Progress 05/01/08 to 04/30/09
Outputs
OUTPUTS: This CYFAR project has helped two rural communities develop afterschool programs for at-risk middle school youth. Each uses a different program design to address common conditions placing youth at risk of failing to acquire the basic skills to become productive and competent adults. 1) The Hillsboro Area Afterschool Program serves students from four small towns, providing structured programs at the elementary and middle schools each school-day afternoon. This is a collaborative effort with the school district's 21st Century Community Learning Center project. The project targets 4th-8th graders because of community concern for their safety and supervision. Youth learn and practice skills intended to improve academic and social outcomes through daily homework assistance, nutritious snacks, outdoor recreation, games, sports, 4-H projects and choices from a changing menu of enrichment activities. Computer labs are used for both homework and creative arts - writing music and graphic arts. Monthly Family Nights encourage parents to spend time with their child and build social capital networking with staff, learning about community resources, and meeting other families. A local coalition of residents formed to identify and respond to the needs of families and youth in the community. This includes sustaining and expanding youth programs and activities, including community athletics, recreation, and afterschool programs. 2) The Seacoast Youth Leadership Project also serves four small rural towns, and targets 5th-9th grade youth who are experiencing challenges within their families, schools or community. The program is anchored in a rapidly expanding community youth center. Initially in 2004 this project provided small groups of youth with an intensive 30-hour core program focused on leadership, communication, decision making, goal setting, and self-control. After completion, youth can remain involved in community service learning projects. The program has expanded from location in a small office to an old, previously vacant school building that is being renovated by parents and community volunteers. Youth can now participate in activities every weekday afternoon and throughout the summer, choosing from exercise and nutrition, cooking classes, a Techno-Team, and a technology media center. Youth direct their own exploration of science-based activities including computer technology, remote control mechanics, rocketry, photo/video technologies, and wind power. Community service learning is a favorite, taking youth to the shore for weekly clean-up of an adopted mile of Hampton Beach or to an overgrown pond for clearing of the land for a family fishing and picnic area. Family Nights help families learn about community resources, share a meal made by their children, and volunteer their own time and skills to helping the program. Both projects are supported by specialists from UNH Cooperative Extension who assist in project management, training, sustainability, evaluation, curriculum, collaboration and community youth development practices. PARTICIPANTS: Individuals: PI/PD Paula Gregory, 4-H Youth Development (4HYD) Specialist provided project oversight, consultation and technical assistance on program administration, development, sustainability, staffing and collaboration; prepared proposals and reports; and coordinated staff development (.4 FTE). Trent Schriefer, 4HYD Specialist, CYFAR Technology Specialist provided technical assistance; modeled teaching science/technology curriculum; and provided training and follow-up support to enhance use of computer labs by CYFAR staff, youth, parents and families (.15 FTE). Charlotte Cross, 4HYD, provided technical assistance on strategies to enhance collaboration, strategic planning, and positive youth development (.1 FTE). Michele Gagne, Program Coordinator for Strengthening NH Communities, assisted with strategic planning and facilitation skills (.03 FTE). Scott Meyer, Ph.D. and Stephanie Halter, Ph.D. coordinated project evaluation (.15 FTE). Rick Alleva, Ed.D., 4HYD Educator, provided administrative and programmatic oversight of the Seacoast site, including technical assistance, consultation and modeling the use of experiential education activities with youth and parents (.2 FTE). Karyn Blass and Claudia Boozer-Blasco, Family & Consumer Resources Educators assisted with Family Night activities and media literacy training (.1 FTE). Lynn Garland, 4HYD Educator helped establish a 4-H Club at the site (.05 FTE). Terri Schoppmeyer, Educational Program Coordinator, Food & Nutrition, provided nutrition and fitness education for youth and parents/families (.05 FTE). In the Hillsboro site, Extension Educators Dan Reidy and Michael Koski, 4HYD, provided project administrative oversight, including personnel and fiscal management, facilitation of strategic planning, leadership development, and collaboration /board development (.40 FTE). 