January 18, 2022

Y4Y is excited to roll out a new course on fiscal management of 21^st CCLC programs. The people have spoken: Understanding the nuances of spending and reporting in your kingdom is a challenge. This course will walk you through protocol to ensure that your program performs to the letter of government decree and offer suggestions for a long-sustained reign.

Upon completion of the Implementation Strategies section, faithful servant to the crown, Lewis, assures learners of their earning an Advanced Level certificate and the ability to

• Describe the regulations and requirements associated with a 21^st CCLC program budget.
• Follow cost principles that need to be applied when managing a budget.
• Develop a program budget.
• Monitor and control a program budget.

Just a few examples of further breakdown of the fiscal responsibilities that Lewis addresses throughout this course include these:

• Consideration of specific staff positions required by your state, or included in your grant
• The scope of your program, including number of sites, students served and days in operation
• Materials needed like computers, books, software and makerspace goods
• Coordinating with, and duplicating efforts of, an accounting department to ensure accuracy of drawing down funds
• Maintaining consistent internal reporting practices

While the Fiscal Management course is designed with program leaders in mind, straightforward language, colorful images and a logical process help the learner understand even the most complicated aspects of 21^st CCLC finances. You’ll dig deep on each of the below steps and budget line items to be able to plan and implement your own kingdom-wide process for fiscal management:

• Taking charge of oversight
• Setting your budget (and being specific about it!)
• Understanding other operating expenses
• Breaking down supply challenges
• Contractual expenses such as evaluator, vendors, partners or busing
• Planning capital outlay for larger-ticket items
• Understanding indirect costs
• Reconciling your budget
• Reporting on and amending your costs and budget
• Closing out your budget
• Sustaining your program

Learners wishing to earn a Leadership Level certificate can also engage in the Coaching My Staff section of the course. While a big-picture understanding of 21^st CCLC fiscal management is the responsibility of leadership, there are many elements of the budget that all staff need to be brought in for. The Coaching My Staff section will help you parse those out, and offers tools for bringing staff up to speed:

• Train and support staff to implement fiscal management cost principles. 
• Select Y4Y trainings that are the most important for your staff.
• Assess staff readiness to implement fiscal practices and procedures for a 21^st CCLC program. 

It’s not slick or cutting edge. You may be asking yourself how training in fiscal management impacts the students in your program. But the truth is, gaining comprehensive knowledge of all the moving parts of your 21^st CCLC budget will give your program a more solid and much-needed foundation than many other trainings. While queen Marie Antoinette never actually said “Let them eat cake” as the legend claimed, one lesson from that legend is how you can’t have dessert without dinner first. And you can’t have a rich academic program without reliable fiscal management.

January 4, 2022

Accelerated learning rules all during this academic year. Place your students on their right-sized thrones with tips from Y4Y’s new Click & Go on homework and tutoring sessions and Human Resources course. But partnering with the school day doesn’t end with academics! Your program also has agency to address student health and wellness as their school days are jam-packed with other duties. Ensure that your palace of learning is perfectly appointed for whole child support for the rest of the program year with help from Y4Y’s crown jewels.

The Data in Your Kingdom

Updated Government Performance and Results Act (GPRA) measures for 21^st CCLC have you keenly aware of the importance of data in your community. You can glimpse those updated measures in Chapter 2 of the Introduction Section of Y4Y’s updated course, Introduction to 21^st CCLCs. The data you captured at the outset of this program year should be informing how you structure your homework and tutoring time to be sure you support the school day with accelerated learning. But some midyear checks might have you considering a little restructuring. Go back to the Y4Y Five Key Strategies tool and Homework Help vs. Tutoring tool for the basics, beginning with what your staffing should look like.

The Right Hand of the Throne

If you’re going to place each student on their right-sized throne of learning, the staff member who sits by their side will make all the difference. Taking tips from the mini-lesson on what your staff numbers and qualifications need to be, consult the Y4Y Human Resources Planning Checklist for guidance on possible midyear hires, or better still, your summer program planning. If you have new leaders who have their own learning curves to accelerate, the staff training on conducting an effective interview is a great place to start. In 21^st CCLC programs, you can never lower those shields against turnover! Also train leaders on employee retention to ensure continuity for student learning.

