A Resource Guide For Planning And Operating Afterschool .
A Resource Guide for Planning and OperatingAfterschool Programs3rd editionCompiled by Janet Hall Bagby
ContributorsEditorJanet Hall BagbyProductionLaura ShanklandDeborah DonnellyCatherine JordanCopyeditingDebbie RitenourDesignerShaila AbdullahCopyright 2008SEDL4700 Mueller Blvd.Austin, TX 78723Voice: 800-476-6861Fax: 512-476-2286www.sedl.orgThis publication was produced in whole or inpart with funds from the Office of AcademicImprovement and Teacher Quality Programs,U.S. Department of Education under contractnumber ED-03-CO-0048. The content hereindoes not necessarily reflect the views of theDepartment of Education, any other agency ofthe U.S. government, or any other source.Titles or names of specific software discussedor described in this document are registeredtrademarks or copyrighted as property of thecompanies that produce the software.Please note that the World Wide Web isvolatile and constantly changing. The URLsprovided in the following references wereaccurate as of the date of this publication,but we can make no guarantees of theirpermanence.Suggested CitationBagby, J. H. (Ed.). (2008). A resource guidefor planning and operating afterschoolprograms (3rd ed.). Austin, TX: SEDL.
A Resource Guide for Planning andOperating Afterschool ProgramsIntroduction. 3Afterschool ResourcesProgramming . 7Organizational Development. 47Appendix A: Web Site List. 97Appendix B: Title Index. 109Appendix C: Author/Editor Index. 117
A Resource Guide for Planning and Operating Afterschool ProgramsIntroductionThis third edition of A Resource Guide for Planning and Operating Afterschool Programsprovides a description of resources to support 21st Century Community Learning Centerafterschool programs. Many of the entries will also apply to before-school, summer, andcommunity learning center programs. These resources meet three basic criteria: (1) they aretimely, (2) they are readily available, and (3) they are relatively inexpensive. Approximately75% of the entries are new or have been revised since the second edition was published.Contents of the GuideIn the earlier editions of this guide, the resources were organized into six afterschoolcategories identified by the National Center for Community Education Training TaskForce for 21st Century Community Learning Centers. In this new edition, the entries areorganized alphabetically within one of two sections: (1) programming and (2) organizationaldevelopment. A list of the topics and information covered in each of the sections follows.ProgrammingThis section includes resources for developing an afterschool program and providinginstruction and enrichment activities. Information is provided on appropriate curriculum, youthdevelopment, behavior management, mentoring, developmental milestones, accreditation,parental and community involvement, and extending academic learning opportunities in theafterschool program.Organizational DevelopmentThis section includes resources on planning, organizing, managing, and sustaining afterschoolprograms. Information is provided on leadership development, improving program outcomes,building relationships with community partners, effective communication, program evaluation,and data-collection procedures.AppendixesThe following three appendixes at the back of the guide provide additional information: Appendix A provides relevant online resources. A ppendix B lists the resources alphabetically by title (entries beginning with A and The arelisted under the second word in the title). The Author Index lists alphabetically the resources by author or editor and page number.This third edition of the A Resource Guide for Planning and Operating Afterschool Programsis as comprehensive as time and knowledge permitted. However, in this dynamic fieldof afterschool programming, new resources are frequently generated. Your assistance inidentifying additional resources for future editions of this guide is appreciated. Please contactSEDL by e-mail at afterschool@sedl.org.SEDL National Partnership for Quality Afterschool Learning3
A Resource Guide for Planning and Operating Afterschool ProgramsAccessing and Using the GuideThe guide is available in three formats: (1) print, (2) as a portable document (PDF), and(3) as an online database.Print FormatThe print format is available for purchase through SEDL at www.sedl.org/pubs/catalog/items/fam95.html.The diagram below identifies the contents of a typical entry.titleAuthoror editorResourceFormatCopyrightdateSamplingEllen Taylor-PowellThis evaluation resource provides guidance on conductingsampling. It first addresses whether sampling is an appropriateevaluation tool for a particular program. Then it presentssampling for generalizability, or probability sampling, and talksabout specific sampling strategies, including simple randomsampling, systematic sampling, and stratified sampling. Theresource also explores sampling for other purposes, or nonprobability sampling, including quota sampling and purposefulsampling. The appendixes list references, a table of randomnumbers, and recommended sample sizes. (12 pages)1998Print 2.00Web Resource: operative Extension PublicationsUniversity of Wisconsin45 N. Charter St.Madison, WI 53715Descriptionof ormationPhone: 877-947-7827PDFA Resource Guide for Planning and Operating Afterschool Programs is available online asa PDF at www.sedl.org/pubs/catalog/items/fam95.html. You are welcome to download andcopy the guide at no cost. Please include the title page and front matter and list SEDL as thepublisher if you distribute copies.Online Database FormatA Resource Guide for Planning and Operating Afterschool Programs is also available onlineas a searchable database at www.sedl.org/pubs/fam95/.4www.sedl.org/afterschool
A Resource Guide for Planning and Operating Afterschool ProgramsFeatures of the Third EditionApproximately 75% of the resources are new or revised. This symbol identifies entries that are new to the third edition.This symbol in the margin identifies entries that have been revised since the secondedition of A Resource Guide for Planning and Operating Afterschool Programs waspublished.SEDL National Partnership for Quality Afterschool Learning5
This section includes resources for developing an afterschool programand providing instruction and enrichment activities. Information isprovided on appropriate curriculum, youth development, behaviormanagement, mentoring, developmental milestones, accreditation,parental and community involvement, and extending academiclearning opportunities in the afterschool program.
