Sample Program Plan

Goals
o Setting clear goals and desired outcomes is a cornerstone of afterschool program
success. Most programs also recognized the importance of considering student
voices when making decisions regarding program activities and content; hence,
many programs allowed students to provide input, especially in the arts and
technology programs. As a result, students were engaged and excited to be in
their afterschool programs (Huang & Dietel, 2011).
o Key findings (Huang & Dietel, 2011)

The best programs had clearly defined goals written, curricular design
and specific practices aligned to program goals, and internal and external
evaluations

Achievement focused programs, often district affiliated were usually

more structure than other afterschool program, stressed improvement of
academic performance, hired more certified teachers, and maintained a
more consistent linkage with the day school then less achievementfocused programs

Goals of many high quality afterschool programs also had a specific

emphasis (technology, science, homework support, community
involvement, or the arts)

o Personal Program Plan

My goals for my program would involve creating an environment where

students feel comfortable and look forward to coming to, where students
feel excited and motivated to learn, and a place where students can grow
academically and morally. In Larsons article, he states that in order for
initiative to develop, three elements need to come together. First
adolescents need to be given experiences in the present moment. Second
is that this intrinsic motivation be experience in association with
concerted engagement in the environment. Lastly, this motivation and

concerted engagement occur over time (Larson, 2000). I want my goals

to focus on student success, by providing them hands on activities that
keep them engaged and motivated to learn. The activities will have an
end goal and purpose that relate to school and the STEM program. Our
main goals will be geared to each individuals success. I will measure
these goals through pre-test and post-test assessments, internal and
external evaluations, and the academic progress of the students. Goals
will also be measured by how well students do on their projects each
week and how well the staff implements activities within their class.
Goals are important in reminding everyone the purpose of afterschool
programs.

Leadership
o In order for goals to be met, effective leadership is essential to providing the
path to meet the needs and success of each student. Inspiration and motivation
come from the commitment and enthusiasm of a strong leader. It is important to
have leaders who are committed and understand what the program lacks and
works to help the program and the students succeed.
o Key Findings that the best programs had leaders who:

Articulated a clear program mission, vision statement, and goals

Trusted in the knowledge and skills of staff regarding curriculum and

instruction

Provided all staff with professional development opportunities that

improved individual and team skills

o Personal Program Plan

Some key qualities of leadership I think is most important are being

passionate and driven for all students success. I would make sure that
my staff and students are provided with all the materials they need. I
would make sure that our programs mission, vision and goals correlate
with the importance of STEM and Arts. I would have my staff provide me
each week with a syllabus and overview of the activities and goals of each

week. At the end of each week, each staff member would have to provide
an internal report of things that worked and things that didnt work. At
the end of each month, I would have staff provide me an overview of each
student and their progress, and what can be done to enhance their
learning and skills. As a leader, I would make sure that our program and
its activities align with our STEM goals and what the students are
learning in school. According to the studies done by Tracy Bennet, results
indicated high alignment between principals and site coordinators of
afterschool programming has a significant positive effect on student
achievement scores in English Language Arts, when compared to sites
with low reports of alignment (Bennet, 2012). I believe that it is
important to communicate with the principals of the schools the students
are coming from, so that students are not constantly going back and forth
from subject to subject. As a leader, I want my program to focus on the
importance of STEM and art but at the same time I want the program and
its staff to help the students build character, social skills, and have a
passion for knowledge.

Staff
o Qualified staffs that are professional and have had substantial training create an
environment of motivation and inspiration. It is important to have staffs that
have exceptional leadership skills and communication skills to build upon the
goals of the program and the students. Staff need to be role model for students,
such as creating a norm of high expectations, appropriate student behavior, good
school attendance, effective work habits, and positive attitudes towards learning
o Key Findings that the best programs had staff who:

High educational levels

Positive relationships and interactions between the staff and the students

Had some form of technology related professional development

o Personal Program Plan

My staff will need to have a college degree and a teaching credential.

(Preferably a graduate school degree with emphasis in technology). The
qualities that are most important in a staff member are individuals who
are passionate, motivated, encouraging, has a strong work ethic, flexible,
a team player, someone who looks for new ways to solve problems, and
has a strong background in STEM. According, to the research by Vandell,
Simzar, OCadiz, Hall, and Karsh, staff that attended training in STEM had
greater efficacy and there was an increase in their beliefs about the
importance of STEM activities. Also, because the staff is being trained and
then they relay it to their students, its as if they are learning along with
the students. To ensure that my staff is providing their best quality work
and meeting the needs of each student, I would have staff fill out internal
evaluations, and also do external evaluations of each staff member. I
would hold meetings each week, so that staff can go over what is working
and what needs improvement, and bounce ideas off of one another.