4HYD Educator Julia Steed-Mawson trained and directed site staff in delivery of 4-H science-based curricula (.05 FTE). Educators Heidi Bennett, Sharon Cowen, and Jolee Chase provided parent/family education, monthly Family Nights, and 4-H club management (.13 FTE). Partner organizations, collaborators, contacts: Hillsboro site partners include the Hillsboro School District, SAU #34; Elementary and Middle School Afterschool Programs (21st CCLC); Hillsboro Public Library, Recreation Department, Hillsboro Area Community Service Corporation, Inc., Family Youth Investment (FYI) coalition, JCPenney 4-H Afterschool; and area faith organizations. Seabrook site partners include Seacoast Youth Services, Inc.; Seabrook 21st CCLC afterschool program; Seacoast Mental Health; Big Brothers/Big Sisters; City Year; JCPenney 4-H Afterschool; Lower Seacoast Youth Council; RC Maximus Raceway; and Blue Oceans Adopt-A-Beach Program. Training, professional development: Staff and partners attended the 2008 CYFAR Conference. Four retreats addressed public relations; reporting; evaluation/sustainability; and project management. Each site shared an overview of project development and effective practices currently in use. A 3-day site visit by the CYFAR liaison provided feedback on program strengths/opportunities and sustainability. TARGET AUDIENCES: Target audience: At least 50% of youth at both sites are at risk of poor outcomes in school, family and/or community due to socio-economic level, adult family literacy, court involvement, or abuse/neglect. The Hillsboro after-school program targets 40 high risk elementary and middle school youth (grades 4-8). The Seacoast site targets 24 youth (grades 5-9) for an intensive youth leadership program, followed by an ongoing community service, afterschool program and summer program. Hillsboro is a small rural town with a regional school district and characterized by many families in need. One in six adults (18%) has no high school diploma or GED. The school district currently has the state's highest cumulative dropout rate (24.5%) and 23% of students are coded for special education support. One-third participate in the free/reduced lunch program, and staff believe many more are eligible yet do not apply. The Seacoast site responds to a growing concern for youth exhibiting problem behaviors, including substance abuse, aggression, delinquency and truancy. Seabrook has a high incidence of single female parent households (28%) with an average income of only $11,086; and 41% of Seabrook men, ages 18-24, do not have a high school diploma. A high number of families are transient and 7% of K-8th grade students are identified as homeless. Efforts: Each site uses a different approach to incorporate Science, Engineering and Technology (SET), matching the site's unique structure and setting. Hillsboro began with a structured 8-week, single topic/curriculum approach. Seacoast used a sampling approach where youth explored various technologies, gravitating to areas of interest. Hillsboro's technology use now includes communication enhancement with electronic messaging, computer lab access for academic support, and increased use of technology in program activities. Interested teachers have formed afterschool SET clubs to guide youth discovery in areas that include rock band and electronic guitar software, graphics design, and GPS mapping of the community. Seabrook introduced a 10- week Techno Team program, a youth driven afterschool program with fun, challenging science-based lessons supported by youth development professionals, local business owners, educators, and parents. Youth learn science/technology concepts while building/racing radio-controlled cars, the technology of choice. They also learn computer game development through the use of scratch, a simple downloadable and free computer animation program; website design/development; and making and fixing iPods from used and extra parts. After discussing current events the team decided to do a renewable energy program to build working windmills and solar powered cars. Other technologies are introduced monthly to ignite youth interests, including roller coaster building, water rockets, and making metal miniatures. This is a sustainable, youth-driven program that reflects youth interests and includes 4-H concepts of science and technology while fostering positive youth development, community partnerships, and real-world relevant engagement of youth. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
CYFAR projects continue to show noticeable outcomes. In the Hillsboro afterschool project, 15% of the elementary school enrollment, grades K-5, and 29 % of the middle school enrollment, grades 6-8, participate in after-school programs (n=103). Evaluation included interviews with 4th-5th grade participants, and surveys of 6th-8th grade participants. These show the children believe the program helps them get homework done (75% elementary, 57% middle school) resulting in fewer arguments with parents about homework (50% elementary, 44% middle school). Many think the program helps them get along better with teachers (63% elementary); feel happy to be at their school and feel like they are a part of the school (48% middle school); and get along better with peers (88% elementary, 44% middle school). Parents and school staff responded to evaluation through focus groups and surveys. Sixty-four percent of elementary program parents see improvements in their child since attending, including improved behavior, self-confidence, school performance, ability to make positive friends, and motivation to learn new things. About half of middle school program parents believe their child shows more self-confidence (52%), is more motivated to learn new things (46%), and is doing better with homework resulting in fewer arguments at home (42%). Middle school staff find the program is attentive to individual needs and interests of the students (95%), and positively impacts these youth (95%). About two-thirds agree the program helps youth build social ties within their family, school and community (69%); improves youth involvement in the