Building Afterschool Capacity at the State Level

A Forum — March 31, 2008

Afterschool/Out-of-School Time (OST) programs provide extended learning opportunities to help youth succeed academically and develop important social, personal, civic, and employability skills.  Using a comprehensive holistic approach, OST programs offer a safe environment to supplement an academic curriculum while also addressing individual needs outside of school.  Although the popularity of afterschool programming has increased at the federal, state, and local levels in recent years and the number of existing programs has exploded, many afterschool programs struggle to maintain high quality standards in their practices due to capacity issues.  Thus, improving and enhancing capacity should result in more high quality OST programs, with more qualified and knowledgeable staff, improved processes, sustainability, and dynamic curricula.

The March 31, 2008 event was the first in a three-part forum series, sponsored by the Charles Stewart Mott Foundation examining the importance of capacity building in strengthening and expanding the OST field. The forum highlighted how three states, Georgia, Maine, and Massachusetts, are building capacity for the OST sector. Specifically, discussion was centered on how varying state entities are increasingly putting systems into place to strengthen their OST infrastructure statewide. 

Lauren Sterling, Maine Governor’s Children’s Cabinet, opened by discussing the role of the Children’s Cabinet in the process of linking high-level cross-systems service delivery and how state policy can support OST programs.  The mission of the Governor’s Children’s Cabinet is, “To provide cross-agency coordination, high-level leadership, and program and policy development with a common mission that will measurably improve the well-being of Maine’s children, youth, and families through evidence-based practices and strength-based approaches.”  To address measurable goals to improve the lives of children and youth in Maine, the Children’s Cabinet coordinates the delivery of services, maximizes human and financial resources, and establishes administrative priorities across departments and agencies, while also maximizing funding through collaboration across agencies. 

Sterling emphasized the role that the Children’s Cabinet plays to address and support OST program efforts thanks to its unique infrastructure, which includes Cabinet staff collaborations with multiple education and youth development initiatives, programs, and agencies.  For example, Cabinet staff works closely with the Maine Afterschool Network, participates on the Cabinet’s Commission on Gay, Lesbian, Bisexual, Transgender, and Questioning Youth, and manages Maine’s 21st Century Community Learning Centers (21st CCLC) program through the Maine Department of Education.  Sterling explained that the involvement of the Children’s Cabinet allows staff to become deeply rooted in agency-specific needs, while also bringing an external and cross-systems perspective and policy-related knowledge specific to improved system change.

Karyl Resnick, 21st CCLC Program Coordinator, Massachusetts Department of Elementary and Secondary Education, and Debra McLaughlin, Managing Partner, The Kunnusta Group, the consultant to the Massachusetts Special Commission on After School and Out of School Time (http://www.massafterschoolcomm.org), provided an overview of their cross-systems collaboration in Massachusetts. Resnick explained, “Afterschool is primetime to develop our children and youth as future citizens and leaders.” With this in mind, attention was focused on developing a coordinating system between the Massachusetts 21st CCLC programs and the community. Resnick detailed three main goals of developing strategic coordination:

1. Better coordination between school day instruction and OST enrichments and supports with shared learning goals, teaching, and support strategies.
2. A school and community-based infrastructure with established procedures that improve outcomes for children and youth.
3. A system that evaluates program effectiveness through data collection and analysis.

Resnick discussed evaluation and data collection, an integral piece to building Massachusetts’ OST program capacity.  The Survey of After-School Youth Outcomes (SAYO), an evaluation tool that the state uses, enables 21st CCLC programs to obtain current and relevant data about participants by using brief pre-participation and post-participation surveys to collect data from school-day teachers, afterschool staff, and youth participants.  Resnick added that the Assessing After-School Program Practices Tool (APT) is used in conjunction with the SAYO to assess the extent to which afterschool programs are implementing practices congruent with desired SAYO outcomes.  SAYO surveys are cross-referenced with the APT to provide a complete picture of what is happening at the program level so that programs (and the state) can strive for continuous improvement and identify areas for staff professional development. 

To better understand the impact of OST programs in the daily lives of nearly 1.3 million children and youth living in Massachusetts, a 36-member Special Commission on After School and Out of School Time was established by the Massachusetts Legislature in 2007.  In an eight-month period, it held 10 public hearings across the state, visited 10 different afterschool programs, conducted outside research and convened work group meetings. Three different workgroups were created to focus on: 1) information and access; 2) quality, workforce and professional development, and 3) sustainability issues. 

