Shanna Francisco-King MHC After 3 Program Coordinator Patrick Henry Community College Sfrancisco-king@ph.vccs 276-656-5

1. Charting New Territory: Building Successful, Model Community-wide Afterschool Systems through Strategic Partnership Shanna Francisco-King MHC After 3 Program Coordinator Patrick Henry Community College Sfrancisco-king@ph.vccs.edu 276-656-5493

2. Who will we be recruiting? • http://www.weeklyinnovations.org/video/video/show?id=1115708%3AVideo%3A15188

3. Why on earth would a community college become so heavily involved in helping to build a regional afterschool system for teens in rural Virginia? Simple. Afterschool? Community College?

4. According to National Institute on Out-of-School Time, students involved in afterschool programs • Are more likely to pursue post-secondary education • Are two times less likely to use drugs • Are 63% less likely to become a teen parent • Improve school and achievement test scores • Attend school more often • Have stronger relationships with family and peers • Exhibit better behavior and reduce aggression • Have higher self esteem • Develop positive, meaningful relationships with mentors and peers National Institute on Out-of-School Time. Wellesley Centers for Women, Wellesley College. www.NIOST.org. 2007.

5. The need: • In 2006, The United Way of Henry County and Martinsville published “Voices, Choices: Community Priority Assessment.” Of the top 10 priorities identified by respondents, four were concerned exclusively with youth: • Lack of afterschool activities for youth, • youth violence, • youth leaving the community, • substance abuse among youth. • In the city of Martinsville, 47 of 1000 live births are to teen mothers as opposed to 16 of 1000 in the State of Virginia. Only 68% of 18-24 year olds are high school graduates and almost half of respondents graded our K-12 systems as “Fair” or “Poor” while the other half graded the systems are “Excellent” or “Good.” Furthermore, according to Virginia Department of Education, approximately 46% of school aged children in our community are living at or below the poverty level.

6. Background of MHC After 3 • Mission: MHC After 3 (MHCA3) provides high quality, universally accessible, and highly utilized best practices afterschool and out of school time programming throughout Martinsville and Henry County, Virginia. • Stakeholders convened: • School administrators and teachers • Law Enforcement • Local, state, national leaders • Youth development professionals • Youth serving agencies • Higher Education institutions • Churches • Arts organizations • Museums • Health & Wellness organizations • Social Services • Parents • Students • Community members

7. Once Upon A Time a team is born: Community stakeholders concerned with youth success and achievement set out to investigate avenues for positive change. The group was comprised of area public and private school administrators and teachers, afterschool providers, arts and science organizations, health and wellness organizations, social services, higher education institutions, law enforcement and public safety officers, parents, children and other stakeholders. The group held meetings, developed a work plan and visited cities that were successfully addressing similar issues.

8. And expanded A Partnership is Forged • Bassett Community Center • Boys & Girls Clubs • Martinsville Henry County Coalition for Health & Wellness • Patrick Henry Community College • Virginia Museum of Natural History • YMCA of Martinsville Henry County • Blue Ridge Regional Library • Fieldale Community Center • Focus on Youth • New College Institute • PHCC School of Craft & Design • Piedmont Arts Association • Spencer Penn Center

9. And Funded… • July 2006, The Harvest Foundation of the Piedmont awards $506,895 to Patrick Henry Community College to build a model afterschool system for teens in Martinsville Henry County. • The initial grant funded one year of building public will, planning, and implementation of the system and one year of programming at no cost to participants, citizens, or municipalities. • In January of 2007, Academy for Educational Development recognized MHCA3 as national replication site for ASM+. Awarded $10,000 to implement the program. • In Dec. 2007, Harvest Foundation funded $504,560 to MHCA3 partners to continue building and expanding programs • In August 2008, 21st CCLC awarded MHCA3 $425,000 over next 3 years to continue programming.

10. Patrick Henry Community College (PHCC) Became Heavily Invested As a leader in the region for education and workforce development , PHCC embraced its mission to reach out to the community by lending leadership and oversight to the collaboration, convening meetings of stakeholders, and agreeing to serve as the fiscal agent for the system.

11. How does it work?

12. Public Will & Readiness • Advocacy for youth development and youth services. • Leadership on local, regional, state, & national level. • Secure support of K-12 school systems. • Establish need. • Define workforce. • Reach out to potential providers. • Find champions. • Know your community!

13. Goals & Values—”What & How” • Share, share, share. Shared goals are essential. • Establish your outcomes. What do you want to see in the short and long terms? • Visit successful programs. Find a mentor. • Work together with interest of client first.

14. Partnerships & Collaborations • A community is not comprised of organizations and individuals who refuse to share responsibility for creating solutions and opportunities for its citizens. • A system is built through strategic partnership of stakeholders who are invested in the development of youth, workforce, and community. • MHC After 3 partners include: higher ed. institutions, school systems, arts & cultural organizations, businesses, funders, youth serving organizations, local leaders. • Collaborations tap all areas of the region to present diverse and useful programming to students & families.

15. Funding • Establish funding for new programs. • Local, state, & federal resources for starting and sustaining afterschool • Education—Public & Private • Crime prevention • Community Development (Block Grants) • Americorps. • Arts, recreation, sports • Tobacco settlement • Health & wellness • Sharing resources/funds • Opportunities to serve the community • Serve as fiscal agent • Provide space to leadership • Outreach to future students and community families

16. Governance • Establish leadership and vision for system oversight. • Collaboration not Competition • Patrick Henry Community College serves as the fiscal agent for all MHCA3 funds, provides leadership and supervision to MHCA3 staff, and provides incredible amounts of resources—office and classroom space, financial management, IT support, public relations resources, staff supervision, etc.—to the collaboration. It also assists in the promotion of and public education concerning MHCA3 programs and services. • MHCA3 shares • Program Coordinator • Education Specialist • Fund Development Professional • Strategic Planner & Evaluator

17. Quality Standards Mean Quality Programs • MHCA3 adopted standards that meet the National Afterschool Association standards as well as state licensing standards. • Ensure staff meet skill standards • PHCC hosts training for all staff as a group. New Human Services certificate through Workforce Development. Investigating Youth Development Series • Adopt proven program models and best practices curriculum • Professional Mentors and Instructors

18. Capacity Building • Assistance to sites and staff to meet standards and grow. • Professional development opportunities. • Paid planning for staff. • Shared cost for snack, supplies, materials, etc. • Shared staff/resources.

19. What’s in it for me? • For PHCC • Meet immediate needs of our community • Increased awareness of PHCC among potential college students (participants, staff, and parents) • Impact on economic development– 6 full time positions created. 22 part-time positions created as direct result of MHCA3. • Building culture of education in the community • Impact of workforce development • Grant administration costs • Support of PHCC non-credit programs

20. What’s in it for Partners • Funding for facilities, staff, equipment, etc. • New services to offer students • Coordinator • Education Specialist • Fund Developer • Evaluator • Funding for programs & special events

21. Building afterschool systems and Partnerships allow Partners to: • broker relationships with key funders and stakeholders • convene local organizations to share resources and expertise • rationalize and expand services such as enlisting support from public/private donors is more efficient for community partnership than individual organizations • increase program quality through effective resource management and accountability mechanisms • strengthen and support after-school workforce through shared training and professional development opportunities • research and evaluate programs and progress efficiently to ensure program sustainability and development • promote sustainability for all programs provided by MHC After 3 through developing shared policies and systems to ensure steady stream of resources

22. Resources to begin • www.afterschoolalliance.org • www.niost.org • www.tasc.org • www.naaweb.org • www.doe.gov • www.boostup.org • www.theafterschoolproject.org