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Goal of the SeriesGoal of the Series
The The School Age Youth School Age Youth Summer Program Summer Program
orientation series has been orientation series has been designed to help you designed to help you understand the basics of understand the basics of caring for school age youth.caring for school age youth.
Understanding the SeriesUnderstanding the Series
Each module consists of:Each module consists of: Overall objective of the moduleOverall objective of the module Terms and definitionsTerms and definitions Specific learning objectivesSpecific learning objectives MN Core Competencies and NAA Standards MN Core Competencies and NAA Standards
addressedaddressed Module training contentModule training content Learning activitiesLearning activities ResourcesResources
The learning activities include:The learning activities include: An An applicationapplication activity focused on school age youth activity focused on school age youth A A personal reflection personal reflection activity that is not sharedactivity that is not shared A A reflectionreflection activity to be done with a peer or activity to be done with a peer or
supervisorsupervisor
What you will needWhat you will need
You will need the following items to complete the module:
Print the PDF file that goes with this course. The link is located by the link you chose to open this module.
Paper and pencil Approximately one hour of “quiet time”; some of the
activities will be completed outside of this hour Access to a printer Optimistic outlook to gaining new knowlege
Respectful RelationshipsRespectful Relationships
Module 6Module 6
ObjectiveObjective
To discover the importance of social To discover the importance of social skills and competence, and skills and competence, and understand how to support the understand how to support the development of positive personal development of positive personal power in school age youth.power in school age youth.
Terms and DefinitionsTerms and Definitions Competence Competence – – the skill or ability to complete a task the skill or ability to complete a task
Decision-making strategies Decision-making strategies - - strategies that are used to strategies that are used to make informed decision so that you know what consequences will make informed decision so that you know what consequences will resultresult
Inclusive –Inclusive –taking in or being part of the entire grouptaking in or being part of the entire group
Peaceful living strategies Peaceful living strategies - - strategies that provide group strategies that provide group cohesiveness and positive relationships/interactionscohesiveness and positive relationships/interactions
Personal Power Personal Power – – inner source of energy used to make inner source of energy used to make decisions and determine behaviors that impact personal decisions and determine behaviors that impact personal happiness and successhappiness and success
Self-esteem – Self-esteem – value, pride and respect for oneselfvalue, pride and respect for oneself
Service learning – Service learning – project or activity that benefits a larger project or activity that benefits a larger community than the school age care programcommunity than the school age care program
Social skills Social skills – – a set of skills that are commonly accepted a set of skills that are commonly accepted practices for interpersonal interactionspractices for interpersonal interactions
IntroductionIntroductionSpecific Learning ObjectivesSpecific Learning Objectives
In this module you will:In this module you will: Explore the relationships that exist in school Explore the relationships that exist in school
age youth programsage youth programs Learn best practices for supporting the Learn best practices for supporting the
development of social skills in school age development of social skills in school age youthyouth
Be introduced to positive personal power and Be introduced to positive personal power and the components from which it is developedthe components from which it is developed
Explore strategies that promote personal power Explore strategies that promote personal power within an inclusive, diversity-rich school age within an inclusive, diversity-rich school age youth programyouth program
Respectful RelationshipsRespectful RelationshipsSocial CompetenceSocial Competence
A crucial outcome of school age youth A crucial outcome of school age youth programs is the development of social programs is the development of social competence. School age youth that are competence. School age youth that are proficient in social skills do better in school, proficient in social skills do better in school, in recreation and leisure activities, in peer in recreation and leisure activities, in peer relationships, and in almost all aspects of relationships, and in almost all aspects of their daily lives.their daily lives.
You have the awesome opportunity to You have the awesome opportunity to nurture social competence through your nurture social competence through your relationships with school age youth. relationships with school age youth.
Best PracticesBest PracticesMN School Age Core CompetenciesMN School Age Core Competencies
The MN School Age Core Competencies address The MN School Age Core Competencies address the expectations of staff regarding interactions the expectations of staff regarding interactions with school age youth.with school age youth.
