High School Afterschool Resources
Bedrock to Rooftop: Building Successful High School Afterschool Programs
The bedrock of any effective program serving youth is a strong understanding of the young people they serve and the direct implications for the design and implementation of the program. For those running programs, do they have a strong understanding of the needs, behaviors, and developmental tasks unique to older youth, ages thirteen to nineteen? The purpose of this paper is to explore the critical components of a high school afterschool program.
The bedrock of any effective program serving youth is a strong understanding of the young people they serve and the direct implications for the design and implementation of the program. For those running programs, do they have a strong understanding of the needs, behaviors, and developmental tasks unique to older youth, ages thirteen to nineteen? The purpose of this paper is to explore the critical components of a high school afterschool program.
Engaging Youth as Workers Within High School Afterschool Programs: A Briefing Paper
Many 21st Century Community Learning Center (CCLC) high school afterschool programs in California strive to engage high school age youth as responsible workers and helpers within the program. However, because afterschool programs for older youth are relatively new, there is confusion in the field regarding the use of 21st CCLC funds for youth employment and compensation and there is a lack of knowledge about practices which have found to be effective. The purpose of this paper is to clarify guidelines regarding the employment of youth and to share strategies that are currently being used by After School Safety and Enrichment for Teens (ASSETs) programs to engage high school age youth through work within their afterschool programs.
Many 21st Century Community Learning Center (CCLC) high school afterschool programs in California strive to engage high school age youth as responsible workers and helpers within the program. However, because afterschool programs for older youth are relatively new, there is confusion in the field regarding the use of 21st CCLC funds for youth employment and compensation and there is a lack of knowledge about practices which have found to be effective. The purpose of this paper is to clarify guidelines regarding the employment of youth and to share strategies that are currently being used by After School Safety and Enrichment for Teens (ASSETs) programs to engage high school age youth through work within their afterschool programs.
I Feel Like I'm Somebody: Older Youth and High School Afterschool Programs in a Rural California Town
by Logan Robertson, PhD, Cutler-Orosi School District; Edited by Sam Piha, Temescal Associates.
The term "urban" is often conflated with "youth," a practice that tends to diminish or even make invisible the distinct experiences of youth who do not live in "the inner-city." The urban context is understood as standard, while the rural context is usually conceptualized in terms of myths of the idealized countryside and the idyllic childhood (Nairn et al., 2003; Tucker & Matthews, 2001).
by Logan Robertson, PhD, Cutler-Orosi School District; Edited by Sam Piha, Temescal Associates.
The term "urban" is often conflated with "youth," a practice that tends to diminish or even make invisible the distinct experiences of youth who do not live in "the inner-city." The urban context is understood as standard, while the rural context is usually conceptualized in terms of myths of the idealized countryside and the idyllic childhood (Nairn et al., 2003; Tucker & Matthews, 2001).
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Much has been written about the need to design and improve afterschool programs to increase the participation, engagement, and retention of older youth. However, little is discussed about how to initiate a successful program improvement effort. The two articles entitled, The Beacon Young Adolescent Initiative: Strategies to Increase Participation Within the San Francisco Beacons and The ASSETs Learning Lab Project: A Look at the First Year, chronicle two program improvement projects in the Bay Area. These programs serving older youth formed learning communities and utilized a rigorous program improvement process. The Beacon Project article discusses how the Beacon Centers used data-based evidence to identify those strategies that were most effective.
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Continuation High Schools
Continuation High School Afterschool Programs – Partnerships with Community Colleges - This PowerPoint was used for a Temescal-hosted conference call that featured a panel of continuation high school afterschool programs that partner with community colleges. The conference call also featured a review of the survey we conducted with afterschool programs in continuation high school settings.
Full article: Going the Extra Mile: Afterschool in Continuation High School Settings - In this long version of Going the Extra Mile, we focus on the potential of afterschool programs to serve the needs of older youth in California continuation high schools. We offer an overview of continuation high schools in California, describe afterschool programs currently operating in the state, use information from an interview with a continuation high school afterschool program supervisor, and draw on a survey of other programs we conducted as part of our research. We also include a case study and interviews with two different continuation high schools.
