Orleans Southwest Supervisory Union

First Year Evaluation Report by UVM's Dewey Center of the Orleans Southwest Supervisory Union

21st Century Community Learning Centers

-------------------------------------------------------------

Creating Learning Communities: 21st Century Community Learning Centers

First Year Evaluation Report, Orleans Southwest Supervisory Union

Gustavo A. Teran, Ed.D. Research Assistant Professor,

with Christopher Koliba, Ph.D., Director,

John Dewey Project on Progressive Education

College of Education and Social Services, University of Vermont

August, 2002

Abstract

This year-end evaluation report issued by the John Dewey Project encompasses a brief description of program activities undertaken by the OSSU 21st Century Community Learning Centers (CCLC) Program during the 2001-2002 academic year, and a set of observations designed to assess the extent to which program activities are leading to the fulfillment of program goals. As this report will demonstrate, program staff, partnering organizations, school personnel, students, adult learners and community volunteers have all contributed to an extremely successful first year of operation. The central question guiding this evaluation was, to what extent do the combined components of the 21st CCLC grant create the conditions for community participation and engagement with schools in support of "increased academic and social well-being of all residents in the area" (grant document). We found qualitative evidence to suggest that the combination of program activities encompassing adult learning, after school, summer, and recreational, and cultural efforts has contributed to the building of social networks and deepening of trust between schools and communities. We believe the generation of "social capital" resulting from these activities will lead to the continued strengthening of local communities' commitment to providing educational opportunities to area youth and adults alike.

I. Introduction

The 21st Century Community Learning Centers Program is a federally funded initiative designed to open up and expand upon the resources of schools and communities in an effort to provide __________________. Incomplete

The Orleans Southwest Supervisory Union (OSSU) received a little over $425,000 per year for three years from the U.S. Department of Education to create 21st Century Community Learning Centers designed to: "increase the academic and social well-being of resident in the area by planning, implementing, coordinating and evaluating an expanded and integrated education, health, safety, social services, cultural and recreation program opportunities provided to 7,176 children, youth and adults in the OSSU" (Grant Document). The strategies that OSSU is utilizing to accomplish this goal include:

1. incorporation of parents into the management and decision-making process through direct and local site teams;

2. establishing collaborative relationships with community-based organizations, local government, businesses and neighborhood associations;

3. bringing adults into the schools through evening classes, and cultural and recreational activities; and

4. bringing the school out to the community through experiential, community-based service learning opportunities for students.

The 21st CCLCV Program attempts to connect the towns of Hardwick, Craftsbury, Greensboro, Stannard, Wolcott, and Woodbury, Vermont through a network of school-based educational opportunities provided to area youth and adults. The 21st CCLC Programs encompass extensive summer programs in four locations, after-school programs operating in all six participating schools (Craftsbury Elementary/Craftsbury Academy, Hazen Union, and Lakeview, Hardwick, Wolcott and Woodbury Elementary Schools) and evening program and family-oriented cultural and recreational programs that originate from these school sites. By the end of the first year over 1,199 different youth and 281 different adults from the region participated in 21st CCLC programming.

This first year program evaluation is a qualitative documentation of program implementation, and an assessment of the degree to which the stated goal and objectives were met. As stated in the evaluation agreement between OSSU and John Dewey Project (JDP), the focus of the evaluation are:

· To examine the Program's short-term and long-term effects on participating students, their parents, adult learners, community members, and agencies and institutions;

· To examine the experience of participating non-profit organizations and schools as they implement the Program's projects;

· To identify the project-level practices and polices that are likely to ensure long-term success.

Specifically, the evaluator, Gustavo Teran, documented the evolution of school-community partnerships, noting how these relations contributed to the program goals. The evaluation assesses the types and levels of participation in program activities, the type of linkages established between schools and community and the community's perception of the quality and value of the program activities.

This report will begin with an overview of the evaluation methodologies employed by the John Dewey Project. A brief description of each program area is provided: administrative/staff structure; advisory bodies; community partnerships; adult learning and family-oriented recreation and cultural events; after-school programs; and summer programs. Key observations pertaining to the core evaluation questions cited above will follow. An overall assessment of the degree to which the strategies employed are meeting the program's objectives is followed by a series of recommendations for continued program development. A look at ideas regarding sustainability of 21st CCLC programs precedes a brief conclusion.

