High Quality Career
Readiness through
Out-of-School-Time Programs
Presented by:
Nora Niedzielski-Eichner
Agenda
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About NYSAN
College and Career Readiness: The Roles of
Afterschool and Summer Programs
Program Examples
Assessing and Supporting Quality
Programming
Facilitating Partnerships
Questions
New York State
Afterschool Network (NYSAN)
NYSAN is a statewide public-private
partnership dedicated to promoting young
people's safety, learning and healthy
development outside the traditional
classroom.
NYSAN defines afterschool broadly, to
include structured activities that take place
in school and community-based settings,
and are offered before school, afterschool
and during summer and holiday breaks.
NYSAN Partners
Public Partners
Nonprofit Partners
Regional Networks
Association of NYS Youth
Bureaus
AfterSchool Works! New York
After School Network of
Western New York
NYC Department of Education
The Children’s Aid Society
Central New York Out-ofSchool Time Network
NYC Department of Youth and
Community Development
Cornell University
Cooperative Extension
Expanded Learning Network of
the Southern Tier
NYS Education Department
NYU Metro Center for Urban
Education
Greater Rochester After
School Alliance
NYS Office of Children and
Family Services
Partnership for After School
Education
Hudson Valley Afterschool
Network
NYS Student Support Services
Center
TASC
(The After-School Corporation)
Long Island Partnership for
After School Education
NYS 21st CCLC Technical
Assistance Resource Center
Alliance of New York State
YMCAs
North Country Afterschool
Network
NYS Center for School Safety
Liaison to Private Funders
Upper Hudson Afterschool
Network
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COLLEGE AND CAREER
READINESS: THE ROLES OF
AFTERSCHOOL AND SUMMER
PROGRAMS
Potential Roles of
Afterschool and Summer
College- and Career-Aligned Content
 High School Credit and Credit Recovery
 Career Engagement
 College Engagement
 “Soft” Skills and Character Development
 Direct Employment
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College- and CareerAligned Content
Science, Techology, Engineering, and
Math (STEM)
 Global Learning
 Common Core Alignment
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High School Credit and
Credit Recovery
Students have the opportunity to get HS
credit for work done in afterschool or
summer programs
 Can include credit for internships
 Substantial oversight be accredited
teachers in the subject area is required
 Principals must approve
 Other states, like NH and RI, have gone
much farther than New York.
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Career Engagement
Career Counseling
 Job Shadowing
 Mentorships
 Internships
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College Engagement
College visits
 Recent graduate return visits to share
college experiences
 College application support
 College financial aid support
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“Soft” Skills and
“Character” Development
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Noncognitive skills
 How
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Children Succeed, Paul Tough
Employability skills
 http://cte.ed.gov/employabilityskills/
Direct Employment
Summer Youth Employment
 Junior Counselors/Staff
 Building Career Ladders
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Questions?
PROGRAM EXAMPLES
Child and Adolescent
Treatment Services SYEP
Location: Buffalo
Funding Source: 21st CCLC, ESD/SVP, private, SYEP
Partners: Buffalo School District, other summer programs
Workforce Activities: Credit Recovery for SYEP participants
 Supplemental orientation on working with younger children
and other work skills
 Attend 2.5 hours of summer program based on credits
needed for approved credit recovery
 Receive lunch and hold small group discussion on job
successes and challenges
 Work for 3-4 hours at placement in a summer camp
Mentoring in Medicine
Location: New York City
Funding Source: Private
Partners: NYC DOE, Montefiore
Workforce Activities: Afterschool program disadvantaged
high school students to generate interest and skills for
pursuing a health career
 Human biology curriculum
 Visits to local health professionals
 Trips to local colleges and hospital labs
 Service-learning projects about health careers
Website: www.medicalmentor.org
Business Institute in Utica
Location: Utica
Funding Source: 21stCCLC
Partners: Utica School District
Workforce Activities: Jobs & Life Skills Training
 Comprehensive job readiness and life skills curriculum
 Part-time job placement afterschool and on weekends
 Completion of NYS Career Portfolios for future use
 Recently expanded to Special Education students
NYAS/SUNY Afterschool
STEM Mentoring
Location: New York City, Albany, Utica
Funding Source: National Science Foundation
Partners: New York Academy of Sciences, SUNY, NYC
Department of Youth and Community Development, local
afterschool programs
Workforce Activities: New York Academy of
Sciences Afterschool STEM Mentoring program
 SUNY graduate and postdoctoral fellows volunteer to
mentor middle school students in STEM at local
afterschool programs
Website: http://www.nyas.org/landing/afterschool.aspx
Girls, Inc. STEM Program
Location: Albany
Funding Source: Private
Partners: College of Nanoscale Science and Engineering at
University of Albany, State Employees Federal Credit Union
Workforce Activities: Eureka!, a 5 year program for girls,
starting in 8th grade, centered on nanoscience.
