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National Partnership for Quality Afterschool Learning
A Resource Guide for Planning and Operating Afterschool Programs
Information

Management

This section contains 80 resources on planning, organizing, and coordinating afterschool programs. Information is provided to assist with strategic planning, leadership, staff development, fiscal management, advocacy, and sustainability of the program.

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"It's Being Done": Academic Success in Unexpected Schools
Karin Chenoweth
This resource discusses 15 public schools that demonstrate that all children can learn. A common thread running through each school is the "relentless focus on instruction"—what needs to be taught and how teachers will teach it. The book provides case studies on each school with strategies that educators will find useful. (250 pages)
© 2007
Print$26.95
Harvard Education Publishing Group
8 Story St., 1st Floor
Cambridge, MA 02138
Phone: 888-437-1437
Fax: 978-348-1233
Web: http://www.hepg.org

10 Tips for Affirming Diversity and Supporting Equity in New After School Programs (New)
California Tomorrow
This resource provides key suggestions for building afterschool programs that will provide the skills young people need to thrive in a diverse, multicultural community. The 10 tips address issues such as establishing a commitment to equity and inclusion; hiring staff that reflect the community and that understand diversity issues; developing inclusive outreach and application materials; and establishing a board or advisory committee whose membership reflects the communities served. (2 pages)
© 2007
Web Resourcehttp://www.californiatomorrow.org/media/astips.pdf
California Tomorrow
1904 Franklin St., Ste. 300
Oakland, CA 94612
Phone: 510-496-0220
Fax: 510-496-0225
E-mail: ct411@californiatomorrow.org
Web: http://www.californiatomorrow.org

100 Ways to Motivate Others: How Great Leaders Can Produce Insane Results Without Driving People Crazy (New)
Steve Chandler and Scott Richardson
Chandler and Richardson offer practical motivational advice relevant to everyday circumstances. This resource gives the reader common-sense tips, inspiring and relevant quotes, and invaluable anecdotes. The authors group fundamental and inspirational ideas in brief packages. Because many programs run as a team, the authors frequently use sports analogies to illustrate the particular motivational method. 100 Ways to Motivate Others is a crucial, accessible, insightful guide for afterschool program directors and managers who seek advice on hiring the right people, delegating appropriate roles, time management, communication, change, and positive leadership. (224 pages)
© 2005
Print$19.99
The Career Press, Inc.
3 Tice Rd.
P.O. Box 687
Franklin Lakes, NJ 07417
Phone: 800-227-3371
Web: http://www.careerpress.com

151 Quick Ideas to Inspire Your Staff (New)
Jerry R. Wilson
Unfortunately, some afterschool programs suffer from high turnover rates, inconsistent training, time constraints, and ineffective employee motivation. This resource overflows with brilliant, succinct ideas on motivating and inspiring staff members. Instead of lengthy chapters, the text consists of 151 great, practical ideas with brief anecdotes and lessons that any afterschool director may employ to effect higher morale and a more productive program. (208 pages)
© 2005
Print$12.99
The Career Press, Inc.
3 Tice Rd.
P.O. Box 687
Franklin Lakes, NJ 07417
Phone: 800-227-3371
Web: http://www.careerpress.com

9 Things a Leader Must Do: Breaking Through to the Next Level (New)
Henry Cloud
Leadership can be a life of frustrating challenges without a solid foundation in the psychology behind successful leadership. This resource outlines simply yet thoroughly how leaders (and potential leaders) may reach their personal and career goals while establishing a positive influence on those around them. According to the author, it is the overall pattern of thinking and innate ambition—rather than charm, money, or education—that creates leaders. The text presents ways to maintain positive thinking and behavior, move forward, take small but productive steps, and lead honestly. (129 pages)
© 2006
Print$12.99
Thomas Nelson, Inc.
P.O. Box 141000
Nashville, TN 37214
Phone: 800-251-4000
Web: http://www.thomasnelson.com

A Framework for Understanding and Working With Students and Adults From Poverty (Revised)
Ruby K. Payne
This best-selling book explains the differences between situational and generational poverty, describes poignant scenarios, and identifies resources that can be used to help the individuals in the scenarios. The author helps readers understand the language used by those living in poverty, the shared characteristics of poverty, and the actions that are a result of those characteristics. She also stresses the importance of role models and support systems. (199 pages)
© 2005
Print$22.00
Aha! Process, Inc.
P.O. Box 727
Highlands, TX 77562
Phone: 800-424-9484
Fax: 281-426-5600
Web: http://www.ahaprocess.com

A Guide to Successful Public-Private Partnerships for Youth Programs (New)
Nanette Relave and Sharon Deich
This guide is for policymakers and program and community leaders interested in supporting youth initiatives. It defines public-private partnerships and explores why they are created and what they can do. The guide also examines effective strategies for establishing and sustaining partnerships based on successful national, state, and local models.
© 2007
Print$20.00
Web Resourcehttp://76.12.61.196/publications/publicPrivate_PM.pdf
The Finance Project
1401 New York Ave. NW, Ste. 800
Washington, DC 20005
Phone: 202-628-4200
Fax: 202-628-1293
E-mail: info@financeproject.org
Web: http://www.financeproject.org

A How-To Guide for Summer Food Sponsors on Purchasing High-Quality Summer Meals (New)
Srinidhi Vijaykumar and Crystal Fitzsimons
This resource is for those engaged in the Summer Food Service Program. A How-to Guide will assist in improving meal quality by providing information on strengthening contract language, improving vendor communication, and increasing competition on bids. (22 pages)
© 2007
Web Resourcehttp://www.frac.org/pdf/summermeals2007.pdf
Food Research and Action Center
1875 Connecticut Ave. NW, Ste. 540
Washington, DC 20009
Phone: 202-986-2200
Fax: 202-986-2525
Web: http://www.frac.org

A Review of Research on the Integration of Sports and Physical Activity Into Out-of-School Time Programs (New)
Policy Studies Associates, Inc.
This review of the research on sports and physical activity in out-of-school-time programs is broken into five sections. The first section covers what has been learned from youth development research and out-of-school programming about promoting healthy development. The second section looks at factors and conditions that influence youth participation in sports and physical activity. The third section shows what outcomes are associated with participation in sports and physical activity. The fourth section examines the characteristics of effective outof- school sports and physical activity programs. The last section discusses policy and practice implications. (22 pages)
© 2006
Web Resourcehttp://www.policystudies.com/studies/youth/OSTsports.pdf
Policy Studies Associates, Inc.
1718 Connecticut Ave. NW, Ste. 400
Washington, DC 20009
Phone: 202-939-9780
Fax: 202-939-5732
Web: http://www.policystudies.com

Achieving Leadership Genius (New)
Drea Zigarmi, Susan Fowler, and Dick Lyles
Using the idea that different situations require unique leadership techniques and skills, the authors of this book present a new approach to leadership based on five contexts. This framework is designed to help leaders improve their abilities to lead in multiple situations. The leadership contexts are blended with leadership practices throughout the chapters to provide information that can be applied to particular settings. Understanding these contexts is important because who you are leading and where you are leading will greatly determine how you will lead. The authors provide organized, systematic techniques to help readers become leaders who recognize the setting in which they are leading, adapt to a wide variety of situations, and are ready to handle any issues that inevitably arise. (315 pages)
© 2007
Print$25.99
FT Press
1 Lake St.
Upper Saddle River, NJ 07458
Phone: 800-382-3419
Web: http://www.ftpress.com

Active Hours Afterschool: Childhood Obesity & the Role of Afterschool Programs as a Solution (New)
Afterschool Alliance
Obesity has been acknowledged as a growing concern in almost every part of the country. This document discusses how afterschool programs are ideally positioned to help curb this problem among school-age children and what can be done. (15 pages)
No Date
Web Resourcehttp://www.statewideafterschoolnetworks.net/active-hours-afterschool-childhood-obesity-and-role-afterschool-programs-solution
Afterschool Alliance
1616 H St. NW, Ste. 820
Washington, DC 20006
Phone: 202-347-2030
Fax: 202-347-2092
Web: http://www.afterschoolalliance.org

