Innovative Learning Solutions

Sponsor: American Humane Association

Deadline: 4/15/2010

Amount: varies

Type: Social & Economic, Education

Description: Through the Be Kind to Animals Kid Contest, the American Humane Association recognizes kids and teens who show extraordinary kindness to animals and go out of their way to help them.

The contest is open to children (between the ages of 6 and 12) and teens (13 to 17) who participate in activities such as volunteering at animal shelters or for other animal welfare organizations; helping raise money for causes that help companion animals: helping save and/or care for abused and neglected companion animals: demonstrating and strengthening the human-animal bond; raising awareness in their communities about animal-related issues; and lobbying for laws that protect companion animals.

Two grand-prize winners (one child and one teen) will each win $1,000 and two runners-up will each win $500.

Nominators who are nominating a child or teen who is not their son or daughter must have the parent read and sign a waiver.

Entry forms are available at the American Humane Web site.

Link to RFP

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School-Age Notes, long-time resource for afterschool programs, publishes a daily “note” – short, quick resources, ideas, inspirations and other information pertinent to out-of-school time professionals and programs. You can sign up to receive the daily email at http://www.schoolagenotes.com/

Children often arrive at their after-school programs with homework. If it is not done there, it will need to be completed at home.
Deciding whether to offer the time, space and resources for children to work on their homework is a unique decision that each program must make, according to the National Institute on Out-of-School Time (NIOST).

In Homework Assistance & Out-of-School Time: Filling the Need, Finding a Balance by Susan O’Connor and Kate McGuire, NIOST offers the following guidelines for making this decision.

The most effective homework policy will be developed when the opinions and needs of children, families and staff members are taken into consideration. Discussions should focus on balancing the research findings, the resources available to the program and the needs of those served.

Homework assistance and enrichment activities are especially important for children who are at risk of school failure. Some families cannot provide children with the quiet space, resources and assistance that they need to successfully complete homework. Without help from the program, homework may become yet another place where students with fewer resources fall behind.

Homework is only one way to support academic achievement. Programs can also offer tutoring, enrichment activities and recreational reading programs to help students develop skills and build self-confidence.

Children’s academic needs must be balanced with their physical, emotional and social needs. Children need time to blow off steam and have snacks, play with friends, build relationships with caring adults and develop their own talents and hobbies.

To order Homework Assistance and other proven and practical resources, please visit our Web site at www.schoolagenotes.com.

School-Age NOTES

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New Resource from the Afterschool Investments Project

The Afterschool Investments Project (AIP), a service of the Child Care Bureau, provides technical assistance to Child Care and Development Fund (CCDF) grantees and other state and local leaders to support afterschool efforts.  AIP is pleased to announce the following new resource is available on the project website:

http://nccic.acf.hhs.gov/afterschool/

Using the Child Care and Development Fund to Support a System of Quality Improvement for School-Age Programs

This strategy brief provides ideas and considerations for state leaders looking to build a coordinated system of quality improvement for school-age programs.  Based on a review of the literature and interviews with state decision makers, this brief describes promising approaches for investing the Child Care and Development Fund (CCDF) and other resources in six system components:

• Governance and coordination;
• Regulations;
• Program and practitioner standards;
• Program and practitioner supports;
• Financing; and
• Accountability

An accompanying self-assessment tool is available to help state leaders identify the strengths, opportunities, and gaps in their current system of quality supports for school-age programs. The tool will soon be posted on the Afterschool Investments website; in the meantime, please contact AIP via e-mail at afterschool@financeproject.orgto request a copy of the tool.

The Afterschool Investments Project,
A Service of the Child Care Bureau
Phone: 202-587-1000
E-mail: afterschool@financeproject.org
Web: http://nccic.acf.hhs.gov/afterschool/

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