As programs evolve, planners must develop structures for hiring and supervising staff, selecting students, monitoring performance, and guiding the program. The shape of these structures depends on whether programs are developed by schools, by districts, or in partnership with outside agencies or organizations. At the Yuk Yau Child Development Center in Oakland, California, teachers from the Center and the local school talk daily about students' needs for special assistance or any problems that develop. Parent and community involvement. Research shows that collaboration among schools, parents, and communities widens the pool of resources, expertise, and activities available to any program, giving disadvantaged students more options.
Successful programs feature involvement by parents or the community, or both.
In many cases, parents and other community members play an active role in planning, designing, or managing extended-learning opportunities. A strong professional community. Professional staff development for the programs profiled in this idea book varies according to budgets and program goals. At a minimum, staff development offers an orientation to program goals and objectives, curriculum, and requirements. Some programs reach beyond the cultures of their own participants to the greater diversity of the community, through field trips, guest speakers, and special seminars.