Active Hours Afterschool: Local Wellness Policy Toolkit for Afterschool Programs (New)
Afterschool Alliance
The Child Nutrition and WIC Reauthorization Act of 2004 required every school district to develop a local wellness policy by the end of the 2006–2007 school year. This document discusses the minimum standards of such a policy and advocacy possibilities that afterschool programs can help influence. (6 pages)
© 2006
Web Resourcehttp://www.afterschoolalliance.org/policyActiveHoursObesity.cfm
Afterschool Alliance
1616 H St. NW, Ste. 820
Washington, DC 20006
Phone: 202-347-2030
Fax: 202-347-2092
Web: http://www.afterschoolalliance.org

After School Guide: Nourish Their Bodies, Feed Their Minds (New)
Food Research and Action Center
This document discusses why children need afterschool programs and why nutrition is crucial to afterschool success. It also provides insight into which federal child nutrition programs are available, what health and safety requirements apply, how to participate in such programs as the national school lunch program, and how to provide nutrition education. An appendix listing state child nutrition agencies is included. (33 pages)
No Date
Web Resourcehttp://www.frac.org/Afterschool_Guide.pdf
Food Research and Action Center (FRAC)
1875 Connecticut Ave. NW, Ste. 540
Washington, DC 20009
Phone: 202-986-2200
Fax: 202-986-2525
Web: http://www.frac.org

Afterschool Advantage: Powerful New Learning Opportunities (New)
Terry K. Peterson and Sybil Fix, Editors
Authored by leaders in the field of afterschool, this book provides a multidisciplinary view of afterschool programming. Topics include science in afterschool, technology, the power of arts, entrepreneurial advantage, afterschool for the global age, and creating pathways to college. Afterschool administrators and teachers can use these ideas to start or enhance their own programs. (80 pages)
© 2007
Web Resourcehttp://www.afterschooled.org/articles/Afterschool_Advantage.pdf
Foundations, Inc.
Moorestown West Corporate Center
2 Executive Dr., Ste. 1
Moorestown, NJ 08057
Phone: 888-977-5437
Fax: 856-533-1601
E-mail: info@foundationsinc.org
Web: http://www.foundationsinc.org

Afterschool for the Global Age (New)
The Asia Society and the George Lucas Educational Foundation
This report summarizes and expands on a national meeting that explored ways to prepare young people for employment and citizenship in the global age through afterschool programming. Participants shared knowledge of best practices and model programs and recommended next steps for the field. The report includes topics on developing an educational response to globalization, designing new approaches to global literacy after school, integrating an international perspective into policy and advocacy, and creating and building on successes. (24 pages)
© 2007
Print$11.00
Web Resourcehttp://www.internationaled.org/afterschoolreport.pdf
The Asia Society
725 Park Ave.
New York, NY 10021
Phone: 212-327-9227
Web: http://www.askasia.org

Afterschool Matters (New)
Sara L. Hill
A successful afterschool program—or any educational endeavor—balances academic learning with fun and enriching activities. Afterschool Matters addresses developmental stages, types of support for academically challenged children, and useful models developed by experts. Selected projects relate to various student interests and complement classroom learning while providing much-needed social interaction and artistic expression. (109 pages)
© 2008
Print$25.95
Corwin Press
2455 Teller Rd.
Thousand Oaks, CA 91320
Phone: 800-233-9936
Fax: 800-417-2466
Web: http://www.corwinpress.com

Afterschool Style in Practice: 25 Skill-Building Meetings for Staff (New)
Center for Afterschool and Community Education
These 45-minute staff development modules are specifically designed for the unique challenges facing afterschool professionals. The content is based on trainings conducted with thousands of afterschool providers in diverse settings. The sessions offer flexibility in scheduling with the last chapter providing a template for customizing the session to meet your program's needs. (182 pages)
© 2007
Print$59.95
Center for Afterschool and Community Education
2 Executive Dr., Ste. 1
Moorestown, NJ 08057
Phone: 856-533-2702
Fax: 856-533-2701
Web: http://www.afterschooled.org

America's Children: Key National Indicators of Well-Being 2007
Federal Interagency Forum on Child and Family Statistics
The Federal Interagency Forum on Child and Family Statistics seeks to improve consistency in data collection and reporting on children and their families. This volume of America's Children presents a summary of 38 national indicators of important aspects of children's lives and the changes in these indicators from the previous year. The report has been restructured into seven sections: family and social environment, economic circumstances, health care, physical environment and safety, behavior, education, and health. Information such as the percentage of children that visit the dentist, the demographics of the child population, and the percentage of children with elevated blood-lead levels can be found in this report. (187 pages)
© 2007
Web Resourcehttp://www.childstats.gov/pdf/ac2007/ac_07.pdf
Health Resources and Services Administration Information Center
P.O. Box 2910
Merrifield, VA 22116
Phone: 888-275-4772
Fax: 703-821-2098
E-mail: ask@hrsa.org
Web: http://www.childstats.gov

Best Practices Workbook: Guidelines for School-Age Programs (New)
Michael S. Ashcraft
This workbook is a companion to the book Best Practices: Guidelines for School-Age Programs. It is based on research and contains a set of checklists for best practices and practical guidelines to help facilitate the positive development of children. By allowing you to identify strengths, weaknesses, and methods for improvement, this resource can be a great tool for self-assessment and growth. Specific best practices on a variety of topics concerning school-age programs, such as relationships, diversity, environment, equipment and materials, staff qualifications, and behavior management, are included. (72 pages)
© 2007
Print$16.00
Sparrow Media Group
16588 Fieldcrest Ave.
Farmington, MN 55024
Phone: 952-953-9166
Fax: 952-431-3461
E-mail: info@sparrowmediagroup.com
Web: http://www.sparrowmediagroup.com

Best Practices: Guidelines for School-Age Programs (New)
Michael S. Ashcraft
Many children spend up to 35 hours a week in school-age care. The quality of these programs can have an enormous impact on their education and development. It is important for their experiences to be positive and beneficial. Bringing together research on the brain, child development, and the theories of school-age child development, this book provides descriptions of specific best practices for school-age programs. Case studies are used to provide real-life examples of ideas and practices. This information will help you design an afterschool program that promotes positive development of children or improve one already in existence. (140 pages)
© 2007
Print$16.00
Sparrow Media Group
16588 Fieldcrest Ave.
Farmington, MN 55024
Phone: 952-953-9166
Fax: 952-431-3461
E-mail: info@sparrowmediagroup.com
Web: http://www.sparrowmediagroup.com

Beyond the Bell: A Toolkit for Creating Effective Afterschool Programs, Third Edition (Revised)
Judith G. Caplan, Carol K. McElvain, and Katie E. Walter
Beyond the Bell will assist afterschool program staff in the following areas: management; collaboration and community building; programming; linkages with the school day; evaluation; communication; parent and family involvement; and staff development. The toolkit offers criteria for decision making and suggests effective strategies. Tools help with gathering data, creating formats for analyzing information, structuring dialogue around important issues, and assisting in information sharing. The third edition includes 82 tools for implementing a successful afterschool program. The toolkit includes a CD-ROM, five staff workbooks, and access to the accompanying Web site. (235 pages)
© 2005
Print$79.00
Learning Points Associates
1120 E. Diehl Rd., Ste. 200
Naperville, IL 60563
Phone: 800-356-2735
Fax: 630-649-6700
Web: http://www.learningpt.org