Content Area IV: Interactions with School Age YouthContent Area IV: Interactions with School Age Youth Establishes and communicates limits for acceptable Establishes and communicates limits for acceptable
behaviorbehavior Identifies feelings and appropriate ways to express themIdentifies feelings and appropriate ways to express them Understands and supports play, activities, experiences and Understands and supports play, activities, experiences and
social interactions social interactions Shows respect for school age youth, self, and others in all Shows respect for school age youth, self, and others in all
interactions and situationsinteractions and situations Demonstrates that school age youth are appreciated, Demonstrates that school age youth are appreciated,
valued, and enjoyedvalued, and enjoyed Builds a trusting relationship with school age youth, Builds a trusting relationship with school age youth,
providing physical and emotional securityproviding physical and emotional security
Best PracticesBest PracticesMN School Age Core CompetenciesMN School Age Core Competencies
The MN School Age Core Competencies also The MN School Age Core Competencies also addresses competencies in addresses competencies in Content Area 2: Content Area 2: Environment – Promoting Personal and Social Environment – Promoting Personal and Social Development.Development.
Treats school age youth as individuals with their own Treats school age youth as individuals with their own strengths and needsstrengths and needs
Helps school age youth feel valued as members of the Helps school age youth feel valued as members of the groupgroup
Helps school age youth through periods of stress, Helps school age youth through periods of stress, separation, and transitionseparation, and transition
Acknowledges the efforts, accomplishments, and innate Acknowledges the efforts, accomplishments, and innate gifts of each school age youthgifts of each school age youth
Emphasizes cooperation in games and activitiesEmphasizes cooperation in games and activities
Best PracticesBest PracticesNAA Standards of QualityNAA Standards of Quality
The NAA Standards of Quality recognizes the The NAA Standards of Quality recognizes the importance of relationships and dedicates an importance of relationships and dedicates an entire category to it – Human Relationships.entire category to it – Human Relationships.
Staff relate to all school age youth in positive ways.Staff relate to all school age youth in positive ways. Staff respond appropriately to the individual needs of school age Staff respond appropriately to the individual needs of school age
youth.youth. Staff encourage school age youth to make choices and to Staff encourage school age youth to make choices and to
become more responsible.become more responsible. Staff assist school age youth without taking control, and they Staff assist school age youth without taking control, and they
encourage school age youth to take a leadership role.encourage school age youth to take a leadership role. Staff interact with school age youth to help them learn.Staff interact with school age youth to help them learn. Staff use positive techniques to guide the behavior of school age Staff use positive techniques to guide the behavior of school age
youth.youth. School age youth generally interact with one another in positive School age youth generally interact with one another in positive
ways.ways.
Best PracticesBest PracticesNAA Standards of QualityNAA Standards of QualityThe NAA Standards of Quality look at how school age The NAA Standards of Quality look at how school age
youth programs support relationship development youth programs support relationship development from four perspectives:from four perspectives:
1. Staff to staff1. Staff to staff
Staff work well together, role-modeling positive and productive Staff work well together, role-modeling positive and productive interactionsinteractions
2. Staff to families2. Staff to families Staff understand and respect the values and cultures of familiesStaff understand and respect the values and cultures of families
3. Staff to school age youth 3. Staff to school age youth
Staff positively interact with school age youth and establish a Staff positively interact with school age youth and establish a relationship based on trust and mutual respectrelationship based on trust and mutual respect
4. School age youth to peers4. School age youth to peers School age youth interact with peers in an environment that is School age youth interact with peers in an environment that is
emotionally nurturing and safeemotionally nurturing and safe
School age youth programs help participants develop social School age youth programs help participants develop social competence through these four types of relationships.competence through these four types of relationships.
Best PracticesBest PracticesTheories: ERE and Five Foundations of Theories: ERE and Five Foundations of ChildhoodChildhood
The The EREERE and and Five Foundations of ChildhoodFive Foundations of Childhood have been explained in previous modules have been explained in previous modules (you (you can access the handouts in Module 1).can access the handouts in Module 1).
The ERE tells us why the things we do and The ERE tells us why the things we do and provide in our program provide in our program ((the environment, the environment, relationships, and experiencesrelationships, and experiences) ) are important to are important to school age youth.school age youth.
The Five Foundations of Childhood explains why The Five Foundations of Childhood explains why school age youth need to accomplish these school age youth need to accomplish these tasks: tasks: empowerment, play, community empowerment, play, community building, maturity and self-directionbuilding, maturity and self-direction..
Respectful RelationshipsRespectful RelationshipsThe Strand TheoryThe Strand TheoryAnother theory is the Strand Theory. This theory Another theory is the Strand Theory. This theory
describes the relationship between the school age describes the relationship between the school age youth, the program, the familyyouth, the program, the family
and the community at largeand the community at large..
