MSCR serves more than 10,700 children in a variety of elementary after school programs. These clubs and activities give children opportunities for recreation, social development, enrichment, and additional academic support. The programs enhance a child's physical and cognitive capabilities and can build self-esteem. These programs also foster teamwork and build cooperation skills among the children.

In addition, MSCR operates Safe Haven after school child care in eight elementary schools and at the Allied Learning Center and the Bridge/Lake Point/Waunona Community Center. Since 1992, Safe Haven has offered quality childcare to families regardless of their ability to pay. Safe Haven serves more than 990 students in kindergarten through 5th grade.

The after school staff is well trained and enjoys working with the children. Like school day staff, they are first hand witnesses to children's growth and development.

Here are a few of the many success stories reported by staff and parents from different MSCR programs.

• Over the last two years, one boy was quite disrespectful as a 3rd & 4th grader. During Safe Haven he would do what he wanted and didn't follow directions. He often was found sitting under tables. He had so many struggles that his parents limited his time spent at Safe Haven.
  
  Now that he's a 5th grader and is on Safety Patrol (responsible for helping kids cross streets and stay safe after school), his behavior and respect have taken a 180-degree turn. He said one day, "I have to write up 2 kids today!" He said the children who he was monitoring were breaking the rules and calling him names. The staff person asked him if he now understood how the adults at Safe Haven feel when he is disrespectful. He said yes. His behavior and attitude are really different now—it's great to see!
• During Homework Time there is one child who is very intelligent and ahead of everyone else in his class. There is another child who is generally a little behind the rest of his peers. On one hectic day, everyone seemed to require assistance on their homework. After it was suggested that they work together, the advanced child learned valuable skills about helping others and using extra time wisely, and the other child understood his homework better because he was taught by a peer on a level he understood. They compromised and learned from each other at the same time. Now this is a regular occurrence!
• While helping children with their homework, staff noticed that some had a difficult time with spelling. For a fun activity that would also help with spelling, a staff person divided the group into two teams, and one person from each team would go to the board and spell a word. The first person to write it correctly received a point for their team. The children really seemed to love the game and were good sports about it too. People didn't feel ashamed for not knowing the words and when they got it right they felt on top of the world! If they didn't get a word correct, then another student or staff person would write it on the board. The words were left on the board so they could see the correct spelling. Now participants ask staff if they can play it!
• One student did not listen very well during Homework Time. He would pout and not enjoy reading at all. Over time, and with a lot of practice, his reading skills increased. Now during homework time he will sit and read for as long as he can. It is great to see him improve and enjoy his learning experience during Homework Time.
• A Math Club participant is not very comfortable with English. Staff is always careful to pair him with another Spanish speaker, or two, so that they can help explain the games and instructions to him. In the beginning, the boy did not pay attention to instructions or to the games once in progress. Staff worked to keep the child engaged. Overall, he became more involved in the games and has been more likely to earn dollars for helping to clean up. Once he earned a dollar because he was so involved in a game. When he is involved, he is usually one of the more proficient learners.
• In Games Club, participants play various games each week. One parent told MSCR that prior to participating in this club, whenever their daughter would lose a game, she'd start crying. Her parents tried everything to teach her that it wasn't the end of the world to lose, but nothing stuck. But in this fantastic club, she was put in a group of 2-3 other students to play different games. The instructor had lots of books/rhymes/sayings about winning and losing. The child would lose, but then they would move on to another game or read a story about losing.
  
  She learned that if she lost a game, the world didn't end. The teacher was phenomenal and the child learned a very important life lesson: winning isn't everything. This has transferred far beyond the confines of the club. Her parents noticed a difference at home and in her interaction with her sibling and friends.
• One student in the Math Club struggles with number recognition and comprehension of basic processes, and he often immediately gives up if he makes a mistake or struggles with an activity. This pattern typically devolves into bad behavior and disruption. But last week during an addition card game, he immediately understood how to play, and won the first hand. This gave him confidence, and for the first time all semester he seemed like he was proud of what he had done. He immediately became the self-appointed referee to ensure all students paid attention and behaved so everyone could play as many hands as possible. The staff person was pleased at how he demonstrated such enthusiasm.
• A child who was new to school had a history of disengagement, but slowly responded to the praise he received throughout the school day and during after school programs. Clubs also foster relationships between students who might not otherwise interact in the classroom due to established peer groups.