January 18, 2022

The pandemic may have left program leaders and staff feeling like they were isolated in an ivory tower, removed from their students and peers. But great lessons were learned about connecting virtually around the globe. Check out Y4Y’s new course, which shares both cautions and benefits to ensure that technology continues to serve your program faithfully.

The host, Sky, will guide you through this video game-themed professional development experience that will help you explore ways to use virtual tools and interactions in your program, and use technology to your advantage in achieving both program and professional development goals. After you’ve completed the Implementation Strategies section, you’ll earn an Advanced Level certificate and be able to

• Demonstrate more comfort and confidence in using virtual tools purposefully.
• Select technology, equity, relationship and personalization strategies to increase learning and engagement.
• Make strategic choices about intentional use of technology for in-person, hybrid and fully virtual settings with students, families, staff and partners.
• Review and revise the program activity schedule to move seamlessly to virtual programming when necessary.

The course begins by establishing important terminology and “basic training” central to becoming a tech-wise 21^st CCLC professional. Next, you'll gain tech power, or the ability to select and use virtual tools strategically to achieve a specific goal by evaluating several factors. You’re now ready for your missions of

• Program management – with attention to budgeting and planning considerations outlined in the course
• Engaging stakeholders – navigating how to communicate, coordinate, support and strengthen your school-day, family and community partnerships around virtual learning
• Supporting and developing staff – for technology comfort without overkill
• Expanding student opportunities and support – to conquer challenges in a hybrid or virtual learning environment
• Engaging families ­­– collecting virtual strategies to get families involved in their students’ and their own expanded learning
• Implementing with fidelity – collecting and using data to continuously improve your virtual programming

Program leaders can “level up” with a Leadership Level certificate when you engage with the Coaching My Staff section of the course. In less than an hour, you’ll gain strategies for decision making around the kind of training to provide so staff are ready to use technology to engage students in person, in a hybrid setting or in a fully virtual program.

Technology isn’t just the wave of the future; it’s the wave of the present. Your students and staff will be more flexible and effective in your program with strategies for embracing the virtual edge. So, instead of letting virtual learning lock you in an ivory tower, help everyone to see how it can actually connect you in new and exciting ways, both within your program and around the globe!

July 19, 2021

Many programs are concerned that creating a more inclusive program means having to give up some favorite activities, but this isn’t the case. Discover in your program how inclusion means addition, not subtraction.

Located in Boston, the Center for Applied Special Technology (CAST) developed the Universal Design for Learning (UDL) framework. The idea is to build enough flexibility into goals, assessments, methods and materials to minimize barriers and maximize learning for all students. By adopting UDL in your program, you can address your students’ diverse cultural and linguistic needs; disabilities; and differences in privilege — not with numerous, complicated initiatives, but a single overarching program design approach, summarized in this brief video. Greater equity is the result.

Consider the basics of the UDL guidelines, and what this design approach means in your 21^st CCLC program for adding opportunities for inclusion of students with disabilities, without subtracting any opportunities from students without disabilities. In all you do, you should provide multiple means of the below elements.

Engagement — The “Why” of Learning

In your program, you’ll be able to offer multiple “why” choices by

• Understanding the laws that drive full inclusion. See Y4Y’s brief, Legal Foundations of Inclusion.
• Building a culture of empathy and community. Y4Y’s Socially Responsible Language tool is a must for framing language and perspective!
• Getting staff and partners on board. Use Y4Y’s Building an Inclusive Environment by Roles tool.
• Appreciating that each student should have their own, unique goals in your program and beyond.
• Offering student voice and choice in everything you do, to every one of your students. Check out Y4Y’s full student voice and choice toolkit if you need help.
• Remembering that some students may have more difficulty expressing that voice. Y4Y’s Training to Go on Understanding and Responding to Students With Disabilities can help you uncover that voice.

Representation — The “What” of Learning

In your program, you’ll be able to offer multiple “what” choices by

• Taking advantage of any existing documentation that can help you develop viable choices. Y4Y’s tool for interpreting common Individualized Education Program (IEP) sections can help.
• Expanding activities with Y4Y’s tool that steps you through a sample opportunity to implement UDL.
• Understanding a range of abilities from a neurological development standpoint, as addressed in Y4Y’s Developmental Stages of Reading Tool. The full Literacy Toolkit offers expert guidance that can help you apply UDL to literacy.
• Remaining faithful to your needs assessments as established in your RFP and each program year. Y4Y’s Mapping Needs to Activities tool can guide you to address the academic subjects requiring your program’s focus, and the depth and breadth of that need. Just as a high rate of English learners in your program will drive fundamental literacy activities, a high rate of learning disabilities in your community impacts other types of academic supports.