Respectful RelationshipsRespectful RelationshipsThe Strand TheoryThe Strand Theory
The relationship between the child, the family and The relationship between the child, the family and program staff is safely held within the two inner program staff is safely held within the two inner circles of the Strand Theory. All components of the circles of the Strand Theory. All components of the school age youth program are interwoven to form a school age youth program are interwoven to form a safety-net for school age youth. See handout on the safety-net for school age youth. See handout on the Strand Theory for more information.Strand Theory for more information.
School Age YouthSchool Age Youth
Program Staff FamilyProgram Staff Family
Child
Best Practices Best Practices – Quality Equation– Quality EquationCore Competencies + Standards + Theories =Core Competencies + Standards + Theories =Quality programs for school age youthQuality programs for school age youth
The development of social competence and personal power happens (the ‘Why’) through staff supporting school age youth (the ‘What’) during the program activities (the ‘How’).
Relationship DevelopmentRelationship DevelopmentSocial CompetenceSocial Competence
We live in a world of social interactions.We live in a world of social interactions.
Having competence in social skills helps Having competence in social skills helps school age youth be successful in other school age youth be successful in other areas of their lives, and supports their areas of their lives, and supports their evolvement into confident, compassionate, evolvement into confident, compassionate, contributing members of their community.contributing members of their community.
School age youth programs that promote the School age youth programs that promote the development of social competence ensures development of social competence ensures an environment that an environment that embraces diversityembraces diversity..
Relationship DevelopmentRelationship DevelopmentSocial Competence Social Competence – Embracing Diversity– Embracing Diversity
Embracing and celebrating the gifts of Embracing and celebrating the gifts of diversity and inclusion mean that diversity and inclusion mean that all all school age youth are a part of the school age youth are a part of the community all of the time.community all of the time.
You play a crucial role in helping school age You play a crucial role in helping school age youth develop social skills and youth develop social skills and competence. The single most important competence. The single most important factor in helping school age youth be factor in helping school age youth be successful is their relationship with a caring successful is their relationship with a caring adult.adult.
Relationship DevelopmentRelationship DevelopmentPositive Personal PowerPositive Personal PowerSchool age youth that are socially competent School age youth that are socially competent
have learned how to access and use their have learned how to access and use their positive personal powerpositive personal power. .
Personal power can be defined as an Personal power can be defined as an internally generated source of energy internally generated source of energy and strength from which an individual and strength from which an individual achieves happiness and success.achieves happiness and success.
This personal power is an underlying source This personal power is an underlying source of strength for developing social and self-of strength for developing social and self-help skills. We all can access our positive help skills. We all can access our positive personal power for our own growth! personal power for our own growth!
Materials and information on Materials and information on positive personal power positive personal power is adapted from is adapted from Power Camp,Power Camp, Dougherty, N., (2006).Dougherty, N., (2006).
Personal PowerPersonal PowerThe ImpactThe Impact
School age youth that develop and access their School age youth that develop and access their positive personal power positive personal power are more successful are more successful in developing social, academic, leadership, in developing social, academic, leadership, self-help, and real life skills. In general, they self-help, and real life skills. In general, they are happy with themselves and their lives.are happy with themselves and their lives.
Positive personal power supports school age Positive personal power supports school age youth in making decisions; being responsible youth in making decisions; being responsible and accountable for their own behavior; and and accountable for their own behavior; and contributing to a positive program environment contributing to a positive program environment that promotes group cohesiveness.that promotes group cohesiveness.
Personal PowerPersonal PowerThe ComponentsThe ComponentsThere are key elements that contribute to the There are key elements that contribute to the
development of positive personal power:development of positive personal power: Positive self-esteemPositive self-esteem Membership in a groupMembership in a group Communication skills such as listening and the power of Communication skills such as listening and the power of
languagelanguage Strategies for solving conflicts –Peaceful living strategiesStrategies for solving conflicts –Peaceful living strategies Sharing common valuesSharing common values Practicing respect and responsibility for themselves, Practicing respect and responsibility for themselves,
towards others, and the environmenttowards others, and the environment Positive decision making strategiesPositive decision making strategies Recognizing, respecting, and celebrating diversityRecognizing, respecting, and celebrating diversity Commitment to civic responsibilities and service learningCommitment to civic responsibilities and service learning
The result of interweaving these elements is the The result of interweaving these elements is the development of positive personal power.development of positive personal power.