This report can be useful to all stakeholders of the OSSU's 21st CCLC. It can be used to celebrate the successes achieved; provide "benchmarks" from which to mark change and improvement; and give cause to engage in extended dialogue and discussion.

II. Evaluation Methods Employed

This qualitative evaluation examined the types and levels of participation in program activities, the quality of program content and delivery, and the impact of the program on all stakeholders. Data was gathered through direct observation of program activities, formal and informal interviews of stakeholders, and review and analysis of documents. Analysis of the data involved coding of major themes that emerged from the data and triangulation of data from the observations, interviews and documents.

First hand observations of activities at Community Learning Centers were made noting instructor/students/staff interactions, types of activities and school environment. Two local site team meetings, four meetings of the executive advisory board and at least ten staff meetings were attended. The local public libraries, town halls, stores and restaurants were visited in three communities. Random people on the streets and in local businesses were asked about their knowledge, understanding, experiences and perceptions of the 21st CCLC program. In addition three visits to the Hardwick Youth Center were made where activities observed and staff and youth interviewed. All observations were recorded in extensive field notes.

Interviews were held with a broad cross-section of the residents of communities that comprise the supervisory union, including teachers, school administrators, community members, parents, 21st CCLC staff, site team and advisory board members, and students. At each community with a participating school, formal interviews were held with at least one parent, teacher, and community member who participated in the adult evening program, either locally or at the high school in Hardwick. In addition, four principals were interviewed. In Greensboro and Hardwick two local community-based organizations (CBO) directors and staff from each site were interviewed as well as the 21st CCLC director. Informal interviews were held during site visits with a broad array of parents, students, community members and 21st CCLC staff and board members. Formal interviews were taped and transcribed. Informal interviews were written up in the field notes.

The selection of individuals interviewed was based on observations and conversations during site visits to the Community Learning Centers and recommendations from 21st CCLC staff. People directly involved with 21st CCLC activities including educators, board members, and staff, and parent volunteers were selected. Also because of the focus on community partnerships, leaders and staff of community-based organizations were sought out for interviews. These included CBO's in two communities, one in Hardwick and one in Greensboro, as well as local and regional organizations serving adult and migrant populations. Parents and community members were selected for interview based on their participation in 21st CCLC activities and in public forums, including a 21st CCLC-sponsored summer public information meeting and a community meeting on broader social issues convened by a Hardwick CBO. Participants in the adult evening program were chosen randomly during site visits.

Analysis of written documents included program records, board and staff meetings, newspaper articles, and surveys (teacher). The local news papers, The Hardwick Gazette and Our Community Journal were reviewed for program information and for context of community issues and events. The 21st Century grant document provided background information and specific program goals and objectives.

Taped interviews were transcribed and analyzed for common themes. Extensive field notes from site visits and documents generated another set of coded data. Triangulation of data from the three sources provided the basis for analysis of program accomplishments.

The focus of the evaluation, as stated in agreement between OSSU and JDP was to assess the impact of the 21st CCLC program on school-community relations. In this context the notion of Community Learning Centers became the organizing framework for the broader analysis of the 21st CCLC. The guiding question was, "to what extent do the combined components of the 21st CCLC grant create the conditions for community participation and engagement with schools in support of "increased academic and social wellbeing of all residents in the area?" (Grant Document) There are two sets of quotes or one?

III. General Program Description

Over the course of the last year, 722 youth were involved in after-school or evening programs during the academic year, with an additional 477 youth involved in summer programming. While 203 adults participating participated in evening programs during the academic year, with another 78 involved in summer programming. This youth and adult involvement was facilitated by a set of core staff, various advisory bodies, and partnerships involving dozens of partnering community-based organizations.

The administration of the 21st CCLC grant has been the responsibility of a core group of five staff members. A Project Director and three site coordinators staff the program. In addition, a coordinator of adventure education was hired in the early fall of 2001. Site coordinators manage operations at the school sites. The director is responsible for overall administration of the program. Accountability for program management lies with the Project Director. The site coordinators report to the Project Director who, in turn, reports to the Assistant Superintendent of Schools.

An Executive Advisory Group (EAG) made up of community members provides oversight of all initiatives. The EAG is made up of two voting members from each site team and possesses a collaborative oversight structure that allows for broad-based representation of the community. The Board reviews and approves proposals and policies for programs and activities brought forth from local communities through the local site teams.