Celebrating America's Youth: The Facts Are Positive (New)
National Clearinghouse on Families & Youth
This report provides statistics on American youth volunteer rates, extracurricular activities, civic and religious activities, academic performance, relationships with parents and family, and healthy behaviors. It also describes the Positive Youth Development approach, which emphasizes self-assurance in young people's competence, usefulness, belonging, and power. (12 pages)
© 2007
Web Resourcehttp://www.helpingamericasyouth.gov/exhibithall/FYSB%20-%20Celebrating%20AmericaÕs%20Youth.pdf
National Clearinghouse on Families & Youth
P.O. Box 13505
Silver Spring, MD 20911-3505
Phone: 301-608-8098
Fax: 301-608-8721
E-mail: info@ncfy.com
Web: http://www.ncfy.com

Changing Children's Behavior by Changing the People, Places, and Activities in Their Lives (New)
Richard L. Munger
Each path a child takes in life includes a mix of people, places, and activities. This book explores the pathways that will help mold children into motivated, competent, and compassionate adults. The basic concept of the book is that how children spend their time determines the kind of developmental experiences they will have. Most of the chapters are devoted to how children can spend time in environments and activities that are conducive to healthy development. Ten major settings where children spend their time, such as with friends, at school, at afterschool, and at work, are covered. At the end of each environment chapter is a quiz to help parents or professionals determine a child's strengths and weaknesses followed by action steps to improve their environment. A chapter is devoted to the importance of exercise and physical education. This book was intended for use by both parents and professionals. (296 pages)
© 2005
Print$15.95
Boys Town Press
14100 Crawford St.
Boys Town, NE $15.95
Phone: 800-282-6657
E-mail: btpress@girlsandboystown.org
Web: http://www.boystownpress.org

Community Visions, Community Solutions: Grantmaking for Comprehensive Impact
Joseph A. Connor and Stephanie Kadel-Taras
This publication describes a grantmaking process in which funders focus on solutions by helping communities identify their goals and then supporting and sustaining systematic efforts to reach those goals. Community Visions, Community Solutions presents the following topics: how funders can have a real impact on community problems, why many collaborations have failed, and how to support and sustain community problem solving. The appendix contains community governance strategies. (128 pages)
© 2003
Print$41.96
Fieldstone Alliance
60 Plato Blvd. E
St. Paul, MN 55107
Phone: 800-274-6024
Web: http://www.fieldstonealliance.org

Creating Dedicated Local and State Revenue Sources for Youth Programs (New)
Rachel H. Sherman, Sharon G. Deich, and Barbara Hanson Langford
This brief outlines strategies to create dedicated local and state revenue sources for youth programs and profiles these strategies at work in different states and communities. The authors also provide guidance and information on the capacity, funding, and community support required to create local and state dedicated revenue sources. The details for achieving dedicated revenue funding such as initiative and referendums are defined and explained. (32 pages)
© 2007
Print$20.00
Web Resourcehttp://76.12.61.196/publications/DLR_PM.pdf
The Finance Project
1401 New York Ave. NW, Ste. 800
Washington, DC 20005
Phone: 202-628-4200
Fax: 202-628-1293
E-mail: info@financeproject.org
Web: http://www.financeproject.org

Critical Hours: Afterschool Programs and Educational Success
Beth M. Miller
This resource explores the links between afterschool programs and positive youth development, particularly during early adolescence. Based on research findings on afterschool programs and promoting learning, the report makes the following conclusions: youth benefit from consistent participation in well-run, quality afterschool programs; afterschool programs can increase engagement in learning; afterschool programs can increase educational equity; and afterschool programs can build the key skills necessary for success in today's economy. Each of these conclusions is backed by specific research studies and evaluations of afterschool programs. Critical Hours also examines three of the most common approaches to enhancing the academic impact of programs: homework time, linkages with the school day, and literacy development. (118 pages)
© 2003
Web Resourcehttp://www.nmefdn.org/uploads/Critical_Hours.pdf
Nellie Mae Education Foundation
1250 Hancock St., Ste. 205N
Quincy, MA 02169
Phone: 781-348-4200
Fax: 781-348-4299
Web: http://www.nmefdn.org

Demographic Differences in Youth Out-of-School Time Participation: A Research Summary (New)
Harvard Family Research Project
This summary reports findings from two publications examining differences in participation in out-of-school-time activities among youth from varying socioeconomic and racial and ethnic backgrounds. Policy application suggestions follow each key finding. (2 pages)
© 2007
Web Resourcehttp://www.gse.harvard.edu/hfrp/content/projects/afterschool/resources/researchsummary.pdf
Harvard Family Research Project
Harvard Graduate School of Education
3 Garden St.
Cambridge, MA 02138
Phone: 617-495-9108
Fax: 617-495-8594
E-mail: hfrp@gse.harvard.edu
Web: http://www.hfrp.org

Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools (New)
Susan Moore Johnson
There is growing concern about teacher quality and teacher retention. This resource discusses some of the findings of a longitudinal study of 50 new teachers. After 4 years, one third of the 50 teachers had left public school teaching, and another one third had changed schools or districts. This book highlights 10 of the teachers from that study. These 10 teachers describe their reasons for entering the field, what their expectations were, what they encountered in the schools, and how they decided to stay in the field or move on to other jobs. For anyone looking to address the issue of finding quality teachers and keeping them, Finders and Keepers provides valuable insight. It reveals the crucial role that the setting plays, as well as how important principals and experienced teachers are to hiring and retaining quality teachers. (314 pages)
© 2004
Print$17.95
Jossey-Bass
989 Market St.
San Francisco, CA 94103-1741
Phone: 800-956-7739
Fax: 415-433-0499
Web: http://www.josseybass.com

Finding Funding: A Guide to Federal Sources for Youth Programs (New)
Dionne Dobbins-Harper and Soumya Bhat
This guide is broken into five sections. The first section is an overview of the funding landscape of public and private investments in youth programming and the key challenges for community leaders and policymakers. The second section describes the structure and requirement of various federal funding mechanisms to fund programs. The third section discusses the criteria the Finance Project used to guide its research on federal funding sources and analyzes the broad domains used in the framework. The fourth section gives strategies for maximizing federal funds and building partnerships. Youth programs that have used creative funding strategies are highlighted. The fifth section contains a catalog of 103 funding sources that support youth programming.
© 2007
Print$30.00
Web Resourcehttp://76.12.61.196/publications/findingfunding_PM.pdf
The Finance Project
1401 New York Ave. NW, Ste. 800
Washington, DC 20005
Phone: 202-628-4200
Fax: 202-628-1293
E-mail: info@financeproject.org
Web: http://www.financeproject.org

Finding Funding: Grantwriting From Start to Finish, Including Project Management and Internet Use, Fifth Edition
Ernest W. Brewer and Charles M. Achilles
The updated edition of Finding Funding shares the latest technology used in and strategies of successful grantwriting. This resource is a practical guide on how to locate the most appropriate funders for programs, how to refine grant proposals to meet the funders' needs and preferences, and how to administer and manage a grant to be in compliance with all grant regulations and legal obligations. (424 pages)
© 2007
Print$39.95
Corwin Press
2455 Teller Rd.
Thousand Oaks, CA 91320
Phone: 800-233-9936
Fax: 800-417-2466
Web: http://www.corwinpress.com

Findings From HFRP's Study of Predictors of Participation in Out-of-School Time Activities: Fact Sheet (New)
Harvard Family Research Project
This resource summarizes findings and implications from a recent Harvard Family Research Project study that examined the child, family, school, and neighborhood predictors of children's participation in out-of-school-time activities. Key findings for out-of-school-time practitioners are included. (3 pages)
© 2007
Web Resourcehttp://www.gse.harvard.edu/hfrp/content/projects/afterschool/resources/factsheet.pdf
Harvard Family Research Project
Harvard Graduate School of Education
3 Garden St.
Cambridge, MA 02138
Phone: 617-495-9108
Fax: 617-495-8594
E-mail: hfrp@gse.harvard.edu
Web: http://www.hfrp.org

