School Age

In our School Age program, education is based on Cincy After School curriculum Cincy is designed to support the healthy development of children by building strengths and meeting the needs of the whole child. Increasing student achievement and reducing risky behaviors are two primary goals of the program. The curriculum achieves these goals through engaging students and their families, in balanced activities aligned with Ohio Academic Standards.  

Ohio Academic Standards Each activity has been designed with the Ohio Academic Standards in mind. Homework extensions, alternative programming lessons and activities, as well as the choice time stations have all been matched to ODE Standards. The lesson plans for each activity clearly document which standards are being addressed.

40 DEVELOPMENTAL ASSETSTM FOR ELEMENTARY-AGE CHILDREN

The Search Institute has identified the following building blocks of healthy development that help elementary-age children grow up healthy, caring, and responsible.

EXTERNAL ASSETS

SUPPORT

1). Family Support - Family life provides high levels of love and support.
2). Positive Family Communication - Parents and children communicate positively. Children are willing to seek advice and counsel from their parents.
3). Other Adult Relationships - Children have support from at least one adult other than their parents. Their parents have support from people outside the home.
4). Caring Neighborhoods - Children experience caring neighbors.
5). Caring Out-Of-Home Climate - School and other activities provide caring, encouraging environments for children.
6). Parent Involvement in Out-of-Home Situations - Parents are actively involved in helping children succeed in school and in other situations outside the home.
7). Community Values Children - Children feel that the family and commu- nity value and appreciate children.

EMPOWERMENT

BOUNDARIES AND EXPECTATIONS

10). Safety - Children are safe at home, at school, and in the neighborhood.
11). Family Boundaries – The family has clear rules and consequences and monitors children's activities and whereabouts.
12). Out-of-Home Boundaries - Schools and other out-of-home environments provide clear rules and consequences.
13). Neighborhood Boundaries - Neighbors take responsibility for monitoring children's behavior.
14). Adult Role Models - Parents and other adults model positive, responsible behavior.
15). Positive Peer Observation - Children interact with other children who model responsible behavior and have opportunities to play and interact in safe, well-supervised settings.
16). Appropriate Expectations for Growth - Adults have realistic expectations for children's development at this age. Parents, caregivers, and other adults encourage children to achieve and develop their unique talents.

CONSTRUCTIVE USE OF TIME

17). Creative Activities - Children participate in music, art, drama, or other creative activities for at least three hours a week at home and else- where.
18). Out-of-Home Activities - Children spend one hour or more each week in extracurricular school activities or structured community programs.
19). Religious Community - The family attends religious programs or services for at least one hour per week.
20). Positive, Supervised Time at Home - Children spend most evenings and weekends at home with their parents in predictable, enjoyable routines.

INTERNAL ASSETS

COMMITMENT TO LEARNING

21). Achievement Expectation and Motivation - Children are motivated to do well in school and other activities.
22). Children are Engaged in Learning - Children are responsive, attentive, and actively engaged in learning.
23). Stimulating Activity - Parents and teachers encourage children to explore and engage in stimulating activities. Children do homework when it's assigned.
24). Enjoyment of Learning and Bonding with School - Children enjoy learning and care about their school.
25). Reading for Pleasure - Children and an adult read together for at least 30 minutes a day. Children also enjoy reading or looking at books or maga- zines on their own.

POSITIVE VALUES

26). Caring Children are encouraged to help other people.
27). Equality and Social Justice Children begin to show interest in making the community a better place.
28). Integrity - Children begin to act on their convictions and stand up for their beliefs.
29). Honesty - Children begin to value honesty and act accordingly.
30). Responsibility - Children begin to accept and take personal responsibility for age-appropriate tasks.
31). Healthy Lifestyle and Sexual Attitudes - Children begin to value good health habits and learn healthy sexual attitudes and beliefs as well as respect for others.

SOCIAL COMPETENCIES

32). Planning and Decision Making Practice - Children begin to learn how to plan ahead and make choices at appropriate developmental levels.
33). Interpersonal Skills Children interact with adults and children and can make friends. Children express and articulate feelings in appropriate ways and empathize with others.
34). Cultural Competence - Children know about and are comfortable with people of different cultural, racial, and/or ethnic backgrounds.
35). Resistance Skills - Children start developing the ability to resist negative peer pressure and dangerous situations.
36). Peaceful Conflict Resolution - Children try to resolve conflicts nonvio- lently.

POSITIVE IDENTITY

32). Personal Power - Children begin to feel they have control over things that happen to them. They begin to manage frustrations and challenges in ways that have positive results for themselves and others.
38). Self-Esteem - Children report having high self-esteem.
39). Sense of Purpose - Children report that their lives have purpose and actively engage their skills.
40). Positive View of Personal Future - Children are hopeful and positive about their personal future.

The design of the program reflects the 40 Developmental Assets for Elementary-Age Children based on research of the Search Institute. In 1999 the publication Great Places to Learn: How Asset-Building Schools Help Students Succeed identified three themes for asset building in school programming:

Building relationships with students is the foundation of fostering Developmental Assets in their lives as young people as well as learners .
Creating supportive environments is a key to providing learning and growth experiences that is both productive and positive .
Connecting to programs and practices that are instructionally sound enables a model to infuse the goals and priorities of a school.

Building relationships with students is the foundation of fostering Developmental Assets in their lives as young people as well as learners .
Creating supportive environments is a key to providing learning and growth experiences that is both productive and positive .
Connecting to programs and practices that are instructionally sound enables a model to infuse the goals and priorities of a school.

Building relationships, creating supportive environments and connecting programs to the academic goals of Ohio create the core of the program . Further research by the Search Institute shows that the development of assets plays a powerful role in preventing alcohol, tobacco and other drug use across diverse samples of youth . In addition, studies show that the assets play a significant role in increasing students’ academic achievement . Weaving the assets into the design of the Cincy After School Program creates a foundation for meeting the academic and behavioral goals of the program.

Although these great curriculums are our base learning, we go above and beyond its approach with our very own Kairo Kids foundations learning. Once your child is apart of the Kairo family, you and your family will see for yourself the positive impact of our added learning measures!