community (61%), and improves social skills (66%). Half see improvement in youth aspirations and future goals (55%). Seacoast Youth Services, Inc. (SYS) has evolved from a small program offering a youth leadership program, community service learning, and court diversion to a community center resource with a full array of services for at-risk youth. SYS leveraged community resources and grew from a $75,000 budget in 2004 to a current budget of $250,000 that supports 13 employees, university student interns, and year-round out-of-school time activities. Enrollment in youth programs grew from 30 to 54 youth (grades 5-9). One-third completed an annual youth survey. The majority of youth believe the program has helped them with setting goals (88%) and being a leader (63%). Most reported they like themselves more (75%), get along better with peers (63%), and understand how the media influences their decisions (63%). Half think the program helps them stay out of trouble (50%). These youth also believe they are now more helpful and like doing community service (50%). Over half of the surveyed parents believe their child is getting along better with peers, cares more about helping others, and likes him/herself better (60%); and half find their child is showing greater ability to solve conflicts (56%). Both the Hillsboro and Seacoast projects provide parent and family activities. Surprisingly more parents of middle school youth attend these events: 40% of elementary and 63% of middle school parent in Hillsboro; 64% of Seabrook parents.
Publications
- No publications reported this period
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Progress 05/01/04 to 04/30/09
Outputs
OUTPUTS: This CYFAR project helped two rural New Hampshire communities establish and sustain after-school programs for at-risk middle school youth. Two different program designs were used to increase protective factors for youth at risk of failing to acquire basic skills needed for productive and healthy futures. The Seacoast Youth Leadership Project (SYLP) is a program of Seacoast Youth Services, Inc. (SYS), a community-based youth service agency. SYLP helps low-income youth, grades 5-9, learn and practice skills related to elevated school attendance and performance, and improved behavior at home, school and in the community. Those youth least likely to access strength building youth development activities are encouraged to participate. Other interested youth are welcomed, resulting in a diverse enrollment without the negative image of a program for at-risk youth. Youth participate in a 10-week Core Program focused on leadership and service-learning activities, followed by on-going daily and year-round programs. SYLP provides hands-on learning activities incorporating the do, reflect, and apply concepts of experiential learning in all program activities, augmented by field trips and community service. Parents of youth also participate in monthly family night activities that include a meal prepared by the youth, with separate and shared activities designed to foster communication and support youths' hopes and dreams. The Core Program curricula is drawn from exemplary, best-practice materials including Project Magic (Nevada Cooperative Extension), Flashpoint: Life Skills through the Lens of Media Literacy (US Dept. of Justice initiative developed by the MA District Attorney's Office), Start Something (Tiger Woods Foundation and Target Corporation), and Citizenship: Public Adventures (National 4-H curricula). The Hillsboro-Deering Afterschool Program (HDAP) is a structured school-based afterschool and summer enrichment program designed to address local concerns for the safety and healthy development of youth, K-9. CYFAR resources helped to expand an existing K-3 program to meet increasing concerns about middle school youth in the community. HDAP is a collaborative program involving the school district's 21st Century Community Learning Center after-school project and a community-wide advisory group. A majority of participating youth is from low-income families and/or considered at risk for poor outcomes in school, family and community. Youth learn and practice skills intended to improve academic and social outcomes through daily homework assistance, nutritious snacks, outdoor recreation, games, sports, 4-H projects and a changing menu of enrichment activities. Computer labs are used for both homework and creative arts. Monthly family nights encourage parents to spend time with their child while building social capital with staff and other parents, learning about community resources, and meeting other families. A local coalition of residents works to identify and meet family and youth needs, including community athletics, recreation, education and after-school programs. PARTICIPANTS: INDIVIDUALS: State Extension staff - PI/PD Paula Gregory (2004-09) and Co-PI/PD Charlotte Cross (2004-05) provided project oversight, consultation and technical assistance on program administration, development, sustainability, staffing and collaboration; prepared proposals and reports; and coordinated staff development. Lisa Townson (2004-07) and Trent Schriefer (2007-2009) served as Technology Specialists providing technical assistance, science/technology curriculum, training and follow-up support to initiate/expand technology use by CYFAR staff, youth, families. Charlotte Cross (2004-09) provided technical assistance on strategies to enhance collaboration, strategic planning, and positive youth development. Michele Gagne assisted with strategic