Transcript CHARTING NEW TERRITORY: BUILDING SUCCESSFUL, MODEL COMMUNITY-WIDE AFTERSCHOOL SYSTEMS THROUGH STRATEGIC PARTNERSHIP Shanna Francisco-King MHC After 3 Program Coordinator Patrick Henry Community College [email protected] 276-656-5493

CHARTING NEW TERRITORY:
BUILDING SUCCESSFUL, MODEL COMMUNITY-WIDE
AFTERSCHOOL SYSTEMS THROUGH STRATEGIC PARTNERSHIP
Shanna Francisco-King
MHC After 3 Program Coordinator
Patrick Henry Community College
[email protected] 276-656-5493
WHO WILL WE BE RECRUITING?
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http://www.weeklyinnovations.org/video/video/sh
ow?id=1115708%3AVideo%3A15188
AFTERSCHOOL? COMMUNITY COLLEGE?
Why on earth
would a
community
college become
so heavily
involved in
helping to build
a regional
afterschool
system for teens
in rural
Virginia?
Simple.
ACCORDING TO NATIONAL INSTITUTE ON OUTOF-SCHOOL TIME, STUDENTS INVOLVED IN
AFTERSCHOOL PROGRAMS
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Are more likely to pursue
post-secondary education
Are two times less likely to use drugs
Are 63% less likely to become a teen parent
Improve school and achievement test scores
Attend school more often
Have stronger relationships with family
and peers
Exhibit better behavior and reduce
aggression
Have higher self esteem
Develop positive, meaningful relationships
with mentors and peers
National Institute on Out-of-School Time. Wellesley Centers for Women,
Wellesley College. www.NIOST.org. 2007.
THE NEED:
In 2006, The United Way of Henry County and Martinsville
published “Voices, Choices: Community Priority Assessment.” Of the
top 10 priorities identified by respondents, four were concerned
exclusively with youth:
•Lack of afterschool activities for youth,
•youth violence,
•youth leaving the community,
•substance abuse among youth.
In the city of Martinsville, 47 of 1000 live births are to teen mothers
as opposed to 16 of 1000 in the State of Virginia. Only 68% of 18-24
year olds are high school graduates and almost half of
respondents graded our K-12 systems as “Fair” or “Poor” while the
other half graded the systems are “Excellent” or “Good.”
Furthermore, according to Virginia Department of Education,
approximately 46% of school aged children in our community are
living at or below the poverty level.
BACKGROUND OF MHC AFTER 3
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Mission: MHC After 3 (MHCA3) provides high quality, universally
accessible, and highly utilized best practices afterschool and out of school
time programming throughout Martinsville and Henry County, Virginia.
Stakeholders convened:
 School administrators and teachers
 Law Enforcement
 Local, state, national leaders
 Youth development professionals
 Youth serving agencies
 Higher Education institutions
 Churches
 Arts organizations
 Museums
 Health & Wellness organizations
 Social Services
 Parents
 Students
 Community members
ONCE UPON A TIME A TEAM IS BORN:
Community stakeholders concerned
with youth success and achievement
set out to investigate avenues for
positive change. The group was
comprised of area public and private
school administrators and teachers,
afterschool providers, arts and science
organizations, health and wellness
organizations, social services, higher
education institutions, law
enforcement and public safety officers,
parents, children and other
stakeholders. The group held
meetings, developed a work plan and
visited cities that were successfully
addressing similar issues.
A PARTNERSHIP IS FORGED
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Bassett Community Center
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Boys & Girls Clubs
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Martinsville Henry County Coalition for Health & Wellness
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Patrick Henry Community College
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Virginia Museum of Natural History
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YMCA of Martinsville Henry County
AND EXPANDED
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Blue Ridge Regional Library
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Fieldale Community Center
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Focus on Youth
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New College Institute
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PHCC School of Craft & Design
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Piedmont Arts Association
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Spencer Penn Center
AND FUNDED…
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July 2006, The Harvest Foundation of the
Piedmont awards $506,895 to Patrick
Henry Community College to build a model
afterschool system for teens in Martinsville
Henry County.
The initial grant funded one year of
building public will, planning, and
implementation of the system and one year
of programming at no cost to participants,
citizens, or municipalities.
In January of 2007, Academy for
Educational Development recognized
MHCA3 as national replication site for
ASM+. Awarded $10,000 to implement the
program.
In Dec. 2007, Harvest Foundation funded
$504,560 to MHCA3 partners to continue
building and expanding programs
In August 2008, 21st CCLC awarded
MHCA3 $425,000 over next 3 years to
continue programming.