 STEM Programs
 Sports Workshops
 Volunteer Opportunities
 Earn Eureka! Credits
Website: http://www.girlsinccapitalregion.org/
Corporate Campus Academic
Mentoring Program
Location: Syracuse
Funding Source: Private
Partners: SRC Inc., Syracuse City School District
Workforce Activities: Corporate Campus Academic
Mentoring Program
 One-to-one academic mentoring for 8th grade students
from corporate volunteers
 Students improve academic performance in math and
science
 Students set long-term goals for college and career
 Program follows 8th grade students through graduation
Hudson Bluehawk Nation Afterschool
Counselors in Training
Location: Hudson
Funding Source: Advantage After School, 21st CCLC,
ESD
Partners: Hudson School District
Workforce Activities: Counselor in Training (CIT) program
for former afterschool participants in 9th grade
 Guidance from Site Coordinators
 On-site training in job readiness and professionalism
 Mock job interviews
 35% of staff members are former CITs
ExpandED Options
Location: New York
Funding Source: Pinkerton Foundation, New York Times
Neediest Cases Fund, RCN-Becom,Inc., Summer
Workforce Development Grants
Partners: NYC DOE, local businesses
Workforce Activities: Afterschool and summer internship
and credit recovery program for high school students
 Apprenticeships to prepare for internships
 College and Career Fair, including resume review and
mock interviewing
GST BOCES College and
Career Programs
Location: Southern Tier
Funding Source: 21st CCLC
Partners: Local Businesses
Workforce Activities: Career and College programs for
Middle School Students
 Career speakers
 College/career related field trips
 Mock interviews through Career Development Council
Website: http://www.gstboces.org
Questions?
ASSESSING AND
SUPPORTING QUALITY
PROGRAMMING
Program Self-Assessment
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Why Self-Assessment?
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It helps program providers to understand overall program
quality and to identify steps needed for improvement.
 It is a low-stakes process.
 It gathers best practices guidance into an interactive,
action-oriented resources for providers.
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What is the NYSAN QSA Tool?
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The QSA Tool is organized around 10 elements of quality.
It uses a set of indicators to help program providers
determine their strengths and areas in need of
improvement.
 It is structured to lead to an action plan for increasing
program quality.
 The tool was developed by experienced program and TA
providers to be relevant and reasonable.
What is Program Quality?
Ten Essential Elements of a Quality Afterschool Program
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Environment/Climate
Administration/Organization
Relationships
Staffing/Professional Development
Programming/Activities
Linkages Between Day- and After- School
Youth Participation/Engagement
Parent/Family/Community Partnerships
Program Sustainability/Growth
Measuring Outcomes/Evaluation
NYSAN QSA Tool is not an Evaluation
Formal Evaluation:
NYSAN QSA Tool:
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provides structure for
dialogues around outcomes
and quality;
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strengthens communication
between stakeholders;
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helps build a collective
vision;
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uses data gathered to
inform practice and build
capacity; and
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is often facilitated by
program staff and/or other
stakeholders.
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uses observation tools,
survey instruments, and
other data to assess
programs and determine
what outcomes they are
producing;
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often uses data gathered for
accountability and
compliance;
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has higher stakes and fewer
gray areas; and
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is often facilitated by an
external observer.
Benefits of Using QSA Tool
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Self-assessment helps develop consensus and
strengthens buy-in from stakeholders.
Self-assessment directly drives quality
improvement by developing consensus on an
action plan and professional development plan.
Funders recognize and/or require use of selfassessment tools.
Prepares programs for meeting expectations of
funders, which are generally increasing.
Cycle of Improvement
QSA Tool and User’s Guide
QSA Tool Structure
Performance Levels
4: Excellent / Exceeds Standards
 Is prepared to help and work with others in this area.
3: Satisfactory / Meets Standards
 Needs help to prepare staff to work with others in this
area.
2: Some Progress Made / Approaching Standard
 Could use additional focused assistance in this area.
1: Must Address and Improve / Standard Not Met
 Needs significant support in this area.
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Organizations are expected to strive for a Satisfactory level (3) and,
over time, continue to strive for an Excellent level (4).
