Resource Database

Photo of students outdoors reviewing a map together
The Illinois Quality Afterschool team has created this resource database to help you and your staff provide high-quality 21st CCLC programming. Browse or search the database to find the latest information on afterschool research, best practices, tools, conference proceedings, policy briefs, professional development tools, and activities.

Click on a topic or use the search box below to look for a listing:

There are 227 resources. Displaying 10 resources per page.

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The Language of SEL
What terms are used to describe the array of non-cognitive skills children need to develop for success in life? Market researchers commissioned by the Wallace Foundation looked into the linguistic landscape of more than 40 terms, how often they were used, and how motivating they were to educators, policymakers, parents, and afterschool leaders. The firm found that terms like “21st Century Skills,” “whole child development,” “soft skills,” and “character” were seen as unclear or had negative connotations, but found that “social and emotional learning” and the related term “social-emotional and academic learning” were familiar to all stakeholder groups. Download the research findings as a presentation slide deck from the Wallace Foundation Knowledge Center.

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Social-Emotional Learning
The New Generation of Cross-Sector Collaborations for Education
A new report from Columbia University Teachers College describes developments in the current generation of cross-sector collaborations for education and presents findings from a scan of initiatives across the United States. Commissioned by the Wallace Foundation, the report explores in part the prominent new model of collaboration known as “collective impact” while acknowledging that many thriving partnerships of school systems, governments, and community organizations predate the recent surge of interest in collaboration. The nationwide scan of initiatives found that almost 40 percent of collaborative efforts to improve education are located in the Midwest.

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Program Management
The Promise of an Accumulation of Care: Disadvantaged African-American Youths' Perspectives About What Makes an After School Program Meaningful
This article reports preliminary findings from an evaluation of Stand Up Help Out (SUHO), an afterschool camp for high school students in the Bronzeville area of Chicago. The authors sought feedback from the youths participating in the program and asked them about what they valued in the program and the types of relationships they formed. According to the report, the youths participating in the SUHO program consistently pointed out that caring and being cared for were most meaningful to them.

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Diverse Learners
The Role of Afterschool Programs in Dropout Prevention
The National Dropout Prevention Center/Network has focused on how youth programs, including afterschool, help at-risk students stay engaged in their education and prepare for future opportunities. The organization has resources, links to model programs, and related webcasts for afterschool practitioners.

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Diverse Learners
The Role of Expanded Learning Opportunities in Competency-Based Education Systems
The American Youth Policy Forum recently hosted a discussion on the role of expanded-learning opportunities in competency-based education systems, including college and career standards. Competency-based education allows students to advance at their own pace and provides differentiated, student-centered instruction and assessment across a full range of competencies. Afterschool programs, which allow students to access unique and engaging learning experiences, can play a valuable role in such systems by augmenting, reinforcing, and applying learning during the school day. This discussion provided an opportunity for afterschool practitioners to hear from leaders who are currently incorporating expanded-learning opportunities into competency-based systems. A summary of the discussion is now available on the American Youth Policy Forum website.

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College and Career Readiness
The Skills to Pay the Bills: An Evaluation of an Effort to Help Nonprofits Manage Their Finances
This study examines an initiative sponsored by the Wallace Foundation aimed at improving the financial management skills and practices of 25 Chicago afterschool providers through training and coaching. The effort provided and tested two models for professional development: intensive customized training and less costly group training and coaching. Both models produced long-lasting improvements. Moreover, organizations receiving the group training improved almost as much as those receiving customized training, albeit over the course of 3 years rather than 2.

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Program Management
The Transition to Afterschool (Part One)
The transition to kindergarten represents an opportunity to link families to schools and to afterschool learning opportunities in their community. This video from the Harvard Family Research Project (HFRP) identifies ways educators can help families select an afterschool program that is appropriate for their child as he or she transitions from preK to kindergarten.

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Family and Community Engagement
The Transition to Afterschool (Part Two)
This followup video from HFRP contains an interview with an afterschool leader who worked with her community to develop a brochure to help parents select an afterschool program for their child. The interview addresses stakeholder engagement, usability, and distribution.

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Family and Community Engagement
Think Summer
This article presents recommendations from the Wallace-funded RAND Corporation report Getting to Work on Summer Learning, specifically those related to the hiring and training of teachers for school district–run summer learning programs. First and foremost, the report and article emphasize the need for districts to commit to a summer program by December and begin planning by January. The article appeared in JSD, the journal of Learning Forward, an organization promoting professional development in education.

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Program Management
Three Ways to Create a Safe Learning Environment
Anticipating a student’s response to new and different situations is critical to creating a safe learning environment. ExtendED Notes presents three easy ways for any program to establish a safe learning environment. Ensuring that children feel safe and secure allows students to focus on their learning and curiosity in the moment.

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Social-Emotional Learning

There are 227 resources. Displaying 10 items per page.

Pages: 1  2  3  4  5  6  7  8  9  10  11  12  13  14  15  16  17  18  19  20  21  22  23 

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Five Ways to Build Strong Relationships with Families

In a fast-paced culture, where families are busy and sometimes overwhelmed with job and school responsibilities, family engagement is still important. National AfterSchool Association’s professional development series, Talk Tuesday, offers new materials to guide an afterschool staff training session on family engagement. This resource focuses on five quick techniques that help afterschool practitioners build strong relationships with families.
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You for Youth College and Career Readiness Resources

Provided by the U.S. Department of Education’s 21st CCLC web portal, this You for Youth online professional learning course explores ways to incorporate college and career readiness into 21st CCLC afterschool and summer programs. Learn how to use existing activities to build and reinforce skills, work with stakeholders to strengthen your program, tap into various funding sources, and help families become more informed.
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