General article: Going the Extra Mile: Afterschool in Continuation High School Settings (Short Version) - In this shortened version of Going the Extra Mile, we provide an overview of continuation high schools in California, describe afterschool programs currently operating in the state, and use information from an interview with a continuation high school program supervisor. We also include information from a survey of afterschool programs statewide currently operating in continuation schools.
Case study: The SPOT Afterschool Program at Ralph J. Bunche Continuation School - This case study of The SPOT afterschool program at Bunche Academy focuses on the efforts of afterschool staff to create a career exploration and job readiness program.
Interviews: Interviews with Continuation Schools and their Afterschool Programs - We interviewed teachers, afterschool program staff, and youth afterschool participants at two continuation high schools. See what they had to say.
Survey Report: Continuation High School Afterschool - In 2009, Temescal Associates initiated a project to raise the awareness of school-based, afterschool programs that operate within continuation high school settings. We sought to identify their unique contributions to continuation high school youth and the schools that serve them.
Video: Ralph J. Bunche High School's Project Mentor Program - The SPOT (Supporting Positive Opportunities for Teens) afterschool program is located at Ralph J. Bunche continuation high school in Oakland, CA. This video features Project Mentor, a career exploration and job readiness program run by the afterschool program, which is detailed in the case study above.
Continuation High School Afterschool Programs – Partnerships with Community Colleges - This PowerPoint was used for a Temescal-hosted conference call that featured a panel of continuation high school afterschool programs that partner with community colleges. The conference call also featured a review of the survey we conducted with afterschool programs in continuation high school settings.
Full article: Going the Extra Mile: Afterschool in Continuation High School Settings - In this long version of Going the Extra Mile, we focus on the potential of afterschool programs to serve the needs of older youth in California continuation high schools. We offer an overview of continuation high schools in California, describe afterschool programs currently operating in the state, use information from an interview with a continuation high school afterschool program supervisor, and draw on a survey of other programs we conducted as part of our research. We also include a case study and interviews with two different continuation high schools.
General article: Going the Extra Mile: Afterschool in Continuation High School Settings (Short Version) - In this shortened version of Going the Extra Mile, we provide an overview of continuation high schools in California, describe afterschool programs currently operating in the state, and use information from an interview with a continuation high school program supervisor. We also include information from a survey of afterschool programs statewide currently operating in continuation schools.
Case study: The SPOT Afterschool Program at Ralph J. Bunche Continuation School - This case study of The SPOT afterschool program at Bunche Academy focuses on the efforts of afterschool staff to create a career exploration and job readiness program.
Interviews: Interviews with Continuation Schools and their Afterschool Programs - We interviewed teachers, afterschool program staff, and youth afterschool participants at two continuation high schools. See what they had to say.
Survey Report: Continuation High School Afterschool - In 2009, Temescal Associates initiated a project to raise the awareness of school-based, afterschool programs that operate within continuation high school settings. We sought to identify their unique contributions to continuation high school youth and the schools that serve them.
Video: Ralph J. Bunche High School's Project Mentor Program - The SPOT (Supporting Positive Opportunities for Teens) afterschool program is located at Ralph J. Bunche continuation high school in Oakland, CA. This video features Project Mentor, a career exploration and job readiness program run by the afterschool program, which is detailed in the case study above.
Successful Transition to High School
Program Pillars Middle School and High School Transition Support and Preparation - Temescal Associates
Transition programs provide a bridge for youth during a difficult transition period between middle and high school. High school can be a difficult transition for any young person: a larger school with multiple classes, unfamiliar classmates, more homework, and greater importance placed on grades. Transition support and preparation programs target youth before they leave middle school and provide the needed support to successfully transition to their new high school campus and their high school after-school program.
Program Pillars Middle School and High School Transition Support and Preparation - Temescal Associates
Transition programs provide a bridge for youth during a difficult transition period between middle and high school. High school can be a difficult transition for any young person: a larger school with multiple classes, unfamiliar classmates, more homework, and greater importance placed on grades. Transition support and preparation programs target youth before they leave middle school and provide the needed support to successfully transition to their new high school campus and their high school after-school program.
