Spring Creek After School Program Analysis

Throughout history, educational neglect of rural schools and students only compounded the high unemployment and poverty rates of many rural communities. By having access to high-quality education programs you are able to promote rural economic development and help build back up those areas. However, juveniles, adults and those who are currently unemployed often times find it difficult due to the lack of access to post-secondary schooling or career training programs to find adequate employment. By giving access to appropriate transition services, academic remediation and accommodations to help achieve success on their individualized path it enables them to address their barriers to higher education and economic empowerment. This is why the need for The Steps to Success program is something our community needs because it will

More parents than ever these days are working outside of the home. This means that when the school bell rings, many children are left unsupervised and with no where to go but an empty house with no supervision. Not only that, but some parents are also struggling to provide adequate after-school care. Either they cannot afford the monthly payments of a daycare, or the programs are just simply not available to them. (Ansell, 2004).

Also within the school is a very diverse group of children with around fifty-seven percent of students identifying as white, nineteen percent identifying as black or African American, and seventeen percent identifying as Hispanic or Latino.

The classroom sites that were studies were state preschools, Head Start, Title 1, Tuition-based programs, full-day programs, and half-day programs. Eighty-one percent of the children were 4-year old, 19% were 5-year-olds. “The gender was balanced, and included 36% African American, 31% White, 20% Hispanic/Latino, 10% multi-race, and 3% Asian. Approximately 23% of the children were ELLs. The mean percentage of children eligible for early childhood special education (with IEPs) was 11%. This also varied across program types with 15% of children in Head Start programs having IEPs and 3% of children in Tuition-Based programs. Regarding parent/caregiver educational attainment in the overall sample, 22% of parents reported having less than high school, 23% had high school diplomas or general education development (GED),

“Hispanic children are more likely to access high quality than black children, and children from middle-income families have the least access to high quality. “

African American kids are likely to attend schools high-poverty schools because of race and income. In a study that was performed, there

I am choosing to write summative projective-wide evaluation plan; which looks at the short-term to long-term outcomes of an intervention on the target group. This evaluations will look at information such as community needs, activities and or services, desired results, indicators, method of measurement, type of instrument, minimum level of success, steps, etc. The evaluation will analyse the process and outcome of the program. The evaluation will also discuss the goals and how they are measured.What are the measurement tools you would use? I chose to evaluate the Peace Domestic Violence Agency which is located in the Portland metropolitan area working with families affected by domestic abuse.

XYZ Charter academy’s mission is to see that no child is left behind and has the same opportunity no matter income bracket(Dr.Harris,2017). XYZ Charter Academy is seeking a technology grant to provide early childhood students with access to their own students at school. This will increase student engagement and teacher student connection. An overview is that student academic performance will increase using technology. There are always two sides to every story. There is some good of using technology in the classroom as well as negative reasons. Our organization has looked into all the objectives and realizes that the students may not always do what they are supposed to do with accessing other websites.

Assistant Principal (AP) will be entering the community on October 01, 2016 to partner with parents of students that attend Silverado High School. The AP would like to communicate with parents that Silverado has an educational competitive environment that needs to stay healthy and safe. Our staff is committed to making their classroom rigorous and challenging. Students will be held accountable to hard work, perfect attendance, and high disciplinary structure. We are proclaiming that all student's with the help and support of our community will attend a college, career technical program, vocational program, and/or be highly qualified to enter a career after graduation. We want the community to know that this journey will not be easy and

UPSTANDERS UNITED is a music and arts based after school program that teaches students how to promote and shape an anti-bullying culture in their schools. Studies show that student led anti-bullying initiatives have resulted in positive effects on the school culture. This program is designed to prepare and equip students to lead their peers in becoming Upstanders. Students will learn leadership skills and conduct anti-bullying projects throughout the school year. Upstanders United is a year-long program that is comprised of 25 students per school, representing various grade levels. RAF will conduct two onsite afterschool session weekly with student participants. The students will lead anti-bullying

The article Montessori Public School Pre-K Programs and the School Readiness of Low-Income Black and Latino Children Article Response by Arya Ansari and Adam Winsler is found in the Journal of the Educational Psychology. It is volume 106, fourth issue and on page 1066. The year published was 2014. The article discusses the Miami Montessori school readiness program. It also focuses on the effect of Montessori school on two ethnics group: Black and Latino. The article has compared Black and Latino students in Pre-K programs in Title 1 Montessori School versus Black and Latino students in Title 1 conventional school. They have used various groups of 6700 Black and 7045 Latino children from end of four years old to Pre-Kindergarten as samples.

The first step in the evaluation plan was working with the Site Director and the Assistant Site Director to create a logic model that provides a simplified picture of the relationships between the program (resources, policy inputs, activities) and the desired outcomes of the program. According to logic model toolkit created by The Regional Educational Laboratory‐Northeast And Islands, “Logic models present a theory of action or change that drives the program or policy, and makes explicit any assumptions about both the resources at the disposal of the program as well as the rationale behind the effort” (Shakman, 2014 pg. 11). The logic model for The Spring Creek After-school program included core components such as a problem statement, program

Based on a research from the Pew Research center, children form well-off families are more likely to choose to spend time on after-school programs while children from low-income families spend more time at home.

The Center for Public Education provides information about the types of volunteer efforts and how demographics differ. It is reported that Kindergarten through eighth grade parents of white students are more probable than parents of Hispanic or African American students to come to an event at school. Parents of white students do more volunteering or serving on school committee (Dervarics & O'Brien, 2011). They also participate in school fundraising more often than African American or Hispanic parents. When asked about helping their children at home, the results were different. Parents of Hispanic and African American

After school programs would be an immense way to help students with their homework and have fun activities. Teachers from the school volunteer to stay after school and host the after school program. This would be a signifiant way to insure that students are getting their homework done and learning from their homework. Studies have shown that after school programs are a great way to enrich learning from homework and keep students supervised after school hours.