A Resource Guide for Planning and Operating Afterschool ProgramsProgrammingActive Hours Afterschool: Childhood Obesity & the Role of AfterschoolPrograms as a SolutionAfterschool AllianceObesity has been acknowledged as a growing concern in almost every part of the country.This document discusses how afterschool programs are ideally positioned to help curb thisproblem among school-age children and what can be done. (15 pages)No dateWeb Resource: www.afterschoolalliance.org/active hours/obesity afterschool solution.pdfAfterschool Alliance1616 H St. NW, Ste. 820Washington, DC 20006Phone: 202-347-2030Fax: 202-347-2092www.afterschoolalliance.orgActive Hours Afterschool: Local Wellness Policy Toolkit forAfterschool ProgramsAfterschool AllianceThe Child Nutrition and WIC Reauthorization Act of 2004 required every school district todevelop a local wellness policy by the end of the 2006–2007 school year. This documentdiscusses the minimum standards of such a policy and advocacy possibilities that afterschoolprograms can help influence. (6 pages)2006Web Resource: www.afterschoolalliance.org/active hours ob kit.cfmAfterschool Alliance1616 H St. NW, Ste. 820Washington, DC 20006Phone: 202-347-2030Fax: 202-347-2092www.afterschoolalliance.orgSEDL National Partnership for Quality Afterschool Learning7
A Resource Guide for Planning and Operating Afterschool ProgramsAfter School Guide: Nourish Their Bodies, Feed Their MindsFood Research and Action CenterThis document discusses why children need afterschool programs and why nutrition is crucialto afterschool success. It also provides insight into which federal child nutrition programs areavailable, what health and safety requirements apply, how to participate in such programsas the national school lunch program, and how to provide nutrition education. An appendixlisting state child nutrition agencies is included. (33 pages)No dateWeb Resource: www.frac.org/Afterschool Guide.pdfFood Research and Action Center (FRAC)1875 Connecticut Ave. NW, Ste. 540Washington, DC 20009Phone: 202-986-2200Fax: 202-986-2525www.frac.orgAfterschool MattersSara L. HillA successful afterschool program—or any educational endeavor—balances academic learningwith fun and enriching activities. Afterschool Matters addresses developmental stages, typesof support for academically challenged children, and useful models developed by experts.Selected projects relate to various student interests and complement classroom learning whileproviding much-needed social interaction and artistic expression. (109 pages)2008Print 25.95Corwin Press2455 Teller Rd.Thousand Oaks, CA 91320Phone: 800-233-9936Fax: school
A Resource Guide for Planning and Operating Afterschool ProgramsAmerica’s Children: Key National Indicators of Well-Being 2007Federal Interagency Forum on Child and Family StatisticsThe Federal Interagency Forum on Child and Family Statistics seeks to improve consistency indata collection and reporting on children and their families. This volume of America’s Childrenpresents a summary of 38 national indicators of important aspects of children’s lives andthe changes in these indicators from the previous year. The report has been restructured intoseven sections: family and social environment, economic circumstances, health care, physicalenvironment and safety, behavior, education, and health. Information such as the percentageof children that visit the dentist, the demographics of the child population, and the percentageof children with elevated blood-lead levels can be found in this report. (187 pages)2007PrintNo CostWeb Resource: www.childstats.gov/pdf/ac2007/ac 07.pdfHealth Resources and Services Administration Information CenterP.O. Box 2910Merrifield, VA 22116Phone: 888-275-4772Fax: 703-821-2098E-mail: ask@hrsa.orgwww.childstats.govBest Practices: Guidelines for School-Age ProgramsMichael S. AshcraftMany children spend up to 35 hours a week in school-age care. The quality of theseprograms can have an enormous impact on their education and development. It is importantfor their experiences to be positive and beneficial. Bringing together research on the brain,child development, and the theories of school-age child development, this book providesdescriptions of specific best practices for school-age programs. Case studies are used toprovide real-life examples of ideas and practices. This information will help you design anafterschool program that promotes positive development of children or improve one already inexistence. (140 pages)2007Print 16.00Sparrow Media Group16588 Fieldcrest Ave.Farmington, MN 55024Phone: 952-953-9166Fax: 952-431-3461E-mail: mSEDL National Partnership for Quality Afterschool Learning9
