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There are 402 resources. Displaying 10 resources per page.
Making the transition from afterschool to summer programming often means switching from 2-3 hours to a full day of activities. This blog post from the National AfterSchool Association offers ways expanded learning professionals can prepare for a full day of programming, including developing schedules that work for staff and students and planning and delivering learning activities.
If your 21st CCLC is offering summer programming, be sure to check out this summer learning recruitment guide from the Wallace Foundation. The guide includes strategies for messaging and recruitment, and a list of essential, recommended, and optional recruitment tactics.
A new publication by Policy Studies Associates, commissioned by the National AfterSchool Association, examines how afterschool can help close the digital learning gap that students from low-income families often experience. Recommendations include providing tools and training to afterschool staff; using coaching and online platforms for professional learning; fostering site-based collaboration and peer observation; and creating connections with organizations that support digital learning.
A brief from AIR's Center for College and Career Readiness outlines provisions under the Every Student Succeeds Act (ESSA) and the Individuals with Disabilities Education Act (IDEA) that support college and career readiness for students with disabilities. The brief is also discussed in a webinar on supporting students through personalized learning that was hosted by the American Youth Policy Forum.
The U.S. Department of Education's Y4Y web portal is offering a family engagement virtual institute for 21st CCLC grantees. The virtual institute is divided into three 1-week segments that are available on demand. Each segment includes a webinar recording, presentation materials, links to resources, and handouts.
This research brief from ExpandED Schools reports on findings from the organization's STEM Educators Academy. Piloted in 2013-14, the initiative included joint professional development at premiere science institutions for school teachers and afterschool instructors. After returning to their schools, participants team-taught STEM activities that connected school day and afterschool learning. Recommendations in the brief include encouraging collaborative teaching, using data to drive professional development, and allowing time for teaching teams to plan.
The PBS Kids’ environmental science website Plum Landing offers activities and tools for students ages 6 to 9 to help build science skills. The site includes videos, activities, games, and standards-based tools for educators.
This webinar recording from Click2Science explores coaching as a professional development strategy. Although the website focuses on STEM, the coaching activities and resources can be applied to a range of afterschool programming activities.
Intentional activity design can mean the difference between an activity that simply fills time and one that helps students achieve meaningful goals. This blog post from the U.S. Department of Education's Y4Y web portal includes guiding questions for creating intentional activities with a clear purpose, an activity design diagram, and links to other resources.
A new meta-analysis from Collaborative for Academic, Social, and Emotional Learning examines the effects of school-based social and emotional learning (SEL) programs. The study found some SEL interventions can have long-term positive academic and behavioral benefits for students.
There are 402 resources. Displaying 10 items per page.
- Academic Enrichment
- Afterschool Enrichment
- Classroom Management
- College and Career Readiness
- Diverse Learners
- Family and Community Engagement
- Program Management
- Social-Emotional Learning