The Special Commission’s research found that an estimated 20% or 250,000 young people were participating in afterschool activities leaving 80% without access to quality afterschool programming in the Commonwealth.  The Special Commission’s research also discovered that state funding supported approximately 4.5% or nearly 58,000 children and youth in 2006.  In 2007, $195 million in state funding was devoted to afterschool programs, but funding remains spread across 23 different line items in 11 different state agencies, so fragmentation issues are a major challenge. Also, despite existing funding, the Special Commission found that few programs exist for youth over age 14.  McLaughlin explained that the Special Commission’s report found the lack of affordable OST programs and transportation remained universal barriers to providing quality OST programs in all communities.  Other key findings of the report revealed committed but underpaid staff, high turnover rates, and other allies, such as parks and recreation departments, libraries, and cultural institutions, who want to be a part of the solution.

In response to these key challenges, the Special Commission called for the creation of a statewide afterschool and out of school time system that would do the following:

1. Increase public awareness
2. Provide information and increased access
3. Promote quality programs and a quality workforce
4. Foster partnerships and collaborations
5. Sustain the effort

To accomplish the above, the Special Commission has proposed the creation of a  public/private After School Coordinating Council that will:

• Convene private and public sector leaders.
• Coordinate, leverage, and align existing funding, policies, and resources.
• Ensure inclusion of afterschool in education reform and new education policy initiatives.
• Maximize public and private funding at federal, state, local, and private levels.

McLaughlin explained that to accomplish this, the proposed Coordinating Council will incentivize public/private partnerships at all levels, build off existing regional and local infrastructures, and facilitate closer working relationships with schools and other community partners.

Jill Riemer, Executive Director, Georgia Afterschool Investment Council (GAIC), explained the importance of changing the social beliefs about afterschool programs.  “We’re not talking about babysitting anymore. We need to ensure that afterschool is grounded in youth development principles and providing our youth with real-world experiences that will encourage their development into successful, productive citizens,” stated Riemer.  GAIC’s vision for afterschool programs in Georgia is focused on providing high-quality, enriching opportunities led by skilled staff, utilizing project-based and community engagement learning strategies, while recognizing multiple intelligence theories.   

To build capacity for afterschool programs in Georgia, Riemer believes that services, opportunities, and supports are needed and should align with research and best practice theory. In addition, she noted that data needs to be collected in Georgia to inform sound policy decisions and that, in order to maximize the impact of current resources, they should be targeted to serve those who need them most.  Further capacity building strategies include advocating for improved federal and state policy, strengthening the state’s professional development infrastructure, and building public will through strategic communication and engagement efforts.  

Riemer added that the Georgia’s Afterschool Institute, a professional development model based on the C.S. Mott Foundation’s Afterschool Academies that is being piloted at the state level, will provide much needed hands-on training on incorporating youth development principles and project-based learning into afterschool programming. Cross-systems collaboration has also been essential in developing another pilot for the Afterschool Program Assessment System (APAS) in the state, which is designed to continuously improve program quality and help programs reach desired outcomes for children and youth.  Data received from APAS may, in turn, serve to drive Georgia’s professional development plan and future Afterschool Institutes, said Riemer.

Highlights from the Question and Answer Session

Robert Stonehill, Chief Program Officer, Learning Point Associates, served as the moderator of the Q&A session.  Stonehill raised a question about how states can build capacity to serve more youth that need or want afterschool opportunities while concurrently delivering and sustaining high quality programs that are making an impact on youth.  McLaughlin responded that the stream of OST programs offered must be able to follow youth throughout their developmental process, meaning that quality opportunities for every age level should be available.  Sterling added that leadership is key in developing capacity for afterschool programs.  In addition, building support for afterschool activities into school budgets would provide needed sustainability.

A question was raised about what is working to promote youth development in a school-based context. Sterling responded that schools in Maine are involved in community coalition networks and that afterschool networks play a vital role in bringing all different entities, including schools, to work together. Resnick added that data show that youth who participate in school-based OST programs are making gains in the classroom, as evidenced by teacher surveys.  In addition, Resnick cited that a challenge for afterschool programs is to overcome the “If I’m learning, I’m not having fun” mentality that many youth have.

Another question was raised on developing partnerships and collaboration with well-established afterschool organizations.  Panelists stated that it has sometimes been a struggle to work with large, seasoned champions of afterschool programs.  Relationship and trust building have been essential in establishing positive, productive relationships, but there are still challenges.  Panelists agreed that one barrier to creating large afterschool networks is that existing programs often are afraid that funding will be given to “competing” programs. However, Riemer maintained, “This [afterschool network] is indeed a big tent, and we want all the flowers to bloom.” 

