After School Programs… How They Can Become Agents for Changing an ESC’s Approach to Service Delivery

Sarah Wright21st Century Program Director

64-swright@seovec.org740-342-3502

Introduction Traditional Hierarchy Model Direct Service Model Wrap-Up Evaluation

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

Director

Site Coordinator

Tutors

Site Coordinator Site Coordinator

TutorsTutorsAides Aides Aides

Students and Families Students and Families Students and Families

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

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

Berne Union (K-8)STUDENT & FAMILY GOALS

New Lexington City (K-5)STUDENT & FAMILY GOALS

Crooksville (1-8) STUDENT & FAMILY GOALS

Before School M - TH

Tutoring (grades 3-

5)

After School

M-THTutoring

(grades 6-8)Homework Help and

Clubs (K-8)

Before School

M-THTutoring

(grades 3-5)

After School

M-THTutoring

(grades 6-8)Homework Help and

Clubs (1-8)

Before School

M-THTutoring

(grades 3-5)

After School

M-THHomewor

k Help and Clubs

(K-5)

1 PT Family/Community Liaison

1 FT Site Coordinator

1 PT Family/Community Liaison

1 FT Site Coordinator

1FT Program Director 1 FT Program Supervisor

1FT Program Assistant

1 PT Family/Community Liaison

1FT Site Coordinator (job shared)

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

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)

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

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

In Educational Service Centers In School Districts In Programs In our Perry County Preschool Programs

(Michelle Unger, Director)

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?

Questions Evaluation

Sarah WrightPerry-Hocking ESC1605 Airport Rd.

New Lexington, OH 43764740-342-3502

64-swright@seovec.org