Five Standards for Effective Teaching: How to Succeed With All Learners, Grades K–8 (New)
Stephanie Stoll Dalton
Aimed at educators of K–8 learners, this book prepares teachers to follow five standards for organizing their classrooms: (1) teacher and student producing together, (2) developing language and literacy, (3) connecting learning to students' worlds, (4) challenging students' thinking, and (5) using instructional conversation. The first part of the book presents research and rationale for the five standards, and the second part addresses each standard individually in depth and concludes with an integrative framework for a system to support and expand classroom teaching. Appropriate appendixes provide additional references, ideas, and support. (304 pages)
© 2008
Print$24.95
Jossey-Bass
989 Market St.
San Francisco, CA 94103-1741
Phone: 800-956-7739
Fax: 415-433-0499
Web: http://www.josseybass.com

Funding Education Beyond High School: The Guide to Federal Student Aid (New)
U.S. Department of Education
This U.S. Department of Education guide to federal student aid explains the financial assistance available through grants, loans, and work-study from the U.S. government for anyone interested in pursuing an education beyond high school. Most important, the publication explains how to apply for that aid either online or by mail. The publication tells students what information is needed and explains the process for filling out the Free Application for Federal Student Aid (commonly known as the FAFSA). The booklet also explains what the FAFSA4caster is and how it can be used to give parents and students an estimate of education cost before they actually fill out the FAFSA. Other helpful information such as reducing the cost of education and avoiding scholarship scams is also included
© 2007
Web Resourcehttp://studentaid.ed.gov/students/attachments/siteresources/FundingEduBeyondHighSchool_0809.pdf
U.S. Department of Education
P.O. Box 1398
Jessup, MD 20794-1398
Phone: 800-394-7084
Fax: 301-470-1244
E-mail: orders@FSApubs.org
Web: http://www.studentaid.ed.gov

Giving Parents Options: Strategies for Informing Parents and Implementing Public School Choice and Supplemental Educational Services Under No Child Left Behind
U.S. Department of Education and Office of Innovation and Improvement
School districts are required to offer families supplemental educational services (SES) and school transfers if their district does not meet the performance goals of No Child Left Behind for several years in a row. There are very low participant rates for school districts in these areas, however; many families are unable to take advantage of the options. This handbook is intended to be a guide for districts to assist in implementing public school choice and SES more effectively. The information included is based on visits to 14 school districts conducted by the U.S. Department of Education's Office of Innovation and Improvement. This handbook can give districts guidance and direction on topics such as reaching and informing parents, facilitating applications and enrollment, providing transportation to and from selected schools and SES programs, and gaining support from the state education agency. (44 pages)
© 2007
Web Resourcehttp://www.ed.gov/admins/comm/choice/options/givingparentsoptions.pdf
ED Pubs, Education Publications Center
U.S. Department of Education
P.O. Box 1398
Jessup, MD 20794-1398
Phone: 877-433-7827
Fax: 301-470-1244
E-mail: edpubs@inet.ed.gov
Web: http://www.ed.gov

Guide to NAA Program Accreditation (New)
National AfterSchool Association
This updated resource explains the National AfterSchool Association accreditation process, including understanding benefits and costs, deciding if you are ready, and completing the application. The guide also contains the needed forms and discusses building circles of support for quality at varying levels. Additional support materials can be purchased with this guide or ordered separately.
© 2007
Print$40.00
National AfterSchool Association
529 Main St., Ste. 214
Charlestown, MA 02129
Phone: 800-617-8242
Fax: 617-778-6025
Web: http://www.naaweb.org

Half a Childhood: Quality Programs for Out-of-School Hours, Third Edition
Judith Bender, Charles H. Flatter, and Jeanette M. Sorrentino
Half a Childhood focuses on creating a high-quality experience for children ages 5–14 during out-of-school hours. Chapters cover everything from defining school-age care and how it supports families to hiring staff and fostering strong staff-child relationships. This new edition describes school-age children and the range of issues regarding school-age care. Half a Childhood also addresses managing behavior, creating a balanced program, and establishing a quality physical environment both indoors and outdoors. (299 pages)
© 2005
Print$22.95
School-Age Notes
P.O. Box 476
New Albany, OH 43054
Phone: 800-410-8780
Fax: 888-410-8260
Web: http://www.schoolagenotes.com

Helping Practitioners Meet the Goals of No Child Left Behind (New)
U.S. Department of Education and Office of Educational Technology
Technology, if used appropriately and effectively, can transform student learning and student achievement. This report from the U.S. Department of Education is a compilation of papers written by technology experts and educators designed to help school leaders find better ways to incorporate technology into the schools—ways that will also meet the goals of No Child Left Behind. The information provided is divided into two sections. One addresses accountability and assessment using technology, and the other discusses increasing options through e-learning. Several detailed diagrams also outline ideas such as a technology framework and the benefits of online testing and online individualized education programs. (64 pages)
© 2004
Web Resourcehttp://www.ed.gov/about/offices/list/os/technology/reports/help-pract.pdf
U.S. Department of Education
P.O. Box 1398
Jessup, MD 20794-1398
Phone: 877-433-7827
Fax: 301-470-1244
E-mail: edpubs@inet.ed.gov
Web: http://www.ed.gov

Helping Youth Succeed Through Out-of-School Time Programs (New)
American Youth Policy Forum
This publication for policymakers and practitioners provides solid research on, examples of, and recommendations for out-of-school-time programs. Part 1 is a literature review on out-of-schooltime programs and how they are effective in improving youth skills and outcomes. Part 2 shows emerging practices and examples of advanced programs in the United States. Part 3 offers recommendations on program development, expectations, and requirements. A list of out-ofschool- time programs and their directors' names and contact information is also provided. (55 pages)
© 2006
Web Resourcehttp://www.aypf.org/publications/HelpingYouthOST2006.pdf
American Youth Policy Forum
1836 Jefferson Pl. NW
Washington, DC 20036
Phone: 202-775-9731
Fax: 202-775-9733
Web: http://www.aypf.org

How Afterschool Programs Can Most Effectively Promote Positive Youth Development as a Support to Academic Achievement: A Report Commissioned by the Boston After-School for All Partnership
Georgia Hall, Nicole Yohalem, Joel Tolman, and Alicia Wilson
In this publication, the researchers report ways in which quality afterschool programs can help young people succeed both academically and developmentally. The resource presents a review of learning theories, explains the features and rationale of the positive youth development approach, provides examples of local and national programs utilizing positive strategies, articulates the challenges Boston faces, and offers recommendations for both short-term and long-term actions and policy activities. (95 pages)
© 2003
Web Resourcehttp://www.niost.org/WCW3.pdf
National Institute on Out-of-School Time
Wellesley Centers for Women at Wellesley College
105 Central St.
Wellesley, MA 02481
Phone: 781-283-2547
Fax: 781-283-3657
Web: http://www.niost.org

How the Arts Can Enhance After-School Programs
U.S. Department of Education and National Endowment for the Arts
This report provides an introduction to the role of the arts in afterschool programs. It includes a brief summary of recent research findings about both arts and afterschool programs, a description of the key elements of successful programs, and examples of successful programs and partnerships. (24 pages)
© 2002
Web Resourcehttp://www.arts.gov/pub/artsafterschool/artsedpub.html
National Endowment for the Arts
1100 Pennsylvania Ave. NW
Washington, DC 20506
Phone: 202-682-5400
Web: http://www.arts.gov

Investing in the Sustainability of Youth Programs: An Assessment Tool for Funders (New)
Barbara Hanson Langford
Private funding sources have become important sources of support for innovative youth programs. Most private funding initiatives, however, are focused on start-up or expansion with a short timeframe—3 years being the most common. This brief with its accompanying assessment tool is intended to help foundation leaders address the challenges of sustainability. It provides a framework for thinking about sustainability, an assessment tool funders can use to support sustainability in their grantmaking, and guidance on how to use and adapt the tool for particular purposes. (18 pages)
© 2007
Web Resourcehttp://www.financeproject.org/Publications/FundersTool.pdf
The Finance Project
1401 New York Ave. NW, Ste. 800
Washington, DC 20005
Phone: 202-628-4200
Fax: 202-628-1293
E-mail: info@financeproject.org
Web: http://www.financeproject.org

