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Afterschool Programs

That Reflect the Learning in Afterschool & Summer

Learning Principles

By Sam Piha, Rozel Cruz, and Laura Karosic, Temescal Associates !

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Introduction

The purpose of this paper is to describe the practices of actual afterschool programs that

exemplify the learning principles promoted by the Learning in Afterschool project (LIA).

Below we offer some background and a full description of the Learning in Afterschool project

and its five learning principles that should define quality afterschool programming.

We follow this with a brief description of several afterschool programs and their practices

that align with the LIA learning principles. In the appendix, readers can find, among other

things, a full profile of these programs, perceived value of these practices and evidence of

their effectiveness, and what program leaders believe are needed to implement these

practices and program components. For more information on the LIAS project, go to

www.learninginafterschool.org. !

Background on the Afterschool Movement

In the years since the publication of the Carnegie study, A Matter of Time (1992), we have

seen a huge expansion in the funding of afterschool programs. This is due to a consensus

among policymakers and voters that afterschool programs are an essential contributor to

reducing risk among young people.

In the early years, afterschool programs were valued as ways to keep kids safe afterschool,

thereby providing vital support to single parents and working families. Later, these programs

were expected to improve measures used to gauge school achievement. At the time, few

people understood the opportunities discussed in A Matter of Time - the potential of

afterschool programs to engage and excite young people in learning.

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About the Learning in Afterschool &

Summer (LIAS) Project

The Learning in Afterschool & Summer Project is an effort by afterschool advocates and

leaders to unify the field of afterschool and focus the movement on promoting young

people!s learning. This means offering opportunities not found at home or in school and

applying our most recent knowledge on learning to our afterschool practices.

The idea of promoting young people!s learning and broader development after the

classroom day is not new. What is new is the vast number of children who are now able to

access afterschool programs. We believe that afterschool programming is a unique

institution that must offer more than safe havens or homework help after school. If

afterschool programs are to achieve their true potential, they must become known as

important places of learning – learning that complements, but is distinguished from, the

learning that happens at school or home.

The goal of the Learning in Afterschool & Summer (LIAS) project is to position afterschool

programs as places for learning. The project draws upon an extensive and growing body of

research and is informed by the national discussions on education reform and youth

development. Achieving this goal will require the incorporation of specific learning principles

and approaches in the definition and expectations of afterschool programs, and acceptance

by a broad array of stakeholders.

About the LIAS Learning Principles

Below we detail each of the LIAS learning principles. We follow this by sharing program

examples that demonstrate this principle. It is important to note that many of these

examples demonstrate other LIAS principles as well. These principles did not happen

accidentally. Instead, they are intentionally built into the design of these youth programs. All

of these programs are operated within a school setting and receive funding from California!s

Afterschool Education and Safety (ASES) program or federal 21st Century Community

Learning Centers (21st CCLC).

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Learning that is Active Learning and memory recall of new knowledge is strengthened through different exposures

– seeing, hearing, touching, and doing. Afterschool learning should be the result of

activities that involve young people in “doing” – activities that allow them to be physically

active, stimulate their innate curiosity, and that are hands-on and project-based. Hands-on

learning involves the child in a total learning experience, which enhances the child!s ability

to think critically.

Afterschool

Program

Examples

WINGS: Winners Growing Strong (K-6) ASES, National City, CA

All of the program activities offered to participants are hands-on, project-based, and end in a

culminating event where the participants showcase the skills they!ve learned. The

participants are given the opportunity to join the club of their choice. Activities include:

Author Fair, where youth learn the entire process and production of writing and illustrating

their own books, then display them at a fair where their books can be read and signed with

their autograph; Art Gallery, where youth learn different styles of art and/or different artists

and display their own works of art in a gallery where refreshments are served and tours are

lead; Theater Production, where youth practice plays, musicals, and/or reader!s theaters

and learn all aspects of a stage performance (costumes, stage presence, voice projection,

etc) and present a theater production in front of an audience.