A Royal Wedding

The school-day partnership your 21^st CCLC program enjoys is always going to be at the heart of your program’s success. You’ll need to satisfy those student data needs, communicate about homework, and access school-day staff and academic resources when you consider that program success is measured, in part, by students’ school-day success. Y4Y offers many more tools to build and strengthen this relationship, whether you’re part of the fabric of your school district or a community-based organization still proving your worth. Remember: In out-of-school time, you have the unique opportunity to support other aspects of student success. But it can’t be done alone. Partner on student health and wellness and understand everyone’s roles and responsibilities as you align social and emotional learning goals with school-day initiatives.

Her/His Royal Highness

The students in your program may not have many opportunities in life to feel special. At the end of the day, if your 21^st CCLC program accomplishes nothing else, building self-esteem, contributing to healthy growth and development, and helping students see that you will always treat them with the dignity of royalty can still make or break the long-term outcomes for these children you cherish. Y4Y offers many resources to help you implement these less tangible goals, including a new course on stages of child and adolescent development, which includes training on understanding development and connecting with children. Plus, the course on creating a positive learning environment includes quick tips for implementing basic strategies.

Beloved Princess Diana said of her role in the royal family, “Nothing brings me more happiness than to help the most vulnerable people in society.” Never forget that you are royalty, too. Your place in your 21^st CCLC program may carry great duty, but it also offers great rewards.

December 6, 2021

Do you ever feel like you dove into your 21^st CCLC program midstream? You could be a new frontline staff member joining midyear, a site coordinator hired with lots of “this is how we do it” rules, or a program director who’s handed a funded grant and asked to make it happen. It can feel like a game of catch-up, but the other side of that coin is: Coming in midway means some groundwork has already been laid for you! Whatever your program role, Y4Y’s updated Introduction to the Nita M. Lowey 21^st Century Community Learning Centers Grant Program course (Intro to 21^st CCLCs) can help you from beginning to middle to the end, if that’s where you happen to be coming in! The new course breaks 21^st CCLC programs down into three phases: planning, implementing and sustaining.

Beginning: Planning

Planning includes everything from deciding to apply for a grant to gathering stakeholders to reviewing legislation, performing a needs assessment, considering how to leverage your partnerships and assets, understanding your state’s application (or request for application — RFA) and applying or reapplying for a grant. Your role in this phase depends on your role in the organization.

A few things to know about planning if you’re a frontline staff member who just came in:

• You should have an idea of the who, what, where, why, when and how of 21^st CCLC programs. The introduction section of the new course is a great primer on the spirit of 21^st CCLCs.
• Ask your supervisors or peers what aspect of 21^st CCLCs your program emphasizes (or plans to emphasize, if it’s a new grant). Examples include general academic enrichment, career exploration, STEM/STEAM projects, community engagement, or social and emotional learning (SEL). Remember: (1) there’s not a single “right” answer — your program is designed around the needs of your community; (2) your program might emphasize more than one area of need; and (3) your program’s priorities have probably shifted over time. Try to understand these shifts and when and how they might happen again. Embrace a flexible mindset about shifting priorities. These priorities can inform your interactions with your students.
• As you become comfortable in your role, recognize that you’ll be a key player in data collection and setting priorities! If you’re providing academic support but discover half of your students aren’t able to focus on academics because of difficult situations or traumatic experiences in their personal lives, your frontline feedback will be critical in moving the needle toward more emphasis on SEL.
• Check out these Y4Y tools:
  • Afterschool Timeline
  • Y4Y Example Activity Schedule
  • Classroom Management Resources
  • Five Key Strategies for Establishing Effective Learning Environments for Homework and Tutoring

A few things to know about planning if you’re a site coordinator who just came in:

• Whether a new grant or an existing one, get to know the elements of programming for the grant(s) you’re managing. What are the regulations around areas like staffing, expenditures and recruitment? Whether a pre-existing or new position, you might ask your program director to connect you with other programs in your area or state to speak with peers in the field about their own hard-learned do’s and don’ts. Remember to continue to crosswalk these discoveries with your program’s grant proposal and regulations.
• Begin to think about the relationships that will be key for you to establish and maintain as a site coordinator. What will your role be in interacting with school or district administrators? With families? Within the organization?
• Consider your role in training staff, and bearing that role in mind, acquaint yourself with the initiatives and priorities your stakeholders are calling for as they prepare the grant, or that have been documented in an existing grant.
• Review the full Intro to 21^st CCLCs course, especially the section on coaching my staff, to gain a better understanding of where to find the resources you need.
• Check out these Y4Y tools:
  • Program Planning Checklist
  • ABC Afterschool Program Overview
  • Strategic Partnership Planning Checklist

