherhood Clearinghouse and the Urban Institute reviews experimental evaluations of fatherhood and parenting programs. This fact sheet identifies ten promising practices (see below), including: culturally appropriate teaching methods and materials, trained staff who believe in the program and a high staff-participant ratio.
1. Low-income fathers and mothers face similar and significant barriers.
2. Recruitment and enrollment are key challenges.
3. Being a good father Is important to nonresident fathers.
4. Programs had difficulty establishing employment services that improved how nonresident fathers fared in the labor market.
5. Child support-related services are a critical program component.
6. Child support orders are often set at levels above what nonresident fathers can reasonably be expected to pay.
7. Child support enforcement agencies need to collaborate with fatherhood programs and respond to the circumstances of low-income fathers.
8. Co-parenting issues need to be addressed.
9. Lack of long-term sustainability inhibits the development of program capacity and innovation.
10. Systemic change Is difficult.
For additional information visit Ten Key Findings from Responsible Fatherhood Initiatives
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Resources
NYSAN Program Quality Self-Assessment (QSA) Tool
The QSA Tool is one of few self-assessment instruments available. It is intended to help program leaders and staff, in collaboration with other stakeholders, to better understand the indicators of a high-quality program and reflect on all aspects of their program's operation. Self-assessment provides an important opportunity for programs to identify strengths and weaknesses free from the pressures of external monitoring and evaluation. In fact, ongoing self-assessment is a key program development practice that can assist in preparing for program licensing, accreditation, monitoring or evaluation. In 2008, NYSAN introduced the QSA Tool User's Guide to provide practical guidance and tips on how to implement an effective program self-assessment.
Tobacco Settlement Revenue, Recent State Actions and Opportunities for Youth Programs - Torey Silloway and Amanda Szekely, Finance Project, April 2008
The Master Settlement Agreement (MSA) between the Attorneys General of 46 states and tobacco manufacturers has provided those states with roughly $71 billion in unrestricted revenue since payments first began in 2000. Although many states have already dedicated current and future MSA payments to specific purposes, state and local policy makers who are concerned about investments in children and youth, as well as youth program leaders and advocates may continue to find opportunities in their annual state budget processes to access tobacco settlement funds for new or expanded youth services. Moreover, new MSA revenue, known as the Strategic Contribution Fund (SCF) is available to states beginning in 2008, and offers another source of flexible funding that could support efforts to improve outcomes for young people.
This policy brief provides an update on the use of MSA payments across the 46 states party to the agreement; highlights the unique opportunity provided by the increased payments under the SCF; and offers strategies for policymakers, community and program leaders to access MSA funds for youth programs.
Connected By 25: Financing Education Supports For Youth Transitioning Out of Foster Care - Margaret Flynn-Khan and Soumya Bhat, Finance Project, April 2008
This strategy brief is one of a series of briefs  exploring strategies for financing supports and services that help foster youth make successful transitions to adulthood. It was written by The Finance Project with support from the Foster Care Work Group. The Foster Care Work Group (FCWG) is one of three work groups of the Youth Transition Funders Group (YTFG), a collaboration of foundation leaders dedicated to improving the lives of the nation's most vulnerable young people.
Foundation leaders participating in the YTFG are committed to achieving a common vision-ensuring that vulnerable youth are connected by age 25 to institutions and support systems that will enable them to succeed throughout adulthood. The FCWG brings together foundation leaders with a shared interest in preparing youth in foster care for their transition out of the child welfare system and providing them pathways to lifelong economic well-being.
A Broader, Bolder Approach to EducationA new task force of national policy experts in public policy fields including education, social welfare, health, housing, and civil rights launched a campaign this week calling for a Broader, Bolder Approach to Education to break a decades-long cycle of reform efforts that promised much but achieved too little.
The Broader, Bolder Approach to Education is the product of deliberation by leaders with diverse religious and political affiliations, and experts in the fields of education, social welfare, health, housing, and civil rights. The statement examines areas that research shows must be addressed if we are to keep our promises to all of America's children.