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AP Giannini Middle School (grades 6-8), Sunset Neighborhood

Beacon Center, San Francisco, CA Participants in the Sunset Neighborhood Beacon program engage in learning that is very

active. Each participant has a choice of 10 different project-based clubs. Project-based

learning "clubs" employs a range of experiential approaches. All of the clubs are

encouraged to integrate technology based on state goals and standards. The clubs include

diverse activities such as Urban Dance, Newsletter/Movie-Making, MOUSE Squad, Urban

Music, Peer Resources and a variety of fitness activities. When appropriate, the

participants use a high-speed Internet connection and a variety of technologies and

software including iMovie, FruityLoops Studio, Adobe Photoshop and the Microsoft Office

suite to accomplish club goals.

Every project-based

learning club addresses

multiple school subjects

with particular emphasis

on English language arts.

For example, the MOUSE

Squad has strong

reading, writing and

comprehension

components while

simultaneously

emphasizing

mathematical reasoning,

scientific investigation and

experimentation, and

technical skill-building.

Urban Dance addresses

content in the arts, social

studies and mathematics.

Participants learn about

break dancing as part of

hip-hop culture and how it

has evolved over time.

When young people are

performing the basics of

break dancing, they use

addition and division

patterns to keep rhythm

and visualize the overall

pattern of the dance form.

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Alvarado ExCEL, (K-5), San Francisco, CA

Youth in Alvarado ExCEL work on media projects where they use Photoshop and

other graphic design software to create films about a theme of their choice. These

media projects are hands-on and result in a final product, allowing them to develop

skills in design and filmmaking. In the past, youth have researched their ancestry

and created videos around this theme. This also provides youth with the opportunity

to become culturally aware.

Poway Unified School District ASES Program

(5 elementary and middle schools), Poway, CA One of the major events at the Poway ASES program is the annual Duct Tape Fashion

Show. Elementary and middle school youth design fashion accessories, gowns, and sports

outfits made entirely of duct tape. In its third year, this program is highly successfu in

engaging youth in an active and meaningful way. The fashion show is put on in mid March

each year, but youth begin planning and working on costumes as early as November. Youth

learn pattern making and construction techniques and have the opportunity to work on their

designs once or twice a week in the afterschool program. When it is time to perform the

fashion show, young people model the final product. A panel of judges, consisting of school

board members, district employees, and others, votes for the best outfit from the different

competing schools.

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Learning that is Collaborative Knowledge should be socially centered, as collaborative learning provides the best means to

explore new information. Afterschool programs are well positioned to build skills that allow

young people to learn as a team. This includes listening to others, supporting group learning

goals, resolving differences and conflicts, and making room for each member to contribute

his or her individual talents. Collaborative learning happens when learners engage in a

common task where each individual depends on and is accountable to each other.

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Afterschool

Program

Examples

Orrick Year Round Enrichment Program (K-5), Bessie

Carmichael Elementary School, San Francisco, CA

Each club teaches the participants the importance of being part of a team. In the Video

Making Club, participants follow a theme and cover core values within the video. They learn

the different roles of a production crew, make short vignettes, then showcase the video. In the

Music Club, participants are first taught the basics, practice their skills, then are given the

opportunity to perform as a whole group. The Sewing Club allows participants to learn basic

sewing skills then showcase the final product. A past project was a quilt where participants

were responsible for making their own tile square and then learning how to put every square

together making the quilt.

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Alvarado ExCEL (K-5), San Francisco, CA

This program offers hands-on projects that include carpentry and building. Both of these

projects require collaboration among the youth, as they are working on one project and must

problem-solve together to complete it. For example, youth built a small-scale replica of the

Golden Gate Bridge from scrap wood. They had to work together to fit different sized

materials that were able to bear weight.

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Club Timberwolf (6-8), Julian Junior High School (ASES),

Julian, CA Teen CERT (Community Emergency Response Team) is a program designed to train junior

high students how to respond as a team to emergency situations. Students are trained in

basic first aid, search and rescue, with a focus on teamwork and the ability to coordinate

with emergency professionals. Teen CERT members learn to be prepared for a large-scale

disaster or emergency such as: structure fire, forest fire, earthquake, or terrorist attack.

Students learn from emergency professionals and are given basic equipment to help them

be prepared.

