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

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

3. 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

4. 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.

5. 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:
Blueprints out of University of Colorado
EX: Big Brothers/Big Sisters, the Quantum Opportunities Program, Lifeskills Training, Perry Preschool Project, Positive Action
Timing

6. 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

7. 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