At the school site level, the coordinators are advised by a site team advisory group made up of school and community members. At each of the six school sites a group of part time staff, many of whom are teachers from the school, work to administer lead after-school activities and adult learning programs. In addition, a number of community volunteers, many of whom are parents, work within these programs.

Professional development opportunities were provided for program staff and advisory group members. The Project Director has encouraged her staff, site team and members of the Executive Advisory Group (EAG) to enroll in the Vermont Community Leadership Training Program offered by a local non-profit organization. Twelve people from OSSU communities enrolled and six of them completed the program. A community mapping exercise was also undertaken by key collaborators near the beginning of the academic year. This exercise helped to surface potential new partners and provide a conceptual basis from which to understand partnership development.

Formal links between 21st CCLC and community-based organizations (CBO) were constituted as a formal component of the initial program design. The 21st CCLC collaborated with at least two well-known local non-profit social service organizations. One of the organizations provides a variety of educational and social support services to adults and youth; others, provide community-based after-school activities for children.

An additional level of partnerships consists of the co-sponsorship of community events and after-school activities involving a number of neighborhood associations, local business, social service organizations and local government. Neighborhood associations included the Historical Society and the Kiwanis. Social service organizations that offered courses at the high school included Adult Essential Skills. Non-profit educational and cultural organizations like the Vermont Institute of Natural Sciences (VINS) and the River Arts organization also collaborated with program development. Local businesses like the Craftsbury Outdoor Center and recreational non-profit organizations like the Hardwick Recreational Committee hosted 21st CCLC events. Many local business contributed goods and money in support of 21st CCLC sponsored events. These are only a few of the many contributions that the community as a whole made to the 21st CCLC program.

Evening programs at four schools offered a broad array of practical education and recreational classes for adults and youth. The mix of course offerings included computer classes, fly tying, hip-hop dance instruction, art, and a range of outdoor activities. These are only a few examples, the variety was incredibly rich. Recreational and cultural programs included family field trips, mountain biking, jazz dance, horseback riding, needle arts, canoeing, golf, tennis and many other activities. Attendance at these activities varied. Some classes were canceled due to low enrollment and others did very well.

An after-school program operated in each of the six participating schools was an important vehicle for expanding and sustaining community-school partnerships in support of improved educational outcomes for children and youth. It provided latchkey children and youth with a safe haven, appropriate supervision, homework help, and enrichment opportunities. Activities included arts and crafts, reading and science clubs, and outdoor fun and games. Program activities varied from site to site, depending on available skilled personnel and community resources.

Summer programs were offered at four sites. The composition of activities at each of these sites varied. These activities ranged from elements of traditional "summer school" programs, reading initiatives, theater and musical groups, art projects, field trips, and service-learning programs.

IV. Key Observations/Major Themes Arising Out of Data Analysis

The following set of observations have been numbered for easy reference and grouped

thematically to coincide with the various elements of the overall program design.

Administration, Staffing and Advisory Groups

1. Policies for Decision-Making are Clear and Functional. Roles and procedures for

both staff and advisory bodies were clear and extensive. 21st CCLC leadership is credited with creating policies that are effective in mediating the decision-making process across all levels of organization.

2. Advisory Group Composition Varied Across School Sites. Although designed to incorporate citizen input, the level of participation of community members varied from school to school, with greater and varied participation coming from the smaller schools. In some schools the site team advisory group is composed mainly by school staff. For instance, at the largest elementary, the local site team was made up predominantly of teachers and school personnel. Participation of community members was not as high as hoped for. The principal at this school recognized the need to address the issue: "We have to increase the number of community participants in the local site teams. That has been a real challenge for us." Part of the challenge has been finding a meeting time that is convenient to both school personnel and community members. School staff prefer to meet in the early afternoon, after school. Working adults, on the other hand, cannot meet until late afternoon, after work. In the smaller schools, however, there was a good mix of citizen representatives. For instance, the Lakeview elementary school site team, for example, consisted of the principal, a teacher, a school nurse, the school librarian, the village librarian, three community members, and four students. One or the other phrase

3. Greater Low-Income Family Involvement Sought. Some community leaders, advisory board members, and 21st CLCC staff raised the question of whether there is adequate representation and participation of low-income families in the citizen advisory bodies that oversee the grant. A teacher at one of the schools claimed that there was indeed a lack of participation of low income families and suggested that this might be due to the predominance of school personnel at the local meetings and of professionals (many associated with the field of education) at the advisory meetings. An EAG member felt that perhaps families with a low level of formal education feel inhibited at meetings where the majority are professionals. These claims were echoed by at least two other community leaders. It is difficult to fully assess the situation, as the categorization of citizens by level of income is a sensitive issue. This evaluation did not look into these differences.

