School's out for the day:
Where do the kids go now?

 

AUTHOR: Robert Dean, Robert Morris, Phyllis Tischhauser

GRADE: K-8

PROBLEM: Changes in family structure - more parents in the work force, an increase in the number of single parents, the loss of extended family due to high mobility - make it difficult for parents to juggle their work schedule and their family activities around school hours. This is particularly true for the after-school hours when many children wait for rides in unsupervised areas. Recognizing the realities of the modern day family, leaders at Metcalf Laboratory School decided to take a positive approach to the problem. Rather than solving the problem by stepping up enforcement of punitive policies regarding student pick-up times, an after- school program was developed to provide students with a choice of activities to occupy the idle time after dismissal.

THE AFTER-SCHOOL PROGRAM: Between the hours of 3:00 p.m. and 5:00 p.m., 20 to 50 Metcalf students participated in the after-school program the first year it was offered. The level of participation fluctuated. When popular extracurricular activities, such as basketball, Junior Gamma Phi Circus, and the all-school play, were in session, fewer participated in the new program. Each student had the option of selecting an activity from a menu that included supervised study, tutoring, enrichment, recreation, and social time. Each day started at a central check-in area where a snack was provided. Then each student participated in one or more supervised activities until a parent, or designated pick-up person, signed them out.

So what were the keys to running a successful after- school program? The best answer is simply, "lots of help." The National Interfraternity Council launched an "adopt-a- school" program during the planning phase of the Metcalf after-school program. Fortunately, the fraternities and sororities at Illinois State University decided to adopt Metcalf giving the elementary students several big brothers and sisters. The advisor of the Greek system worked with the after-school program coordinator to maintain a network of interested and competent volunteers who enjoyed interacting with younger children. These university students played ball, painted, read, and sometimes just visited with Metcalf students who really appreciated their older friends. The positive relationships that developed between the elementary students and the college students were a highlight of the program.

While the sorority and fraternity members volunteered time to the after-school program, fees that were collected from the participants paid for an enrichment instructor and a tutorial coordinator. Metcalf teachers were hired to fill these two paid positions to insure quality in both strands. When the university students were on break, parent volunteers were recruited to work in the after-school program. Like other successful programs, clear communication played an important part in the success of the program. From the beginning, parents and teachers were involved in the design of the program. The goals of the program, and yes, the logistics as well, were shared with parents, teachers, and students to help them make informed decisions about participating in the program. Many questions and problems were anticipated and addressed before the program was officially launched. Once the program was underway, the after-school program coordinator diligently monitored all aspects of the program. His positive approach and clear expectations insured success.

EVALUATION: A series of surveys were used to evaluate the Metcalf after-school program. Ninety-five percent of the responding parents reported that their children made positive comments about the program. All of the respondents believed that their children were monitored safely, and 98% reported that the after-school program was preferred over previous child care arrangements. Nearly all of the respondents, 98%, felt that the fee was appropriate. One of the narrative responses from the survey summarizes the feelings of parents:

"This program has been wonderful. It not only allows for homework to be done and time to play with school friends, but it has taken so much stress out of the mechanics of working, and that means a lot. I know she enjoys the programs. We do not have to find transportation to child care after school. She is able to stay as little or as long as we need. I hope to see it continue for many years to come!

The biggest complaint registered by parents was the desire to have the program offered on early dismissal days in addition to the after-school time.

Two-thirds of the students believed they benefited from the tutoring services, enrichment activities, and homework assistance. Ninety-three percent felt safe with the volunteers, and 82% liked the snacks that were provided. When asked what they like best about the program, the top four student responses were 1) recreation, 2) social time with friends, 3) snack, and 4) freedom of choice. When asked what they would like to changes about the program, "nothing" was the most frequent response followed by "no program for older students," and "better snacks."

The third survey solicited feedback from program coordinators, instructors, Greek volunteers, and teachers. The comments were overwhelmingly positive! Teachers definitely noticed that fewer students were hanging around after school. Some suggestions were offered for recruiting additional volunteers. Several teachers offered helpful ideas for additional activities including crafts, intergenerational activities, and a greater variety of indoor and outdoor games.

SUMMARY: The Metcalf after-school program was a great success. It provided a safe environment for students who had nowhere to go after school. Positive relationships were fostered with college students who earned service credit for their participation. Metcalf students enjoyed the sense of community that developed from interacting with one another. This was especially important because Metcalf is not a neighborhood school where kids see each other all the time. Could this program operate without college volunteers? Yes, but it would take a dedicated group of parent or community volunteers to run effectively. Otherwise, the offerings would need to be scaled back, which would reduce the appeal and efficacy of the original program design.

 

FOR MORE INFORMATION CONTACT:

Robert Dean rldean@.ilstu.edu , Robert Morris remorri@ilstu.edu , or Phyllis Tischhauser ptischh@ilstu.edu Metcalf Laboratory School 7000 Illinois State University Normal, IL 61790-5900 ph 309 438-7621 fax 309 438-2580

Return to Exemplary Practice: Volume II
Return to Exemplary Practice: Illinois State University Laboratory School Journal