A Resource Guide for Planning and Operating Afterschool ProgramsBest Practices Workbook: Guidelines for School-Age ProgramsMichael S. AshcraftThis workbook is a companion to the book Best Practices: Guidelines for School-AgePrograms. It is based on research and contains a set of checklists for best practices andpractical guidelines to help facilitate the positive development of children. By allowing you toidentify strengths, weaknesses, and methods for improvement, this resource can be a greattool for self-assessment and growth. Specific best practices on a variety of topics concerningschool-age programs, such as relationships, diversity, environment, equipment and materials,staff qualifications, and behavior management, are included. (72 pages)2007Print 16.00Sparrow Media Group16588 Fieldcrest Ave.Farmington, MN 55024Phone: 952-953-9166Fax: 952-431-3461E-mail: mBeyond the Bake Sale: The Essential Guide to Family-School PartnershipsAnne T. Henderson, Karen L. Mapp, Vivian R. Johnson, and Don DaviesWritten for parents, teachers, administrators, and policymakers, Beyond the Bake Saledescribes how to form essential relationships for encouraging student success. In theintroduction the authors state, “Partnerships among schools, families, and community groupsare not a luxury—they are a necessity.” This timely resource provides useful tools, checklists,sample surveys, and school policies for promoting community and family involvement in theeducational process. Topics include involving parents to help test scores; dealing with issuesof race, class, and culture; and supporting advocacy. (338 pages)2007PrintThe New Press38 Greene St.New York, NY 10013www.thenewpress.com10www.sedl.org/afterschool 25.00
A Resource Guide for Planning and Operating Afterschool ProgramsBully Free Card GameAllen L. BeaneBased on the Bully Free Classroom series, this card game encourages students to developcaring and respectful attitudes toward others. Played like Crazy Eights, the cards are dividedinto four categories: “What Would You Do If . . .,” “Self-Esteem Boosters,” “Ways to Stay BullyFree,” and “Why Should You Do This?” Players get rid of their cards by providing prosocial isresponses and suggestions to the questions. This card game is designed for grades K–8 and isto be played with adult supervision. The pack includes 60 cards and a 12-page insert.2005Game 12.95Free Spirit Publishing217 Fifth Ave. N, Ste. 200Minneapolis, MN 55401-1299Phone: 800-735-7323Fax: 866-419-5199www.freespirit.comBully Free Classroom PosterAllan L. BeaneBased on the Bully Free Classroom series, this colorful laminated poster sends the positivemessage that bullying will not be tolerated and everyone deserves respect. Similar in designto a traffic sign, this poster will be a powerful reminder to students to think about their actionsand words before engaging in destructive behaviors toward others.No datePoster 6.95Free Spirit Publishing217 Fifth Ave. N, Ste. 200Minneapolis, MN 55401-1299Phone: 800-735-7323Fax: 866-419-5199www.freespirit.comSEDL National Partnership for Quality Afterschool Learning11
A Resource Guide for Planning and Operating Afterschool ProgramsCelebration Games: Physical Activities for Every MonthBarbara WnekOrganized around the seasons and holidays, Celebration Games provides fun and engaginggames and activities for children in grades K–6. The activities are easy to implement, and theyrequire common materials and equipment. With games like “Spiders in the Web,” “ReindeerTraining,” and “Shamrock Shuffle,” this book will show you how to incorporate exciting andenjoyable games into your physical education class or afterschool program. The book alsoincludes ideas for schoolwide events and family activities, as well as an appendix full ofreproducible materials for award certificates and bulletin boards and narratives about some ofthe holidays. (169 pages)2006Print 17.95Human KineticsP.O. Box 5076Champaign, IL 61825-5076Phone: 800-747-4457Fax: 