Action & Expression — The “How” of Learning

In your program, you’ll be able to offer multiple “how” choices by

• Considering universal accessibility to make program activities authentic and relevant to each student. Check out Y4Y’s Environmental Checklist to get you started.
• Embracing group work that gives everyone an important role and plays to each student’s strengths. Y4Y’s Selecting Student Roles for Group Work can help.
• Recognizing the value of project-based learning (PBL) as an instrument for student-driven achievement at many levels. Y4Y’s PBL Diagram and Classroom Facilitator Packet can set you on this path.
• Adopting the design thinking process in your STEAM enrichment activities. This process expands on PBL by putting students behind the wheel of problem discovery. This accommodates more complete inclusion by promoting both agency and collaboration. Learn more about this approach with Y4Y’s Design Thinking Framework: Project Planning Template.

Horace Mann said, “Every addition to human knowledge is an addition to human power.” When you add inclusion by way of UDL, you’re adding to your program’s power. The only things you’re subtracting are feelings of exclusion and isolation.

July 19, 2021

There are many moving parts to your program. Here are some quick and easy ways to support your staff and keep a light but steady grip on your program and its success.

Your Best Resources Are Your Human Resources

The term “human resources” is so common that we don’t often stop to think about the meaning. If your program isn’t doing everything in its power to invest in staff, it’s guaranteed that you’re not getting the most you can out of your greatest asset. There are many ways you can invest in staff. Here are just a few:

• Provide direct benefits. Many programs are revisiting their funding, budget and payroll structures with added funds from the American Rescue Plan Elementary and Secondary School Emergency Relief Fund (ARP ESSER III). Passing some of that funding on to staff directly demonstrates that their nose-to-the-grindstone grit and perseverance throughout the pandemic hasn’t gone unnoticed or unappreciated.
• Support professional development. Making full use of free resources like Y4Y’s dozens of Trainings to Go and online courses means offering staff paid time to hone their knowledge and skills. Increased personal investment in your program and improved job performance are sure to result.
• Create opportunities to recharge. Students aren’t the only ones in the process of recovery. As the old saying goes, you can’t squeeze blood from a turnip. Many 21^st CCLC educators feel like root vegetables right now. A year of virtual programming has permanently blurred that line between home and work, making it all the more difficult to recharge at home. Now that programs are back in person, leadership needs to insist that staff give themselves the quiet or family time they deserve. As your program is able, you can even build on this effort by offering staff activities around socializing, mindfulness or whatever they express an interest in doing together as a team.
• Delegate and empower. While the above offer ways to give something to your staff, don’t underestimate the ways your staff and your program can benefit from taking—with the right kind of framework. Take staff’s thoughts, ideas and advice about new policies or activities. And take their offers to show initiative on projects or committees. The good news is: This kind of taking also builds confidence, rapport, skills and passion in your greatest resources.

For more ideas on this important topic, be sure to check out Y4Y’s Employee Retention Training to Go.

That’s a Great-Looking Staff. Whatever Will You Do With Them?

Moving beyond your methods for valuing and keeping the staff you have, good 21^st CCLC management also means having a program culture and policies in place that allow them to realize their full potential. How will you work as a cohesive team to achieve optimal outcomes?

• Centralize. Has one member of your staff chased down access to online resources to align with the school day? Has she shared that access with her peers? Has another forged a partnership in the community for his high school students’ tech club but hasn’t had a chance to tell your sister sites about it? Are student files, program policies and schedules in SharePoint or a central, protected website so that any information that might be needed is appropriately accessible to everyone in your program? You can all work more efficiently and effectively by pooling your information and making access simple. Centralizing can also benefit your program fiscally. You might get bulk discounts from partners, or have materials you no longer need but another site can use.
• Communicate. Many of the concerns around centralizing can be addressed when you implement adequate communication methods. Debriefs provide an excellent opportunity for in-the-moment “what worked, what didn’t” conversations, which are essential to continuous improvement. Weekly team meetings that share important and not-so-important updates and solicit contributions from every member will ensure no resource goes unused. An open-door policy by leadership and opportunity for anonymous feedback are critical. Not only will both parties benefit from an easy mode of exchange; the policy will reassure staff of their value.
• Continuous improvement. Your program is bound to enjoy some degree of improvement with efforts to invest in staff, centralize information and resources, and communicate generously. But don’t skip those management steps and choices that tie continuous improvement into the fiber of your leadership. Follow up on those passions of staff to discover how you can support progress. Put structures in place that channel all feedback, even when roadblocks are encountered, into a “lessons learned” program bank. And, of course, offer everyone, including your top employees, constructive suggestions and opportunities to improve their practice. Maybe they’d like professional development in an area of need in the program or in a topic of interest to them. Check out the Y4Y Professional Learning Feedback Survey as just one example of a tool for using staff feedback for your continuous improvement.

