The Illinois Quality Afterschool team at SEDL has compiled this list of resources to help you and your staff provide high-quality 21st CCLC programming. The Resource Bulletin brings you the latest information on afterschool research, best practices, tools, conference proceedings, policy briefs, professional development tools, and activities. We hope you will share this list of resources with your staff.
Family and Community Engagement
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.
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.
In May 2014, Boys & Girls Clubs of America convened leaders from higher education, corporations, and nonprofit organizations to participate in their STEM Great Think. This leadership forum sought to combine innovation and creativity with STEM in the out-of-school time environment. The resulting white paper addresses ways that out-of-school time providers can close the opportunity gap in STEM education.
For students with disabilities, participation in afterschool and summer programs provides opportunities to gain greater self-awareness, self-confidence, and appropriate social and emotional skills. Produced by the New York State Afterschool Network and the New York State Developmental Disabilities Planning Council, this resource addresses some of the frequently asked questions about including students with disabilities in an afterschool program.
Written by staff from the YMCA of Central Massachusetts, this blog post provides concrete suggestions on how educators can infuse global learning into out-of-school time staff training. Suggestions include focusing on top leadership when you begin training, enabling staff to make connections to the curriculum, and reviewing and evaluating each training session.
This article from ExpandEd Schools by TASC summarizes some of the research on adolescent brains. It explains what happens to the brain during adolescence and what types of discipline policies, schedules, and programming work best for adolescents.
This resource from the Montgomery County Collaboration Council for Children and Families contains facts on bullying, as well as links to resources from a variety of organizations.
The American Youth Policy Forum recently hosted a blog series that aimed to shift the conversation about youth discipline from problems to solutions. Each blog post asks a different question related to the problem of discipline disparities, all pointing to opportunities for positive relationships between teachers and students. All of the posts have been compiled in a PDF publication that can be downloaded from the American Youth Policy Forum website.
Produced by the Afterschool Alliance, America After 3PM provides a snapshot of the afterschool field. Based on a survey of nearly 14,000 parents and guardians, the report finds that some 18% of children in surveyed households took part in an afterschool program in 2014—compared with 15% in 2009. The report also finds that there remains a large unmet demand for afterschool programming.
This directory from the American Youth Policy Forum identifies over 50 organizations offering resources and tools on afterschool system building. The directory organizes resources by research, advocacy, technical assistance and tools, and convenings.
This publication from the Wallace Foundation explores how national nonprofits can provide expanded learning opportunities to as many children as possible while maintaining program quality and financial stability. The publication is based on input from Wallace grantees, researchers, experts in nonprofit strategy, communications professionals, and foundation staff.
This resource from Every Hour Counts provides a common framework for measuring youth outcomes from expanded learning programs and the program and system practices that may influence them. While still in pilot form, the revised Measurement Framework is designed to serve ultimately as a blueprint for understanding the impact of programs on youth outcomes, making improvements at the system and program levels, and influencing policy.
Created by the National Summer Learning Association, this guide shows afterschool programs, school districts, and other stakeholders how they can obtain funding to provide meaningful programming during the summer. The guide includes descriptions and links to applicable federal, state, and local funding streams; examples of how to use local partnerships and private funding to leverage public resources; spotlighted strategies of funding in action; and case studies of how summer learning programs obtained funds.
Who doesn’t remember Peter Rabbit? This popular character from the Beatrix Potter children’s series is now a resource educating children and their families about eating healthy and staying active.
Looking for some fun fall crafts to do in your afterschool program? This Pinterest board from the National Afterschool Association contains several fall owl crafts and activities that you can do with your students.
Produced by the National Institute on Out-of-School Time, this report provides results from a longitudinal physical activity study in five elementary schools with a particular focus on “BOKS,” a before-school physical activity program sponsored by Reebok. The study aims to examine and document social, nutritional knowledge, and physical activity outcomes associated with participation in BOKS over time.