Community Partnerships/ Involvement

4. Roles of Some Community-Based Organizations Unclear. Although both of major CBO partnerships collaborated with 21st CCLC initiatives, interviews with leaders of both organizations revealed some tensions over turf. The leaders of both organizations felt that the relationship has been more competitive than collaborative, at least during the initial phases of program implementation. The 21st CCLC project director pointed out that misunderstandings with these two organizations may stem from their lack of familiarity with the goals and Federal requirements of the 21st CCLC grant or a misinterpretation of the purpose and intent of the program. It appears that the planning process for the grant application raised expectations that were not represented in the final grant document or interpretations that were not justified in terms of long-term sustainability. Notwithstanding these setbacks, the 21st CCLC director has taken positive steps toward building the relationships with these organizations. In a recent interview with the directors of the CBOs both leaders said that relationships had improved greatly. The leader of at least one of the organizations recognizes and appreciates her gestures and has invited the director of 21st CCLC to join the board of her organization, an invitation that the director has accepted. The 21st CCLC director has also expressed her desire that the leaders of these community-based organizations consider becoming members of the 21st CCLC executive advisory group.

5. Co-Sponsorship Partnerships Built Trust, Grew Network. (The meaning of this title is not clear) It would appear that area's communities have gotten excited about the notion of schools as "Community Learning Centers." Several parents and community leaders made note of these collaborative efforts during interviews. One parent told of how impressed she was when a physical education teacher asked the school board to match 21st CCLC funds to buy snow shoes for the elementary school children. The teacher was awarded the funds. She noted that this has become a common practice with 21st CCLC events. In her opinion this is the type of relationships that will build a sustainable base of support. That community members recognized and appreciate the importance of these activities for the health of the community is a positive step towards creating a long-term sustainable base of support.

6. Community Participation in Schools Varied Across Schools. Community participation in the form of direct parent and citizen involvement within local school activities varied from school to school. Some schools reported a slight increase in volunteers due to 21st CCLC activities, other did not see any significant changes in levels of involvement. Some of the smaller schools did report higher levels of volunteer participation in the school. Two Schools Report 21st CCLC Activities Resulted in Renewed Interest in Parent-Teacher Organizations. (CAPS) Local site teams and program coordinator's continued solicitation of local input resulted in renewed interest in PTOs. (Unclear)

Adult Learning/ Family -Oriented Cultural and Recreational Events

7. Attendees Report Positive Experiences in the Evening Programs. Evaluations from participants of most of the after-school and evening offerings showed that their experience was very positive. These data was were supported by informal interviews with a random sample of fifteen youth and adult participants in the evening program. Further, anecdotal evidence from selected participants revealed that the value of the offerings went beyond the knowledge and skill gained. Two older ladies remarked that their knitting classes were not only fun, but they provided an occasion for those with similar interests to meet and interact socially. In addition, some classes like the fly tying promoted intergenerational learning opportunities, young and old learning together. The evening program brought in a broad cross-section of the community into the school. School administrators have been thrilled with this development. One principal commented "the other day I helped an old lady with a cane come into the school, its great to see elders coming to our school." She also added that interest in some classes, like basic computers, exceeded the schools capacity to accommodate.

All the participants interviewed agreed that family events promoted closer ties between community members and positive feelings of being part of a community. Field trips gave community members an opportunity to catch up with friends and family they had not seen for a while and also to get to know new people. All of the participants interviewed commented on value of renewing ties and forming new ones.

8. Adult Learning and Family-Oriented Activities Benefited from Broad Public Exposure. The two local newspapers almost always provided coverage of 21st CCLC activities. In addition, the 21st CCLC staff mailed out a newsletter to home addresses of all community members. They also sent flyers home with students and posted them in all local business and government offices. At the beginning of one interviews a lady commented, "It seems 21st CCLC is everywhere. I just got a flyer today for a two-day kindergarten program. I'm glad to see that, it's much needed. I have been impressed by the number of initiatives that 21st CCLC has gotten off the ground." Regardless of the levels of participation, it would appear that most of the community is clearly aware that these learning opportunities are there for them if they choose to participate.