More than a half century of research has documented a powerful association between social and economic disadvantage and low student achievement. Weakening that association is the fundamental challenge facing America's education policymakers. A Broader, Bolder Approach to Education includes the following four priorities:
1. Continue to pursue school improvement efforts.
2. Increase investment in developmentally appropriate and high-quality early childhood, pre-school, and kindergarten education.
3. Increase investment in health services.
4. Pay more attention to the time students spend out of school.
Out-of-School Time Policy Commentary: Unpacking Youth Work Practice - June 26, 2008
The Forum's OST Policy Commentary series is back! This issue discusses the implications of recent research led by Bart Hirsch, Reed Larson and Charles Smith. Each study helps deepen the understanding of youth work practice and can inform policy strategies aimed at developing a strong, stable, committed and prepared OST workforce.
Youth Governance Can Help Out-Of-School Programs Involve At-Risk Youth - Child Trends - June 2008
Children and youth who are the most "at risk" are also the least likely to participate in out-of-school programs. A new Child Trends brief discusses the benefits of involving at-risk youth in out-of-school time program governance. It also identifies steps that programs may consider when implementing a youth governance model and presents recommendations for dealing with potential challenges to implementation, including: Guidance in establishing clear goals for how youth will be integrated into leadership roles.
KIDS COUNT 2008: A CFK Overview - June 25, 2008
To make positive change for kids, you need to know where things stand, what's working and what needs to be improved. The annual KIDS COUNT Data Book offers both data and context for 10 indicators of child well-being and drills down to a state and local level. This year's essay offers a "roadmap for reform" in juvenile justice. Connect for Kids (CFK) summer intern Maria Allen attended the June 2008 launch event in DC and has this overview.
Additional Learning Opportunities in Rural Areas - Roy Forbes, Center for American Progress, April 2008
Rural, low-income students are more at risk of dropping out than their city and suburban peers. This alone should provide sufficient reason to address the challenges facing rural schools that serve low-income areas. However, rural schools, especially those in poorer areas, do not receive the attention they deserve, argue researchers in a new brief from the Center for American Progress. One promising strategy that should be considered by policy makers is the expansion of learning time for all students attending schools with large concentrations of low-income students. Research has shown that a comprehensive approach to school reform that adds time to school days and weeks/years for all students can result in significant gains. The problem with implementation is that extended learning time (ELT) programs have been quite difficult to execute in rural areas because those schools tend to be resource poor. Consequently, according to the brief, increasing access to ELT programs is not currently feasible in rural areas without a significant new investment by all levels of government.
The School Climate Challenge - By National School Climate Center (NSCC) - Center for Social and Emotional Education (CSEE) and National Center for Learning and Citizenship (NCLC) at Education Commission of the States (ECS)
School climate refers to the quality and character of school life. It is based on patterns of school life experiences and reflects norms, goals, values, interpersonal relationships, teaching, learning and leadership practices, and organizational structures. A sustainable, positive school climate fosters youth development and learning necessary for a productive, contributing and satisfying life in a democratic society. This paper targets school leaders regarding the gap between findings from school climate research and school climate policy and practice, including teacher education and community support and engagement.