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Learning that is Meaningful Young people are intrinsically motivated when they find their learning meaningful. This

means having ownership over the learning topic and the means to assess their own

progress. Motivation is increased when the learning is relevant to their own interests,

experiences, and the real world in which they live. Community and cultural relevance is

especially important to new immigrant youth and those from minority cultures. Rather than

learning that is focused on academic subjects, young people in afterschool can be helped to

apply their academic skills to their areas of interest and real world problems. Also, when

learning involves responsibility, leadership, and service to others, it is experienced as more

meaningful.

Afterschool

Program

Examples

McKinley Elementary School (K -5) After School Enrichment

Program (ASEP), San Francisco, CA

In Snack Squad, a handful of youth work together to learn the practical skills for leading a

healthy lifestyle through working in the vegetable garden, nutrition education, and experience

planning and preparing healthy snacks. These youth are given the opportunity to be leaders

and pass the information on to other students through physical activities and peer-to-peer

education.

Poway Unified School District ASES Program (5 elementary and

middle schools), Poway, CA Several afterschool activities are developed by gathering student input on their interests as

well as staff talent and interest. The wrestling program is especially popular. Wrestling

students from the high school coach and mentor middle school youth wrestlers, allowing the

middle school youth to develop skills should they want to pursue wrestling in high school. It

also provides the high school youth with a sense of purpose by becoming mentors and role

models to the middle school youth.

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HEAT: (Highlanders Effecting And powering Tomorrow) (9 -12),

McLane High School (ASSETs), Fresno, CA

McLane High School HEAT afterschool program engages youth in activities that are

meaningful and expands horizons. They do this by involving youth in conferences and

by connecting them with community organizations.

Summits & Conferences

• Female Youth Empowerment Conference: HEAT works with others to identify 100

female youth that are at-risk for dropping out and sponsors a conference that consists

of five workshops that focus on improving these young people!s chances for success in

a meaningful way. Workshops include resume writing, importance of physical health

and activity, importance of healthy relationships, and developing personal statements

for college.

• Freshmen summit on slowing drop out rate: A group of freshmen youth meets

regularly and discusses strategies for slowing the drop out rate. Some strategies

include handing out certificates to freshmen who have attended a certain number of

school days, and they receive rewards for grade improvement. At the end of the year,

the group of freshmen type up a report of what schools and the government can do to

slow the drop out rate, and send it to the school district. The event is led by youth in all

grade levels 9-12.

• The Teen Abuse Project works toward preventing teen abuse and is held in February

and March each year. Eight youth go through 20 hours of training and then perform

skits for the entire school relating to awareness of teen abuse and violence. Various

events are held in a weeklong violence prevention and awareness campaign,

concluding with a summit at the end of the week.

The McLane High School HEAT program also engages with a number of community

partners to receive in-kind donations, bring in speakers, and introduce youth participants

to community service opportunities. Examples include donations from major department

stores for the various events, workshops on healthy relationships by local organizations,

and opportunities to participate in community service with organizations that restore local

parks. This partnership with community partners exposes youth to new things and new

places, and gives them a greater awareness of things going on in their community.

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After School All-Stars (K -12), 450 school sites

in 12 different cities

The Life Service Action initiative demonstrates the meaningful LIAS principle by giving

participants the opportunity to improve their communities through hands-on student-led

service projects. Past projects included creating a healthy lifestyle video, volunteering for

the Special Olympics, planting urban gardens, fundraising for local charities, and serving

meals to the homeless.

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Learning that Supports Mastery Young people tell us they are most engaged when they are given opportunities to learn

new skills. If young people are to learn the importance and joy of mastery, they need the

opportunity to learn and practice a full sequence of skills that will allow them to become

“really good at something.” Afterschool activities should not promote the gathering of

random knowledge and skills. Rather, afterschool learning activities should be explicitly

sequenced and designed to promote the layering of skills that allows participants to create

a product or demonstrate mastery in a way they couldn!t do before. Programs often

achieve this by designing activities that lead to a culminating event or product that can be

viewed and celebrated by peers and family members. For older youth, many programs

are depending on apprenticeship models to assist youth in achieving a sense of mastery.

