About ASES

PROGRAM FUNDING: 

The After School Education and Safety (ASES) Program is the result of the 2002 voter-approved initiative, Proposition 49. This proposition amended California Education Code (EC) 8482 to expand and rename the former Before and After School Learning and Safe Neighborhood Partnerships Program. The ASES Program funds the establishment of local after school education and enrichment programs. These programs are created through partnerships between schools and local community resources to provide literacy, academic enrichment and safe constructive alternatives for students in kindergarten through ninth grade (K-9). More information can be found at:  http://www.cde.ca.gov/ls/ba/as

PROGRAM OBJECTIVE:

The ASES program provides an opportunity to merge school reform strategies with community resources. The goal is to support local efforts to improve assistance to students and broaden the base of support for education in a safe, constructive environment. It is the intent of the ASES program legislation to encourage schools and school districts to provide safe and educationally enriching alternatives for children and youth during non-school hours. The program creates incentives for establishing locally driven before and after school education and enrichment programs.

The ASES program involves collaboration among parents, youth, representatives from schools and governmental agencies, such as local law enforcement and local parks and recreation departments, and individuals from community-based organizations and the private sector. Programs are created through partnerships between schools and local community resources to provide literacy, academic enrichment, and safe, constructive alternatives for students in grades K-9.

PROGRAM ELEMENTS:

The ASES program must be aligned with, and not be a repeat of, the content of regular school day and other extended learning opportunities. A safe physical and emotional environment, as well as opportunities for relationship building, must be provided. After school programs must consist of the two elements below and ASES program leaders work closely with school site principals and staff to integrate both elements with the school's curriculum, instruction, and learning support activities.

  1. An educational and literacy element must provide tutoring and/or homework assistance designed to help students meet state standards in one or more of the following core academic subjects: reading/language arts, mathematics, history and social studies, or science. A broad range of activities may be implemented based on local student needs and interests.
  2. The educational enrichment element must offer an array of additional services, programs, and activities that reinforce and complement the school’s academic program. Educational enrichment may include but is not limited to, positive youth development strategies, recreation and prevention activities. Such activities might involve the visual and performing arts, music, physical activity, health/nutrition promotion, and general recreation; career awareness and work preparation activities; community service-learning; and other youth development activities based on student needs and interests.  Enrichment activities may be designed to enhance the core curriculum.

ENROLLMENT, ATTENDANCE, EARLY RELEASE, AND DISMISSAL POLICIES:

It is the intent of the Legislature that elementary school pupils participate in the full day of the program every day during which pupils participate and that pupils in middle school or junior high school attend a minimum of nine hours a week and three days a week to accomplish program goals. Priority for enrollment of pupils in middle school or junior high school shall be given to pupils who attend daily. The ASES Program follows the school district calendar and operates every day that school is in session. The program lasts for a period of 3 hours after school releases.

Enrollment is on a first-come, first-served basis.

Attendance is taken each day by program staff. If a student is absent, the Site Coordinator (or designated staff member) will check to see if the student was in school during the school day. Immediate follow-up with the parent/guardian will occur when a student is not in attendance in the ASES Program but was in attendance during the instructional day and no excused absence was provided for the program.

Funding for the program requires attendance accounting and that a target number of students are served each day. It is critical that the students attend daily. Excessively signing a student out prior to the end of the day or excessive absences can result in the student being released from the program. In order for attendance to count, a student MUST attend the entire day. Families with special situations need to discuss those situations with the Site Coordinator prior to enrolling the student in the program. The ASES Program understands that situations do occur that cause students to need to leave early or miss a day altogether.

Below is a list of excusable reasons for early release or absence:

Medical Appointment

Family Emergency

Illness ( must be cleared by parent/guardian within 3-days )

Weather Conditions

Custody agreements and court appearances

Observance of religious holidays or ceremonies

Parallel Program ( a sport, church, arts, dance, or other organized group activities; letter required from organization )

Walking home:  ASES students authorized by their parent/guardian to walk home. These students will be signed out of ASES so that they are able to walk home before dark.


It is a policy that “Early Releases” must be kept to a minimum.

Students who are signed out early must be signed out through the front office.  A reason for leaving MUST be given. Failure to give a reason will result in an unexcused absence. Students who have more than 3 unexcused absences will be removed from the program (95% attendance required). Attendance percentage is calculated on a minimum of 3 days of attendance a week for middle schools.

For students picked-up before the daily program ends, we ask “authorized adults” to write their qualifying condition for early release on the Early Releases form provided by the front office. In the event that a student needs to leave early on a set of days, the parent/guardian is asked to write the program a letter, with signature, for the specific days, dates, and time.

At the end of the day, students will sign themselves out and be escorted to the front of the school by the designated ASES advisor.

LATE PICK-UP POLICY:

If a child has not been picked up from the site 30-minutes after the program has ended and staff have made attempts to contact the student’s parents/guardians and their authorized persons on the emergency list, the staff will call the sheriff and turn the child over to their care.

If such an instance occurs, the parent is required to attend either an in-person or telephone conference to discuss the situation and to avoid future occurrences. It is the parents/guardians responsibility to pick-up or to arrange for an authorized adult to pick-up the student. Students will not be released to an adult who is not listed on the student’s release form.

After three late pick-ups, the student will be dropped from the program.

DISCIPLINE POLICY:

Disruptive behavior in the After School Education and Safety (ASES) Program makes it difficult to provide appropriate supervision of your child. Therefore, any student who repeatedly disobeys the rules will be referred to the Site Coordinator. Inappropriate behaviors will be documented and action will be taken to help resolve any issues that a student is having within the program. However, if a student continues to not follow directions, a meeting will be set up with the parent/guardian-which may result in a suspension of 1 or more days.

In the event of an incident involving an assault, a weapon, alcohol, or an illegal substance, or other severe behaviors the Site Coordinator will contact the Principal and discipline will revert to the Victor Valley Union High School District Discipline Matrix in order to assure a safe and orderly environment for all children. In the case of severe behavior, the progressive discipline steps above may not be followed in successive order. 



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