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Phillipsburg
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| "Providing a safe and secure environment for children, youth and families
of the Philipsburg-Osceola Mills community to develop life skills that promote positive,
productive, and contributing lives." Primary Outcome: Children Secondary Outcomes: Youth, Parents/Families, and Communities Project Description The CYFAR staff conducted an after-school program at the Moshannon Valley YMCA to help meet the educational needs and interests of area children grades K-6. After-school sessions were provided twice a week for 24 weeks (September-March to coincide with the YMCA’s programming schedule), reaching an average of 10 boys on Mondays and 15 girls on Tuesdays. The sessions were held separately for boys and girls to allow for a more emotionally safe environment. In general, the activities offered during the after-school program were selected to enhance the children’s personal and social adjustment, helping to develop their self-image and their ability to get along with peers and the adult program staff. In addition, the specific curriculums that were offered were aimed at fostering the children’s intellectual curiosity and love of learning, which translates into a more positive attitude toward their academic work. The following curriculums were offered during year three: In Touch Science (hands-on chemistry activities), Talking with TJ - Conflict Resolution, career development, reading, gardening, and basic computer skills. During the months of April and May, CYFAR offered an extended gardening and nutrition curriculum to the children who had participated in the previous after-school program. During the summer, CYFAR offered day camp activities twice a week for five weeks to the CYFAR children who had participated in the after-school program, as well as to four new children from the community. Local community youth participated in tutoring sessions from October - April within the "Book Nook," a quiet space within the YMCA. Local teachers served as volunteer tutors. CYFAR personnel also provided educational opportunities to the Philipsburg/Osceola Mills community and assisted with a five-week summer playground program for community youth held at Powerhouse Playground. CYFAR personnel participated in a variety of other community activities including Philipsburg Heritage Days and First Night, as well as fundraising efforts of the Moshannon Valley YMCA, where the after-school program is housed. A local business (SRT Enterprises, Inc.) provides Internet access in the CYFAR office. This support has continued into year three. The CYFAR computer is available to the children during the after-school sessions. Basic computer skills were taught to four children in year three; the majority of CYFAR children had received computer skills training in previous years, and had acquired basic skills. Surf the Net classes were provided to nine children. However, in many of the other projects, children spent time exploring the World Wide Web. Residents of the Philipsburg/Osceola Mills community serve on the CYFAR Advisory Board and assist with program planning and implementation. Community collaborators include: Cen-Clear Child Services, Philipsburg/Osceola Mills High School, Family Health Services, Osceola Mills Public Library, as well as CYFAR program participants. CYFAR staff submitted a proposal and received a $6,200 grant from Penn State Cooperative Extension Program Priority Initiative (EPPI) to market the CYFAR program and enhance educational programming. Evaluation and Outcomes: Key Impacts for Primary Outcome Acknowledging Methodology From September 1999 to March 2000, 61 children, grades K-6, participated in the CYFAR after-school educational programs. A major goal of the after-school program is to enhance children’s life skills. When children joined the after-school program in the fall (October 1999), they completed a self-report assessment, asking them to rank their present abilities in four life skills. Six months later, at the end of the after-school program (March 2000), they completed the same form. A four-point rating scale was used to measure life skill performance and to compare pretest and posttest results. The records of 31 children (Grades 1-6) who completed both assessments show the following changes from fall to spring. Self Esteem: Twelve children (39%) reported increasing their self-esteem by at least one level. Cooperation: Eleven children (35%) reported increasing their ability to cooperate by at least one level. Decision Making: Ten children (32%) reported increasing their decision-making skills by at least one level. Leadership: Six children (19%) reported increasing their leadership skills by at least one level. CYFAR personnel presented five hands-on In-Touch Science, Chemistry and Environment lessons to 33 children (18 girls and 15 boys) as the first curriculum unit of the after-school program. The lessons helped children to understand the science connections within the environment; recognize science concepts in daily experiences; and discover careers in science. In-Touch Science lessons provided opportunities for the children to manipulate materials and equipment, test ideas, and explore in a relaxed learning environment. Together the children experienced the fun of discovery and sharing of "I wonder . . ." statements that lead to more scientific exploration. Each session introduced one of the following scientific concepts: dispersion and oil spills; chemical concentration; chemical bonds and physical properties; dissolving and water treatment; and acids, bases, and buffers. After these lessons, the children’s questions and responses indicated an improved understanding of the scientific concepts. Another unit in the after-school program was Talking with TJ, Conflict Resolution. This three-part series was presented to 15 girls and 8 boys. Power phrases were introduced to help the children to use friendly words instead of fighting words and to help