planning and facilitation skills. Plymouth State University faculty- Scott Meyer, Ph.D. and Stephanie Halter, Ph.D. served as Project Evaluators. Rockingham County Cooperative Extension staff - Rick Alleva, Ed.D., provided administrative and programmatic oversight of the Seacoast Youth Leadership Project, including technical assistance, consultation, and modeling experiential teaching activities with youth and parents. Karyn Blass and Claudia Boozer-Blasco assisted with Family Night activities and media literacy training. Lynn Garland helped establish a 4-H Club. Terri Schoppmeyer provided nutrition and fitness education for youth and parents/families. Hillsboro County Cooperative Extension staff- Dan Reidy (2004-07), Penny Turner (2004-05) and Michael Koski (2007-09) provided project administrative oversight, personnel and fiscal management, facilitation of strategic planning, leadership development, and collaboration /board development. Julia Steed-Mawson trained and directed site staff in delivery of 4-H science-based curricula. Heidi Bennett, Sharon Cowen, and Jolee Chase provided parent/family education, monthly Family Nights, and 4-H club management. UNH Cooperative Extension Administrative office support -Wendy Brock, Jim Grady, Julie Sabol and Judie Harvey provided organizational and business service support. PARTNER ORGANIZATIONS, COLLABORATORS, CONTACTS: Hillsboro site partners included Hillsboro School District, SAU #34; Elementary and Middle School Afterschool Programs (21st CCLC); Hillsboro Public Library, Recreation Department, Hillsboro Area Community Service Corporation, Inc., Family Youth Investment (FYI) coalition, JCPenney 4-H Afterschool; and area faith organizations. Seabrook site partners include Seacoast Youth Services, Inc.; Seabrook 21st CCLC afterschool program; Seacoast Mental Health; Big Brothers/Big Sisters; City Year; JCPenney 4-H Afterschool; Lower Seacoast Youth Council; RC Maximus Raceway; and Blue Oceans Adopt-A-Beach Program. TRAINING, PROFESSIONAL DEVELOPMENT: Project staff and partners s attended annual CYFAR Conferences. Quarterly retreats each year addressed best practices, research, public relations, reporting, evaluation, sustainability, and project management. Two 3-day site visits by the CYFAR liaison provided guidance on program strengths, opportunities and sustainability. TARGET AUDIENCES: TARGET AUDIENCE: At least 50% of youth at both sites are at risk of poor outcomes in school, family and/or community due to socio-economic level, adult family literacy, court involvement, or abuse/neglect. Hillsboro-Deering Afterschool Program annually targeted 40 high risk elementary and middle school youth (grades 4-8); over 120 annually participated. Seacoast Youth Leadership Project annually targeted 24 high risk youth (grades 5-9); over 50 now participate daily. Hillsboro is a small rural town with a regional school district and characterized by many families in need. One in six adults (18%) has no high school diploma or GED. The school district has the state's highest cumulative dropout rate (24.5%) and 23% of students are coded for special education support. One-third participate in the free/reduced lunch program, and staff believe many more are eligible yet do not apply. The Seacoast site responds to a growing concern for youth exhibiting problem behaviors, including substance abuse, aggression, delinquency and truancy. Seabrook has a high incidence of single female parent households (28%) with an average income of only $11,086; and 41% of Seabrook men, ages 18-24, do not have a high school diploma. A high number of families are transient and 7% of K-8th grade students are identified as homeless. EFFORTS: Each site provided new opportunities for middle school youth to be engaged in experiential non-formal learning during out-of-school time. Curriculum was selected to enhance social skills, provide enrichment, support academic achievement, and build science and technology skills. The Hillsboro program provided a structured schedule of homework assistance, nutritious snacks, and elective activities. The Seacoast program provided an intensive 10-week core program followed by opportunities to participate in community service projects and other enrichment activities. An increasing emphasis was placed on Science, Engineering and Technology (SET) skills, with strategies designed to match the unique structure and setting of each site. Hillsboro used a structured 8-week, single topic/curriculum approach. Seacoast used a sampling approach where youth explored various technologies, gravitating to areas of interest. Hillsboro's technology use now includes communication enhancement with electronic messaging, computer lab access for academic support, and increased use of technology in afterschool SET clubs where youth discovery is encouraged. Seabrook introduced a 10- week Techno Team youth-driven approach with fun, challenging science-based lessons supported by youth development professionals, local business owners, educators, and parents. Youth learn science/technology concepts while exploring the technology of choice. Other technologies are introduced monthly to ignite youth interests, including roller coaster building, water rockets, and making metal miniatures. This is a sustainable, youth-driven program that reflects youth interests and includes 4-H concepts of science and technology while fostering positive youth development, community partnerships, and real-world relevant engagement of youth. PROJECT MODIFICATIONS: Not relevant to this project.