Strong 21^st CCLC management means loosening your grip enough to give staff the freedom to be effective while holding them fast to shared goals for your students. Now is a great time to brush up, or to bring along new leadership, on basic strategies with Y4Y’s Human Resources and Managing Your 21^st CCLC Program courses.  

March 18, 2021

Y4Y is excited to roll out its updated STEM (now STEAM) course to familiarize your 21^st CCLC program staff with the design thinking process and how your students can apply collaboration and creativity to compelling STEM learning.

Your navigator, Sean, will blast off with you into the universe of STEAM with a first stop in the Enterprise Briefing Room. As a cadette, you’ll earn a Basic Level certificate of completion when you soar through Chapters 1 and 2 of the Introduction section of the STEAM course, learning how to

• Define STEAM as an approach to learning.
• Describe the evolution of STEAM.
• Describe how STEAM benefits students, 21^st CCLC programs and schools.
• Explain how STEAM can help students prepare for future careers.
• Describe the variations and characteristics of STEAM projects and activities.
• Identify the required tasks for planning and implementing high-quality STEAM projects and activities.

But your STEAM mission doesn’t end there! Earn an Advanced Level certificate of completion when you sign on to the six tasks of STEAM implementation:

• Consider STEAM education variation and characteristics.
• Activate the power of design thinking and makerspaces.
• Plan to mitigate risks.
• Choose your mission and implement your STEAM activity.
• Ensure a smooth link to program goals by implementing with fidelity.
• Assess, reflect and celebrate.

Your STEAM adventures won’t come to a full stop until you’ve earned your Leadership Level certificate of completion by rocketing through the Coaching My Staff section of the STEAM course. You’ll find support for training staff as they integrate the elements of STEAM to promote student learning, especially when it comes to

• Applying design thinking.
• Creating a makerspace.
• Connecting STEAM to real-world challenges.

Sign into your Y4Y account today and discover how vast your and your students’ opportunities are as you develop collaboration, innovative thinking and limitless professional paths in your 21^st CCLC program, using the new Y4Y STEAM course as your guide.

March 18, 2021

Every day brings more promise of a return to “normal” 21^st CCLC programming. Rich lessons we’ve taken from a year of full or partial physical separation from students include these:

• An understanding that connectedness is everything. A decade of social media might have suggested that you can trick the brain into believing those human connections can be replaced with virtual (“wireless”) ones, but a year of pandemic has blown that theory out of the water. Relationships matter.
• Despite those charming articles and blog posts about how the pandemic has allowed people to reevaluate and reset their eating habits, 21^st CCLC families are more likely to be food insecure and dependent on processed foods for basic sustenance.
• “Self-care” has grown way beyond buzz words; professionals in many industries, but ESPECIALLY education, are keenly aware of an escalation in stress levels from the day-to-day demands of flexibility. The stakes of student outcomes make most education professionals eager to begin bridging the learning gap that has only widened for 21^st CCLC students over the course of the last year.

As the school year winds down with anything but normal momentum, the hope of more in-person programming can at least offer your program the opportunity to be one with your students, set a footing for a summer of remediation and healing, and set new priorities and practices on well-being going forward.

There’s a certain irony in suggesting the need for more “heavy lifting” to arrive at your happy place, so consider all of the resources you can take advantage of passively. Grab a cup of tea, jump on your rowing machine, or even step out with your laptop onto your patio this weekend and check out these archived webinars and Click & Go mini-lessons and podcasts. Let the messages swirl around in the back of your mind to plan for summer and fall programming with the above goals in mind.

• A new Y4Y Click & Go, Health and Wellness: Partnering With the School Day, offers a mini-lesson with the basics, as well as four short podcasts: Planning Health and Wellness Activities, Connecting With School-Day Staff on Health and Wellness, Health and Wellness On the Go, and Caring for Your Staff.
• An archived LIVE With Y4Y webinar, Bringing Mindfulness to Out-of-School Time, offers strategies for promoting thoughtful positivity and awareness among staff and students.
• A four-part webinar series, Social and Emotional Learning, steps through the process for delivering high-quality social and emotional learning activities: planning, designing, implementing and assessing your efforts.
• Another four-part webinar series, An Artfully Formed Positive Environment, provides the tools you need to paint smiles on the faces and warmth in the hearts of staff, family, partners and, most of all, your students.
• An archived Y4Y Showcase webinar, Expanding Quality Health and Recreational Opportunities, lives up to the promise in its name. It demonstrates successful implementation health and wellness initiatives in out-of-school time.
• An archived four-part webinar series, Strategic Partnerships, helps you consider how partnerships can be an asset in helping to address food insecurity among your students.

We hear it everywhere today: “Give yourself grace.” These are simple words, representing a simple concept. Goodness knows that 21^st CCLC professionals across the country have extended that grace to their students! Now it’s time to be one with your students in this exercise as you ease out of an unprecedented year and into one of unity, calm and productive energy.