Personal PowerPersonal PowerThe ComponentsThe Components
Positive self-esteem Positive self-esteem Healthy self-esteem means you appreciate and value your own worth as a Healthy self-esteem means you appreciate and value your own worth as a person and place high value on your own abilities, body, feelings, and person and place high value on your own abilities, body, feelings, and social interactions. Self-esteem is the mainspring that influences every social interactions. Self-esteem is the mainspring that influences every person’s degree of success or failure.person’s degree of success or failure.
MMembership in a groupembership in a groupSchool age youth recognize that they are members of a group. The idea School age youth recognize that they are members of a group. The idea or sense of ‘belonging’ to a group is very important in the development of or sense of ‘belonging’ to a group is very important in the development of healthy self-esteem, and the development of social skills that lead to healthy self-esteem, and the development of social skills that lead to caring for each other and our world.caring for each other and our world.
Communication skillsCommunication skills
Successful adults have learned how to communicate effectively with their Successful adults have learned how to communicate effectively with their words and their actions. We are involved in a variety of relationships that words and their actions. We are involved in a variety of relationships that rely on clear communication. Our personal, work/school, and family rely on clear communication. Our personal, work/school, and family relationships are all impacted by the level of our communication skills.relationships are all impacted by the level of our communication skills.
Personal PowerPersonal PowerThe ComponentsThe Components
Strategies for solving conflicts- Peaceful Living!Strategies for solving conflicts- Peaceful Living!Many of the more common conflicts school age youth experience can be Many of the more common conflicts school age youth experience can be solved with little or no adult intervention. solved with little or no adult intervention. THIS IS A VERY POWERFUL THIS IS A VERY POWERFUL TOOL FOR ALL SCHOOL AGE YOUTH!TOOL FOR ALL SCHOOL AGE YOUTH! It is also important that staff are It is also important that staff are consistent in their expectations and support of school age youth learning consistent in their expectations and support of school age youth learning Peaceful Living Strategies.Peaceful Living Strategies.
Sharing common valuesSharing common valuesFamilies and communities have a set of ‘common values’. These are Families and communities have a set of ‘common values’. These are principles that they all agree to live by. School age youth programs that are principles that they all agree to live by. School age youth programs that are productive and cohesive have a set of values that are important to all. productive and cohesive have a set of values that are important to all. These are often ‘hidden’ and may need to be discussed. Cooperative These are often ‘hidden’ and may need to be discussed. Cooperative community-building activities are essential in identifying the common values community-building activities are essential in identifying the common values that are important to the group.that are important to the group.
Practicing respect and responsibility for themselves, Practicing respect and responsibility for themselves, towards others, and the environmenttowards others, and the environmentWe all live by rules and values that are excepted by our families, our We all live by rules and values that are excepted by our families, our community, and the global world. Being respectful of these rules and community, and the global world. Being respectful of these rules and values, and taking responsibility for our actions is a huge accomplishment values, and taking responsibility for our actions is a huge accomplishment for school age youth. for school age youth.
Personal PowerPersonal PowerThe ComponentsThe Components
Positive decision making strategies Positive decision making strategies School age youth make many decisions everyday. They don’t always School age youth make many decisions everyday. They don’t always recognize the decisions they make, the choices they had, or the recognize the decisions they make, the choices they had, or the consequences of their choice. We can help them by teaching the steps of consequences of their choice. We can help them by teaching the steps of positive decision-making. Eventually, this strategy becomes automatic positive decision-making. Eventually, this strategy becomes automatic when making decisions.when making decisions.
Recognizing, respecting, and celebrating diversityRecognizing, respecting, and celebrating diversity
Embracing and celebrating the gifts of diversity and inclusion mean that Embracing and celebrating the gifts of diversity and inclusion mean that all school age youth are a part of the community all of the time.all school age youth are a part of the community all of the time. Cultures, experiences and individual stories are shared each and every Cultures, experiences and individual stories are shared each and every day. School age youth are taught to understand differences and work day. School age youth are taught to understand differences and work towards supporting each community member to be successful.towards supporting each community member to be successful.
Commitment to civic responsibilities and service Commitment to civic responsibilities and service learninglearningSchool age youth learn many important skills and values through working School age youth learn many important skills and values through working and completing a and completing a service learning project.service learning project. It helps them experience and It helps them experience and develop such feelings as compassion, empathy, thankfulness, and develop such feelings as compassion, empathy, thankfulness, and appreciation. appreciation.
