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This report captures information gained from school district leaders, 21st CCLC state program staff, state afterschool network leaders, state education departments, and program partners to better understand the systems of support in district-led and publicly funded summer learning programs in urban districts. This executive summary captures what is needed to improve and advance equitable outcomes for K-8 students, as well as recommendations to strengthen summer learning. The companion webinar can be found at: https://www.youtube.com/watch?v=PsyIb-W_ACE
This toolkit from the National Research Center on Hispanic Children and Families offers a list of resources to support children and families through grieving and healing in the wake of traumatic events. They were developed by national organizations including the National Child Traumatic Stress Network, the American Psychological Association, and the Child Mind Institute. They include Helping Children Cope After a Traumatic Event and Helping Children Cope with Grief which includes information by age grouping (ages 2-4, 4-7, and 7-13). These supports are available in both English and Spanish. This resource supports resiliency.
On May 27, 2022, the Centers for Disease Control and Prevention (CDC) released their latest guidance on the coronavirus for day and overnight camps. This updated guidance aligns strongly with the safety protocols and layers of protection discussed in the recent Town Hall Meetings that American Camp Association hosted with the CDC and the Alliance for Camp Health in February 2022. There are three related documents: (1) K-12 and ECE Updated Guidance; (2) K-12 and ECE Frequently Asked Questions Resource; and (3) Camp Frequently Asked Questions Resource.
This website from the National Summer Learning Association includes a summer program locator so families can find both in-person and virtual programs near them. It also has a wealth of links to related resources such as summer meals, literacy and math activities, college and career exploration, and health and wellness. It includes a link to finding a summer job or internship and a Discover Summer Family Guide. This resource supports equity.
This implementation guide from the Office of Child Care focuses on the use of contracts to stabilize child care and support overall improvements to the child care system. Potential challenges to using contracts are identified and strategies and resources are offered to overcome concerns. State examples are provided. This resource supports the COVID-19 response.
The Office of Child Care strongly recommends CCDF Lead Agencies use funds to expand access to high-quality child care by increasing the use of contracts or grants. This issue brief provides an overview of the benefits of using contracts for child care slots, how to address hurdles in the use of contracts for slots, considerations for implementing contracts, how to communicate the need for the use of contracts, and how to access technical assistance. This resource supports the COVID-19 response.
Apprenticeships are industry-driven career pathways that combine classroom instruction, on-the-job training (paid work experience), and mentorship, generally leading to a nationally recognized credential or degree. They are gaining momentum in Out-of-School Time (OST) as an alternate career pathway that supports equity in the workforce. In this guide, you will learn why apprenticeships are a useful strategy for OST staff, programs, and field leaders. The guide also identifies challenges to address and explores key elements of an apprenticeship program and promising practices. The companion webinar can be found at: https://childcareta.acf.hhs.gov/ncase-resource-library/strengthening-out-school-time-workforce-guide-developing-apprenticeships
The Bipartisan Policy Center conducted an analysis of 184 of the Tribal Child Care Plans and other data to identify ways to better meet the needs of American Indian and Alaska Native children, both living on and off reservations. Recommendations from the review include using a data-driven method to determine funding needed, funding and technical assistance for mental health consultation, streamlining the Tribal CCDF plans, and strengthening culturally relevant curriculum. This resource supports equity.
This issue brief from the Center for American Progress highlights strategies that will provide transformative structural change to equitably reach all families who need care. The strategies include compensation and better working conditions; improving data systems to identify inequities and measure impacts of targeted resources; partnering with providers and parents; targeting funds to underinvested communities; and calibrating the true cost of care.
This report includes 34 standards for social-emotional learning practices in school-age settings from the Weikart Center for Program Quality, the Forum for Youth Investment, and the Wallace Foundation. There are 6 domains of standards: (1) emotion management, (2) empathy, (3) teamwork, (4) responsibility, (5) initiative, and (6) problem solving, plus a section on curriculum features. Each domain includes anecdotes from staff in the 17 Bright Futures sites in Michigan that participated in the development of the standards and there are case studies about the implementation of the standards in 3 program sites.