Maine 21st Century Learning 
Expanded Learning 
The Wallace Foundation 
Click 2 Science 

Citizens Guide to Testifying

Your elected state legislators are interested in your views on proposed legislation. Speaking at a public hearing is an effective way to let them know your opinion. This brochure explains how you can participate in the Legislature’s public hearing process.


These questions are suitable for any forum, from a public debate or event, to a letter, to a face-to-face meeting. Do a little research on the candidates and add or tailor questions based on their previous actions or decisions regarding afterschool, or particular points in their platform that would affect afterschool.

Collaborative Strategies for Afterschool Planning 

To collaborate effectively means providing enhanced opportunities, sharing resources, and making a commit- ment to achieving results. Collaboration takes a set of effective strategies and a spirit of cooperation along with time, energy, and dedication. This paper is intended to illustrate some of the strategies that afterschool program directors and staff can take to build partnerships and implement a successful collaborative process. Additionally, this paper will highlight a program in Maine that has been successful in establishing partnerships with the surrounding community.

Maine Afterschool Fact Sheet 

When school lets out, afterschool programs offer children the chance to engage in learning and inquiry, to form friendships and meaningful relationships, and to build partnerships among school, family, and community. Afterschool programs for children offer positive outcomes in academic engagement and motivation, as well as attitudinal factors, skills, social competencies, and behaviors. Quality after- school programs offer physical and psychological safety; appropriate structure; supportive relationships; mentoring or small group work; connections with adults; feelings of belonging and mattering; positive social norms; opportunities for autonomy, responsibility, and challenge; opportunities for skill-building; and the integration of family, school, and community partnerships. Furthermore, afterschool programs provide children with the opportunity to develop leadership skills, establish good work habits, and build 21st century technological skills (Intercultural Center for Research on Education, et. al., 2005).

BUILDING CITYWIDE SYSTEMS FOR QUALITY:A Guide and Case Studies for Afterschool Leaders 

Programing for Middle School Youth 

Quality afterschool programs, designed specifically • intensification of interests, leading to self-esteem through Developing Programming for Middle School Youth Providers must be able to create a distinctive program that is attractive to middle school youth. This program should include positive youth development, adventure, creative expres- sion, sports and games, practical skills, discovery and inquiry, community service, job experience or apprenticeships, home- work assistance, personal improvement, and caring and sup- portive relationships. Youth should have a voice in program design and decision making. Additionally, these programs should include hands-on experiences and experiential learning, and projects with culminating activities. Programs should sup- port a sense of group pride and quality with displays and pre- sentations.

The Physical Environment: A Powerful Regulator of Experience 

This Technical Assistance paper seeks to frame the general considerations that make up the process of planning and imple- menting a successful, quality afterschool program. You need to determine your long-term goals for the program and then fig- ure out how to get there, step-by-step.

Quality of Afterschool Programing 

Afterschool programs provide a new neighborhood for A young people. The term afterschool encompasses a gamut of services offered before and after school operating hours for children between ages 5 and 14.

Serving Children and Youth with Special Needs 

The intent of this Technical Assistance Paper is to explain the Americans with Disabilities Act (ADA) requirements, to list the basic tenants of inclusion, and to provide some promising practices for programs that serve children and youth with special needs. Understanding the requirements of this important law can help programs recognize what they must offer and how to allocate resources and services in order to fully include children with disabilities in an afterschool program.

The Right Staff: Personnel Issues in Afterschool 

Helping with homework. Fixing a snack. Teaching con- will ensure that ongoing training is provided to all staff who conflict resolution skills. Coaching soccer. Leading a drama group. Guiding children safely and productive- ly through the out-of-school hours. These are only some of the tasks undertaken every day by afterschool staff.

New England After 3pm: Spotlight on Maine

Can afterschool programs support the success and safety of children in Maine? Do working families rely on the services these programs provide? Should afterschool programs offer enrichment and recreational activities, as well as academic support? Should they continue over the summer?