After School Programs

1

• After School Programs How They Can Become Agents
  for Changing an ESCs Approach to Service
  Delivery
• Sarah Wright
• 21st Century Program Director
• 64-swright_at_seovec.org
• 740-342-3502

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Discussion points

• Introduction
• Traditional Hierarchy Model
• Direct Service Model
• Wrap-Up
• Evaluation

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Program history and grant overview

• The Perry-Hocking ESC began providing after
  school services in 2004 operating via 21st
  Century Community Learning Center and TANF
  grants. The program serves about 500 youth and
  families, grades K-8, in Perry and Fairfield
  Counties each year.
• We provide tutoring, homework help, enrichment,
  and club-based programming to students and many
  resources to families (gas vouchers, resource
  library, family nights).
• In 2009 three 21st Century Community Learning
  Center grants were awarded, allowing us an
  opportunity to change our focus and identity

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Traditional Organizational Model
Director
Site Coordinator
Site Coordinator
Site Coordinator
Tutors
Tutors
Tutors
Aides
Aides
Aides
Students and Families
Students and Families
Students and Families
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Traditional Organizational Model

• Characteristics of this model
• Top-down in flow of information
• Focused, clear chain of command
• Made up of silos of teams
• Culture largely influenced by management and
  leadership (good or bad)
• Lag time in feedback and sense of organizational
  environment/culture

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Traditional Organizational Model

• Under this model we were experiencing
• Uneven distribution of work and influence
• Culture without employee and student buy-in
• Delays in ability to accomplish program goals
• We wanted a world where
• Students and employees contributed regularly to
  the work of the organization
• All staff were focused on common goals and
  motivated by their accomplishment
• Communication flowed in real-time fashion
  throughout the organization (up-down, across,
  down-up)
• Students and families achieve goals, aided by a
  comprehensive collection of services and supports
  provided by our program

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Direct-Service Model
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Direct-Service Model

• Basic Steps
• Assessment
• Strategic Planning
• Service Redesign
• Organizational Structure
• Communication Planning
• Evaluation and Monitoring

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Direct-Service Model

• Overall Results
• Staff report feeling more supported in work
• Better implementation of planned activities by
  front-line staff
• Multiple comments from school-day staff on
  increased program quality
• Better communication across program sites
  resulting in better, real-time collaboration on
  key issues (programming, staffing, discipline,
  incidents, purchasing)

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Direct-Service Model

• Results
• Students engagement rates went up
• Staff turnover rate went down significantly
• Better progression toward goals

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Direct-Service Model

• Next Steps
• Professional Development Peer Coaching Model
  and Staff Incentive Program
• Communication Secure website for line-staff to
  collaborate daily and access program resources
  and best practices
• Continuous Improvement Planning use data to
  assess program efficacy and make improvements as
  needed

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The Direct-Service Model Approach Across the
Field

• In Educational Service Centers
• In School Districts
• In Programs
• In our Perry County Preschool Programs (Michelle
  Unger, Director)

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The Direct-Service Model Approach Across the
Field

• How might this model benefit your organization or
  team?
• Is there an opportunity around you now where this
  model is needed?
• What results could it produce for you?

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Wrap-Up and Evaluation

• Questions
• Evaluation

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Got Questions???

• Sarah Wright
• Perry-Hocking ESC
• 1605 Airport Rd.
• New Lexington, OH 43764
• 740-342-3502
• 64-swright_at_seovec.org