OregonASK

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OregonASK

• Statewide Afterschool Network

• Beth Unverzagt, Director
• Tammy Marino, Ed. Coordinator

www.oregonask.org
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• OregonASK Partners
• City of Salem Safe Kids
• Oregon PTA Oregon Community Education
  Association
• OCCF Employment - Child Care Division
• Oregon Mentors Office of the Governor
• ODE USDA 21stCCLC Alliance of Ys
• SUN schools OSU Extension 4 H Afterschool
• Oregon Alliance for Arts Education Oregon
  State Library Youth Services
• Education Northwest Oregon Volunteers
• Community College WIA Inclusive Child Care
• Fight Crime Invest in Kids Child Care
  Resource and Referral Network
• Willamette ESD Boys and Girls Clubs of
  America
• DHS - Prevention Subsidy Oregon Department
  of Fish and Wildlife
• Oregon Recreation and Park Assoc. Campfire, USA

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• OregonASK Mission
• To support, expand and advocate for quality
  out-of-school time programs and activities for
  children, youth, and families throughout Oregon.

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• Vision
• All Oregon children, youth and families will
• have access to quality
• out-of-school time options within their
  communities.
• All services will enhance childrens
• positive development, and future opportunities
  while keeping them safe from harm.
• All programs, services and activities will be of
• high quality and contribute to strong
• communities and schools.

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• Goals
• Create a sustainable structure of statewide,
  regional, and local partnerships, particularly
  school-community partnerships, and continue our
  focus on support of statewide policy development.
• Support the development and growth of statewide
  policies that will secure the resources needed to
  sustain new and existing afterschool programs.
• Support statewide systems to ensure programs are
  of high quality.

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Current Afterschool Environment

• K-12 children in OR with working parent (s) 81
  (507,449)
• K-12 responsible for taking care of self (3pm -
  6pm) 31 (184,568)
• Average hours is 9.4 in self care.
• K-12 children that participate in afterschool
  (3pm - 6pm) 15 (88,426)
• K-12 children likely to participate if
  available (3pm 6pm) 37 (186,865)
• Adults agree some type of organized activity
  for
  children and teens everyday that provide
  opportunities to learn. 87
• Barriers affordability, lack of child / youth
  enjoyment in programs, transportation
• In Oregon primarily public chools house
  afterschool programs
• School-year (97.66 pr wk average is
  49) 390 pr child
• Summer
  463 pr child
• In Oregon 543 households were surveyed for
  this study. Among those households, 36 percent
  qualified for free or reduced price lunch, 8
  percent were Hispanic and 2 percent were
  African-American. According to U.S. Department of
  Education data from 2005-2006, the total school
  enrollment in Oregon is 593,466, which is the
  foundation for all statewide projections in
  Oregon After 3PM.
• Findings from America After 3PM are based on
  29,754 parent/guardian responses to survey
  questions about after school child care
  arrangements during the 2008-2009 school year.
  The data were collected between March and May,
  2009.

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Expanded Learning Opportunities

• Expanded learning opportunities mean a
  variety of initiatives that ensure students have
  access to a diverse array of content-rich,
  high-quality opportunities that expand the time
  they are actively engaged in learning. 
• These activities provide students structured
  opportunities for academic support and
  enrichment extra-curricular activities
  mentoring recreation character education and
  other developmental activities.  

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Terminology

• Before- and after-school programs - school or
  community-based programs that occur before the
  scheduled school day begins and/or after the
  scheduled school day ends on weekday afternoons.
  They may offer a range of diverse programming
  including academic support, homework help,
  mentoring, field trips, physical education, and
  arts and cultural enrichment.
• Summer programs, which include two main
  categories
• School-based remediation and credit-recovery
  programs programs that provide supplemental
  instruction and supports for students not
  performing at grade level.
• Extracurricular, recreational, and enrichment
  programs programs offered by schools,
  community-based providers, youth-serving
  organizations, and for-profit companies.

