Temescal Associates and its Founder, Sam Piha, have authored and worked with others to create a number of resources for practitioners and organizational leaders.
Preliminary Survey Results: Afterschool Program Changes due to COVID-19 Prevention Efforts
We issued this survey on March 25, 2020. As of March 28th, we received 69 responses. We have compiled a summary of the preliminary responses. We will offer a final report after the survey closes on April 9. Following the narrative summary, you will find detailed charts and listings of the responses.
VIEW AND DOWNLOAD HERE.
We issued this survey on March 25, 2020. As of March 28th, we received 69 responses. We have compiled a summary of the preliminary responses. We will offer a final report after the survey closes on April 9. Following the narrative summary, you will find detailed charts and listings of the responses.
VIEW AND DOWNLOAD HERE.
Youth Development Guide 2.0: Engaging young people in after-school programming
This Guide is designed to offer an introduction to youth development principles and practices to the diverse group of people involved in creating and implementing afterschool programs—program directors, school administrators, teachers, staff, volunteers, community partners, and others. We believe that adopting a youth development approach when designing and implementing afterschool programs can help ensure that young people get the most out of these programs.
VIEW AND DOWNLOAD LOW-RESOLUTION VERSION OR HIGH-RESOLUTION VERSION
TO PURCHASE SPIRAL-BOUND HARD COPIES OF THE GUIDE, PLEASE CONTACT US
This Guide is designed to offer an introduction to youth development principles and practices to the diverse group of people involved in creating and implementing afterschool programs—program directors, school administrators, teachers, staff, volunteers, community partners, and others. We believe that adopting a youth development approach when designing and implementing afterschool programs can help ensure that young people get the most out of these programs.
VIEW AND DOWNLOAD LOW-RESOLUTION VERSION OR HIGH-RESOLUTION VERSION
TO PURCHASE SPIRAL-BOUND HARD COPIES OF THE GUIDE, PLEASE CONTACT US
YOUTH WORK FUNDAMENTALS: BUILDING A POSITIVE PROGRAM CLIMATE
Have you ever walked onto a school campus or into an afterschool program where there's joy, acceptance, consideration, and kindness? It's in the air. It is felt. Where listening to different people’s points of view is the norm? Where support and encouragement is commonly shared? Where authentic human connection is acknowledged and felt? These foundational elements of a positive program climate lay the nurturing soil from which the seeds of impassioned teaching and learning in afterschool programs sprout.
Have you ever walked onto a school campus or into an afterschool program where there's joy, acceptance, consideration, and kindness? It's in the air. It is felt. Where listening to different people’s points of view is the norm? Where support and encouragement is commonly shared? Where authentic human connection is acknowledged and felt? These foundational elements of a positive program climate lay the nurturing soil from which the seeds of impassioned teaching and learning in afterschool programs sprout.
YOUTH WORK FUNDAMENTALS: RELATIONSHIP BUILDING BETWEEN ADULTS AND YOUTH
For many years, there has been a drive to improve the quality of afterschool programs and with it has come the expansion of literature, research, and tools to help aid afterschool leaders on their road to improvement. However, as decades of research and experience has shown, there are a few fundamentals of quality youth work that are unchanged over time. This briefing paper focuses on one youth work fundamental: relationship building between adults and youth.
For many years, there has been a drive to improve the quality of afterschool programs and with it has come the expansion of literature, research, and tools to help aid afterschool leaders on their road to improvement. However, as decades of research and experience has shown, there are a few fundamentals of quality youth work that are unchanged over time. This briefing paper focuses on one youth work fundamental: relationship building between adults and youth.
YOUTH WORK FUNDAMENTALS: FACILITATION
For many years, there has been a drive to improve the quality of afterschool programs and with it has come the expansion of literature, research, and tools to help aid afterschool leaders on their road to improvement. However, as decades of research and experience has shown, there are a few fundamentals of quality youth work that are unchanged over time. This briefing paper focuses on one youth work fundamental: the art of facilitation.
For many years, there has been a drive to improve the quality of afterschool programs and with it has come the expansion of literature, research, and tools to help aid afterschool leaders on their road to improvement. However, as decades of research and experience has shown, there are a few fundamentals of quality youth work that are unchanged over time. This briefing paper focuses on one youth work fundamental: the art of facilitation.
A FACILITATION CASE STUDY
We offer a brief facilitation case study regarding a request to assist a school in developing a conflict resolution program. Stacey Daraio facilitated meetings with classroom teachers and youth. We hope that this case study illustrates some of the facilitation practices discussed in Youth Work Fundamentals: Facilitation, A Briefing Paper For Afterschool Professionals (above).
We offer a brief facilitation case study regarding a request to assist a school in developing a conflict resolution program. Stacey Daraio facilitated meetings with classroom teachers and youth. We hope that this case study illustrates some of the facilitation practices discussed in Youth Work Fundamentals: Facilitation, A Briefing Paper For Afterschool Professionals (above).
PROMOTING SEL AND CHARACTER SKILLS IN EXPANDED LEARNING PROGRAMS
There is now a strong consensus that young people need more than reading and writing skills if they are to be successful in school, work, and life.