them work out problems. Children learned that problems provide choices, and were given different situations and decisions to make that increased their problem- solving skills. The children were encouraged to practice win-win solutions and good communication skills where each person understands the other’s feelings. Trouble stoppers were used to help the children stay cool and in control. Penn State Cooperative Extension 4-H Agent, Jim Grippo, presented a three-part Career Development program to CYFAR children. Six one- hour career development programs were presented to 11 girls and 10 boys. The programs were centered on the career development model of knowing your interests and skills; knowing what is available in the world of work; and job- seeking and job- getting skills. The youth learned about functional skills, work values, and job shadowing. Through assigned tasks, the children discovered the skills they enjoy doing and want to use in a career. They were assigned, as outside work, the task of shadowing/interviewing someone who has a career using the skills they selected. Simulation games and role-playing were used to reinforce work values and job skills. Most importantly, the children were introduced to the process skills needed to explore career interests, opportunities, and the world of work as they gain more information and their career interests change. Fun in the Book Nook activities were enjoyed by 6 boys and 4 girls. The program included searching for a book, reading a book to the group, and playing board games. Children read and followed directions for the games. Some children read directions and then explained the rules to the group. Older children helped the younger children. Skills such as taking turns, conflict resolution, public speaking, helping others, and being a good sport were enforced. EPPI funds were used to purchase subscriptions to 15 children’s magazines to encourage the children to read. CYFAR Children’s Garden activities were offered to 9 boys and 7 girls. Activities included using the indoor grow lab to start seeds, planting tomatoes, transplanting seedlings, mulching, and watering the garden. Discussions with the children on future interests included plans for building raised beds. A small green house (10’ x 12’) was purchased from EPPI grant funding and is being constructed for the 2001 growing season. To date, the CYFAR garden has yielded a bushel of green beans, two bushels of tomatoes, sunflowers, lettuce, carrots, and birdhouse gourds. Surf the Net classes provided a two-week introduction to the Internet to 6 boys and 3 girls. Children chose a topic of interest and used a search engine to find information on that topic. All children were able to successfully locate information on the Internet and share it with the group. Introduction to Computers provided a two-week introduction to basic computer use to 4 children. Educational computer games were used to familiarize the children with using a mouse and keyboard. The children developed their own farm, using "SimFarm" software. "Reader Rabbit" and "The Cat in the Hat" software programs were used with the younger children having limited reading skills. Ukrainian Egg classes were taught to 15 girls and 10 boys during four sessions. Each child designed his own egg from traditional Ukrainian egg symbols. All children were able to design and create their own egg from basic instructions. The children then explained the reasons the symbols were chosen and what they represented. All eggs were taken home to be shared with their families. CYFAR personnel obtained gifts from individuals in the Philipsburg community for the CYFAR Store. The children were rewarded for attendance in the after-school program by receiving CYFAR dollars, which they could use to purchase items in the store at the completion of the after-school program. Sixty-one individual children earned $630 CYFAR dollars for program participation and good behavior and redeemed CYFAR dollars for items of their choice at the CYFAR Store. Examples of items in the store included games, school supplies, personal hygiene items, and books. CYFAR personnel continued after-school educational sessions in April and May, after the YMCA completed its program. Additional time was spent on the CYFAR Children’s Garden and nutrition lessons. During this time, a Karaoke machine was purchased, and the children were given the opportunity over a three-week period to prepare and present a Karaoke Night program for their families. Fifteen children and their families participated, by either singing or decorating for the night. Three teen volunteers assisted with refreshments, lighting and music. Eight CYFAR children were given the opportunity to be a part of 30 and 60-second radio spots. Several children read a book, planted seeds, and played games to create real-life CYFAR sounds. These radio spots were aired over a three-month period, with funding from the EPPI grant. Perceived Impacts for Secondary Outcome Area of Youth: Four at-risk teens volunteered a total of 83 hours to assist CYFAR personnel during after school sessions, family activities, and indoor gardening. Three of these teens continued to volunteer over 98 hours to assist with the CYFAR Day Camp and the Powerhouse Playground program. This volunteer experience not only provided support for the CYFAR program, but it gave these at-risk teens an opportunity to build their social competencies in communication and social responsibility. That three of the four continued their volunteer experiences during the summer, after helping with the after-school program during the school year, is a good indicator of the positive impact of the volunteer experience. CYFAR personnel participated in discussions with Philipsburg/Osceola Mills high school teachers to continue tutoring sessions within the Book Nook. Tutoring sessions began in October and were held twice a week for junior and senior high students. A total of 40 tutoring sessions were held, reaching 42 individual students. Fifteen teachers provided 