Impacts
Project evaluators reviewed findings from five years of multiple research methodologies used to obtain a information about program outcomes. Findings: Seacoast Youth Leadership Project (SYLP) demonstrated a pattern of growth and development strongly suggesting CYFAR funding was an effective catalyst to produce a broader range of highly responsive community programs offered through SYS. The inclusion of youth and families with community volunteers in space renovation and program expansion at SYS contributed to a sense of ownership, comfort and connection with the center. SYLP participation has increased from 12-15 in the Core Program cycles to 50-60 youth attending a daily year-round range of out-of-school time programs. Over the CYFAR funding cycle, SYLP achieved many of the core objectives. Youth display increased knowledge and skills in leadership, future aspirations/goal setting, social responsibility, decision making/social skills, social connectedness, and media literacy. SYLP succeeded in providing a highly accessible program for youth and families where cost is not a barrier to youth participation, communication between families and staff is excellent, and parents are sufficiently engaged to view it as a "family program". These gains resulted from diligent efforts of designated UNH Cooperative Extension staff together with the SYS Executive Director and support from many sources including partner agency staff, other community agencies and volunteers. The program continues without reduction in staff or program components, suggesting that SYS administration did pay sufficient attention to the issue of program sustainability during the course of the grant period. Hillsboro-Deering Afterschool Program (HDAP) presents a continuing picture of improvement, growth and development in many areas. Skilled leadership and staffing have been effective with improvements in parent and teacher engagement, new opportunities for academic enrichment, and improvements in crucial social skill areas needed by youth. The most critical accomplishments for youth and families include an increased sense of connection, belonging and identity; positive behavior changes noted for many youth; access to a safe environment after school; quality staff who are sought out by youth for assistance; and increased sense of youth pride in their own accomplishments. Family/school relationships have improved and parents are more aware of community resources. Many families have benefited from behavioral changes in youth. There is increased respect in peer groups due to high expectations for socially appropriate behaviors, and opportunities to learn ways to manage anger and interact with others. Homework assistance contributes to homework completion. Youth feel connected to their school, are motivated to attend, see improved ability to make decisions; and have expanded thoughts about future aspirations and opportunities. Parents learn from quality staff role modeling of positive interactions. Referrals are increasing as HDAP is viewed as a resource by teachers/staff. The level of support by the local school board, other funding sources, and community volunteers is noteworthy.
Publications
- No publications reported this period
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Progress 10/01/07 to 09/30/08
Outputs
This CYFAR project uses two different afterschool program models to help at-risk rural youth in two communities develop critical knowledge, skills, attitudes and behaviors. The Hillsboro Area Afterschool Program targets 4th-8th graders who had not been previously served by afterschool programs and in need of supervision and positive activities. By participating in structured afterschool programs, youth learn and practice skills leading to improved outcomes in academic performance, future aspirations, social connectedness, social responsibility, social skills/behavior, decision making, family relations and self-confidence. Two school-based programs (elementary and middle school) meet three hours each day after school. Staff works to create a safe environment that meets the developmental needs of middle school children, and promotes positive youth development through a routine including choices, nutritious snacks, homework help, outdoor recreation, games, sports, and 4-H
enrichment activities. The program includes a homework and computer lab staffed by teachers. Family Nights encourage parent involvement and networking with school staff, community organizations and other families. Youth have gained a foundation for future science exploration through a structured 8-week, single topic approach that introduced them to GPS (Global Positioning Systems) and GIS (Global Information Systems) using Global Positioning hand-held units. Members of a local coalition of agencies, organizations, and citizen volunteers work together to advise, support and sustain the programs. The Seacoast Youth Leadership Project targets 5th-9th graders from the very needy lower seacoast communities of Seabrook and Hampton. The project strives to achieve CYFAR outcomes for school age youth to demonstrate knowledge, skills, attitudes, and behavior necessary for responsible and fulfilling lives. Youth learn and practice skills related to improved behavior at home, school and in the
community. Youth participate in a 30-hour core program in small groups, and also in other positive youth development activities open to community youth weekdays afterschool at the Seacoast Youth Services center. These activities include a food and fitness program emphasizing healthy lifestyles through exercise and good nutrition; a Techno-Team featuring a technology-media center space where youth learn about and practice using computers, remote control, rocketry, and photo/video technologies. Community service includes a monthly Seabrook beach clean-up project. Through all of these programs, youth learn and practice skills needed for a positive impact on their lives, including increased success at home, school and in the community. Regularly scheduled Family Nights welcome the parents and family members of all youth participants, providing opportunities to share a meal, meet other families, learn and have fun together. These projects are supported by a team of specialists from UNH
Cooperative Extension's state staff who bring technical assistance in project management, sustainability, science and technology, evaluation, and community youth development practices.