This paper provides an overview of social emotional and character building skills. It goes on to provide examples of activities and practices for expanded learning programs provided for, and by, Expanded Learning Programs and Technical Assistance organizations. To identify expanded learning practices and activities, we reached out to organizations across California.
There is now a strong consensus that young people need more than reading and writing skills if they are to be successful in school, work, and life.
This paper provides an overview of social emotional and character building skills. It goes on to provide examples of activities and practices for expanded learning programs provided for, and by, Expanded Learning Programs and Technical Assistance organizations. To identify expanded learning practices and activities, we reached out to organizations across California.
Examining California's Afterschool Movement Post Proposition 49: Sam Piha, Joshua Julian, and Rozel Cruz, Temescal Associates. In the fall of 2006, California's legislature began investing $550 million per year, as mandated by Proposition 49, to create a broad system of school-based afterschool programs. This investment would eventually lead to the development of afterschool programs in over 4,500 schools. Over the last ten years, many state and national foundations provided funding to help build the capacity of California's afterschool movement to go to scale. The objectives of this paper are to (1) review the early challenges and milestones that followed the implementation of Proposition 49, (2) examine the current status of the field, and (3) identify field needs that can guide future decisions.
The Virtual Vacation Leader's Guide was written as a resource for those who oversee, develop, and implement afterschool programs. It features a structured approach that combines academics, culture, and creativity. Virtual Vacation is particularly well-suited to elementary age children, but can be adapted for older youth. The Virtual Vacation approach was developed by afterschool leaders who operate afterschool programs within affordable housing settings for the NHP Foundation. This guide was developed by Temescal Associates and NHP staff. Temescal also offers training on its use.
For those of you interested in incorporating Virtual Vacation into your afterschool programs, we encourage you to begin by reading the description and benefits of the Virtual Vacation approach (Chapter 1). You will want to carefully review the Virtual Vacation components (Chapter 2) and then the Virtual Vacation examples (Chapter 5). These activity examples can serve as a curriculum to guide your first Virtual Vacation. We encourage you to use the Virtual Vacation examples before embarking on new destinations and before creating your own Virtual Vacation.
The section entitled "Getting Started" (Chapter 3) walks you through the steps that are needed for effective implementation. The Virtual Vacation planning templates (Chapter 4) will be useful for planning and documenting the course of your Virtual Vacation. Regardless of whether you use one of the enclosed examples or create your own Virtual Vacation, be sure to pay attention to helpful hints given throughout as well as the resources provided at the end of the leader's guide. View a partial sample of the guide here. Contact info@temescalassociates.com to order copies or to get more information on this innovative approach.
For those of you interested in incorporating Virtual Vacation into your afterschool programs, we encourage you to begin by reading the description and benefits of the Virtual Vacation approach (Chapter 1). You will want to carefully review the Virtual Vacation components (Chapter 2) and then the Virtual Vacation examples (Chapter 5). These activity examples can serve as a curriculum to guide your first Virtual Vacation. We encourage you to use the Virtual Vacation examples before embarking on new destinations and before creating your own Virtual Vacation.
The section entitled "Getting Started" (Chapter 3) walks you through the steps that are needed for effective implementation. The Virtual Vacation planning templates (Chapter 4) will be useful for planning and documenting the course of your Virtual Vacation. Regardless of whether you use one of the enclosed examples or create your own Virtual Vacation, be sure to pay attention to helpful hints given throughout as well as the resources provided at the end of the leader's guide. View a partial sample of the guide here. Contact info@temescalassociates.com to order copies or to get more information on this innovative approach.
After School and Beyond: A Profile of Hope Through Housing Foundation's Youth Development Program: Sam Piha, Temescal Associates. Hope Through Housing Foundation (HOPE) was established in 1998 to further the mission of community revitalization envisioned by its partner organization, National Community Renaissance (National CORE), a national nonprofit developer of affordable housing.
Afterschool Programs in Affordable Housing Communities: Sam Piha, Temescal Associates. A Growing number of families with school age children reside in affortable housing settings. Many of these intentianal communities have access to afterschool programs provided by resident service organizations. Housing-based afterschool programs for children and youth represent the third place for afterschool programs, following those that are operated within public schools and the community.
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Beyond Expectations - The Power of High School Afterschool: Watch a video of high school youth and leaders in the field explain the importance and power of afterschool programming and the role it has played in their lives. Created in conjunction with the youth of the YMCA of Greater Long Beach and Change Agent Productions, a youth-run multimedia program. This video was made possible with generous support from the William T. Grant Foundation.
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Holding Afterschool Programs Accountable: This paper considers the expectations we hold for afterschool programs, and considers the consequences of limiting the view of success to the improvement of test scores, suggesting there may be other measures that could reliably provide accountability. By Sam Piha, in Partnership with the California Committee on Afterschool Accountability.
Getting the Most From Afterschool: The Role of Afterschool Programs in a High-Stakes Learning Environment, by Sam Piha and Beth Miller. A review of the unique opportunities offered by afterschool programs that includes but goes well beyond providing academic supports.