An audience member asked a question about specific and concrete interventions to increase numbers of youth in afterschool programs.  Panelists suggested the use of focus groups or youth councils to provide youth with a voice about what their OST needs and wants are.  Emphasis was given to building strong relationships with youth and communicating with youth regarding their interests from an activity standpoint.  Sterling also added that as an afterschool program leader, developing strong relationships with principals and counselors can provide access to recruit target populations.         

Resources

Link to the following:

• PPT Sterling Presentation
• PPT Riemer Presentation
• PPT Resnick - McLaughlin Presentation
• MA Special Commission Report
• Massachusetts Century Community Learning Centers Program Overview
• Maine's Children's Cabinet Overview

Presenters

Since 2001, Lauren Sterling has provided staff support to the Maine Governor’s Children’s Cabinet and various cross-systems initiatives to include the Communities for Children & Youth (positive youth development) Network, the 21st Century Community Learning Center after school federal grant program, the Maine Best Practices in Bullying and Harassment Prevention, and the Task Force on Early Childhood’s Invest Early Team among others. Prior to 2001, Lauren directed the Kennebec County Child Abuse and Neglect Prevention Council. Lauren provides trainings statewide and nationally on collaboration in youth development and helps to replicate the Colby Cares About Kids College/Community Mentoring Program through which over 400 high-needs children are matched with a Colby College student for four years.

Debra McLaughlin, currently the Managing Partner of the Kunnusta Group, has nearly 20 years of experience working in the afterschool and out-of-school time field in the public and private sectors of Massachusetts. This has included stints as the Lead Consultant to the Massachusetts Special Commission on Afterschool and Out-of-School Time, the Massachusetts Department of Education and as the Managing Director for Boston’s After-School for All Partnership. She also worked at the Massachusetts Executive Office of Health and Human Services directing a number of statewide afterschool and youth development initiatives serving at-risk children and youth in high-risk neighborhoods. Before focusing her efforts statewide, she led a rural county human services department in Massachusetts championing a variety of community-based prevention efforts for adults and young people. 

Karyl Resnick is the 21st Century Community Learning Centers Program Coordinator for the Massachusetts Department of Elementary and Secondary Education. Resnick is responsible for providing training and technical assistance to grantees in helping them to meet program standards and implementing effective programs. Karyl serves as a member of the U.S. Department of Education's 21st CCLC Evaluation task force as well other numerous national and state advisory councils on out-of-school time issues. She is a recipient of the Commonwealth of Massachusetts Performance Recognition Award, given in recognition of outstanding performance and contribution to advancing the goals of the Department.

Jill J. Riemer is the Executive Director of the Georgia Afterschool Investment Council (GAIC), which is dedicated to ensuring Georgia’s youth have access to high-quality afterschool programs that are positive and enriching.  Ms. Riemer became the organization’s first Executive Director in March 2005 after providing educational policy and advocacy leadership at the national level for 14 years in Washington, DC. Prior to Ms. Riemer serving in this federal policy capacity, she was a political appointee for Secretary of Education Richard Riley at the U.S. Department of Education. Ms. Riemer assisted in staffing the historic C.S. Mott Foundation-U.S. Department of Education award-winning public-private partnership as recognized by Harvard University in 2003.  In 1998-2000, she was one of the founding program managers for the Pathways to College Network, which is a national alliance of organizations committed to using research-based knowledge to improve postsecondary education access and success for the nation’s underserved students.  Ms. Riemer led the early planning meetings that encouraged six foundations to put in $2.5 million to jumpstart this initiative. Ms. Riemer also spent several years on Capitol Hill in the U.S. Senate and House of Representatives as a legislative assistant on education, aging, health, and taxation issues.

She earned a Masters in Public Administration at the George Washington University and her Bachelors of Science in Education with a minor in French from the University of Kansas.  Now living in Atlanta, Georgia, Ms. Riemer is married and has a son and a daughter.

Robert Stonehill, Ph.D., is chief program officer of afterschool and extended learning time programs and a senior contributor to teacher quality initiatives at Learning Point Associates. Before joining Learning Point, he was the deputy director of Academic Improvement and Teacher Quality Programs at the U.S. Department of Education’s Office of Elementary and Secondary Education. His 30-year career at the U.S. Department of Education covered a range of programs—from managing the regional educational laboratories to providing leadership for key policy objectives of No Child Left Behind. He has extensive experience in developing, managing, and evaluating national education initiatives to improve learning and teaching in high-need schools.

This brief summarizes an American Youth Policy Forum that took place on March 31, 2008 on Capitol Hill, reported by Andrew Satanapong.