217-351-1549www.humankinetics.comChanging Children’s Behavior by Changing the People, Places, andActivities in Their LivesRichard L. MungerEach path a child takes in life includes a mix of people, places, and activities. Thisbook explores the pathways that will help mold children into motivated, competent, andcompassionate adults. The basic concept of the book is that how children spend their timedetermines the kind of developmental experiences they will have. Most of the chapters aredevoted to how children can spend time in environments and activities that are conduciveto healthy development. Ten major settings where children spend their time, such as withfriends, at school, at afterschool, and at work, are covered. At the end of each environmentchapter is a quiz to help parents or professionals determine a child’s strengths andweaknesses followed by action steps to improve their environment. A chapter is devoted tothe importance of exercise and physical education. This book was intended for use by bothparents and professionals. (296 pages)2005Print 15.95Boys Town Press14100 Crawford St.Boys Town, NE 68010Phone: 800-282-6657E-mail: 2www.sedl.org/afterschool
A Resource Guide for Planning and Operating Afterschool ProgramsColossal Clubs: Activities-Based Curriculum for School-Age ProgramsKathleen Martinez and Sue EdwardsColossal Clubs provides ideas for incorporating field trips, reading, cooking, gardening,science, and even guest speakers into various clubs. The authors seem to have exhaustedevery possibility and arranged the book in an imaginative yet organized way, complete with aday-to-day schedule. The text presents 20 clubs and their corresponding activities, supplies,and references. This resource provides tips for engaging children of different ages and skilllevels while providing healthy variation for fun. With this resource, afterschool staff may do aslittle or as much as they are able but should never run out of ideas. (262 pages)2006Print 24.95School-Age NotesP.O. Box 476New Albany, OH 43054Phone: 800-410-8780www.schoolagenotes.comCommon-Sense Classroom Management for Middle and HighSchool TeachersJill A. Lindberg, Dianne Evans Kelley, and April M. SwickThis practical guide to classroom management offers many teacher-tested ideas appropriatefor students in grades 6–12. It contains more than 65 strategies that can be implementedinto the classroom with minimal planning. A range of topics, including creating a positiveclassroom atmosphere, working with diverse student and family populations, transitioning,using reinforcers and consequences, and dealing with challenging students and situations, arecovered. Information on how to adapt some of the strategies to students in the upper gradesand students with special needs is also provided. (109 pages)2005Print 27.95Corwin Press2455 Teller Rd.Thousand Oaks, CA 91320-2218Phone: 800-818-7243Fax: 800-417-2466www.corwinpress.comSEDL National Partnership for Quality Afterschool Learning13
A Resource Guide for Planning and Operating Afterschool ProgramsCommunity-Based Learning: Engaging Students for Successand CitizenshipAtelia Melaville, Amy C. Berg, and Martin J. BlankA survey showed that 95% of students ages 13 to 19 believe opportunities for more realworld learning would improve their school. This coalition report says that community-basedlearning involves students in real-world problem-solving that is relevant and meaningfuland addresses the problem of boredom and disengagement in school. The report includes acollection of teaching and learning strategies, including civic education, work-based education,and service learning. (54 pages)2006Web Resource: Coalition for Community Schools4455 Connecticut Ave. NW, Ste. 310Washington, DC 20008Phone: 202-822-8405 x156Fax: 202-872-4050www.communityschools.orgCool Chemistry ConcoctionsJoe Rhatigan and Veronika Alice GunterWith “50 formulas that fizz, foam, splatter, and ooze,” this book provides activities thatstimulate the senses
A Resource Guide for Planning and Operating Afterschool Programs SEDL National Partnership for Quality Afterschool Learning 3 Introduction This third edition of A Resource Guide for Planning and Operating Afterschool Programs provides a description of resources to support 21st Century Community Learning Center
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