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This special Diversity, Equity, and Inclusion (DEI) addition to the IN Afterschool Standards outlines best practices to address the needs of diverse youth and the offering of quality and culturally-responsive programming. It includes 25 standards in categories of Administration; Professional Development; Participant outreach, Recruitment and Retention; Family and Community Engagement; Environment and Materials; Curricula and Programming; and Multilingual Learners. Other states have also incorporated DEI sections into their standards including WA State Quality Standards for Afterschool and Youth Development Programs which has a section on Cultural Competency and Responsiveness: https://schoolsoutwashington.org/resource/washington-state-quality-standards-for-afterschool-and-youth-development-programs/ AZ Quality Standards for Out-of-School Time Programs include Section IV on Equity and Inclusion: https://azafterschool.org/promoting-quality/quality-standards/ This resource supports equity.
This issue brief provides a policy agenda with concrete ways to advance racial equity in early care and learning systems. It has a guiding framework and includes 14 priorities for states and tribes to consider to invest in equity access, experiences, and outcomes. It provides links to two earlier companion documents: Start with Equity from the Early Years to the Early Grades and 14 Priorities to Dismantle System Racism in Early Care and Education. This resource supports equity. This resource may help in planning for use of federal stimulus funds.
This issue brief provides strategies and state examples for increasing workforce compensation. It includes ideas on hiring and retention bonuses, wage increases, increasing access to benefits, and changing policies. This resource may help in planning for use of federal stimulus funds.
This webinar from the SoLD Alliance is part of the launch of their new playbook which provides practical guidance to tap into the assets in community-based settings and ensure that the science of learning and development is put into action in all learning settings. The webinar and playbook offer five guiding principles for equitable, whole-child design and numerous practices, examples, and resources. The companion community-based playbook can be found at https://forumfyi.org/community-based-learning-and-development-opportunities-playbook/ and the school-based community playbook can be found at This resource supports equity.
This issue brief, published by Temescal Associates and How Kids Learn Foundation, explores youth civic engagement and activism through its history, the benefits, and why youth participate. It includes a discussion of challenges, barriers, and recommendations along with examples. There are also interviews with youth and researchers, and a robust list of resources. A companion webinar can be found at https://www.youtube.com/watch?v=eTb9y__cGhk. This resource supports equity.
This framework and guidebook can help people assess afterschool systems, programs, and youth outcomes in the interest of informing system improvements with up-to-date accurate information. Every Hour Counts used the framework to evaluate Boston, Providence, and Sprockets in St. Paul and findings from this experience informed this version. The evaluation found that the framework is also a tool for setting goals, communicating the value of OST work, and supporting continuous quality improvement (CQI). The companion webinar on use of the tools can be found at: https://drive.google.com/file/d/1LlEctzR7rgC2LgdVxCwn4Vu4BT9FkC67/view
This report is based on the scant literature and interviews with 28 experts to explore issues of equity in the subsidy system. It includes a chart about the process of getting a subsidy, concerns about policies, and potential strategies to build equity. Strategies include doing a parent engagement study, conducting an equity analysis, examining how providers are treated, gathering caseworker input, and simplifying the process of getting and keeping subsidy. This resource supports equity.
This issue brief summarizes how afterschool and summer programs can support positive outcomes like relationships and relationship skills, sense of agency, and identify development. It includes links to research. It also poses questions on how we can make sure programs are ready to support recovery and reengagement by understanding what families need, how to tap partnerships, how to support adult educators, and how to balance academics and enrichment. This resource supports the COVID-19 response.
This news report links to a lengthy report by AIR researchers that analyzed 10 years of data from the nation’s largest public school district and found that in-school or out-of-school suspensions did not reduce future misbehavior, nor result in improved academic achievement for peers, or perceptions of positive school climate. The data indicate that the more severe the exclusionary discipline, the greater the negative effects on students’ future academic performance, attendance, and behavior. Given that students who are Black and special needs are disproportionately disciplined, these data matter for equity reasons. This resource supports equity.
These 26 social-emotional check-in activities are designed for K-12 students and can be especially helpful in keeping the focus on relationships and social-emotional learning during COVID, when youth need to feel supported and build skills to cope, heal, and thrive. These activities are designed for in-person programs. Once you enter your email address you can download the curriculum. A companion piece for distance learning can be found at: https://girlsleadership.org/professional-development-training/free-social-emotional-check-ins-for-distance-learning/ This resource supports the COVID-19 response.