April 28, 2021

The “buddy system” has gained traction in classrooms, extracurricular activities and dedicated organizations through the last decade. As your 21^st CCLC program begins, at last, to return to an in-person format, you may consider incorporating structures that range from casual buddy pairing to formal peer mentoring as a way to embrace full inclusion of students with disabilities. Borrowing from tools in Y4Y’s new course, Including Students With Disabilities, explore how the buddy system benefits all.

Who Makes a Good Buddy?

• Student leaders in your program: that young lady the other girls watch and copy, or that young man who always seems to have a group of kids gathered around him. You recognize natural leadership a mile away, and that gift gives young people the confidence to be gracious toward a peer with a disability.
• Anyone who demonstrates compassion: that student who notices and speaks up when anyone gets left out or left behind.
• Young people who love teaching others: whether it’s because they like to “be the boss” or they just like to be helpful. You can help students positively channel those inclinations.
• Academic superstars: your highest-achieving students may or may not be your most outgoing, but they’re always up for a challenge and understand that schoolwork isn’t easy for everyone.

What Is Peer Mentoring?

• Fostering friendship. “Assigning” friends doesn’t have to feel as forced as you may believe. Just as icebreakers show us, people inherently want to be friendly toward one another. Often they just need some structured way to bridge any social awkwardness.
• Offering support. Make your peer mentoring program what you need it to be. Will students support each other academically? Socially? Assess these needs with the Environmental Checklist from Y4Y’s Including Students With Disabilities course or use the Capturing Social and Emotional Learning Program Needs Assessment.

Where Do I Start?

• Once you’ve established your program’s needs, bring in stakeholders like special education teachers and parents of students with disabilities to define your buddy program. Y4Y’s Building an Inclusive Environment by Roles tool can help.
• Offer student training. Being any kind of mentor demands training, even if it’s just to establish a strong understanding of responsibilities and boundaries. Refer to the Y4Y tool on Socially Responsible Language.
• Align strengths. Are you seeking to pair a student with a disability whose primary goal in your program is to make friends? Place her with that natural leader. Does your student with memory deficits just need a little patience with instructions and reminders? Pair him with that old soul in your program who never gets ruffled.

Who Benefits?

• EVERYONE! It isn’t just students with disabilities whose lives are enriched through the buddy system. Peer mentors develop skills in forming friendships, building compassion and preparing for leadership. Most of all, the climate and culture of your program will reflect the equity and celebration of individuality you want it to.

Looking for More Resources? Check these out:

• Be There Buddy Project Toolkit (designed to improve attendance for all, not just to pair students with disabilities with peers; offers great ideas and resources)
• Kentucky Peer Buddies Education Center
• Peer Training to Facilitate Social Interaction for Elementary Students With Autism and Their Peers
• Reverse Inclusion and the Use of Peer Buddies to Teach Social Skills in a Public School Setting

April 22, 2021

Research demonstrates the importance of students having a say in what and how they’re learning for the most successful educational outcomes. But building the bridge between their opinions and impactful activities might require you to learn a new skill. Turn to Y4Y’s new course on student voice and choice for a quick study of this 21^st CCLC best practice.

Where to Begin

Gathering student voice can be done on an individual or group basis. Each has its merits. Individual input offers students the comfort of anonymity, where a group approach fosters the kind of collaboration and idea sharing that can yield richer and more developed outcomes. Use these Y4Y tools to help you get everyone’s perspectives:

• Activity Choice Form gets you started with independent input on choice.
• Student Survey – How Do I Learn Best? solicits independent input on format.
• Socratic Seminar Student Assessment helps to lay the groundwork for group work.
• Concentric Circles Discussion Format provides a structure for group decision making.

Making it Happen

• You can get your students imagining an active, confident role in your 21^st CCLC activities by reflecting on their own learning and setting new goals. Check out age-appropriate Y4Y tools for grades K-1, grades 2-3, grades 4-6, middle school and high school.
• Step-by-step facilitator reminders are available in the Student Voice and Choice Observation Checklist and Tracker.
• The Student Voice and Choice Implementation Checklist will help you tie student voice to student choice.

Those All-Important Facilitator Skills

You can hone your staff’s role with the Using Facilitation Practices That Incorporate Student Voice and Choice Training to Go.

With the above tools and more at your disposal, staff can effectively build their skills to facilitate student-driven activities and keep these important principles at the forefront:

• A “guide on the side” approach means students take center stage in their own learning. You’re there to provide guidance and support.
• Adopting effective questioning techniques, and using words like “why” and “how,” leads to richer learning.
• Brainstorming is your best friend.

