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Sample Action Plan
YOUTH CENTER Action Plan 2001-2002
Goal 1) Have New Program Staff in Place and Trained
| Objective—Complete Staff Recruitment |
Point Person |
Begin Date |
End Date |
Status |
Outstanding Issues |
| 1. Recruit Staff |
|
|
|
|
|
Recruit teen TAs
Recruit teachers (part time)
Produce contracts
Complete job descriptions for new staff
Finish signing contracts
Produce contract for teen TAs
|
A/C
Andrew
Andrew
Andrew
Andrew
Andrew
|
9-14
9-1
10-20
9-21
9-1
11-1
|
ongoing
ongoing
12-30
11-3
ongoing
11-9
|
N/A
N/A
N/A
|
|
| 2. Recruit Volunteers |
|
|
|
|
|
Identify contacts for volunteer sources
Develop volunteer management plan
Develop utilization plan
Produce role description
Produce volunteer agreement
|
A/C
Andrew
A/C
Andrew
Andrew
|
1-4
1-4
12-21
1-4
1-4
|
ongoing
1-14
1-14
12-30
1-14
|
N/A |
|
| 3. Recruit Interns (ongoing) |
|
|
|
|
|
Meet w/ Director of Local College
Outreach to Local College
Identify interns for: Grants, proposals, curriculum
Present intern opportunities
Develop intern management plan
Develop supervisory/reporting system
|
Andrew
Andrew
Andrew
Andrew
Andrew
Andrew
|
10-5
12-4
10-23
10-25
12-16
12-16
|
10-25
1-4
10-25
10-25
1-15
1-15
|
Complete
Complete
Complete
|
Continue to
recruit and
develop
relationships
|
| Objective—Complete physical environment |
Point Person |
Begin Date |
End Date |
Status |
Outstanding Issues |
| 1. Brief new staff on CPDC, EWT, YDC |
|
|
|
|
|
|
Distribute collateral materials
Introduce Coordinator (T) to Partners
Ensure understanding of work environment expectations
Explain learning center configuration & networking
Provide orientation to software, hardware resources
Produce manual for staff that outlines expectations and
goals for program
|
Andrew
Andrew
Andrew
Andrew/Mirabelle
Andrew
Andrew
|
|
|
|
|
| 2. Provide necessary work resources |
|
|
|
|
|
Key fob
Voicemail
Desk space
Phone
File drawer
Email/Internet access
Network access
Copier code
Parking sticker
|
Artie
Mirabelle
Artie
Mirabelle
Artie
Artie
Mirabelle
Mirabelle
Artie
Artie
|
As Hired
As Hired
As Hired
As Hired
As Hired
As Hired
As Hired
As Hired
As Hired
As Hired
|
|
|
|
| 3. Assess staff training needs |
|
|
|
|
|
Technical
Educational
Management
Communication
|
|
|
|
|
|
| 4. Produce staff training & development plan |
|
|
|
|
|
|
Technical
Educational
Management
Communication
|
|
|
|
|
|
Goal 2) Complete Physical and Technical Installation of Technology
Learning Center
| Objective—Complete physical environment |
Point Person |
Begin Date |
End Date |
Status |
Outstanding Issues |
| 1. Secure furnishings |
|
|
|
|
|
|
countertops
chairs
carpeting
teacher table
white board
student work table
|
Ramon
Ramon
Ramon
Ramon
Ramon
Ramon
|
10-26
|
Complete
Complete
Complete
Complete
|
|
|
| 2. Create an inviting child friendly educational environment |
|
|
|
|
|
|
strategize shared space
visual aids
space for displays
child generated and owned
space for personal items: coats, book bags
inviting color, design, creativity
environment conducive to learning and development
|
A/AB
A/AD/C
A/AD/C
A/AD/C
A/AD/C
A/AD/C
A/T
|
10-26
11-12
11-12
11-12
11-12
11-12
11-12
|
10-26
1-4
1-4
1-4
1-4
1-4
1-4
|
Complete |
|
| Objective—Complete technical installation |
Point Person |
Begin Date |
End Date |
Status |
Outstanding Issues |
| Learning Centers C & D |
|
|
|
|
|
| 1. Finish installation of desktops |
Mirabelle |
9-1 |
11-6 |
|
|
|
Tack up wires & cables
Safety-check of labs
|
Mirabelle
Andrew/Mirabelle
|
9-21 |
11-6 |
|
|
| 2. Finish LAN installation |
Mirabelle |
9-1 |
11-6 |
|
|
| 3. Activate Internet connectivity |
Mirabelle |
9-1 |
11-6 |
|
|
| 4. Set up email accounts |
Mirabelle |
1-4 |
2-1 |
|
|
| 5. Establish protocol for server management |
Mirabelle |
9-16 |
12-1 |
|
|
| 6.