Afterschool

Program

Examples

Poway Unified School District ASES Program (5 elementary and

middle schools), Poway, CA

Another special event at the Poway Afterschool program is the annual Robotics Expo. This

program for middle schoolers started when a high school student from Poway thought it

would be good to start building robotics skills in youth before they reached high school. The

Poway high school robotics team has been involved in national competitions and is very

successful. Once a week, a high school mentor goes to the middle school afterschool

robotics activity to help youth with their projects. Youth spend this time planning, keeping

records, and making adjustments to their projects in preparation for the robotics competition

held in the gym. Parents and students attend this event, where 10-12 teams of two youth

participate in demonstrating and adjusting their designs.

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Sanchez Enrichment and After School Program (K-5), San

Francisco, CA

In the Gardening Club, participants learn the skills needed to grow and maintain both a vertical

and traditional garden including measuring plant growth and knowing how much water the plants

need. The participants of the Gardening Club are given the opportunity to learn a full sequence of

skills over time, as they start off knowing very little about gardening. Their project culminates after

their vegetables are fully grown when they learn how to properly cook them for eating.

Balboa High School Afterschool (9-12), San Francisco, CA

In the digital media arts club, participants learn various software programs and develop the

skills to design complex 3-D animations. A filmography class has also given participants the

chance to learn how to use video equipment and perform editing techniques. In the film

class, youth have the option of participating in something called Streetside Stories, a

program that builds literacy through storytelling. In this program, youth participants share a

personal experience or story about themselves on a video that they shoot themselves. The

stories are also published in a book every year. When the movies are completed, they are

screened by the whole school at a final exhibition that includes food and live music. Finally,

the videos are put on Streetside website. !

LA!s BEST Afterschool Enrichment Program (K-5) in over 186

Elementary Schools, Los Angeles, CA

LA!s BEST activities and clubs provide participants with the opportunity to develop their

skills via projects that require moving through increasingly complex tasks. Their science

activities, for example, have children initiate the process by developing inquiry skills, then

collecting evidence via experiments, applying knowledge via assessments, and culminating

with public presentations of their projects.

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Club Timberwolf (6-8), Julian Junior High School (ASES),

Julian, CA

The Kids with Cameras program began as a partnership between Club Timberwolf!s Garden

Club and the Volcan Mountain Foundation, a wilderness protection program that advocates for

the preservation of Volcan Mountain. For three weeks on Friday during the afterschool program,

youth participated in photography workshops where they were introduced to the camera and

learned composition and mechanics. Local retired photographers were recruited by members of

the Volcan Foundation!s Education Committee to teach the course and eventually accompany

the youth to Volcan for further hands-on instruction.

First, participants practiced taking pictures in the school garden for three weeks. They then

traveled to Volcan Mountain, a wildlife preserve in Julian Junior High!s back yard, to photograph

the preserve. The best images were used to make a series of gift cards for sale at the garden

market and school office. The proceeds go to garden programs.

Photographers also looked over the young people!s shots from Volcan, voted on the best

images, and mounted them into 14x18 prints. An artists! reception was held at the public

library, with youth and their parents, the garden club, library staff, and members from the

community in attendance to celebrate the collection of photos. The prints are currently on

display in the school library and will be hung gallery style in a classroom. The photo

display is open to travel to go to other Volcan organizations.

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Students Plus After School (9-12), Crawford High School

(ASSETs), San Diego, CA

Collective Voices, Peacemakers, and Refugee Speakers Clubs are clubs offered by

Students Plus After School. These clubs are focused on increasing young people!s public

speaking skills. In the Refugee Speakers Club, participants go out and share their story

with other local high schools,

allowing participants to

demonstrate their mastery of

public speaking. Collective Voices

is a structured public speaking

class, where youth learn the

technical aspects of public

speaking. The course culminates

in the participants traveling to a

local college to speak in front of a

class of 300 students about their

experiences.