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Airborne Teacher Trust Fund - Supports small school projects including school climate reform with grants ranging from $2,000 to $10,000. The online application is very simple and proposals are accepted year-round. Awards will be made to elementary and middle school teachers and their schools to help innovative programs get off the ground. If you've got a special program in mind, please apply. Deadline: N/A
Campbell's Labels for Education - Gives schools free educational equipment in exchange for labels from Campbell products. Maximum Award: N/A. Eligibility: Schools or parents coordinate label drives to raise resources for schools. Deadline: N/A
RGK Foundation Grants for Education - RGK Foundation awards grants to programs that focus on formal K-12 education (particularly mathematics, science, and reading), teacher development, literacy, and higher education. Maximum Award: $25,000. Eligibility: 501(c)3 organizations. Deadline for Letter of Inquiry: N/A
Grants for Nonprofit Music Programs - The Guitar Center Music Foundation's mission is to aid nonprofit music programs across America that offer music instruction so that more people can experience the joys of making music. Maximum Award: $5000. Eligibility: 501(c)(3) organizations. Qualifying applicants are established, ongoing and sustainable music programs across the United States that provide music instruction for people of any age who would not otherwise have the opportunity to make music. Deadline: N/A
Richard Riley Award - KnowledgeWorks Foundation and the American Architectural Foundation seek submissions for the Richard Riley Award, which recognizes design and educational excellence in "schools as centers of community" - schools that serve as centers of community and provide an array of social, civic, recreational, and artistic opportunities to the broader community and to students, often clustering educational and municipal buildings together. Maximum Award: $10,000. Eligibility: all existing elementary and secondary public schools. Deadline: July 25, 2008
Motorola Grants to Commemorate the 200th Anniversary of Lincoln's Birth - The Motorola Foundation and the Chicago History Museum are commemorating the 200th anniversary of Abraham Lincoln's birth by identifying projects developed by civic, educational and cultural organizations that actively engage the public in lessons from Lincoln's life. The grant program will focus on the themes of Bringing History into the Future, Engaging in Current Events, and Leadership Skills. Maximum Award: $25,000. Eligibility: schools and school systems; community organizations; arts and culture organizations; museums; universities; and, other non-profit organizations with programming on diversity, freedom, history and leadership. Deadline: July 30, 2008
Grants for Organizations that Serve Disadvantaged Communities - The Public Welfare Foundation supports organizations that address human needs in disadvantaged communities, with strong emphasis on organizations that include service, advocacy and empowerment in their approach: service that remedies specific problems; advocacy that addresses those problems in a systemic way through changes in public policy; and strategies to empower people in need to play leading roles in achieving those policy changes and in remedying specific problems. The Foundation provides both general support and project-specific grants. Maximum Award: $50,000. Eligibility: public and private entities, including nonprofit organizations and for-profit organizations. The foundation is currently focusing on three program areas: criminal and juvenile justice, health reform and workers' rights. Deadline: August 1, 2008
Grants for After-School Music Programs - The Mr. Holland's Opus Special Projects Program provides musical instruments and instrument repairs to existing K-12 school music programs that have no other source of financing to purchase additional musical instruments and materials. Eligibility: After-school music programs that are at least three years old or have a music-related umbrella organization that is at least three years. Maximum Award: $8,000. Deadline: August 1, 2008
Grants for Projects Led by and Benefiting Women and Girls - The Open Meadows Foundation funds projects that are led by and benefit women and girls; reflect the diversity of the community served by the project in both its leadership and organization; promote community-building; promote racial, social, economic and environmental justice; and have limited financial access or have encountered obstacles in their search for funding. Maximum Award: $2000. Eligibility: 501(c)3 organizations with an organizational budget no larger than $150,000. Projects must be designed and implemented by women and girls. Deadline: August 15, 2008
Grants for School Partnerships Around the World - The National Association of Independent Schools Challenge 20/20 Program provides an opportunity for schools to develop globally-based, experiential curricula and to build educational partnerships with schools around the world. Challenge 20/20 students form authentic bonds with students from across the globe and learn firsthand about cross-cultural communication; together, teams tackle real problems. Eligibility: elementary and secondary schools, public or private, located anywhere in the world. Deadline: August 15, 2008
Disney Grants for Youth-Led Service Projects - The Walt Disney Company and Youth Service America, through Disney Minnie Grants, are supporting youth-led service projects that are planned and implemented in communities. Service can take place between October 15 and November 15, 2008, and projects can address the environment, disaster relief, public health and awareness, community education, hunger, literacy, or any issue that youth identify as a community need. Maximum Award: $500. Eligibility: teachers, older youth (15-25), youth-leaders, and youth-serving organizations that engage younger youth (5-14) in planning and implementation. Deadline: August 30, 2008 |
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