Order software |
Mirabelle |
12-18 |
1-1 |
|
|
| 7. Complete hardware purchases |
Mirabelle |
12-18 |
1-1 |
|
|
| 8. Install software and hardware |
Mirabelle |
1-8 |
1-12 |
|
|
| 9. Test software and hardware |
Mirabelle |
1-13 |
1-15 |
|
|
Goal 3) Develop and Implement Administrative Policies, Procedures, Systems
| Objective—Develop Registration Process |
Point Person |
Begin Date |
End Date |
Status |
Outstanding Issues |
| 1. Plan registration process |
A/T |
10-27 |
1-4 |
|
|
|
How many students in program
Time line of class (semester/year/etc)
Parent participation
Required registration information
Expectations and commitment of students
|
A/T
A/T
A/T
A/T
A/T
|
|
|
|
|
| 2. Create registration template |
A/C/M |
12-4 |
12-15 |
|
|
| 3. Produce registration form |
A/C/M |
12-15 |
12-31 |
|
|
| 4. Coordinate w/ Beacon House Scholars registration |
Andrew |
10-27 |
11-6 |
|
|
| 5. Develop tracking procedures |
A/T/M |
1-11 |
1-29 |
|
|
| 6. Create categories for database |
Mirabelle |
1-13 |
1-29 |
|
|
| Objective—Develop Class Schedule |
Point Person |
Begin Date |
End Date |
Status |
Outstanding Issues |
1. How many students per class
2. What are students' present schedules and conflicts
3. How many times a week does class meet for how long
4. Create spreadsheet of class schedule and distribute
5. Place students in appropriate class
6. Notify students and parents of student schedule
|
A/T
A/
A/T
C
A/T/
A/C
|
12-7
10-27
12-7
12-21
12-14
12-17
|
12-10
12-1
12-10
12-24
12-17
12-18
|
|
|
| Objective—Develop student participation & performance tracking system |
Point Person |
Begin Date |
End Date |
Status |
Outstanding Issues |
| 1. Investigate options for automated student log/tracking |
Mirabelle
|
1-4
|
3-31
|
|
|
|
Decide upon tracking system to be implemented
Implement tracking system
Share information with YDC and CPDC
|
A/M
Mirabelle
Andrew
|
3-1
3-1
3-1
|
3-31
5-28
5-28
|
|
|
| 2. Map student development outcomes that will be focal points for instructor planning, tracking & assessment |
A/C
|
12-14
|
1-8
|
|
|
Goal 4) Develop Curriculum for Technology Learning Center
| Objective—Develop vision and goals of curriculum |
Point Person |
Begin Date |
End Date |
Status |
Outstanding Issues |
1. Write vision of YDC curriculum with Core Partners
2. Develop goals of YDC curriculum
|
Andrew
Andrew
|
|
|
|
|
Objective—Develop thematic units of learning
1. Develop thematic units
2. Check for interdisciplinary focus
3. Are soft skills included
|
A/C
|
12-21
|
ongoing
|
N/A
|
|
| Objective—Develop objectives and lesson plans |
A/T/C
|
12-22
|
ongoing
|
N/A
|
|
Write lesson plans for each day.
Objective is measurement of each lesson.
What is the outcome?
|
C/T
|
|
|
|
|
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Other Resources |
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Creating a Quality Program
http://www.niost.org/publications/cns_6.pdf
Creator: National Institute on Out-of-School Time (NIOST)
Notes: Pages 1–22 of this document cover all elements of program planning, including templates for activity plans and weekly schedules.
Day One in the Life of a Program Coordinator
http://www.nwrel.org/learns/resources/startup/dayone.html
Creator: Northwest Regional Educational Laboratory (NWREL)
Notes: The mission of NWREL is “to improve educational results for children, youth, and adults by providing research and development assistance in delivering equitable, high quality educational programs.” This section of the site contains program planning suggestions for new tutoring program coordinators, such as “How to Assess What You Know and What You Have,” “How to Define the Program,” “Tips on Setting Program Goals and Objectives,” “Meeting with Stakeholders” and “Some First Steps Toward Recruiting Volunteers.”
National Youth Development Information Center
http://nydic.org/
Creator: The National Youth Development Information Center (NYDIC)
Notes: NYDIC is a project of the National Assembly through its affinity group, the National Collaboration for Youth, a consortium of youth-related organizations. NYDIC “provides practice-related information about youth development to national and local youth-serving organizations at low cost or no cost.” This site contains links to information about research, evaluation and funding for youth development organizations.
Out-of-School Time Programs for Youth Ages 10–14
http://www.niost.org/publications/cns_5.pdf
Creator: National Institute on Out-of-School Time (NIOST)
Notes: Pages 17–20 of this document specifically address the needs of older children and describe how to shape your after-school program so that it provides the best environment for them.
Starting an Effective Out-of-School Program
http://www.niost.org/publications/cns_5.pdf
Creator: National Institute on Out-of-School Time (NIOST)
Notes: Pages 2–5 of this document offer basic guidelines for starting or expanding an out-of-school time program. Included are tips on how to assess the needs of the community, connect with others, decide on a program’s goals, and develop an action plan and operating budget. Also included is a list of resources for further information.
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