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Learning that Expands Horizons Young people benefit by learning opportunities that take them beyond their current

experience and expand their horizons. Learning about new things and new places

promotes a greater sense of potential of what they can achieve and brings a sense of

excitement and discovery to the learning environment. Meeting new people can expand

social networks in ways that create new opportunities. Afterschool programs have the

flexibility to go beyond the walls of their facilities. They can use the surrounding community

as a classroom and bring in individuals and businesses that young people may not

otherwise come into contact with.

Expanding young people!s horizons also includes helping them to develop a global

awareness. This includes increasing their knowledge of other cultures and places and their

understanding of the issues and problems they have in common across cultural and

political divides.

Afterschool

Program

Examples

Balboa High School Afterschool (9-12), San Francisco, CA

At the Balboa program, one of the many hands-on clubs is the Build On club. This club

offers participants the opportunity to travel outside of the country to build schools in poor,

rural areas. This club exposes youth to different cultures and increasing their global

awareness.

In the Mouse Squad Club, participants learn the basics of computer hardware, including

how to troubleshoot, provide others with computer help, and other technology related skills.

All of these clubs are designed to provide youth the opportunity to explore their potential

and skills related to specific careers.

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After School All-Stars (K -12), 450 school sites

in 12 different cities

CampUs, a Summer High School Transition program of We Are Ready initiative:

Participants camp out at a college campus for 6 days so that they can learn all about what

life is like in high school and college. While on campus, they are taught study skills and

about the SATs, they create their own personalized 4-year plans, and they learn what

requirements need to be met for graduation. Participants have the opportunity to pick

majors, complete a mock college application which includes an essay, resume,

recommendation letter, and in-person interview, and take part in a mock acceptance

ceremony on the last day, held by the All-Stars staff. This allows the participants to

visualize the process.

A second program component is the Career Exploration Opportunities (CEO) Initiative.

Participants are exposed to different career options by meeting with local business owners,

community leaders, and role models. In-person interviews and field trips to workplaces and

business schools are just some ways that participants are able to expand their horizons

and learn skills for the workplace and potential careers. For example, participants

interested in culinary arts were given the opportunity to interview chefs at the Culinary

Institute. Those interested in fashion design were given the opportunity to take a design

class at the Skechers headquarters where they were able to design their own sneakers.

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ABC (Achieve, Believe, Commit) After School Program, Orange

Glen High School (9-12), Escondido, CA

The Fashion Club meets once a week and participants must apply to be accepted into the

club. Career speakers and community business owners are invited to speak and give

lessons. Past projects have included a Recycle Event, where accessories are made from

recycled products and modeled at a “trashion show”. The Fashion Club has also done

community service projects where participants made beanies for a homeless shelter and

made holiday cards for an orphanage. An all-expense paid field trip to Fashion Institute of

Design and Merchandising (FIDM) included a private lecture from an FIDM speaker, tour of

the campus, and lunch.

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LA!s BEST Afterschool Enrichment Program (K-5) in over 186

Elementary Schools, Los Angeles, CA

Activities, field trips and site visits from luminaries afford their students opportunities to

become exposed to and to experience concepts beyond their daily routines. Whether via

a trip to the Getty Museum, a visit with an actor or the local librarian, or activities that

make global connections to children!s lives in Colombia, children experience events,

cultures and histories designed to broaden the realm of possibilities for what they can

know and become.

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The Prep Program (ASSETs), South El Monte High School (9-12),

South El Monte, CA

Advocates For Change (AFC) is PREP's afterschool club which focus on creating change

through community service and fundraising in order to give back to the local and global

community. Projects include volunteering at Columbia Middle School and Nativity, and raising

awareness of the current genocides in the world.

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About Temescal Associates www.temescalassociates.com

Temescal Associates is dedicated to building the capacity of leaders and organizations in

education and youth development who are serious about improving the lives of young

people. Our clients include leaders of youth serving institutions and organizations, school

and youth program practitioners, public and private funders, intermediary organizations, and

policy makers. Their work ranges from building large scale youth and community initiatives

to providing services to young people on a day-to-day basis.

To accomplish this, Temescal Associates draws on a pool of gifted and highly experienced

consultants who excel at eliciting the internal knowledge and wisdom of those we work with

while introducing new knowledge and strategies that can transform the day-to-day practices

that lead to improved youth outcomes.

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