Leading by Example: Straight Talk From the World's Top Business Leaders (New)
Harvard Business School Press
Not everyone is a born leader. This resource, a product of the Lessons Learned series, presents leaders' stories in their own words—some cautionary tales and others full of hopeful wisdom. As with all Lessons Learned books, Leading by Example features prominent figures from academia, business, and the public sector. Each anecdote provides bulleted "takeaways," which clearly elucidate the main lessons learned. Leadership often means learning some of the hardest lessons presented in the text, including "Leadership is not a popularity contest" and "The front line is the bottom line." Other issues include maintaining humility, being a good listener, and always encouraging a positive atmosphere. (100 pages)
© 2007
Print$9.95
Harvard Business School Publishing
60 Harvard Way
Boston, MA 02163
Web: http://www.hbspress.org

Leading in a Culture of Change (New)
Michael Fullan
Through five chapters of this seven-chapter book, the author develops a comprehensive theory of leadership. There are five themes that Fullan believes are compatible and synergistic for leadership: moral purpose, understanding change, developing relationships, knowledge building, and coherence making. In the final chapter, Fullan discusses becoming a leader, systemic change, and cultivating leadership at all levels. It includes discussion questions at the end of the book. (166 pages)
© 2001
Print$17.95
Jossey-Bass
989 Market St.
San Francisco, CA 94103-1741
Phone: 800-956-7739
Fax: 415-433-0499
Web: http://www.josseybass.com

Links to Learning: Supporting Learning in Out-of-School Time Programs
National Institute on Out-of-School Time
This video describes the role that afterschool programs play in contributing to children's learning and overall development. Research has identified the following as necessary to succeed in today's economy: literacy and numeracy, written and oral communication skills, problem-solving and critical-thinking skills, knowledge of and comfort with technology, and the ability to work with diverse groups of people. After introducing the viewer to these skills, the video shows many afterschool programs that are implementing them in their daily activities. With these examples, the video helps the viewer tie the research concepts discussed on the tape to everyday afterschool programming. (12 minutes)
© 2003
Video$20.00
National Institute on Out-of-School Time
Wellesley Centers for Women at Wellesley College
106 Central St.
Wellesley, MA 02481
Phone: 781-283-2547
Fax: 781-283-3657
Web: http://www.niost.org

Making Change Stick: Twelve Principles for Transforming Organizations (New)
Richard C. Reale
This resource smoothly introduces leadership principles useful to everyone, regardless of experience level. The text investigates reasons behind the frequent failure of making change stick. Enduring change requires adaptation, superior communication, and commitment. Anecdotes add a personal touch, varying perspectives, and lessons. Every chapter follows with a "Questions to Ponder" section and simple instructions on how to implement the practices. The underlying theme is that, whether as an individual or an organization, the decision to effect change must be actively enforced. The principles make sticking to the change attainable. (166 pages)
© 2005
Print$19.50
Positive Impact Associates, Inc.

Park Ridge, NJ
Phone: 201-573-0027
Web: http://www.p-impact.com

Making the Case: A Fact Sheet on School-Age Children's Out-of-School Time
National Institute on Out-of-School Time
This updated fact sheet provides important information and research about children and out-of-school time. The resource is valuable in establishing a need for out-of-school programs in grant proposals and other funding scenarios, as well as garnering school and community support for these programs. The fact sheet gives statistics on demographics of children today, describes how children and youth spend time after school, offers proof that children can benefit from participation in high-quality programs, and discusses trends in funding. (8 pages)
© 2007
Web Resourcehttp://www.niost.org/publications/Final2007FactSheet.pdf
National Institute on Out-of-School Time
Wellesley Centers for Women at Wellesley College
106 Central St.
Wellesley, MA 02481
Phone: 781-283-2547
Fax: 781-283-3657
Web: http://www.niost.org

Managing Change: Straight Talk From the World's Top Business Leaders (New)
Harvard Business School Press
Managing Change is a compact yet crucial resource to anyone in a leadership role. The text offers real anecdotes from successful business leaders in top positions in companies such as Morgan Stanley, Ford Motor Company, and Avon. Each individual's lesson ties into one of several themes, many of which relate to school administration. Themes include overcoming bureaucratic obstacles, maintaining communication, and handling culture clashes. Each lesson includes a story and a final "Takeaways" section with bulleted highlights. The anecdotes offer practical wisdom applicable to starting, managing, and successfully implementing an afterschool program. (98 pages)
© 2007
Print$9.95
Harvard Business School Publishing
60 Harvard Way
Boston, MA 02163
Web: http://www.hbspress.org

Mini-Digest of Education Statistics, 2006 (New)
Thomas D. Snyder
The Mini-Digest of Education Statistics, 2006 is a pocket-sized reference for the statistical information found in much greater detail in the Digest of Education Statistics, 2006. This compilation highlights data such as enrollment rates, teachers' salaries, academic performance, and expenditures. Results of many surveys by the National Center for Education Statistics are included as well. (75 pages)
© 2007
Web Resourcehttp://nces.ed.gov/pubs2007/2007067.pdf
National Center for Education Statistics
Institute of Education Sciences
U.S. Department of Education
1990 K St. NW
Washington, DC 20006-5651
Phone: 202-502-7300
Web: http://www.nces.ed.gov

More Than Homework, a Snack, and Basketball: Afterschool Programs as an Oasis of Hope for Black Parents in Four Cities (New)
Gerald Robinson and Leslie Fenwick
This resource reports the results of a study about Black parents who have children enrolled in an afterschool program. Four general themes emerged from the parent responses: barriers to afterschool programs, parents' knowledge of afterschool programs, the quality of afterschool programs, and the power of focus groups. Findings of this study include what Black parents believe is the purpose of an afterschool program, what they expect from an afterschool program, what they think makes an afterschool program weak or strong, and what activities their children like and dislike. (12 pages)
© 2007
Web Resourcehttp://www.scoter.baeo.org/news_multi_media/mottSummary.pdf
Black Alliance for Educational Options
1710 Rhode Island Ave. NW
Floor 12
Washington, DC 20036
Phone: 202-429-2236
Fax: 202-429-2237
Web: http://www.baeo.org

No Child Left Behind: Primer (New)
Frederick M. Hess and Michael J. Petrilli
Signed into law in 2002, No Child Left Behind (NCLB) has greatly influenced the American educational system. The purpose of this book is to explain NCLB more completely by taking a comprehensive look at its elements, including its history, its implementation, and the challenges it has brought about. This is a helpful resource for someone seeking to get a better understanding of NCLB, as it covers the pertinent information in a concise, straightforward format. Important words in the text are bolded and explained further in notes located in the margins of the pages, and the information is organized and presented clearly. (152 pages)
© 2007
Print$18.95
Peter Lang Publishing, Inc.
29 Broadway, 18th Floor
New York, NY 10006
Phone: 800-770-5264
Fax: 212-647-7707
Web: http://www.peterlang.com

NSACA Standards for Quality School-Age Care
National AfterSchool Association
This resource describes the National School-Age Care Alliance practices that lead to quality programs for young people ages 5–14 in their out-of-school time. The manual is a result of the field-testing and observation of hundreds of practitioners and is the basis of the National AfterSchool Association program improvement and accreditation system. The 144 standards are organized into 36 keys to quality. The resource includes more than 400 examples to illustrate the standards and a questionnaire to help programs determine when they are ready to move toward program self-study and accreditation. (98 pages)
© 1998
Print$15.00
National AfterSchool Association
529 Main St., Ste. 214
Charlestown, MA 02129
Phone: 800-617-8242
Fax: 617-778-6020
E-mail: staff@naaweb.org
Web: http://www.naaweb.org

