Afterschool Initiative - Latest comments

Janine Robinson [Member] in response to: Glo-germ activity

Janine Robinson [Member] — Wed, 04 Feb 2009 13:47:38 +0000

Thanks, Linda!

Linda [Visitor] in response to: Glo-germ activity

Linda [Visitor] — Wed, 04 Feb 2009 12:57:31 +0000

I haven't done our HSN yet, but with another training I did a long time ago that involved glow germ activity, I just used that time to give everyone a 5 min. "stretch". No one really missed anything that way. Or if you have resources with you, you can use those couple minutes to plug the resource library again, or "check" out a book until others return. Linda

Alycia Orcena [Member] in response to: SUTQ Q&A

Alycia Orcena [Member] — Fri, 23 Jan 2009 11:46:12 +0000

Parent Books can be used at Star 1, 2, and 3 levels!

Received this answer from Kelly Smith via email 1-22-09

Alycia Orcena [Member] in response to: SACERS Questions from Amy & Katie for Your Feedback

Alycia Orcena [Member] — Wed, 21 Jan 2009 18:00:29 +0000

What do you (specialists) think is the biggest challenge in conducting a SACERS review?

Scoring those programs that have unusual situations that don't quite fit into the "box". It is also discouraging to discover that newer trainees have different answers and that folks trained by different people have also been given conflicting information.

Is there a compiled list of questions and particularly “common problem questions”?

I have tried to save all the emails that clarify questions since I started doing SACERS; some from when Elaine was here.

Do you always refer to the additional notes when you are scoring up? If not, why? (i.e.: forget to refer to them, takes too long, they add confusion, etc.)

In some cases, where I feel certain that I know what I am doing I do not check those notes. However; if I am unsure, I do.

Do you use the sample questions listed by a “Q” for several items?

Yes, I do look at those.

How are the taped notes we have in our purple book incorporated into the tablet system now used on a SACERS visit? Are they directly linked to each specific item they pertain to?

I guess that I have not had time to make those comparisons. It appears to me that they match, but I have not taken the book and matched it carefully to the tablet.

Alycia Orcena [Member] in response to: 21st CCLC Questions for Feedback

Alycia Orcena [Member] — Tue, 20 Jan 2009 14:56:37 +0000

Answers from a Specialist...

People do not seek help from me about 21st Century until AFTER they get a grant, and I contact them, build a rapport etc. After that is done, they sometimes rely on me to keep them in the ODE loop, for Brown Bag info., etc. And with 21st Century as our 3rd priority, I haven't been able to seek out who might be interested in applying as was done in the past. So I'm not much help here.

#4 a common problem I hear often after they get a grant, is that the ODE info. goes to the grant writer or Superintendent or treasurer, and does not get to the Program Director in a timely manner if at all. I think Cheryl is working on getting Program Directors added to the list that goes out. I think our role will still be to keep on top of those changes and make sure any information that we get goes on to them.

Another issue is those schools that don't have a grant writier on staff and have to rely on someone doing it as an extra duty. This tool kit would help that issue, and maybe a training on grant writing or accessing info. But again you'd have to know who's even interested.

Alycia Orcena [Member] in response to: SACERS Questions from Amy & Katie for Your Feedback

Alycia Orcena [Member] — Tue, 20 Jan 2009 14:55:52 +0000

Responses from a specialist....
My review, do you mean the observation itself, or the summary review that is done afterward? The answers below pertain to the observation itself.

#1 The SACERS itself, it's very subjective. The variation to answeres based on the trainer and/or time of the initial training. It's also very center oriented and a bit more difficult to do in other settings i.e. 21st Century, Boys & Girls etc. It doesn't allow very much for the diverstiy in the field.

#2 Not that I'm aware of. It's rather piecemeal. I have some e-mail responses that I have kept, but most came through Alycia, so I didn't attach them. Let me know if you need them.

#3 Sometimes, if I'm unsure or can't remember.

#4 I think so, I'm not positive what you're asking

#5 I have no idea on this one

Alycia Orcena [Member] in response to: SACERS Questions from Amy & Katie for Your Feedback

Alycia Orcena [Member] — Wed, 14 Jan 2009 12:52:59 +0000

From a specialist:
1. I think one of the biggest challenges is getting the teachers/staff to go about their daily routine and forget that I am even there! Having to flip back and forth to those extra notes is also very annoying!

2. I have not done that many SACERS yet to really have too many questions.

3. YES! Since I am fairly new to doing the SACERS I always am using those notes! It is just so confusing sometimes with them taped in all over the place.

4. YES! The sample questions are a big help!

5. YES! I have them linked in where they belong.

Janine Robinson [Member] in response to: Reflection activities for trainings

Janine Robinson [Member] — Mon, 12 Jan 2009 13:07:28 +0000

I looked through a few books that I have here. From "101 Games for Trainers":

Review game set up like *Hollywood Squares* where nine people are chosen for 'celebrities' (three standing, three in chairs, three sitting/kneeling on the floor in a tic-tac-toe format). The rest of the participants are divided into two groups for X and O, or participants can be rotated each round for X and O. Turns are taken by the X and O to choose a 'celebrity' to answer a review question and then they decide if they agree or disagree with the answer. If the X or O agree with a right answer or disagree with a wrong answer, the 'celebrity' displays their symbol. Repeat until three in a row is achieved. Small prizes can be awarded for correct answers. Or, if the X and O are represented by teams, the team that gets the tic-tac-toe can be awarded a prize.

Another review activity is to divide the participants into small groups and have each small group come up with a list of 10 random nouns. Then, the groups swap lists and try to connect each noun with a key topic within the training. (i.e. bird- we as child care staff help the children develop their wings.)

A third review activity is to divide the participants into small groups. Give the groups one minute to come up with a list of single words that relate to the training. At the end of one minute, have the groups in turn share what their words were. If there are words that are on multiple lists, they are crossed off. The group that has the most words at the end gets a small prize.

From "Playful Activities for Powerful Presentations":

Have the participants create a bumper sticker that reflects one of the main points of the training. (Note to the participants that an effective bumper sticker conveys the message using only a few words and at times are humorous.)