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These five podcasts feature promising practices from the Partnerships for Social and Emotional Learning Initiative (PSELI). The episodes focus on developing the capacity of adults to promote SEL, building effective partnerships, the role of coaches, and coordination between school and out-of-school programs. This resource supports the COVID-19 response.
Based on interviews with 20 experts about strategies to support the child care workforce, this report presents a set of 19 diverse state and local policies strategies to build a stronger and more equitable workforce. It includes strategies in response to the pandemic crisis and ways to maximize impact through contracts, expanding family child care (FCC) networks, and shared services. It also identifies ways to drive equity-based systems change by reviewing licensing and QRIS, and through more diverse leadership.
This resource supports the COVID-19 response.
This webinar series explores how insights from the science of learning and development can help advance anti-racist and equitable learning in both schools and OST environments. Webinars feature thought leaders in education and informal education, as well as school and program leaders. Topics include: (1) Impact of racism and white supremacy on learning and development; (2) Equitable learning environments and education practices; (3) An education policy agenda to be actively anti-racist; and (4 and 5) accelerating equity for all learners in all settings. This resource supports the COVID-19 response.
The Urban Institute conducted research in CT, OK, and D.C. to understand which families work nontraditional hour care (NTH). The study found that NTH work schedules are more common for families who already face challenges because of structural racism and systemic inequities including those who are Black and Latinx, low-income, lower levels of education, and one-parent families. There is need to address access issues given that only a small fraction of centers provide NTH care and only one-third of family child care providers. In addition, public funds aren't often available for NTH care.
This report describes the state of afterschool coordination in a set of 75 large U.S. cities seven years after they were first surveyed in 2013. It focuses on three components: a designated coordinating entity, a common data system, and a framework or set of standards for program quality. The report found that most cities sustained their systems, and that the proportion of cities that had adopted all three system components increased from 29% in 2013 to 40% in 2020.
This week-long webinar series provides program leaders with tools they need to support children in summer during the pandemic and beyond. Speakers included national leaders from McKinsey, NWEA, Weikart Center, and AIR, as well as state and city examples. Sessions focus on: (1) Supercharging Academics and Enrichment; (2) Powering Healthy Minds and Bodies; (3) Strength and Conditioning in Program Operations and Partnerships; and (4) Raising the Bar on SEL and Cultural Relevance.
This resource supports the COVID-19 response.
The American Institutes for Research updated their landscape scan of state afterschool networks to find out which states have developed various quality supports. The summary shows which states have or are in process with their quality standards, quality assessment tools, core knowledge and competencies, aligned professional development, credential systems, QRIS, and skill-building initiatives. The resource also includes a summary table.
These webinars focus on exploring how data use in out-of-school time can make programs better.
Part I is about Bridging Practice and Research through Continuous Improvement with examples from Boston Afterschool and Beyond and the Providence Afterschool Alliance. See http://www.afterschoolalliance.org/webinars.cfm?ID=7AEFA0C1-5056-A82E-7AC7D694D27551F8.
Part II is on How to Build a Comprehensive Afterschool System in Rural and Frontier Regions, exploring a model developed by the Wyoming Afterschool Alliance in partnership with the National Institute on Out-of-School Time. See http://www.afterschoolalliance.org/webinars.cfm?ID=76BB998D-5056-A82E-7AEECB3173519FE4.
Part III is on Free and Low-Cost Resources for Evaluation and Continuous Quality Improvement in Afterschool, with examples from CA, VT, MN. See http://www.afterschoolalliance.org/webinars.cfm?ID=B4F0A1D0-5056-A82E-7A89A0042EA22089
During the pandemic, local community providers pioneered Community Learning Hubs to open their doors to support students that are in hybrid or all virtual schooling. The Afterschool Alliance has created this tool kit based on interviews with 32 programs, intermediaries and schools. The toolkit includes tabs such as partnerships, tech access, learning, enrichment, safety, funding, SEL, and resources. While some information is COVID specific, there is much that continues to be relevant. This resource supports the COVID-19 response.
This racial equity assessment tool can be used to prevent institutional racism and minimize unanticipated adverse consequences for organizations. It provides a sample of questions to ask when developing proposed policies, institutional practices, programs, plans, and budgetary documents.