Our Iceberg Is Melting: Changing and Succeeding Under Any Conditions (New)
John Kotter and Holger Rathgeber
This is a book about major, life-altering change. Using penguins as main characters in the story, the book tells a tale of overcoming seemingly impossible obstacles and working together to effect necessary change. The penguins experience conflict, resistance, fear, and later the crucial decision-making process that will determine whether they will succeed as a group despite their melting iceberg. The book presents deep issues in a unique and entertaining way. Wonderful illustrations and large text add to the atypical form and charm of the text. Readers may see themselves as the penguins and, through their story, may develop into better leaders, family members, and community helpers. (147 pages)
© 2006
Print$19.95
St. MartinÕs Press
175 Fifth Ave.
New York, NY 10010
,
Phone: 212-674-6132
Web: http://www.stmartins.com

Outcomes Linked to High-Quality Afterschool Programs: Longitudinal Findings From the Study of Promising Afterschool Programs (New)
Deborah Lowe Vandell, Elizabeth R. Reisner, and Kim M. Pierce
This resource reports the findings of a 2-year study that followed almost 3,000 low-income, ethnically diverse elementary and middle school students from eight states. About half of the students attended high-quality afterschool programs. The researchers found that regular participation in high-quality afterschool programs was linked to significant gains in standardized test scores and work habits as well as reductions in behavior problems among the disadvantaged students. (9 pages)
© 2007
Web Resourcehttp://www.policystudies.com/studies/youth/Promising%20Practices.html
Policy Studies Associates, Inc.
1718 Connecticut Ave. NW, Ste. 400
Washington, DC 20009
Phone: 202-939-9780
Fax: 202-939-5732
Web: http://www.policystudies.com

Promoting Physical Activity and Healthy Nutrition in Afterschool Settings: Strategies for Program Leaders and Policy Makers (New)
Afterschool Investments Project
This resource discusses the role afterschool programs can play in the prevention of childhood obesity. Specifically, it discusses how these programs can reach those most at risk, including minorities and those in poverty; how they can reach children at a time of day when they would normally be inactive; and how they can provide nutritious meals and snacks that can serve as good dietary examples. It also provides examples of how these ideas have been applied at the federal, state, and local levels. The three major areas addressed are (1) incorporating physical activity and nutrition into afterschool programming; (2) using policy levers to build provider capacity and facilitate the afterschool community's involvement in policy discussions; and (3) accessing resources and developing financing strategies. (30 pages)
© 2006
Web Resourcehttp://www.nccic.acf.hhs.gov/afterschool/fitness_nutrition.pdf
The Finance Project (Afterschool Investments)
1401 New York Ave. NW, Ste. 800
Washington, DC 20005
Phone: 202-628-4200
Fax: 202-628-1293
E-mail: info@financeproject.org
Web: http://www.nccic.org/afterschool/

Pursuing the Promise: Addressing Equity, Access and Diversity in After School and Youth Programs
California Tomorrow
This research report focuses on information and resources that look at equity, access, and diversity trends in the afterschool field. The report lays out a framework for the research design. It discusses research findings in three areas: afterschool programs in the context of diversity; program-level understandings, strategies, and challenges; and community and policy-level understandings, strategies, and challenges. The report also offers recommendations for pursuing equity and diversity issues in the afterschool field, along with commentaries by youth, parents, program staff, and policymakers about the importance of afterschool programs. The report has a resource section, and the appendix describes the research methodology and survey instrument used in the research. (140 pages)
© 2003
Print$14.95
California Tomorrow
1904 Franklin St., Ste. 300
Oakland, CA 94612
Phone: 510-496-0220, ext. 310
Fax: 510-496-0225
Web: http://www.californiatomorrow.org

Resolving Conflicts at Work: Eight Strategies for Everyone on the Job, Revised Edition
Kenneth Cloke and Joan Goldsmith
This book offers numerous suggestions for transforming workplace conflict into opportunities for positive change and maps out eight paths to hone conflict-resolution skills. Examples of these paths include listening with your heart, embracing and acknowledging emotions, separating what matters from what's in the way, solving problems creatively and collaboratively, and learning from difficult behaviors. This new edition includes case studies that will lead the reader to a better understanding of the issues that drive conflicts and how to improve working relationships. (384 pages)
© 2005
Print$17.95
Jossey-Bass
989 Market St.
San Francisco, CA 94103-1741
Phone: 800-956-7739
Fax: 415-433-0499
Web: http://www.josseybass.com

Response to Intervention: A Practical Guide for Every Teacher (New)
William N. Bender and Cara Shores
This resource is intended as a practical guide for educators who are implementing the Response to Intervention (RTI) procedure. The most influential studies in RTI are discussed but only as a touch point for better understanding of RTI procedures. Examples of these procedures are presented as well as where and how educators can save time in implementing this new individual instructing and monitoring process. Topics include implementation of a standard treatment protocol, implementation of problem-solving, and meeting the needs of all learners. (147 pages)
© 2007
Print$27.95
Corwin Press
2455 Teller Rd.
Thousand Oaks, CA 91320
Phone: 800-233-9936
Fax: 800-417-2466
Web: http://www.corwinpress.com

School-Age Care Environment Rating Scale
Thelma Harms, Ellen Wineberg Jacobs, and Donna Romano White
The School-Age Care Environment Rating Scale (SACERS) helps define high-quality care for school-age children and assess levels of quality of care in school-age programs. SACERS consists of 49 assessment items organized into seven categories: space and furnishings, health and safety, activities, interactions, program structure, staff development, and supplementary items for children with special needs. SACERS can be used by afterschool program staff for self-assessment, by directors as a program-quality measure for planning program improvement, by agency staff for monitoring, by staff development programs, or by parents concerned about quality care for their children. The scale is particularly useful for research and program evaluation of school-age programs. (168 pages)
© 1996
Scale and Training Guide$16.95
Scoring Sheets Package$8.95
Teachers College Press
P.O. Box 20
Williston, VT 05495-0020
Phone: 800-575-6566
Fax: 802-864-7626
Web: http://www.teacherscollegepress.com

Setting the Stage for a Youth Development Associate Credential: A National Review of Professional Credentials for the Out-of-School Time Workforce (New)
Julie Dennehy, Ellen Gannett, and Rachel Robbins
Demands for services in the out-of-school-time field have increased dramatically in recent years. This has brought attention to the need for appropriate training and preparation for these staff in order to improve the overall quality of afterschool and youth programs. The authors review the research conducted by the National Institute on Out-of-School Time on the effectiveness of credentials, which are defined as "certifications that recognize an individual's performance based on a set of defined skills and knowledge" (p. 5). A decision of the Youth Development Associate credential, is also provided. The appendix includes selected case studies of other credential programs available and a matrix of common credential requirements. (46 pages)
© 2006
Web Resourcehttp://www.cornerstones4kids.org/images/youth_devel_setting_606.pdf
Cornerstones for Kids
One Greenway Plaza, Ste. 550
Houston, TX 77046
Phone: 713-627-2322
Fax: 713-627-3006
E-mail: info@cornerstones4kids.org
Web: http://www.cornerstones4kids.org

Snapshots of Sustainability: Profiles of Successful Strategies for Financing Out-of-School Time Programs (New)
Kate Sandel
Everyone faces difficulty finding ways to sustain operations. This document provides profiles of 32 successful out-of-school initiatives as well as lessons learned. Although some community characteristics impact the ability of the programs to be successful, the reader can easily pull out examples that can be transferred or applied in other locations. The final section includes additional resources concerning funding and sustaining out-of-school programs.
© 2007
Print$20.00
Web Resourcehttp://www.financeproject.org/Publications/SustainabilityProfilesOST.pdf
The Finance Project
1401 New York Ave., Ste. 800
Washington, DC 20005
Phone: 202-628-4200
Fax: 202-628-1293
E-mail: info@financeproject.org
Web: http://www.financeproject.org