Program
o Programs are essential to students success. The quality of the programs must
meet students needs and needs to provide academic, enrichment, and recreation
activities.
o Key Findings that the best programs:

Employed unique and innovative strategies to engage students in the

afterschool setting, placing particular emphasis on making learning fun

Technology, science, arts, and homework programs appeared to be more

focused on developing higher order thinking skills, whereas reading and
math programs were more focused on direct skills instruction

Took field trips to enhance student learning and motivation

Had social or character development in their curriculum as well as a

community involvement component

Had access to technology and particularly computers

o Personal Program Plan

The main focus of my program will be STEM (Science, Technology,

Engineering, and Mathematics) and Art. STEM helps to expand students
horizons and builds mastery. Art on the other hand allows students to be
creative and expressive while building imagination, which is a basis of
what STEM stands for. I would also obtain the students syllabi to better
comprehend how to gear the structure and activities of the program
towards what the students are learning in school. Based on Huang and
Dietels findings, communications with the day school teachers need to
improve. By opening that room for communication, it bridges the gap
between school and afterschool learning, so that there is this continuation
of involvement in learning for the students. My program will also take
students on field trips to enhance learning and motivation. Field trips not
only provide students fun and excitement, but also motivate students to
want to learn and place them in another environment where they can
explore. I believe that hands-on activities are the best way for students to
learn and be constantly engaged. Each week students will focus on a goal
for each subject that they will achieve by the end of the week. Students
will work on individual projects to practice independence and learning to
trust him or herself. Students will also work on group projects to practice
collaboration and develop social skills. My program will give students the
opportunity to broaden their skills and explore what interests them while
refining their basic skills, social skills, and character development.

Evaluation
o Evaluation is necessary to measure program performance and make continuous
improvement. Both internal and external evaluations are needed to determine
the strengths and weaknesses of the program.
o Key Findings that the best programs:

Did both internal and external evaluations

Had an external evaluator for reading and math programs that were
closely affiliated with school districts

Evaluations were of the entire program

o Personal Program Plan

I would implement both internal and external evaluations. For internal

evaluations I would have the staff assess themselves but also the
supervisor assess the staff and the overall program. I would have 3-4
random external evaluations done by parents, teachers, and the school
district. I would also use surveys for students, staff, and parents to
understand what is working and what isnt. I would hold meetings every
Friday with the staff to discuss what needs to be implemented more and
what we can do to further better the program and meet the needs of each
student. I will also have staff hold once a month meetings with students
and parents to keep parents updated on their students progress and
what the parents can do at home to ensure the continual learning and
engagement of students.

ENSURING QUALITY OUTCOMES

LIAS Tool
Ease of use

Staff Quality

The tool is extremely easy to

use, because it clear and
concise in its description, it
uses a rating scale of 1-5 and
falls under only 3 categories.
The quality of the students
learning is indirectly reflected
by the quality of the staff

The descriptions of each

section overlaps, which make
it a bit difficult to choose
which category an activity,
may fall under.
The LIAS tool does not focus
much on staff quality but is
more geared towards
students
Too many of the qualities
overlap with each other,
making it difficult to assess
which activity better suits
either early, developing or
mature
There is no specific tool that
assesses the quality of the
overall program but rather
the activities provided within
the program

Student Engagement

The LIAS tool is specific about

what each stage: early,
developing, mature students
are doing and gives detailed
explanation of each category

Overall Program

The five principles: active,

collaborative, meaningful,
supports mastery, expands
horizons assesses and defines
the whole program into five
categories

Principles/Program
Quality

The assessment principles are

specific and targets active,
collaborative, meaningful,
supports mastery, and expands
horizons

The principles are too

specific and may only apply
to specific activities being
assessed

Evidence

There is a box for evidence to

record proof of why an activity
may fall into one category but
not the other

One activity is being

observed and may not apply
to another activity that may
fall into that category

CAN (California
Afterschool Network)

Ease of use

What is easy to use for the CAN

tool is that it is organized into
eleven program quality
elements. Therefore, making it
specific to different categories

The layout of the assessment

is complex and information
seems to be scattered
everywhere. Also, there are
too many program quality

being assessed.

elements, which seem a bit

excessive. The rating is scale
is based off of levels that are
quite vague and difficult to
understand
There is no assessment of
staff to student interaction

Staff Quality

A section is dedicated to
evaluating the professional
development of the staff. The
assessment is based on the
quality of the staff within the
program and the training of
the staff.

Student Engagement

Section 6 is defined as youth

development which focuses on
the students environment and
interaction with their
surroundings and staff

The section is too focused

upon staff rather than the
students. The descriptions
are very general and
undetailed.

Overall Program

The CAN tool covers all areas

of the program rather than just
the students. The tool ranges
from the program design to
supporting English learners.

The tool is too broad and the

descriptions are general. It
doesnt target a specific
aspect of the program.

The assessment tools are

broad and covers a wide range
of the program elements

The assessments are too

broad and it may difficult to
target what improvements
are needed for the program
The evidence section is a bit
all over the place. The action
plan and the training needed
should be next to the level
rather than providing
examples

Principles/Program
Quality
Evidence

Provides an area of what kind

of action needs to be taken and
what training is needed to
improve the quality of the
program

CAN: www.afterschoolnetwork.org/sites/main/files/file-attachments/qsatool_0.pdf
www.afterschoolnetwork.org/post/california-after-school-program-quality-selfassessment-tool
LIAS: www.learninginafterschool.org/documents/LIAS%20Observation%20Rubric.pdf
www.region1success.org/LIAS%20Self-Assessment%20Tool.pdf