Impacts
The CYFAR projects (2004-07) show noticeable outcomes after three years. Hillsboro Afterschool Programs (2006-07) enrolled 142 youth, with 26 in grades 4-5 and 116 in grades 6-8. Nine 4th-5th graders (35%); 48 6th-8th graders (41%); 41 parents; and 74 collaterals (teachers, administrators, staff) were surveyed. Most 4th-5th graders report the program's best thing as playing with friends (78%), activities involving my family (44%), getting homework done (89%), feeling happy to be at school (78%), getting along better with my family (78%), and staying out of trouble (56%). Most parents (81%) attended activities open to family. Many said their child's behavior improved since attending: completes homework assignments (60%), shows more confidence (50%), and takes more responsibility for actions (50%). Collaterals view program strengths as: children feel happy to be there and are engaged, better parent-school relationships, family/community needs are met, and staff are good
role models. Many 6th-8th graders report the program helped them complete homework (93%), helped with math (64%), provided a safe place to go after school (61%), and helped improve grades (43%). Many parents (76%) had attended activities open to family members and saw improvement in their child's behavior since attending: shows more confidence (54%), completes homework (50%), and argues less about homework (46%). Collaterals report the program: has staff that serve as good role models (98%); engages children (97%); makes children feel happy to be there (92%); serves community/family needs (90%); attends to individual needs, interests, and talents (82%); provides proper supervision (80%); improves parent/school relationships (70%); improves social skills (67%); improves homework completion (63%) and helps overall academic performance (55%). Seacoast Youth Leadership Project (2006-07) enrolled 26 youth, grades 5-9, in a Core Leadership program and 28 youth in weekly activities. A
pre/post test was used to determine youth outcomes for leadership, aspirations/goal setting, social responsibility, decision making, and social connectedness. While small sample size can not demonstrate 'statistically significant' findings, positive outcomes are indicated from data gathered. Youth like making new friends in the program, and report the program helped with decision making and peer relationships, and taught them how to help others. Parents report favorable impacts including: shows confidence in self (92%); takes more responsibility for own actions (75%); and has better self control, gets along better with peers, communicates better and gets along within the family, and makes better decisions (67%). The project has impacted the lower seacoast community. With UNH Cooperative Extension and CYFAR support, Seacoast Youth Services has established a positive youth development center in Seabrook, NH. This involved major rehabilitation (floors, paint, electrical upgrades) of an
1845 academy building by volunteers (local business, City Year, and citizens). CYFAR, United Way, and JCPenney/4-H Afterschool funds supported development of a growing schedule of afterschool programs for area youth.
