Our Investment In The Community Inc.

PROPOSED AFTER SCHOOL EDUCATIONAL AND MENTORING PROGRAM

 

BRIEF PROGRAM DESCRIPTION:
The after school program aims to support parents by providing an educational enrichment and enhancement program rather than a babysitting service. 

 

Our Investment In The Community Inc., is designed to nurture the spirit, educate the mind, promote the development of the whole child and youth, and to educate children and youth between the ages of 5 thru 17, by stimulating the intellectual curiosity of each at risk child and youth.  The after school educational program is designed to address the concerns of low and moderate income families of the child and youth in our program. Low-income families experience severe hardships whether they rely on cash assistance, work or a combination of both. Access to quality child care and early education not only promotes a child’s development, but it also helps support parents who are struggling to balance work and family obligations. A safe, nurturing environment that enriches children’s development is critical to working families and is one of the best investments we can make in our economy. A preschool program with a developmentally appropriate curriculum, nurturing student–teacher interactions, and parental support might be beneficial in preparing disadvantaged children for school, but less beneficial for children from an already otherwise enriched environment. Even a lower-quality preschool program can have an impact on children from the most disadvantaged backgrounds.   Ensuring that children have access to quality and affordable early childhood programs can help children prepare for school and succeed in later life while strengthening parents’ ability to go to work, advance their career, and increase their earning potential. With the decrease of extended families, the increase in the rate of families moving, and more families experiencing stress, drug abuse and crimes, we have a concern that children in these families will experience high rates of delinquent behavior. Primary prevention and early intervention can help children increase coping skills and to emulate healthy behavioral patterns instead of negative ones. By the time they reach kindergarten, disadvantaged children already show an achievement gap relative to their higher income peers. In an attempt to level the playing field for low income youth, some have called on policymakers to invest in early childhood education by expanding high-quality preschool access to a greater number of American families. Indeed, research has shown that expanding access to high-quality preschool programs can be a cost-effective way to narrow the achievement gap and help low-income children build skills. However, the impact of the program depends critically on a child’s education in the absence of the intervention. 

 

This program endeavors to lower the incidence of emotional disorders offering a balanced development which stimulates each child and youth’s intellectual curiosity and the desire for lifelong learning. It also encourages self-esteem and confidence by recognizing the unique potential and worth of each child and youth by reducing stress and promoting conditions that increase confidence and coping skills.

 

Mentoring can be defined as a nurturing process in which one or more skilled or experienced persons serves as a role model to teach, sponsor, encourage, counsel, and befriend a less skilled person. Developing a Mentoring Program for At-Risk Students to develop a well-structured mentoring program experience has shown that with a solid program structure, more youth can be reached, the mentoring relationship lasts longer, and programs that plan ahead for problems can remain viable far longer than those who work alone.  Evaluations of mentoring programs have shown that a youth’s one-to-one relationship with a supportive adult can lead to a number of positive outcomes. Establishing criteria for selecting mentees is significant because it identifies the at-risk students who needed extra support.  Many of these students face a range of issues, such as low economic support, single parent households, teen pregnancy, and other such variables that can lead to at-risk behaviors.

 

According to Sipe, the lack of organized youth activities in poor neighborhoods, and the rise of single-parent families and families with two working parents have all reduced the number of adult role models.  

 

Youth mentoring programs exist to provide these role models and help a child develop socially and emotionally. Mentors help kids learn to understand and communicate their feelings, to relate to their peers, and to develop relationships with other adults. Mentoring is one promising way to reach out to the growing numbers of abused, disenfranchised, and alienated children in our society.  However, for a reciprocal relationship, it requires an investment and commitment by the mentor.  

 

It is anticipated that having a well-structured mentoring program also strengthens relationships among teachers, students, and parents.  The advantage to mentors participating in a well-structured program is that they gain a wealth of professional development along with personal enrichment.  According to studies, mentor outcomes, student behavior, attitudes toward self and school, become more positive as a result of increased academic support from positive role models.  Most of all, the potential outcomes of the mentoring program align with the school’s mission which states, “We, the staff are committed to providing all students with the behavioral and academic skills required to reason, respect, communicate, and live with dignity in a literate society. All children need someone who believes they are important and who will offer direction, praise, and support.

 

PROJECT VALUES AND PRINCIPLES:

 

We value the parents as the cornerstone of a successful and productive community. The proper growth and development of children within the family structure from prenatal to adolescence is a proven asset to any community. The parents of the Our Investment In The Community Inc., are culturally and economically diverse and take many forms. Our aim is to provide all children with quality child and youth care services. 

 

The after school educational and mentoring program seeks to address the developmental needs of the child and youth. The child and youth will be encouraged to focus on their own dreams, obstacles, and the need to take responsibility for them as they grow older. The program will operate throughout the year, becoming a summer program when school is out. The program Executive Director will design and plan activities. The child and youth Coordinator will instruct the activities, the Tutors will assist with homework and provide assistance in areas where students may be weak. The counselor will hold weekly support groups and individual sessions.

DAILY SCHEDULE OF ACTIVITIES

 

2:30 ­ 2:45 PM    Arrival and Greeting

 

2:45 ­ 3:30 PM    Tutorial Assistance & Homework 3:30 ­ 4:30 PM    Recreational Activity (sports) 4:30 ­ 4:45 PM    Snack

4:45 ­ 5:30 PM    Educational (STEM)

 

5:30 ­ 6:00 PM    Daily Reflection Time/ Dismissal

 

Note: School holidays, staff development days and summer month hours will start at 8:00 am

 

PROJECT GOALS/OBJECTIONS, METHODOLOGY AND PROGRAM PLANS:

 

1. To provide quality, free or low cost child and youth care for our parents.

 

2. To promote socialization and the developmental language skills of each child and youth.

 

3. To stimulate the Cognitive, Language, Gross Motor, and the Communication skills of each child and youth.

 

4. To strengthen the family and to foster healthy growth and development of children from prenatal care to adolescence. 

 

5. To support families in crisis. 

 

6. To encourage bonding between the parents and the child. 

 

7. To provide the community with a resource of effective family strengthening that encompass a holistic approach to the child and youth care.

 

8. To improve the child and youth’s level of  self -esteem.

 

9. To develop and implement a promising program that address early child and youth education.

 

ELIGIBILITY:

 

The eligibility criteria for participation in the program are that individuals live in Vestavia and surrounding area with special emphasis placed on low to moderate income families.

 

DESIRED RESULTS:

 

To provide a variety of educational enrichment and enhancement programs for children and youth and increase parent participation by 50%.

 

To increase the child and youth self-concept by 60% with the first year through cultural enrichment activities.

 

To provide all families with a means of getting faith based learning for their child and youth.

 

To provide an environment that is conductive to elevating a child and youth to his/her fullest potential.