QSA Supports
Indiana Afterschool Specialty StandardsCollege and Career Readiness
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Access at: www.indianaafterschool.org under Afterschool Standards
Elements:
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Program Culture and Environment
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Staff Development and Expectations
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Staff/volunteers receive support and training to deliver college and career
readiness programming
Program Focus
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Positive college and career-going culture
Builds partnerships focused on college and career readiness
Supports academic preparation and success
Engages youth in college and career exploration
Helps youth and families prepare financially for college and careers
Develops college and workforce skills
Data Collection and Impact
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Utilizes a variety of data to measure impact of college and career readiness
programming
Indiana Afterschool Specialty StandardsSTEM
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Access at: www.indianaafterschool.org under Afterschool Standards
Elements:
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Program Culture and Environment
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Staff Development and Expectations
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Staff/volunteers receive professional development that increases their
confidence and ability to facilitate quality STEM learning
Program Focus
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Creates inspiring STEM learning environment for all youth
Resources, equipment, and supplies support STEM learning
Engages families, schools and community
Inspires and engages youth in STEM learning
Provides opportunities for youth to learn STEM content, skills, and
knowledge
Data Collection and Impact
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Utilizes a variety of data to measure impact of STEM programming
Asia Society’s Partnership for Global
Learning with NYSAN- Global Learning
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Access at: www.nysan.org under Quality Assurance
Sample Domains:
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Vision, Mission, Culture, and Environment
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Program Planning
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Clear vision, mission, and goals around global learning
Global content is infused throughout the program
Staff and participants respect and value learning about diverse cultures
Offers a range of global learning options and opportunities that incorporate
development of academic, social, and emotional skills
Offers language instruction, field trips, and service learning to promote
global competence
Youth Development and Outcomes
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Supports youth to investigate the world around them
Supports youth to apply cross-cultural thinking
Supports youth to take action on global issues
Developing an Action Plan
Cycle of Improvement
Continuous Improvement
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Programs should know:
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Staff skill sets
What other skills do they need?
PD can be offered through a variety of venues:
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program observations;
peer mentoring/coaching;
supervision;
staff meetings;
conferences;
networking events; and
higher education courses.
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RESOURCE: PASE Professional Development Planning Tool
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PASE Professional
Development Planning Tool
Access to the QSA Tool and
User’s Guide
 Quality
Assurance menu
http://nysan.org/section/quality
 Includes
links to program quality resources
and detailed definitions of the performance
levels
 Download User’s Guide and Tool as PDFs
 Multiple languages available
Questions?
FACILITATING
PARTNERSHIPS
Finding OST Partners
Use NYSAN’s map of government-funded
and state-licensed programs:
http://nysan.org/section/policy/maps
 Contact your Regional Network:
http://nysan.org/section/networks
 Contact NYSAN
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Finding Workforce Partners
Contact your local Workforce Investment
Board
 Contact NYATEP
 Other ideas?
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Identifying Needs
What are the growth industries in your
community?
 Where are jobs going unfilled?
 What do your students say they want to
learn or be when they grow up?
 What are parents asking for their children
to study?
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http://regionalcouncils.ny.gov/
Identifying Needs
What jobs are your businesses having
trouble filling?
 What skills are students and applicants
missing?
 What industries do you expect to grow in
the next 5 to 10 years?
 Which employers see investment in the
local workforce as an good business
investment?
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Planning Partnerships
What activities would attract potentially
interested students?
 What activities would develop the
necessary skill sets?
 How long would the program need to work
with students to create effective
outcomes?
 What age students would it be most
effective to reach?
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Planning Partnerships
Can this program be part of a larger,
existing program?
 What other stakeholders (e.g. school
districts) should be involved?
 What staff/volunteers would be needed
and who might be able to pay for or
volunteer the time?
 How often and how long should it meet?
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Best Practices
Use the QSA Tool to help facilitate the
planning process.
 The Indiana Afterschool Specialty
Standards and the Global Learning in
Afterschool Self-Assessment can also help
guide the plans.
 Bringing partners together around these
standards will help clarify expectations and
ensure a quality program from the start.
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Suppers and Snacks
Do you know that programs that provide
enrichment and educational activities to lowincome students after school, on weekends
and over the summer likely qualify for the
Child and Adult Care Food Program
(CACFP): At-Risk Afterschool Snack and
Supper Program?
 http://www.nysan.org/content/document/de
tail/3810
Final Questions?
Nora Niedzielski-Eichner
Executive Director
[t] 646.943.8670
[f] 646.943.8800
neichner@nysan.org