After School Programs: What Works and What Doesn’t Dr. Adrienne Freng, University of Wyoming, Department of Criminal Justice

Introduction Prevention Coalitions Coordinated Efforts Definition of “Good” Programs Efficient Use of Resources

Develop a Plan: STEP 1 Step 1: Complete a Needs Assessment Understand your problem What are the needs of the community? Base on data, not individual stories

Develop a Plan: STEP 2 Analyze Informed policy often leads to effective programming. Use data to analyze problem Don’t have a lot of data available – hard to make informed decisions about effective programs. Everyone is collecting their own data – need coordinated effort.

Develop a Plan: STEP 3 Match Programming to Problem Need to address underlying issues. Elements of effective programs Based on needs Trained staff Small groups Strong partnerships with other programs - Communication between school staff and afterschool programming staff Build on individual’s strengths Provide an environment where they can develop positive relationships with peers Supportive environment Structured interactions Give individuals challenges that they can meet SAFE – activities to promote skills, active forms of learning, programs focused on developing specific skills Evaluation Resources: www.ojjdp.gov/mpg/Program Blueprints out of University of Colorado http://www.colorado.edu/cspv/blueprints/ EX: Big Brothers/Big Sisters, the Quantum Opportunities Program, Lifeskills Training, Perry Preschool Project, Positive Action Timing

Develop a Plan: STEP 4 Assessment/Evaluation – Did it work? Evidence Based Evidence Based does not equal effective Output vs. Outcome Resource: Out of School Time Program Observation Instrument

Conclusion Comprehensive Programming Need components working together Complex problem – needs complex solution Programming more effective if: data drive provides a continuum of care addresses a number of issues