Publications
- No publications reported this period
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Progress 10/01/06 to 09/30/07
Outputs
This CYFAR project uses two different afterschool program models to help at-risk rural youth in two communities develop critical knowledge, skills, attitudes and behaviors. The Hillsboro Area Afterschool Program targets 4th-8th graders who had not been previously served by afterschool programs and in need of supervision and positive activities. By participating in structured afterschool programs, youth learn and practice skills leading to improved outcomes in academic performance, future aspirations, social connectedness, social responsibility, social skills/behavior, decision making, family relations and self-confidence. Two school-based programs (elementary and middle school) meet three hours each day after school. Staff works to create a safe environment that meets the developmental needs of middle school children, and promotes positive youth development through a routine including choices, nutritious snacks, homework help, outdoor recreation, games, sports, and
4-H enrichment activities. The program includes a homework and computer lab staffed by teachers. Family Nights encourage parent involvement and networking with school staff, community organizations and other families. Youth have gained a foundation for future science exploration through a structured 8-week, single topic approach that introduced them to GPS (Global Positioning Systems) and GIS (Global Information Systems) using Global Positioning hand-held units. Members of a local coalition of agencies, organizations, and citizen volunteers work together to advise, support and sustain the programs. The Seacoast Youth Leadership Project targets 5th-9th graders from the very needy lower seacoast communities of Seabrook and Hampton. The project strives to achieve CYFAR outcomes for school age youth to demonstrate knowledge, skills, attitudes, and behavior necessary for responsible and fulfilling lives. Youth learn and practice skills related to improved behavior at home, school and in
the community. Youth participate in a 30-hour core program in small groups, and also in other positive youth development activities open to community youth weekdays afterschool at the Seacoast Youth Services center. These activities include a food and fitness program emphasizing healthy lifestyles through exercise and good nutrition; a Techno-Team featuring a technology-media center space where youth learn about and practice using computers, remote control, rocketry, and photo/video technologies. Community service includes a monthly Seabrook beach clean-up project. Through all of these programs, youth learn and practice skills needed for a positive impact on their lives, including increased success at home, school and in the community. Regularly scheduled Family Nights welcome the parents and family members of all youth participants, providing opportunities to share a meal, meet other families, learn and have fun together. These projects are supported by a team of specialists from UNH
Cooperative Extension's state staff who bring technical assistance in project management, sustainability, science and technology, evaluation, and community youth development practices.
Impacts
The CYFAR projects (2004-07) show noticeable outcomes after three years. Hillsboro Afterschool Programs (2006-07) enrolled 142 youth, with 26 in grades 4-5 and 116 in grades 6-8. Nine 4th-5th graders (35%); 48 6th-8th graders (41%); 41 parents; and 74 collaterals (teachers, administrators, staff) were surveyed. Most 4th-5th graders report the program's best thing as playing with friends (78%), activities involving my family (44%), getting homework done (89%), feeling happy to be at school (78%), getting along better with my family (78%), and staying out of trouble (56%). Most parents (81%) attended activities open to family. Many said their child's behavior improved since attending: completes homework assignments (60%), shows more confidence (50%), and takes more responsibility for actions (50%). Collaterals view program strengths as: children feel happy to be there and are engaged, better parent-school relationships, family/community needs are met, and staff are good
role models. Many 6th-8th graders report the program helped them complete homework (93%), helped with math (64%), provided a safe place to go after school (61%), and helped improve grades (43%). Many parents (76%) had attended activities open to family members and saw improvement in their child's behavior since attending: shows more confidence (54%), completes homework (50%), and argues less about homework (46%). Collaterals report the program: has staff that serve as good role models (98%); engages children (97%); makes children feel happy to be there (92%); serves community/family needs (90%); attends to individual needs, interests, and talents (82%); provides proper supervision (80%); improves parent/school relationships (70%); improves social skills (67%); improves homework completion (63%) and helps overall academic performance (55%). Seacoast Youth Leadership Project (2006-07) enrolled 26 youth, grades 5-9, in a Core Leadership program and 28 youth in weekly activities. A
pre/post test was used to determine youth outcomes for leadership, aspirations/goal setting, social responsibility, decision making, and social connectedness. While small sample size can not demonstrate 'statistically significant' findings, positive outcomes are indicated from data gathered. Youth like making new friends in the program, and report the program helped with decision making and peer relationships, and taught them how to help others. Parents report favorable impacts including: shows confidence in self (92%); takes more responsibility for own actions (75%); and has better self control, gets along better with peers, communicates better and gets along within the family, and makes better decisions (67%). The project has impacted the lower seacoast community. With UNH Cooperative Extension and CYFAR support, Seacoast Youth Services has established a positive youth development center in Seabrook, NH. This involved major rehabilitation (floors, paint, electrical upgrades) of an
1845 academy building by volunteers (local business, City Year, and citizens). CYFAR, United Way, and JCPenney/4-H Afterschool funds supported development of a growing schedule of afterschool programs for area youth.
Publications
- No publications reported this period
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