PATRICK HENRY COMMUNITY COLLEGE
(PHCC) BECAME HEAVILY INVESTED
As a leader in the
region for education and
workforce development ,
PHCC embraced its
mission to reach out to
the community by
lending leadership and
oversight to the
collaboration, convening
meetings of
stakeholders, and
agreeing to serve as the
fiscal agent for the
system.
HOW DOES IT WORK?
Partnerships
&
collaborations
Public Will &
Readiness
Goals &
Values
Governance
Standards
Access to
programs
Funding
Capacity
PUBLIC WILL & READINESS
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Advocacy for youth development
and youth services.
Leadership on local, regional,
state, & national level.
Secure support of K-12 school
systems.
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Establish need.
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Define workforce.
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Reach out to potential providers.
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Find champions.
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Know your community!
GOALS & VALUES—”WHAT & HOW”
Share, share, share. Shared
goals are essential.
 Establish your outcomes.
What do you want to see in
the short and long terms?
 Visit successful programs.
Find a mentor.
 Work together with interest
of client first.
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PARTNERSHIPS & COLLABORATIONS
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A community is not comprised of organizations and
individuals who refuse to share responsibility for creating
solutions and opportunities for its citizens.
A system is built through strategic partnership of
stakeholders who are invested in the development of youth,
workforce, and community.
MHC After 3 partners include: higher ed. institutions,
school systems, arts & cultural organizations, businesses,
funders, youth serving organizations, local leaders.
Collaborations tap all areas of the region to present diverse
and useful programming to students & families.
FUNDING
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Establish funding for new programs.
Local, state, & federal resources for starting and
sustaining afterschool
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Education—Public & Private
Crime prevention
Community Development (Block Grants)
Americorps.
Arts, recreation, sports
Tobacco settlement
Health & wellness
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Sharing resources/funds
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Opportunities to serve the community
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Serve as fiscal agent
Provide space to leadership
Outreach to future students and community families
GOVERNANCE
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Establish leadership and vision for
system oversight.
Collaboration not Competition
Patrick Henry Community College
serves as the fiscal agent for all MHCA3
funds, provides leadership and
supervision to MHCA3 staff, and
provides incredible amounts of
resources—office and classroom space,
financial management, IT support,
public relations resources, staff
supervision, etc.—to the collaboration.
It also assists in the promotion of and
public education concerning MHCA3
programs and services.
MHCA3 shares
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Program Coordinator
Education Specialist
Fund Development Professional
Strategic Planner & Evaluator
QUALITY STANDARDS MEAN QUALITY
PROGRAMS
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MHCA3 adopted standards that
meet the National Afterschool
Association standards as well as
state licensing standards.
Ensure staff meet skill standards
PHCC hosts training for all staff as a
group. New Human Services
certificate through Workforce
Development. Investigating Youth
Development Series
Adopt proven program models and
best practices curriculum
Professional Mentors and
Instructors
CAPACITY BUILDING
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Assistance to sites and
staff to meet standards
and grow.
Professional development
opportunities.
Paid planning for staff.
Shared cost for snack,
supplies, materials, etc.
Shared staff/resources.
WHAT’S IN IT FOR ME?
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For PHCC
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Meet immediate needs of our community
Increased awareness of PHCC among potential
college students (participants, staff, and parents)
Impact on economic development– 6 full time
positions created. 22 part-time positions created as
direct result of MHCA3.
Building culture of education in the community
Impact of workforce development
Grant administration costs
Support of PHCC non-credit programs
WHAT’S IN IT FOR PARTNERS
Funding for facilities, staff, equipment, etc.
 New services to offer students
 Coordinator
 Education Specialist
 Fund Developer
 Evaluator
 Funding for programs & special events
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BUILDING AFTERSCHOOL SYSTEMS AND
PARTNERSHIPS ALLOW PARTNERS TO:
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broker relationships with key funders and stakeholders
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convene local organizations to share resources and expertise
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rationalize and expand services such as enlisting support from
public/private donors is more efficient for community partnership
than individual organizations
increase program quality through effective resource
management and accountability mechanisms
strengthen and support after-school workforce through shared
training and professional development opportunities
research and evaluate programs and progress efficiently to
ensure program sustainability and development
promote sustainability for all programs provided by MHC After 3
through developing shared policies and systems to ensure steady
stream of resources
RESOURCES TO BEGIN
www.afterschoolalliance.org
 www.niost.org
 www.tasc.org
 www.naaweb.org
 www.doe.gov
 www.boostup.org
 www.theafterschoolproject.org
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