After-School Programs

9. Parents Report Satisfaction with After-School Programs. Overall, parents were very satisfied with the quality of the after-school programs, with many expressing that the activities were well organized. They felt that the movement of children from one activity to another (for example, from homework to crafts or outdoor activity) flowed well. Materials and equipment for activities were in place. Instructors and activity leaders at all sites were attentive to children's health and safety. As most after-school activity leaders were teachers or para-professionals, they were fairly skilled at getting kids involved in activities. In some cases, however, where non-skilled volunteers or community members were employed, some complaints surfaced. Some parents reported a lack of sensitivity to children or inappropriate behavioral management strategies by a couple of staff. None of these cases, however, were serious enough for disciplinary action.

10. High Enrollment in Programs Involving the Lower Grades. Enrollment records show that participation in after-school activities at the elementary level was high. According to school administrators and 21st staff, the majority of these participants were from the lower grades, 1st through 4th. There was less participation of the older aged elementary students in 5th and 6th grades. Parents interviewed believed that the older children were not interested in the type of activities that attracted younger students. Several parents and at least two school administrators suggested that more physical activities outside the classroom might be more appropriate for this age group. One parent said: "my daughter gets tired of being at school. If the activities were more physical --team sports, maybe tennis lessons-- more older kids would participate. That age group from 5th grade to high school is difficult to keep after school. 5th and 6th graders are starting to be more mature. They don't want to stay at school with the little kids." Another parent, interviewed independently, agreed and suggested that this age group be targeted with separate, more appropriate activities. The principal of the Hardwick elementary also agreed that the older students needed activities more appropriate to that age group. It should be noted, however, that the after-school program was not the only venue for participation. The February break offerings, with activities such as theater and outdoor adventure, targeted this age group. These events were well attended. In addition, the multi-age circus program was divided by age and ability.

11. Challenges to Attracting Hazen Union Student Involvement. Participation of high school students at Hazen Union was a real challenge according to the associate principal and the 21st CCLS coordinator. Teachers and parents noted that the students most likely to participate in 21st CCLS activities were already quite active in extra-curricular activities, including sports, drama, and band. Without specifying numbers, they also pointed out that a significant number of students were not engaged in any of these extracurricular activities. These students were difficult to attract to after-school activities. Some teachers suggested that the lack of student input into choosing and designing the type of activities offered might be a reason for their disinterest. Three teachers and two parents interviewed felt that soliciting more direct input from students could result in offerings that would draw more students. One teacher suggested creating a student committee that assisted in selecting and designing after-school activities. It should be noted the lack of student response was not due to any lack of effort on the part of 21st CCLC staff. The coordinator at Hazen Union worked hard to organize such groups and solicit student input. He also worked with theYouth Center Board to design programs at Hazen.

Several Hazen teachers thought that the students were not really aware of 21st CCLS activities. They said that students didn't pay attention to announcements. A quick check with a random sample of students seemed to support this claim. Students were either unaware or vaguely aware that some activities were being offered but did not know specifically what they were. One teacher noted that students were not even engaged in the regular classroom curriculum because they were thinking about going to work after school. Some parents again noted that older students were simply not interested in staying inside the school building after class and suggested that activities focus on outdoor experiences. The associate principal of the school suggested similar types of activities. He felt that outdoor, hands-on activities like winter wilderness survival training or job skills training would be of greater interest to students. Again, its important to note that the after school and evening programs were not the only 21stCCLC opportunities open to high school students. The February break activities, particularly the skiing offering, were very well attended and supports the recommendation that outdoor activities are attractive to this age group. Likewise the drama workshops and performance workshop in Craftsbury (with Hazen students also enrolled) during the month of January and February were also very well attended

12. 21st CCLC Responses to Low High School Student Participation. It should be noted that 21st CCLC program staff are addressing the issue of low participation of youth in the after-school program in various ways. The school owns a 100-acre track of land adjacent to the school facility. A program with the potential for addressing the concerns noted above is the Outdoor Adventure Education project. The coordinator of this program is currently revitalizing a deteriorated ropes course area behind the school. He is also working with the school forestry program to clear hiking paths in the forested area behind the school. The coordinator feels that this is an excellent resource that should attract some of the disaffected youth. He is planning a leadership training course for this summer that incorporates hiking, canoeing, and other outdoor activities.

