Resource Database

The National Summer Learning Association has developed a set of tools to help summer learning program leaders conduct a quick comprehensive assessment of their programs. The tools include resources for a self-assessment, observation assessment, and a quality improvement plan template.

Join us for a webinar specifically designed for new project directors and site managers seeking more guidance in managing and operating a 21st CCLC program. Topics include the roles of Illinois Quality Afterschool partners, an overview of reporting requirements, a look at the Illinois Quality Afterschool website and resources, and an introduction to the six tracks to sustainability: program management, collecting and using data, programming, integrating K-12 and afterschool, communication, and collaboration.

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.

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.

This video from the American Youth Policy Forum features the stories of several first-generation college students and graduates, and explores their challenges, sources of support, and recommendations for policymakers. A related article provides additional information on the types of support that helps first-generation college students make it to and through college and includes links to related resources. Afterschool programs can use these resources independently or collaborate with schools to determine how to best support the students in their programs.

What qualities do children need to develop to be prepared for success in adult life? Drawing on research from several fields, University of Chicago researchers identify self-regulation, knowledge and skills, mindsets, and values. A developmental framework illustrates that some qualities are especially important to develop during certain stages of childhood. The report addresses how parents, teachers, and afterschool professionals can foster children’s growth in ways that lead to college and career readiness, healthy relationships, and engaged citizenship. Download the full report, a research brief, and a framework infographic from the Wallace Foundation website.

The Wild Bird Club website features informative articles, Bird Brains Bird Identification Quizzes, a bird of the month feature-and several live bird cams! Supported by the Cornell University Lab of Ornithology and the Pennington bird food company, the site’s offerings include activities for beginner, intermediate, and advanced bird lovers, as well as free newsletters from the Wild Bird Club and the Cornell Lab.

A successful STEM program requires specific facilitation skills that enable educators to replace teacher-led models with open-ended, student-driven inquiries that promote critical thinking. The National AfterSchool Alliance presents tips and resources to help afterschool staff grow their STEM facilitation skills to the superstar level by creating the right atmosphere of discovery and support for STEM learning and success.

Afterschool mathematics experiences can help students develop mathematical competencies and a positive attitude toward math.Yikes, math! is a blog post from the National AfterSchool Association that provides afterschool practitioners with tips for extending math learning beyond the school day.

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.