256.5 hours of tutoring/homework help to 212 student participants. EPPI funds were used to provide a volunteer recognition breakfast for these tutors. There is anecdotal evidence of improved grades. One example is a student entering the tutoring program failing three classes and barely passing the others. The next grading period, this student was on the high honor roll with 1 B, 1 C, and the rest A’s. This student had attended 14 tutoring sessions. Perceived Impacts for Secondary Outcome Area of Parents and Families: CYFAR prepared and distributed four issues of a parent letter to 1,250 Philipsburg/Osceola Mills elementary school students, marketing CYFAR and parent-child activities. These parent letters provided information to parents to enhance their understanding of appropriate developmental stages of their children, motivate them to spend quality time with their children, encourage them to nurture their children by listening and attending to their feelings and ideas, and encourage them to participate in fun activities with their children. Perceived Impacts for Secondary Outcome Area of Communities: Classes in the art of Ukrainian egg painting were offered to the community, with three adults participating. A basic beginner’s design was chosen, and each adult was able to complete two eggs during the sessions. CYFAR personnel presented "Don’t Forget Your Manners," to 52 Osceola Mills Story Hour children and 22 parents. During the four sessions, 48 (92%) of the children were able to give an appropriate response to a situation requiring the use of manners. CYFAR personnel presented "Your Best Self," to 12 members of the Philipsburg 4-H Club. This followed a request from the 4-H leader. Topics included personal hygiene, caring for your body and hair, etc. Each child also received a packet of personal care items. CYFAR personnel assisted the Moshannon Valley YMCA with the Powerhouse Playground and provided five weeks of safe and structured recreation for the community's youth. Every day, 75 children participated in this summer playground program. The perceived impacts of this program included physical health, participation, and potential academic outcomes as children learned to play with others, exercise, and increase their appreciation of their community. Programming included recreation, arts and crafts, Karaoke night, pet parade, Hawaiian night, penny circus, PA National Guard, PA Game Commission, and a local fire company demonstration. Weekly, nutrition activities and games were provided by the Expanded Food and Nutrition Education Program (EFNEP) of Penn State Cooperative Extension. The finale was a family cookout with music provided by a local DJ. CYFAR parent volunteers continued to provide a 4-H Rabbit Club for the Philipsburg area. The 4-H Club meets monthly and has 12 members, six of whom also participate in the CYFAR after-school program. The 4-H members provided community service to the CYFAR Children’s Garden by laying a weed barrier, mulching, and assisting with the planting of the garden. It was perceived that this community service performed by these 4-H members enhanced their individual life skills while building an appreciation of giving to others (one component of social responsibility). CYFAR participated in Philipsburg’s 1999 First Night celebration, where 67 children created tin punching art. CYFAR staff also provided the opportunity for 120 children and their parents to make dream catchers during the Philipsburg Heritage Days. The perceived impact of this activity was to increase family pride and recognition of family strengths while providing parents and children with an opportunity to spend time together as well as develop community spirit and community pride, a "social conditions" outcome. CYFAR staff had 500 Family Activity Calendar 2000 professionally printed. These calendars provided an assortment of activities for parents and children to do together. Families were encouraged to find the time to have fun together. These calendars were distributed during First Night, at community agencies, and were well received by the parents. The CYFAR Advisory Board, comprised of parents and community members, met three times during year three to develop and plan CYFAR programming. Plan for Sustainability: EPPI grant funding assisted with marketing the CYFAR program. With this grant, CYFAR was able to develop, with the assistance of the Outreach Office of Marketing Communications at Penn State, and implement a marketing strategy within the Philipsburg/Osceola Mills community. A 36-frame media show was scripted and produced in slides, as well as overhead transparencies. This media show will be used within various community organizations to dispense knowledge of the CYFAR program. CYFAR was also able to have 1,000 CYFAR flyers professionally printed. Two radio spots were created. Radio station staff came on site to record CYFAR children’s voices as part of the spots. Many individuals commented on hearing the radio spots. CYFAR was able to design and have printed two outdoor billboards, creating awareness of the CYFAR program. These billboards are rented for a six-month time frame. Many individuals have commented on seeing these billboards and on how eye- catching they are. The Philipsburg/Osceola Mills community has always been resourceful in taking care of concerns. When a specific request is made, the volunteer help often follows. The Moshannon Valley YMCA will continue to provide office space for CYFAR and snack items during the after-school programming. CYFAR personnel expect SRT Enterprises, Inc. to continue providing Internet access. CYFAR personnel expect the community to continue providing items for the CYFAR Store and the CYFAR Children’s Garden in the years to come. A greater concern will be locating the funds to provide salary support to continue CYFAR programming. Marketing CYFAR to the community will be expanded during Year 4. The letters to parents will continue, as will the newspaper coverage. |
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