The message you convey by tying student voice and choice to all you do is loud and clear: We hear you, we honor you and we believe in you.

April 22, 2021

Pablo Picasso was 12 years old when he sketched Plaster Male Torso with the technical skill few artists master in a lifetime. Yet he became best known for his cubist and surrealist works that challenged the boundaries of the art world and even set new ones. Science, technology, engineering and mathematics (STEM) educators can take a lesson from Picasso’s journey in recognizing that innovation is born of understanding the basics, then envisioning new horizons with an open mind to boundless creativity. When STEM education is combined with the creativity of the arts, you get the design thinking approach that underpins Y4Y’s newly updated STEAM course. In this overview of last month’s LIVE With Y4Y event, Learning Approaches to Science-Based Education, you’ll come to appreciate how art and STEM actually do make a fine pair.

This LIVE event was designed to

• Define and demonstrate experiential learning approaches: the scientific method, design thinking and the engineering design process.
• Connect experiential education to academic skill building, particularly in science and mathematics.
• Provide examples of experiential learning in out-of-school time.

Dr. David Coffey, Director of the Design Thinking Academy at Grand Valley State University, offered key takeaways, including these:

• Making meaning of mathematics through experiential learning can offer reluctant students a new opportunity to understand material.
• Reflection at the end of a problem-solving experience can counteract the “learned helplessness” many students have around math.
• Educators need to shift traditional “I do” practices to “we do” and “I do” by guiding student learning rather than always directly instructing on concepts.
• Facilitators don’t have to have perfect content knowledge as long as they’re willing to be a fellow explorer with their students and open to their own learning. This can also be referred to as radical collaboration.
• The act of teaching, itself, reflects the scientific method, as teachers make revisions based on experimentation.
• Think of “failure” as an acronym: “First Attempt In Learning Unless Reflection Exists.” In other words, reflecting on failure propels learning forward.
• Design thinking is also called “human-centered design.” Staff facilitating these kinds of projects need to be curious about people, and convey that curiosity to students. Ask questions you don’t know the answer to. Remember: Curiosity is contagious.

Teaching the scientific method has been central to scientific education and practices. This process involves these steps:

• Determine a question.
• Research the question.
• Develop a hypothesis.
• Test a hypothesis through experimentation.
• Collect data.
• Draw conclusions based on the data collected.

Design thinking, an educational tool to solve real-world problems, is gaining traction in STEM education today. To employ design thinking, the student will chunk problem-solving into these steps:

• Empathize with the community you’re seeking to serve.
• Define and understand the problem or challenge.
• Ideate potential solutions.
• Create a prototype.
• Test the effectiveness of the prototype.

Mr. Ariel Raz, head of Learning Collaborations at the Stanford d.school, shared his organization’s views and practices around design thinking:

• Simply put: Design thinking is a creative pedagogy that means “make something that matters.”
• The liberal arts and the sciences intersect through design thinking because empathy and understanding of user needs drive the scientifically based making.
• Giving students a creative challenge is difficult to reconcile in a system that’s too heavily standardized. As educators and learners themselves, facilitators need to grow comfortable with failure.
• A fundamental departure of design thinking teaching from problem-based teaching is having no preconceived problem or project in mind. This is the empathy step.
• A backward-mapping skill is important to use in the design thinking process, like the “project zero thinking routine.” The thinker might examine and analyze a known tool and identify its parts, purposes and complexities. Commercial fabricating demands this kind of inquiry.
• A Stanford study of average-achieving middle school students demonstrated that teaching them design thinking techniques allowed them to apply creative problem-solving strategies in new contexts.
• A growth mindset is baked into design thinking; failure is necessary to success. Perseverance and grit go hand in hand with the philosophy of failing early and failing often to achieve the best outcomes using design thinking.

Ms. Deborah Parizek, Executive Director of the Henry Ford Learning Institute (HFLI), shared insights on STEM education:

• HFLI is dedicated to reimagining and redesigning learning, teaching and leading to better impact the experiences that students, their families and educators have to the greater good of underserved communities.
• Having a teacher who’s a partner in learning enriches a student’s experience.
• Design thinking builds academic skills like collaboration, critical thinking, data collection and analysis, and communication. All of these skills will add to a student’s academic and professional success.
• HFLI strives to help students become confident and independent learners, and describes learning to navigate obstacles as an orientation of innovation. This skill building fosters inner motivation for students to commit and contribute to the world around them.
• Ms. Parizek shared project examples ranging from kindergartners proposing improved pet environment prototypes to college-bound students tasked with redesigning equity access to higher education opportunities for Hispanic youth. Each went through similar design thinking processes.
• In out-of-school time intervention, 21^st CCLC programs have the opportunity to help students identify their unique strengths to build confidence in their part of team collaboration, then use that confidence to challenge them in areas of need.