13. Perceptions of Impact of After-School Programs on Students. Most teachers and administrators interviewed agreed that it is too early to tell what impact the after-school program is having on student performance. Parents, also, were not able to point to specific changes in behavior or academic performance as a result of the after-school program. There were some teachers who felt that the homework café was having a positive impact on students. One teacher at Hazen Union High School said students' readiness to learn in the classroom was much improved as a result of having completed their homework at the homework café.

Other changes noted in students as a result of the after-school program included attainment of practical skills in a number of areas such as use of building tools, cooking, knitting, and computer use. One principal noted that these activities not only built skills but they also increased the self-esteem of the child. For many, the 21st CCLC activities were the only place that children could learn these practical skills and the attainment of the skill itself gave the child a greater sense of accomplishment and self-confidence.

Summer Program

14. Service-Learning Summer Project a Big Success. Through some 21st CCLC programs, students and their teachers were afforded opportunities to provide a service to their local communities. Not only did community members engage in school-based activities, but students and teachers also went out of the school classroom into the community to serve and learn. During the summer thirteen students completed a rigorous six-week community-based academic program. The Hazen Summer STARS (Students and Teachers Achieving Results and Success) program focused on a practical problem of interest to the community. They carried out an environmental and social impact study of the proposed removal of a dam in their local community. The students studied the natural ecology of the dammed area, the local history, social and economic issues associated with the impoundment and natural resource policies affecting its management. This hands-on approach not only linked learning to practical issues in the community, but it also provided students with an opportunity to develop team building, communication, and problem-solving skills. Moreover, the program allowed students to contribute useful information to the community. At the end of the study the students, using Power Point computer software, presented their findings at a formal meeting of the Select Board. The meeting room filled up with community members, including parents, teachers and town officials. The sense of civic responsibility fostered through this type of public engagement was clearly evident, not only at this meeting but at subsequent meetings where students spoke with confidence and a sense of pride about their summer experience. By all accounts-- including teachers' evaluations, parents' comments and the students' own expressed sense of accomplishment--this was a highly successful program. This type of partnership between school and community extends student learning beyond the classroom and provides a service to the community as a whole. It should be noted, however, that this particular summer program was designed in large part for students designated as "at risk." Students who do not respond well to traditional classroom instruction are often placed in alternative learning environments.

Formal and informal observations (by teachers and program staff) of students who participated in the STARS summer service learning curriculum registered significant tangible outcomes including: improved communication and problem-solving skills; enhanced leadership and team-building skills; a greater sense of civic responsibility; and enhanced self-esteem.

VI. Effectiveness of the Strategies Employed

The work that went into building the structure and organizational capacity to coordinate the delivery of services to diverse constituencies spread over 196 square miles and encompassing six towns was impressive. School leaders and 21st CCLC staff created an organizational structure that focuses on coordination of diverse partners (parents, service organizations, businesses) with effective management system for planning, implementing and monitoring program activities. Although this is only the first of three years of operation under Federal funding, we are able to make some observations about the extent to which the strategies that OSSU employed to meet their goals have been working.

· Incorporation of parents into the management and decision-making process through direct and local site teams. The 21st CLCC decision-making structure calls for the involvement of parents and other community members in the executive and site team advisory boards. As stated earlier, the composition of the site team advisory boards, in particular, varied from school to school. Larger schools tended to have less parental involvement in the governance of the programs.

· Establishing collaborative relationships with community-based organizations, local government, businesses and neighborhood associations.

It would appear from the range of organizations that have either fully collaborated or co-sponsored events and activities with 21st CLCC, that this strategy is being pursued effectively. Building any kind of collaborative partnerships is not simple. With the continued good faith that 21st CLCC staff, school personnel and leaders of local CBO's are putting forth to create and sustain educational programming these partnerships are likely to flourish.

· Bringing adults into the schools through evening classes, and cultural and recreational activities.

Although attendance at adult evening classes has varied, cultural and recreational programs oriented for the family have been enormously successful. The presence of the adult learning programming and family events in the local media has demonstrated to the local community that their schools are places for them, as well as their town's children.

· Bringing the school out to the community through experiential, community-based service learning opportunities for students. The STARS summer program and a range of activities that saw students engaged in community service and service-learning are evidence of effective use of this strategy. The connections being sought between outdoor education programs at Hazen Union High School and 21st CLOCC should also be understood as pursuit of this strategy.

We make the following recommendations with the deepening of support for these strategies in mind.

VII. JDP Recommendations

These recommendations are offered in no particular order.