Relationship DevelopmentRelationship DevelopmentPutting It All TogetherPutting It All Together
A lot of information has been covered so far A lot of information has been covered so far in this module. Now it is time to put it all in this module. Now it is time to put it all together!together!
1. You know that relationships play a huge 1. You know that relationships play a huge part in school age youth programs and part in school age youth programs and development based on ‘best practices’.development based on ‘best practices’.
2. Successful relationship development relies 2. Successful relationship development relies upon social skills and competence.upon social skills and competence.
3. School age youth programs nurture the 3. School age youth programs nurture the development of social skills and development of social skills and competence through helping school age competence through helping school age youth acquire positive personal power.youth acquire positive personal power.
Relationship DevelopmentRelationship DevelopmentPutting It All TogetherPutting It All Together
Strategies for promoting positive relationship Strategies for promoting positive relationship development and social competencedevelopment and social competence
Provide an environment that is nurturing and Provide an environment that is nurturing and inclusive of all school age youthinclusive of all school age youth
Focus on the positive actions and growth of each Focus on the positive actions and growth of each individual school age youthindividual school age youth
Set expectations for respect of and responsibility to Set expectations for respect of and responsibility to themselves, each other, and the ‘environment’themselves, each other, and the ‘environment’
Provide guidance and leadership on positive Provide guidance and leadership on positive interactions between staff, school age youth, and interactions between staff, school age youth, and familiesfamilies
Encourage school age youth to have ‘ownership’ in Encourage school age youth to have ‘ownership’ in the program through using a Youth Advisory Boardthe program through using a Youth Advisory Board
Relationship DevelopmentRelationship DevelopmentPutting It All TogetherPutting It All Together
Foster a sense of ‘community’ and group membership Foster a sense of ‘community’ and group membership through working towards common goalsthrough working towards common goals
Use cooperative games and activities to promote Use cooperative games and activities to promote cohesiveness within the groupcohesiveness within the group
Provide opportunities for school age youth to explore, Provide opportunities for school age youth to explore, problem solve, create and discuss their learningproblem solve, create and discuss their learning
Teach positive decision making strategiesTeach positive decision making strategies Provide opportunities for real-life, hands-on learning Provide opportunities for real-life, hands-on learning
through service learning projectsthrough service learning projects Teach Peaceful Living strategies (handout provided) Teach Peaceful Living strategies (handout provided)
that encourage school age youth to resolve their own that encourage school age youth to resolve their own conflicts. This includes conflict resolution.conflicts. This includes conflict resolution.
Be Your BestBe Your Best
Every day brings new learning, Every day brings new learning, challenges, and delightful challenges, and delightful experiences when working with experiences when working with school age youth. school age youth.
Be prepared to help each and every Be prepared to help each and every school age youth be successful and school age youth be successful and confident in their personal confident in their personal achievements and relationships. achievements and relationships.
This is a WIN-WIN for all!!This is a WIN-WIN for all!!
Key PointsKey Points
Nurturing positive social skills and Nurturing positive social skills and competence takes hard work but is competence takes hard work but is extremely rewarding. In this module you:extremely rewarding. In this module you:
Discovered the importance (and types) of Discovered the importance (and types) of relationships that exist in school age youth relationships that exist in school age youth programsprograms
Learned about best practices for supporting the Learned about best practices for supporting the development of relationships and social skills in development of relationships and social skills in school age youthschool age youth
Explored the concept, development and benefits of Explored the concept, development and benefits of positive personal powerpositive personal power
Looked at strategies that promote the development Looked at strategies that promote the development of personal power within an inclusive, diversity-rich of personal power within an inclusive, diversity-rich school age youth programschool age youth program
ActivityActivitySchool Age Youth FocusSchool Age Youth Focus
Print out the Print out the Part 1: Developing Positive Part 1: Developing Positive Personal Power Worksheet Personal Power Worksheet PDF that PDF that goes with this module. goes with this module.
Over the course of a week, observe a Over the course of a week, observe a group of school age youth in your program, group of school age youth in your program, looking for ways your program supports the looking for ways your program supports the development of positive personal power.development of positive personal power.
Think of ways to better support this Think of ways to better support this development in your program.development in your program.
Complete the worksheet.Complete the worksheet.
ActivityActivityPersonal ReflectionPersonal Reflection
Spend a few minutes thinking about your own Spend a few minutes thinking about your own personal power.personal power.
Print the Print the Personal Power Handout and Personal Power Handout and Worksheet Worksheet PDF included with this module.PDF included with this module.
