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This webinar included speakers from the Weikart Center, NIOST, and PEAR to share what they are learning about the ways quality differs between in-person programs and online learning when using established quality assessment tools. Their summer experiences are showing that their respective assessment tools are working in the virtual space, and they are finding that quality dimensions for in-person space seem to matter in virtual spaces, perhaps even more. Three key areas for quality are: (1) providing activities that are challenging and stimulating; (2) offering choice and decision-making opportunities; and (3) providing chances to collaborate with peers and be a leader. This resource supports the COVID-19 response.
This toolkit includes issue briefs created by the Utah Afterschool on topics such as how to run a safe program, how to find a new location, and how to recruit and retain staff. It also includes links to related resources and a spreadsheet with fall reopening plans for each school district. A related tool is the Align for Success Toolkit about afterschool-school partnerships. It includes sections on relationships, program and school team policy, shared resources, student needs, and academics. Includes an excellent self-assessment rubric. See: https://utahafterschool.org/program-resources/school-day-and-afterschool-alignment. This resource supports the COVID-19 response.
This brief, based on a longer white paper, identifies and summarizes key findings in the existing literature on 12 protective and promotive factors relevant to afterschool. It then presents a conceptual model for how afterschool programs can use evidence-informed practices to impact protective and promotive factors to improve three important developmental outcomes: (1) substance misuse and abuse; (2) problem behaviors; and (3) academic performance. This resource supports the COVID-19 response.
This issue brief explores evidence-based strategies to prevent adverse childhood experiences (ACEs). Strategies include: (1) strengthening economic supports; (2) promoting social norms that protect against violence; (3) ensuring a strong start for children; (4) teaching skills to help parents and youth handle stress; (5) connecting youth to caring adults and activities; and (6) intervening to lesson effects of ACEs. Some strategies connect directly to out-of-school time while other strategies will require broader partnerships.
This brief helps to illustrate how the Child Care and Development Fund (CCDF) bridges the needs of low-income working families with promising practices for out-of-school time, relating the experiences of parents in their own voices.
This issue brief offers local, state and policy recommendations for meeting the current public health and economic crisis while rebuilding the system for the future. It provides recommendations for child care investments based on understanding the needs of families and providers to increase access and affordability, and health, mental health, and safety. This resource supports the COVID-19 response.
This webinar, the 8th in a series on early childhood education (ECE), is a topical, thoughtful discussion about systemic racism in early childhood education. It addresses the impact of racism on children, families, and child care providers. Although focused mainly on young children, it includes many images of school-age children and the issues raised are relevant to school-age children and school-age child care. Scroll down the web page to find Video #8.
This issue brief outlines steps that public and private sector leaders can guide a comeback effort and build back better following COVID-19. It includes steps such as building real-time data on supply and demand, business coaching and provider-based technology, revisiting quality standards, and new rate setting and payment methods. A companion webinar that features Louise Stoney talking about this work can be found here: https://www.youtube.com/watch?v=K-19yqKHtzc&feature=youtu.be.
This resource supports the COVID-19 response.
This issue brief discusses how families living in racially and economically segregated communities must also cope with the effects of historical trauma and intergenerational racism. It presents specific barriers that African-Americans face in obtaining needed services and mental health supports. It offers tips for overcoming barriers such as ideas for how providers can build supportive relationships. This resource supports the COVID-19 response.
This brief explores how programs that use a positive youth development approach can embed a racial equity perspective to effectively meet needs of youth of color. It suggests that programs think about who is offered program services, build staff capacity to recognize personal bias and structural inequalities, and insure leadership opportunities. It provides an example of how the 5-city Generation Work Initiative has intentionally integrated these two complementary approaches. This resource supports the COVID-19 response.