1. Parental involvement in specific programs, as volunteer staff members for instance, might be a good place to look for increased roles in the advisory bodies.

2. The need for leadership development leading to more effective group dynamics for site team and board members was noted by some stakeholders, a recommendation that we endorse.

3. The evidence for disengagement of low income families and individuals with low levels of education suggests the need for school and project administrators to create an environment and culture where all families feel welcomed to team meetings and where their role in education is recognized and valued. Further, it suggests a need for leadership training for both lay citizens and professionals to foster effective communication and positive interactions across class differences. [Note: This need had not gone unnoticed by 21st CCLC staff. The 21st CCLC director and local coordinators encouraged site team members to enroll in the Vermont Community Leadership Training Program.]

4. Challenges to involving adults in educational programming have been faced in other communities as well. A deeper analysis of other factors that are leading local adults to pursue (or not pursue) these activities is warranted. (Not clear --

5. Given the emerging interest in service-learning, training for teachers, school administrators and community members in the design and management of successful school-community academic programs would be useful. The 21st CCLC coordinators have received training and could organize workshops for educators and interested community members.

6. Deeper integration of in-school service-learning and after-school service-learning projects is called for. As the involvement of the Hazen Union 21st CCLC ? outdoor educator suggests, greater overlap in both staffing and curriculum development in this area is suggested.

7. 21st CCLC and OSSU personnel should continue their work to support and sustain the teen youth center in downtown Hartwick Hardwick . We believe the teen center offers a viable option for some teenager youth, particularly those who would not access a school-based drop-in center. Efforts could be made to collectively seek funds and development long terms plans for keeping the center open. The PATCH is using the word "youth" since they are including 6th grade (11 and 12 year olds)

8. The limitations inherent to the Federal guidelines that restrict the allocation of funds for certain uses should be made clearer to some partnering organizations. It is likely that such restrictions have surfaced as problems in other 21st CCLC sites across the country and that lessons can be learned from others who have faced similar dilemmas. This was number "6"

V. Sustaining Community-School Partnerships

The 21C grant represents a significant financial investment in an economically challenged rural area. This report has documented the valuable contributions to community and schools derived from this investment. The question that remains is, are these program activities sustainable beyond the grant period? Responses to questions pertaining to program sustainability elicited a range of perspectives from stakeholders. In general, most people felt the quality and perceived value of the 21st CCLC programs was such that parents and community members would be willing to pay some of the direct costs to sustain the activities.

Many community members thought that these activities could be sustained, but at reduced levels. One solution offered by some was that rather than have a centralized administrative/coordinating structure, the responsibilities for program operations be devolved to individual schools with only one direct service coordinator. This particular vision of sustainability assumes that the community is willing to pass school budgets that support the added workload and resources required to operate the program. Other revenues from grants and partner contributions were also mentioned as resources that would sustain the programs.

Beyond reducing administrative and operational costs, a second approach to sustainability involves fees for service. Parents would be asked to pay directly for all or for a portion of the cost of the after-school program. Perhaps a survey would a give better indication as to the viability of this option. It is clear, that families are willing to pay for some of the evening educational and recreational programs. Although they are not yet sustainable through fees, people are beginning to pay for part of the cost of these activities.

In a rural school district with widely scattered population, bussing is essential. According to interviews, it is unlikely that towns would pass school budgets with the level of funding that currently pays for bussing. Most educators and community members could not come up with alternatives comparable to the bussing that is now available through the grant. Efforts to coordinate volunteer transportation arrangements were said to be very difficult to sustain over an extended period of time.

VIII. Conclusion

The ability to sustain 21st CCLC activities will hinge on the extent to which these activities lead to the development and/or deepening of the network of schools, CBOs, parents and community volunteers committed to providing educational, cultural and recreational activities for area youth and adults. There is mounting evidence to suggest that schools and communities that invest in the development of social capital- social networks, the building of trusting relationships, and the evolution of common values about education and learning - create better learning environments. However, managing to build effect collaborations is not easy, regardless of the setting or purpose.

In the long run, the 21st CCLC will survive because parents have found the after-school program to be valuable, not only in providing children a safe place but also because it enriches their social, cultural lives and strengthens skills for success. While, the evening programs will survive if community members find that the activities are culturally and intellectually stimulating and will want to continue having opportunities for enrichment. In the long run these programs will be sustained to the extent that people find them not only interesting and valuable but vital for the health and well being of the community. The early indications are that they do.