A final STEM approach discussed was the engineering design process. Partnerships between 21^st CCLCs and national agencies use this vehicle to help students explore a myriad of STEM professions.

Ms. Jamie Lacktman, Robert K. Shafer 21^st CCLC Program, Bensalem, Pennsylvania, described the engineering design process her program exposes students to in partnership with NASA:

• Students should understand from the beginning that they are driving research and design decisions.
• This initiative has led students to appreciate the layers of research that go into a design challenge; often understanding one concept demands researching numerous others.
• Effective designing means ensuring that everything adds up — both budgetarily and physically.
• Asking “why” is central to innovation.
• The NASA design challenge has improved student perceptions around gender and ethnic diversity in STEM professions.
• This year’s hybrid format lent itself to a friendly competition between two prototype teams that has amplified enthusiasm.
• Although a rubric is available to measure the project success, there are many other measures — like students adapting, committing, rising to challenges and recognizing the long-term benefits — that are every bit as meaningful.

A common thread in all of these STEM education approaches is the role of students in their own learning. These principles can be applied in 21^st CCLC programs to large-scale challenges as well as day-to-day problem-solving. Be sure to check out Y4Y’s newly updated course on STEAM to help you implement design thinking in your program today!

April 7, 2021

The school day is the protein-rich foundation in your students’ day. Your 21^st CCLC program is the light and sweet finish. When you align your efforts, everyone leaves the table satisfied. Y4Y’s new Click & Go, Health and Wellness: Partnering With the School Day, has simple tips on forming a delicious pairing.

We’re Hungry! (The Why)

This spring is an important time to commit to intentional collaboration with your school-day counterparts. This collaboration can and should intersect with staff at every level of your program.

• School-day teachers are taking an inventory of the academic recovery each student is facing. Students’ circumstances and their responses to virtual and hybrid education during the pandemic can vary widely, even within a single virtual classroom. Students’ academic gains and losses through this academic year are also likely to vary widely.
• Student health and wellness have suffered universally as well, but schools may be spread thin, given the high priority on academic recovery. Your program can play a key role in supporting students’ health and wellness.
• Funds are available! The Afterschool Alliance produced a webinar, “$122 Billion for Education in American Rescue Plan: What It Means for OST Programs,” on how out-of-school time programs like yours can boost their role in recovery. Your school-day partners will be hungry to work with you to maximize access to this funding on behalf of your mutual students.
• Most districts can’t follow their students through the summer, but your program can. Jointly, you can decide the best approach for each student.

Spread Generously. (The How)

Developing or strengthening partnerships with the school day doesn’t have to be complicated. Just intentional.

• Dust off Y4Y’s Continuous Education course. Partnering with the school day requires timeless strategies. Take the course to earn Basic, Advanced and Leadership Level certificates of completion on this timely topic. Look for tools like the Partnering With Schools Rubric, Getting Members on Your Program Team and Responsibility Checklist for Principal and Program Director for some of the staples you’ll need.
• View your school-day counterparts as partners more broadly. The Y4Y Strategic Partnership course also offers tools like a customizable staff training PowerPoint on Developing Program Champions. Full advocacy and buy-in from these critical players are central to the success of your program.
• Y4Y’s Quick Guide to Initiating a Health and Wellness Partnership With the School Day gives step-by-step partnership guidance. It will help you fill gaps as only out-of-school time programs can. As with most Y4Y tools, think of it as a highly adaptable document if your fact-finding with school-day partners tells you literacy or STEM need the most immediate resources.

Delish PB&J. (The What)

Get ready to implement the best activities your creative, mouth-watering programming juices can muster!

• Consult the Intentional Activity Design Diagram and Activity Planner for strategies to ensure your activities are aligning to the school day.
• Double- and triple-check your efforts with the Continuous Education Through 21^st CCLC Activities Implementation Planning Checklist.
• Remember your role in areas where the school day may need the most support by reviewing the Y4Y Social Emotional Learning Activity Intentional Design Planner and the Planning Health and Wellness Activities Podcast.
• Don’t forget that student voice and choice enhances everything you do. Tools from the new Y4Y course on this subject can help. Start with the Activity Choice Form and Example Activity Schedule.

Unless you’re allergic to peanut butter, the idea of the PB&J pairing of the school day and your program should strike just the right tone. Each is made better with the other right there for balance. And each nourishes students in different but important ways. “Spread” the word!