Starting an After School Program

Part 1
Step-by-step Plan for Establishing School-Age Care in Elementary School or Community Space (i.e. church, Y, Boys/Girls Club, etc.)

1. Find parents who are interested -- Contact PTA
2. Contact the principal of a local school (if not already involved in the planning)
3. Develop a broad base of support -- involve those with interest in children and child care
4. Identify a person to "spearhead" the effort -- parent, teacher, community education person, church youth leader, social worker, child care professional
5. Determine the need: Develop simple survey i.e. how many children in home are in K-6? Is after-school care a serious need for your children? Summer care? Estimate enrollment -- 20-30% of people who say yes to survey will probably take advantage of service
6. Is space available? (Critical Question) empty classroom, church, community center
   Sharing space such as a kindergarten room emphatically not recommended. The space should be set aside for the after-school program's use exclusively.
7. Sponsorship - who is going to administer and govern it?
   1. Must examine various structure models (will be determined in part by availability of community resources such as space)
      • By schools in the schools (example: school administration, community education)
      • By independent agency in the schools (example: parent group, social service agency)
      • By independent agency in non-school facility (example: church, recreation program, Boys Club)
      • By day care center in their facilities
      • By family day care providers in their own homes
   2. With sponsorship and space determined develop a board of directors (if housed in a school include liaison with school - i.e. principal and teacher representative)
8. Board responsibilities:
   • setting numbers and ages of children to be served
   • setting hours, days and months of operation (snow day policy, conference days, minor holidays like Columbus Day, major holidays like Christmas/New Years?)
   • establishing enrollment and admissions policies, forms, etc.
   • establishing financial management system
   • setting salary scale - recruiting and selecting staff - setting staff policies
9. NOTE: The program director, when hired, implements Board policies, administers the program and develops the curriculum.
10. 8. Include in the appropriate planning stages: parents - licensing people - school personnel - people experienced in establishing programs - zoning people - early childhood specialists - fire and health department - attorney - insurance agent
11. 9. Philosophy of program and developmental needs to be met - consult with day care licensing and other experts
12. 10. Space needed - check with licensing person - indoor: quiet space, snack and games area, large space for gym activities - outdoor: area with building equipment and area for playing sports
13. 11. Equipment
14. a) can get almost everything donated; try around spring or fall during yard sales - ask the children the types of things they would like (besides Nintendo)
15. b) outdoor equipment preferably non-stationary such as tires, planks, barrels and other reusable building materials
16. c) books, other reading materials, tape player and tapes, etc.
17. d) access to telephone
18. 12. Budget will be determined by:
19. a) the going fee rates for after-school care a self-supporting, not-for-profit program that uses free community space should be at the low end of fee range.
20. b) staff:child ratio (70%-85% of budget will be personnel related). Even small adjustments to the ratio have major impact on fees (and budget).
21. c) rent and energy and maintenance - whether charged for or free.
22. d) whether transportation, if needed, is charged for.
23. 13. Qualities of Staff - important to get a good director - staff should want part-time job rather than view it as temporary - usually person with full-time job such as school teacher doesn't have the energy and enthusiasm to take on the additional job of after-school care. Rec people and camp counselor types as well as those with early childhood education backgrounds often work out best.

Part 2:

Some Considerations for Pre-School or Family Day Home expanding to School-Age Care

1. Recognize the different needs - school-agers are larger, take up more space both inside and on the playground (and on the van or bus) - they are growing stronger and often don't know their own strength - Recognize the different developmental needs such as why five-year-olds and eight-year-olds can't play rule structured games together.

2. Planning the Environment - area for quiet activities; doing homework, reading, playing cards, doing nothing - usually contains "soft space" like at home; rugs, sofas, bean bag chairs- area with tables for snacks, table projects and games, homework - area inside for active play (ideally gym) but can be large rooms with mats, large building and climbing equipment- area outside for sports, running, building, climbing, see 10 and 11 above