Read the Handout Read the Handout Visit the following website to see if you are an Visit the following website to see if you are an
‘adder’ or ‘subtractor’ of your personal power. ‘adder’ or ‘subtractor’ of your personal power. http://www.drvernaprice.com/quiz.html
Write a plan for how you will continue to develop Write a plan for how you will continue to develop and use your personal power.and use your personal power.
ActivityActivityReflection with a Peer or SupervisorReflection with a Peer or Supervisor
Self Assessment, Reflection andSelf Assessment, Reflection and
ResourcesResources Print the Print the Part 2: Developing Positive Personal Part 2: Developing Positive Personal
Power Worksheet Power Worksheet PDF that goes with this module. PDF that goes with this module. Once you have completed Once you have completed Part 1Part 1, meet with your , meet with your
supervisor or a peer to discuss your Action Plansupervisor or a peer to discuss your Action Plan Develop a plan/timeline to put your strategy into Develop a plan/timeline to put your strategy into
practicepractice Compete the Compete the Part 2 Strategy EvaluationPart 2 Strategy Evaluation Review the resources in the following slidesReview the resources in the following slides
ResourcesResources
Minnesota School Age Core CompetenciesMinnesota School Age Core Competencies These were developed by the Minnesota Association for the These were developed by the Minnesota Association for the
Education of Young Children (MnAEYC) and the Minnesota Education of Young Children (MnAEYC) and the Minnesota School Age Care Alliance (MnSACA).School Age Care Alliance (MnSACA).
They define what practitioners need to know and be able to do to They define what practitioners need to know and be able to do to provide quality education and care.provide quality education and care.
They are designed to serve as a guide for improving your work They are designed to serve as a guide for improving your work with children and families.with children and families.
They are worded so that they can be measured or demonstrated.They are worded so that they can be measured or demonstrated.
The core competencies are available at the Minnesota The core competencies are available at the Minnesota Department of Human Services.Department of Human Services.
They can also be downloaded at the MnSACA They can also be downloaded at the MnSACA website. website. www.mnsaca.org
ResourcesResources
National AfterSchool AssociationNational AfterSchool Association NAA is the leading national professional association for NAA is the leading national professional association for
the afterschool field. With over 9,000 members and 36 the afterschool field. With over 9,000 members and 36 state affiliate organizations.state affiliate organizations.
NAA represents the voice of the afterschool field in the NAA represents the voice of the afterschool field in the areas of professional development, program quality, areas of professional development, program quality, public policy and current issues affecting children and public policy and current issues affecting children and youth in their out of school time.youth in their out of school time.
NAA is the accrediting body for the NAA accreditation NAA is the accrediting body for the NAA accreditation process. They publish the resource book process. They publish the resource book The NAA The NAA Standards for Quality School-Age Care.Standards for Quality School-Age Care.
Web address: Web address: www.naaweb.org
ResourcesResources
OtherOther Effective Practices in School Age CareEffective Practices in School Age Care
Available as a PDF at Available as a PDF at www.mnsaca.org Dougherty, N., (2001). Dougherty, N., (2001). Inclusion of children with Inclusion of children with
special needs in school age programs.special needs in school age programs. (Work (Work completed as part of an M.A. in Education degree, completed as part of an M.A. in Education degree, available at Concordia University, St Paul, MN)available at Concordia University, St Paul, MN)
Dougherty, N., (2006). Dougherty, N., (2006). Power Camp. Power Camp. Sparrow Sparrow Media Group: Farmington, MNMedia Group: Farmington, MN
Kriedler, W., Furlong, L., (2005) Kriedler, W., Furlong, L., (2005) Adventures in Adventures in Peacemaking. Peacemaking. SchoolAge NOTES: New Albany, SchoolAge NOTES: New Albany, NYNY
ResourcesResources
OtherOther Ollhoff, L., (2002). School-Age Care Planner. Ollhoff, L., (2002). School-Age Care Planner.
Sparrow Media Group: Eden Prairie, MNSparrow Media Group: Eden Prairie, MN
Phone: 952-953-9166Phone: 952-953-9166
School-Age NOTESSchool-Age NOTES
Resources for after-school professionalsResources for after-school professionals
Redleaf PressRedleaf Press
Resources for after-school professionalsResources for after-school professionals
www.redleafpress.org
Congratulations!Congratulations!You have successfully completed Module You have successfully completed Module
66