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The Four Circles of Afterschool
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Oregon Afterschool Landscape

• Schools - 21st CCLC, Title One, School
  Improvement
• Non-profits organizations school foundations
• Parks and Recreation Districts (23)
• Boys and Girls Clubs (12 clubs 44 sites)
• YMCA (14)
• Family child care providers

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Four Sets of Notable Findings

• Development of reliable and valid measurement
  tools
• Afterschool meta-analysis
• Evidence of both general and specific programs
  effects
• Integration and alignment of afterschool, summer,
  and school day

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Afterschool programs can address
some of the educational challenges of
poverty for children and youth

• Elementary and middle school students who
  participated in high-quality after school
  programs, alone or in combination with other
  activities,demonstrated significant gains in
  standardized scores. Further, regular
  participation in afterschool programs was
  associated with improvements in work habits and
  task persistence.
• Two year longitudinal study of 3,000 elementary
  and middle school students in 14 cities in 8
  states. Vandell, D., Reisner, E.
  Pierce, K.

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• Integration and Alignment
  - Keys to Success
• Afterschool, summer, early childhood,
  supplemental education services are all part of
  comprehensive school improvement.

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• Best served 575 students
• River Road, Chavez, Howard, ATA, Kelly
• 17 ELL
• 16 Special Education
• 38 Students of Color
• ACE served 164 Students
• Meadowlark, Adams, Camas Ridge
• 9 ELL
• 10 special Education
• 46 Students of Color

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Best
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Average Percent Improvement in passage reading
fluency. Fall 2008 - Spring 2009 Best
Afterschool Program
Increase in PRF Score
Grade Level
Best Students score higher on passage reading
fluency than their non-Best participating peers.
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Average Percent Improvement in passage reading
fluency.Fall 2008 Spring 2009 ACE Afterschool
Program

• Increase
• in
• PRF Score

ACE students receive help with writing
afterschool which translates into increased
reading growth.
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What Does It Take
to Get Positive
Outcomes?

• Access to and sustained participation in
  programs.
• Quality programsstaff training
• Programs that partner with families, other
  community organizations and schools.
• Time and Duration Students participate for at
  least 2-3 days a week.
• Harvard Family Research
  Project

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Quality Programs Professional Development

• Why is Quality Important?
• Quality afterschool programs have been proven to
  provide positive outcomes for students and youth
  and be more sustainable than non-quality
  programs.
• Documented research concludes that qualified,
  well-trained staff members are the key to quality
  out after school programs.
• Why Quality Standards Core Competencies?
• Create pathways for program improvement.
• Give funders and policy makers a framework for
  decision making.
• Assess staff skills and knowledge.
• Create a career development system that provides
  access to competency based training/education.

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OregonASK

• The collaboration has created Oregon
• Core Competencies
• Program Standards
• Program Self Assessment
• Glossary of Terms

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OregonASK Current Work

• Providing - Technical Assistance
• Providing - Training Conferences
• July 2010 grant from National Governors
  Association, National Council of State
  Legislators and Chief State School Officers.
• Supporting Student Success (Oregon S-3)
• November 2011 Oregon Afterschool Report
• November 2010 - School Age Regulation Task Force
  for the Commission for Child Care.

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Challenges

• Lack of readily available statistics on programs
  resulting in a lack of understanding about the
  current environment which inhibits development of
  policy.
• Longitudinal coordinated data systems that
  accommodate common core measures of programs and
  students supplemented by program specific
  measures.
• Information systems to ensure that information
  about students is shared across supports shared
  best practices and professional development
  opportunities
• Capacity on state and local levels to ensure
  program sustainability and promote quality.

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Challenges

• State level policy coordination.
• Alignment, coordination and accountability of
  funding streams that support programs.
• Formalized systems for communication
• Local program issues
• Safety
• Transportation
• Resources

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• Support the creation of complementary learning
  environments.
• This idea is a systemic approach which
  intentionally integrates both school and
  nonschool supports.
• Will ensure that all children have the skills
  they need to succeed in school and in life.
• A complementary learning approach creates a
  seamless pathway from birth to college.