Strengths Finder 2.0 (New)
Tom Rath
Discover your top five strengths through the innovative process described in this resource. This book provides motivation to understand your strengths and use your personal talent in the workplace. It offers scientifically proven assessment techniques for individuals, programs, and teams. It also provides ways to apply strengths and talents productively. Through careful analysis, the book takes clichŽs and breaks them down into practical starting points for self-evaluation. Readers define their strengths or the strengths of their program, further defining the specific roles on which to focus and excel. An interactive CD-ROM and Web site access accompany the text. (175 pages)
© 2007
Print and CD-ROM$19.95
Gallup Press
1251 Avenue of the Americas, 23rd Floor
New York, NY 10020
Web: http://www.galluppress.com

Sustainability in School-linked Afterschool Programs (New)
Policy Studies Associates, Inc.
This report focuses on program leadership and program quality. These areas were emphasized due to results of a previous research study conducted by Policy Studies Associates, Inc. Part 1 of this report describes strategies for managing external partnerships and attracting and using diverse resources. It also provides an overview of policy implications. Part 2 addresses afterschool programs' content, recruitment and retention of high-quality staff, collaboration and coordination with stakeholders, and demonstration of success. (35 pages)
© 2002
Web Resourcehttp://www.policystudies.com/studies/youth/FINAL%20Issue%20Brief%20Nov2002WEB.pdf
Policy Studies Associates, Inc.
1718 Connecticut Ave. NW, Ste. 400
Washington, DC 20009
Phone: 202-939-9780
Fax: 202-939-5732
Web: http://www.policystudies.com

Sustaining 21st Century Community Learning Centers: What Works for Programs and How Policymakers Can Help (New)
Amanda Szekely and Heather Clapp Padgette
The is a research brief on sustainability of programs funded by the U.S. Department of Education's 21st Century Community Learning Centers (21st CCLC) program as the first rounds of state-administered grants expired. The goal of the research was to better understand what contributed to or hindered the sustainability of 21st CCLC programs. The programs operated in rural and urban communities nationwide and had varying degrees of local support. All continue to offer varying degrees of out-of-school-time programming. (8 pages)
© 2006
Print$15.00
Web Resourcehttp://76.12.61.196/publications/sustaining_21cclc.pdf
The Finance Project
1401 New York Ave. NW, Ste. 800
Washington, DC 20005
Phone: 202-628-4200
Fax: 202-628-1293
E-mail: info@financeproject.org
Web: http://www.financeproject.org

Teambuilding That Gets Results (New)
Linda Eve Diamond and Harriet Diamond
This resource provides team-building strategies and activities. Exercises serve long- or short-term goals and come with clear instructions, tips, and helpful anecdotes. The team-building activities help build leadership skills, increase efficiency, boost morale, and encourage camaraderie. The authors discuss problematic topics such as how to delegate leadership roles, culture clashes, long-distance team-building, and communication. (249 pages)
© 2007
Print$16.95
Sourcebooks, Inc.
1935 Brookdale Rd., Ste. 139
Naperville, IL 60563
Phone: 630-961-3900
Fax: 630-961-2168
Web: http://www.sourcebooks.com

Teambuilding With Teens: Activities for Leadership, Decision Making, & Group Success (New)
Mariam G. MacGregor
Learning about leadership and building character will be meaningful and fun with these 36 activities designed for grades 6–12. The easy-to-use activities arranged by topics and learning concepts can be readily used as part of a character education, conflict resolution, service learning, or leadership program. Each activity takes 20–45 minutes. Background information, material lists, step-by-step instructions, and discussion questions are provided for each activity. Included with the book is a CD-ROM containing all of the reproducible forms for the activities. This resource is ideal for teaching teamwork in an afterschool program. (186 pages)
© 2008
Print and CD-ROM$34.95
Free Spirit Publishing
217 Fifth Ave. N, Ste. 200
Minneapolis, MN 55401-1299
Phone: 800-735-7323
Fax: 866-419-5199
Web: http://www.freespirit.com

The Condition of Education 2007 in Brief (New)
U.S. Department of Education
This resource contains a sample of the 48 indicators provided in The Condition of Education 2007, part of a congressionally mandated report that provides an annual statistical portrait of education in the United States. This compilation is broken down into five sections: participation in education; learner outcomes; student effort and educational progress; contexts of elementary and secondary education; and contexts of postsecondary education. (26 pages)
© 2007
Web Resourcehttp://www.nces.ed.gov/programs/coe/
U.S. Department of Education
ED Pubs
P.O. Box 1398
Jessup, MD 20794-1398
Phone: 877-4ED-PUBS
Web: http://www.edpubs.org

The Jossey-Bass Reader on Educational Leadership, Second Edition (New)
Jossey-Bass Publishers
This is an anthology of some of the best literature available on leadership in education, including educational theory in leadership and successful practices and theory in business leadership. The book is broken into six parts. Part 1 includes five groundbreaking articles on organizational leadership, showing a strong conceptual base for leadership in all human situations. Part 2 is a theoretical look at moral leadership. Part 3 tackles the dilemma of how to go about making change in organizational cultures by understanding change and the issues involved in transformational leadership. Part 4 discusses not only setting high standards, but also using standards as strategies to improve leadership across the system. Part 5 is a discussion of leadership and diversity. Part 6 focuses on the future of leadership, including how to prepare school principals, building leadership capacity, and the ins and outs of school renewal. (472 pages)
© 2007
Print$32.00
Jossey-Bass
989 Market St.
San Francisco, CA 94103-1741
Phone: 800-956-7739
Fax: 415-433-0499
Web: http://www.josseybass.com

The Last Dropout: Stop the Epidemic! (New)
Bill Milliken
With almost one third of all high school students failing to graduate with their class, we are facing a dropout crisis. Students who drop out of high school are more likely than students who graduate to be unemployed, live in poverty, have poor health, depend on social services, or go to jail. What can schools do to help? This resource describes nine key principles proven effective by Communities In Schools, a community-based organization that helps kids succeed in school and prepare for life. The Last Dropout discusses the creation of Communities In Schools and provides stories about how the principles have been adopted into communities. Learn how a commitment to these principles can help turn around communities and make a lasting and meaningful effect on the dropout problem we are facing today. (241 pages)
© 2007
Print$14.95
Hay House, Inc.
P.O. Box 5100
Carlsbad, CA 92018-5100
Phone: 800-654-5126
Fax: 800-650-5115
Web: http://www.hayhouse.com

The Leader as Communicator: Strategies and Tactics to Build Loyalty, Focus Effort, and Spark Creativity
Robert Mai and Alan Akerson
Communication is an essential element of leadership. This resource provides an original model of the roles required of leaders in today's organizations. These roles include trust builder, critic, navigator, provocateur, learning advocate, and renewal champion. The Leader as Communicator is based on case studies from such organizations as Cadillac, Emerson, General Electric, and the U.S. Army. The publication also includes quotations from such noted authors as Peter Drucker and other experts in leadership, and it concludes with an assessment exercise that allows readers to measure their own communication skills. Anyone who wants to build effective coalitions, create enthusiasm, improve morale, and increase productivity will find this book helpful. (276 pages)
© 2003
Print$24.95
American Management Association
1601 Broadway
New York, NY 10019
Phone: 212-903-8316
Fax: 212-903-8083
Web: http://www.amanet.org/books/index.htm

The Only Grant-Writing Book You'll Ever Need, Second Edition (New)
Ellen Karsh and Arlen Sue Fox
The authors, both experienced grant writers from the public sector, interviewed a variety of funding organizations to provide thorough coverage of a complicated and misunderstood subject. The text is organized into 16 lessons, each accompanied by an anecdote and in-depth questions and answers. The authors include insightful perspectives from funders and writers and strategies only experienced grant writers can share. The appendixes include a guide to Internet resources; a list of potential grant-funding community-based foundations; 50 tips for writing a successful grant; and an exhaustive glossary of terms for grant writers. (413 pages)
© 2006
Print$18.95
Carroll & Graf Publishers
245 West 17th St., 11th Floor
New York, NY 10011-5300
Web: http://www.carrollandgraf.com

