|
Homepage >The QSA Tool: Get Started with Your Self-Assessment! >Programming/Activities
Programming/Activities
A quality program provides a well-rounded variety of activities and opportunities that support the physical, social, and cognitive growth and development of all participants.
MORE ON PROGRAMMING AND ACTIVITIES
A quality program provides youth with guidance and emotional support; staff members take a genuine interest in youth and their academic, social, physical, and emotional development. Staff members use strategies that are geared toward encouraging youth to push beyond their level of competency. The activities are well-organized and age-appropriate, provide exposure to new ideas, and offer opportunities to learn and build new skills, problem solve, and build community.
Click here to fill out the Programming/Activities section of the QSA Tool electronically.
Zooming In
For definitions of what each quality indicator might look like at performance levels 1-4, click here.
Taking Action
Program Element |
Quality Indicator |
Perf. Level |
Timeline for Improvement and Improvement Steps |
Person(s) Responsible |
Resources Needed |
Programming/ Activities |
#10 Integrates opportunities for the development of personal responsibility, self-direction, and leadership throughout the program. |
1 |
Right Now |
1. Train staff members on strategies and activities that promote youth leadership.
2. Hold meeting to discuss and identify leadership roles for youth in the program.
3. Develop a plan for how these leadership roles will be encouraged and supported. |
1. Site Director: Anne Johnson
2. Staff Members: Eddie Rivera and Jessica Rubenstein
|
1. SEDL Curriculum database
2. National 4-H activity database
3. Training Facilitator
|
This Year |
1. Provide ongoing training on the tools and skills needed to empower young people to creatively resolve conflicts and develop activities that intentionally develop youth leadership.
2. Hold quarterly staff meeting to share promising practices and determine new strategies for creating opportunities for young people to take personal responsibility and become self-directed, natural leaders.
3. Record and assess effectiveness of program efforts to foster responsibility and leadership by administering students survey and adding related questions to program evaluation. |
Next Year |
1. Hold meeting for staff members and young people meet to discuss what worked from prior year.
2. Schedule community meetings and annual events to be led by youth and used as a tool to build community.
3. Ask staff members to regularly share stories when positive interactions with youth occur.
4. Create a system for Site Director and other staff to formally acknowledge staff members who maintain respectful relationships with youth, and for youth to acknowledge staff who are following the norms established in the community agreement. |
 Tips for Success
Afterschool programs are positioned to provide young people with a myriad of rich activities and experiences that support their overall well-being and health. Below are some basic principles that can be incorporated into all activities regardless of content. As outlined in the PASE Learning Lab Guiding Principles for Afterschool Activities, afterschool professionals should:
-
Provide a clear overview, learning objectives, and rationale for activities.
-
Engage young people in hands-on activities and discussion.
-
Allow young people to tap into their individual strengths and talents.
-
Provide young people with multiple opportunities to reflect upon what they have experienced.
-
Provide young people with positive reinforcement.
-
Be able to adapt to different learning styles.
-
Employ strategies that engage young people who may be resistant to participating. 2
2 PASE, Learning Lab Guiding Principles for Afterschool Activities
|
 Try This!
Through the Years
It is essential that staff members have a basic understanding of youth developmental stages as they design and implement program activities. Consider using a staff meeting to facilitate a mini-workshop that introduces staff to the stages of development.
Divide meeting participants into small groups. Assign each group a specific age range and asks them to brainstorm a list of developmentally appropriate program environments and activities, keeping in mind emotional, cognitive, social, and physical needs. Ask participants to share a few examples.
As a large group, brainstorm the activities currently offered through your program and identify how they support youth development. What core academic skills are being strengthened and developed through these activities? In what ways do these activities support emotional learning and self-expression? How do these activities promote health and physical well-being?3
3 Development Without Limits, Child Development Training of Afterschool Professionals
|
Research, Tools and Templates, and Resources
Research
Hip Hop Curriculum: A Valuable Element for Today’s Afterschool Programs, Aya de Leon
Article describing the importance of using hip hop culture to engage youth, as well as tips on how to incorporate hip hop into programs
Tools and Templates
Afterschool Training Tool Kit, National Partnership for Quality Afterschool Programming
Links and resources on lesson plans and curricula for use in afterschool settings
Resources
A Sampler of 4-H Afterschool Activities, 4-H Afterschool
Afterschool.gov, United States Government
Website with helpful information about several types of activities
Assets Coming Together for Youth (ACT for Youth) Center of Excellence Website, ACT for Youth
Information on youth development in New York State, including materials for educating community groups with the ultimate goal of facilitating organizational and community change
CareerZone Website, NYS Department of Labor
This web-based resource can be used with older youth for college and career preparation.
Curriculum Database, National Partnership for Quality Afterschool Programming
Database of curricula for use in afterschool settings in four categories: literacy, mathematics, science, and technology
How to Build a Successful Mentoring Program Using the Elements of Effective Practice, National Mentoring Partnership
Resource for implementing and adhering to the four components of the elements of effective practice—program design and planning, program management, program operations, and program evaluation
Integrating the Developmental Assets into Youth Programming, The Search Institute
Resources on integrating the 40 Developmental Assets into service-learning, peer helping, mentoring, creative activities, sports and athletics, and camping programs
National Directory of 4-H Materials, National 4-H Council
Search for program ideas, resources, and plans by age, type of resource, or delivery method on four topics: citizenship, healthy living, science, engineering and technology, and youth and volunteer development
Out-of-School Time Enrichment Curricula, The Children’s Aid Society
List of types of curricula suitable for afterschool programs
Positive Youth Development, Act for Youth, Jutta Dotterweich, Cornell University
This 14 minute, web-based training module presents the positive youth development framework and the research supporting this approach.
Recipes for Success: Promising Practices from Rural Afterschool Programs, Save the Children
Nationwide practices outlining examples of innovative afterschool programs serving youth in rural areas
|
