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Temescal Resources

High School Field Resources

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Successful Transition to High School

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Temescal Resources

Temescal Associates and its founder, Sam Piha, have authored and worked with others to create a number of resources for practitioners and organizational leaders.

Summer Programs That Reflect the Learning in Afterschool & Summer Learning Principles: Sam Piha, Rozel Cruz and Laura Karosic, Temescal Associates. Unequal summer learning opportunities during elementary school years are responsible for about two-thirds of the ninth-grade achievement gap between lower- and higher-income youth. As a result, low-income youth are less likely to graduate from high school or enter college. Given this data, communities across the country are working hard to build high quality summer learning opportunities. They are quickly discovering that summer is the perfect time to put the Learning in Afterschool and Summer principles into action. Children don't need or want more traditional school time during the summer. In fact, because summer programming is often voluntary, many children and youth won't participate unless their experience is fun and engaging. In Making Summer Count, researchers from the RAND Corporation found – not surprisingly – that consistent attendance is a key indicator of a program's ability to impact participant learning. 3 Summer learning programs have to inspire and motivate in order to succeed.

Examining California's Afterschool Movement Post Proposition 49: Sam Piha, Joshua Julian, and Rozel Cruz, Temescal Associates. In the fall of 2006, California's legislature began investing $550 million per year, as mandated by Proposition 49, to create a broad system of school-based afterschool programs. This investment would eventually lead to the development of afterschool programs in over 4,500 schools. Over the last ten years, many state and national foundations provided funding to help build the capacity of California's afterschool movement to go to scale. The objectives of this paper are to (1) review the early challenges and milestones that followed the implementation of Proposition 49, (2) examine the current status of the field, and (3) identify field needs that can guide future decisions.

Afterschool Programs That Reflect the Learning in Afterschool & Summer Learning Principles: Rozel Cruz, Laura Karosic, and Sam Piha, Temescal Associates. The purpose of this paper is to describe the practices of actual afterschool programs that exemplify the learning principles promoted by the Learning in Afterschool project (LIA). Below we offer some background and a full description of the Learning in Afterschool project and its five learning principles that should define quality afterschool programming. We follow this with a brief description of several afterschool programs and their practices that align with the LIA learning principles. In the appendix, readers can find, among other things, a full profile of these programs, perceived value of these practices and evidence of their effectiveness, and what program leaders believe are needed to implement these practices and program components.

The Virtual Vacation Leader's Guide was written as a resource for those who oversee, develop, and implement afterschool programs. It features a structured approach that combines academics, culture, and creativity. Virtual Vacation is particularly well-suited to elementary age children, but can be adapted for older youth. The Virtual Vacation approach was developed by afterschool leaders who operate afterschool programs within affordable housing settings for the NHP Foundation. This guide was developed by Temescal Associates and NHP staff. Temescal also offers training on its use.

For those of you interested in incorporating Virtual Vacation into your afterschool programs, we encourage you to begin by reading the description and benefits of the Virtual Vacation approach (Chapter 1). You will want to carefully review the Virtual Vacation components (Chapter 2) and then the Virtual Vacation examples (Chapter 5). These activity examples can serve as a curriculum to guide your first Virtual Vacation. We encourage you to use the Virtual Vacation examples before embarking on new destinations and before creating your own Virtual Vacation.

The section entitled "Getting Started" (Chapter 3) walks you through the steps that are needed for effective implementation. The Virtual Vacation planning templates (Chapter 4) will be useful for planning and documenting the course of your Virtual Vacation. Regardless of whether you use one of the enclosed examples or create your own Virtual Vacation, be sure to pay attention to helpful hints given throughout as well as the resources provided at the end of the leader's guide. View a partial sample of the guide here. Contact info@temescalassociates.com to order copies or to get more information on this innovative approach.

 

After School and Beyond: A Profile of Hope Through Housing Foundation's Youth Development Program: Sam Piha, Temescal Associates. Hope Through Housing Foundation (HOPE) was established in 1998 to further the mission of community revitalization envisioned by its partner organization, National Community Renaissance (National CORE), a national nonprofit developer of affordable housing.

Afterschool Programs in Affordable Housing Communities: Sam Piha, Temescal Associates. A Growing number of families with school age children reside in affortable housing settings. Many of these intentianal communities have access to afterschool programs provided by resident service organizations. Housing-based afterschool programs for children and youth represent the third place for afterschool programs, following those that are operated within public schools and the community.

Older Youth Committee – Interview with Robert Halpern: This presentation and interview with Robert Halpern provides an discussion on the developmental tasks of older youth and the implication for the design of afterschool programs. Dr. Halpern also discussed the apprenticeship model and its use in school-based afterschool programs.

A Guide to Developing Exemplary Practices in Afterschool Programs: Andria Fletcher Ph.D., CCS, and Sam Piha, L.C.S.W. with Reba Rose, M.A., CNYD. You can make a bigger difference in the lives of children, young people and your community than you think! Whether your program is just starting out or well-established, as a leader in a relatively new and rapidly changing field you have a unique opportunity to create the future and leave a more important legacy than you imagine. The purpose of this guide is to familiarize you with 14 field-tested practices tha make the most difference, provide you with many of the tools you'll need to implement them, and help you measure and manage your progress along the way. Designed for program directors, leadership teams and site directors, it will provide you with a framework for approaching your work and a foundation upon which the outcomes you want can be achieved.

Beyond Expectations - The Power of High School Afterschool: Watch a video of high school youth and leaders in the field explain the importance and power of afterschool programming and the role it has played in their lives. Created in conjunction with the youth of the YMCA of Greater Long Beach and Change Agent Productions, a youth-run multimedia program. This video was made possible with generous support from the William T. Grant Foundation.

Preparing Youth for the Crossing From Adolescence to Early Adulthood: Sam Phia, Georgia Hall. This volume examines how developmental issues facing older youth impact their crossover into early adulthood, and investigates innovative strategies being employed to better meet the needs of these youth. Implications for policymakers and funders in taking the support of older youth to scale are also considered in this volume.There is a growing concern that young people are reaching the age of eighteen unprepared for the primary challenge of young adulthood: successfully joining the workforce or continuing on to higher education or vocational training. In order to see outcomes improve for older youth, especially low-income youth of color, we must have a better understanding of their developmental needs in order to create supported pathways for their eventual transition to adulthood. This will require new policies to improve coordination at the systems level and increased attention to expanding their access to supportive institutions and services.

Holding Afterschool Programs Accountable: This paper considers the expectations we hold for afterschool programs, and considers the consequences of limiting the view of success to the improvement of test scores, suggesting there may be other measures that could reliably provide accountability. By Sam Piha, in Partnership with the California Committee on Afterschool Accountability.

After-School Grows Up: From all corners of the country, concerns are growing among parents, educators, policy makers, employers, and students themselves, that a large number of teens are not engaged in their education, not on track to graduate from high school and/or not prepared to successfully transition into post-secondary education or the workforce. These various stakeholders come at this concern from different perspectives but tend to agree on a definition of success, one that extends well beyond high school graduation. In short, young people need to be ready for college, work and life.1 Getting there requires a range of supports.

Getting More from AfterschoolGetting the Most From Afterschool: The Role of Afterschool Programs in a High-Stakes Learning Environment, by Sam Piha and Beth Miller. A review of the unique opportunities offered by afterschool programs that includes but goes well beyond providing academic supports.

Recent Temescal PowerPoint Presentations

Outcomes: Holding Afterschool Programs Accountable, NAA Conference, March, 2007.
High School: Serving the Needs of Older Youth, NAA Conference, March, 2007.

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