The Quality of School-Age Child Care in Afterschool Settings (New)
Priscilla M. Little
Afterschool programs can complement in-school learning and development. This resource identifies the characteristics of high-quality afterschool programs, examines key research linking program quality to positive developmental outcomes, and reviews current measures used in program quality assessment. The author also includes considerations for policymakers regarding program standards and a list of program quality assessment tools. (16 pages)
© 2007
Web Resourcehttp://www.researchconnections.org/location/ccrca12576
Child Care and Early Research Connections
National Center for Children in Poverty
Columbia University, Mailman School of Public Health
215 W. 125th St., 3rd Floor
New York, NY 10027
Phone: 646-284-9600
Fax: 646-284-9623
E-mail: contact@researchconnections.org

The Road to Sustainability: Sustainability Workbook (New)
The National Center for Community Education with the Afterschool Alliance
This workbook provides forms and templates for designing a sustainability plan. It takes the reader through the process of creating a sustainable afterschool program and discusses the benefits of collaborations and a network map. Information on how to advocate for support, find funding, and piece together funding is also included. There is a list of Web sites and online resources for sustainability. Case studies are also included.
No Date
Web Resourcehttp://afterschoolalliance.org/funding.cfm
Afterschool Alliance
1616 H St. NW, Ste. 820
Washington, DC 20006
Phone: 202-347-2030
Fax: 202-347-2092
E-mail: info@afterschoolalliance.org
Web: http://www.afterschoolalliance.org

The Speed of Trust (New)
Stephen M. R. Covey
According to the author of this resource, the speed at which trust becomes established determines the success and strength of a relationship. The book's underlying theme states that trust is the essential component for any successful business relationship. Combined with integrity and compassion, trust establishes a leader or manager as a strong, positive influence for employees and colleagues. The book provides practical examples of how to initiate trust, build trust, and maintain that relationship. The author's insightful writing gives hope to everyone frustrated by bureaucratically driven alliances and provides tools to inspire real trust in others. (354 pages)
© 2006
Print$26.00
Free Press
A Division of Simon & Schuster, Inc.
1230 Avenue of the Americas
New York, NY 10020
Phone: 800-456-6798
Web: http://www.simonandschuster.com

The Truth About Hiring the Best (New)
Cathy Fyock
This book includes 53 truths about hiring future employees that will challenge many longstanding assumptions and conventional wisdom about selecting the best. These practical ideas and tips can help guide employers through the processes of recruiting, interviewing, evaluating, and selecting candidates who will best fit the job and who will be great for the organization's future. The truths, which are divided into seven sections, are each presented in a simple and quick format. This resource is an easy-to-read, practical guide for the busy professional who is looking for ways to improve the hiring process almost immediately. (215 pages)
© 2008
Print$18.99
PDF$13.49
FT Press
1 Lake St.
Upper Saddle River, NJ 07458
Phone: 800-382-3419
Web: http://www.ftpress.com/store/product.aspx?isbn=0768668905

Thinking About Response to Intervention and Learning Disabilities: A Teacher's Guide (New)
Division for Learning Disabilities and Council for Exceptional Children
Response to Intervention (RTI) was introduced in the reauthorization of the Individuals With Disabilities Education Act (IDEA) in 2004 to be part of the process of identifying specific learning disabilities. This resource serves as a guide to help teachers and schools implement RtI effectively and positively. It is very user-friendly and includes information on what RtI is, why it was incorporated into the revision of IDEA, and how it is implemented in schools. The tiered approach is fully explained, as are the roles of the general educator and teachers. By providing the valuable information in a concise yet comprehensive format, this booklet can serve as a good resource for anyone who wants to learn more about RTI.
© 2007
Print$4.95
Division for Learning Disabilities
Council for Exceptional Children
1110 North Glebe Rd., Ste. 300
Arlington, VA 22201-5704
Phone: 888-232-7733
Fax: 703-264-9494
Web: http://www.teachingld.org

Tough to Reach, Tough to Teach: Students With Behavior Problems, Second Edition (New)
Sylvia Rockwell
This book is designed for teachers who work with disruptive students. Vignettes are provided to illustrate various classroom challenges such as profanity, fighting, tantrums, and resistance with a goal of helping teachers teach students better ways to communicate. An appendix with forms, games, and other instructional materials is also included. (203 pages)
© 2006
Print$27.95
Council for Exceptional Children
1110 N. Glebe Rd., Ste. 300
Arlington, VA 22201-5704
Phone: 703-620-3660
Fax: 703-264-9494
Web: http://www.cec.sped.org

Understanding Youth: Adolescent Development for Educators (New)
Michael J. Nakkula and Eric Toshalis
This book looks at how social class, the media, gender norms, peers, and other influences help adolescents form a sense of self and shape their future aspirations. The authors have taken research and theory in adolescent development and tied it to case studies that have meaningful use for anyone teaching or working with adolescents. (304 pages)
© 2006
Print$29.95
Harvard Education Publishing Group
8 Story St., 1st Floor
Cambridge, MA 02138
Phone: 888-437-1437
Fax: 978-348-1233
Web: http://www.hepg.org

Using NCLB Funds to Support Extended Learning Time: Opportunities for Afterschool Programs (New)
Ayeola Fortune, Heather Clapp Padgette, and Lucinda Fickel
The No Child Left Behind Act (NCLB) includes a section that provides federal funding solely for afterschool programs called the 21st Century Community Learning Centers program. There are, however, several other funding streams in NCLB that can support extended learning opportunities as well. The purpose of this brief is to describe each of these funding streams and to discuss how they could be used to benefit and support afterschool programs. The brief provides a brief introduction to NCLB, followed by sections explaining the funding streams, which include Title I, School Improvement, Supplemental Educational Services, Comprehensive School Reform, Safe and Drug-Free Schools and Communities, and Innovative Programs. Tips for accessing these funds are also included. (32 pages)
© 2005
Print$20.00
Web Resourcehttp://www.financeproject.org/publications/usingnclbfunds.pdf
The Finance Project
1401 New York Ave. NW, Ste. 800
Washington, DC 20005
Phone: 202-628-4200
Fax: 202-628-1293
E-mail: info@financeproject.org
Web: http://www.financeproject.org

Using TANF to Finance Out-of-School Time Initiatives (New)
Nanette Relave and Margaret Flynn-Khan
This report provides information on using Temporary Assistance for Needy Families (TANF) funding for afterschool initiatives in light of the recent reauthorization of the TANF program. TANF purposes, requirements, eligibility, and funding opportunities are discussed. Understanding TANF funding opportunities can help policymakers use this resource most effectively for afterschool initiatives. (17 pages)
© 2007
Print$20.00
Web Resourcehttp://www.financeproject.org/publications/TANFtoFinanceOST.pdf
The Finance Project
1401 New York Ave. NW, Ste. 800
Washington, DC 20005
Phone: 202-628-4200
Fax: 202-628-1293
E-mail: info@financeproject.org
Web: http://www.financeproject.org

What Do Kids Need to Succeed? (New)
Search Institute
What do children need to succeed in life? The Search Institute emphasizes 40 concrete positive experiences and qualities that are crucial to young people's lives. These assets can enable adolescents to become responsible adults. External assets (support, empowerment, boundaries, and constructive use of time), internal assets (commitment to learning, positive values, social competencies, and positive identity), and their subcategories are described in this resource, which is available in both English and Spanish.
© 2007
Web Resourcehttp://www.search-institute.org/system/files/SearchInstituteBrochure.pdf
Search Institute
The Banks Building
615 First Ave. NE, Ste. 125
Minneapolis, MN 55413
Phone: 800-888-7828
Web: http://www.search-institute.org


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