A few things to know about planning if you’re a program director who just came in:

• For a new grant, begin by bringing together serious stakeholders (folks who are ready to work!) from every aspect of programming — partners and parents from around the community and local education agency (LEA). Train together with the full Intro to 21^st CCLCs course before moving forward with the grant planning strategies described there.
• For grants that are funded but not yet implemented, forge an open line of communication with the team who contributed to its writing.
• Your 21^st CCLC state coordinator is your new best friend. Look to them with any questions you have along the way.
• Check out these Y4Y tools:
  • 21st CCLC New Director's Toolkit
  • Y4Y Tool Starter Set
  • Program Planning Checklist

Middle: Implementation

Phase 2 is implementation. Anyone joining a 21^st CCLC program midstream is likely in this phase of the grant, which lasts for most of its lifespan. A new team member will have a “getting to know you” period, which hopefully leads to a “helping the program improve” period. Consider what’s been done for you versus what lies ahead, depending on your role.

A few things to know about implementing if you’re a frontline staff member who just came in:

• Review your program’s policies and procedures, including those around safety. It’s best to direct any questions to your site coordinator or program director to be sure you’re honoring the grant.
• “Off book” advice from peers can also be helpful. Just be sure to understand official practices set forth because it’s always possible that other frontline staff don’t fully understand the guidelines or have fallen into bad habits. An example of this could be poor handling of student privacy or ways of addressing behavior management.
• Be sure to understand all aspects of activity delivery. If you don’t fully understand why an activity was designed a certain way, don’t be afraid to ask. You’re a much more effective facilitator when you’re invested in the process.
• Offer real-time feedback to peers and supervisors to ensure the most effective program delivery.
• Remember that relationships are the foundation of your work with students. Regularly foster appropriately warm and engaging personal interactions with each young person in your group.
• Check out these Y4Y tools:
  • Building Student/Educator Relationships Questionnaire
  • Afterschool Go-Bag Suggestions – Frontline Staff
  • Fidelity of Implementation Checklist

A few things to know about implementing if you’re a site coordinator who just came in:

• You’re an important bridge between the program director, who has a high-level view of activities and budget, and the frontline staff who put activities in motion. Be sure your communication style and advocacy for appropriate allocation of time, space and resources makes sense up and down the organization.
• Understanding how to intentionally design activities is an absolute must. Revisit the grant as often as needed to carry out this key role.
• If you’re coming into a previously existing position, ask your program director and frontline staff what they liked about how your predecessor coordinated the work. What changes would they like to see?
• Communication outside of the organization is just as important. Gauge where the program is with recruitment, family engagement efforts and data collection, and try to be consistent with your predecessor if you’re coming in midstream. After your stakeholders have gotten to know you is the time to make improvements to that system, unless they make you immediately aware of problems that existed before you entered the program. In that case, assure them of your commitment to the grant and the students it serves.
• Staff training should be a priority. You may discover that staff training in your program is little more than being handed a policies and procedures guide. Explore the Y4Y courses and Click & Go’s, and determine which ones your staff can benefit from right away. Consider asking staff members to take different courses and share their takeaways during staff meetings.
• Engage in Y4Y’s Managing Your 21^st CCLC Program course.
• Check out these Y4Y tools:
  • Project/Program Planner
  • Partnerships Observation and Supervision Checklist
  • Managing Your 21^st CCLC Program (full tools list)

A few things to know about implementing if you’re a program director who just came in:

• Observation is going to be a top priority. Spend your nonprogram hours catching up on everything about planning that has been documented, and spend your program hours visiting sites.
• Be sure that, in addition to the day-to-day aspects of your program’s implementation, you understand the components that went into its planning. This knowledge will help you remain true to the program goals and understand its “roots” so that you can revisit all aspects of planning as needed.
• You might consider an informal survey of your stakeholders via email to assure them that you want to honor their voices as the program takes a little different shape under your leadership. Assure them that changes will be made only to benefit students or to ensure that the program follows the letter of the grant.
• Continue or establish a culture of positivity and improvement. This includes encouraging sites to budget time and resources for staff to feel safe about giving honest feedback and for training.
• Ensure that systems are in place for recruiting students and staff, choosing and designing appropriate activities, and collecting and managing data for the duration of the program. Be sure to look ahead to your reporting requirements so that there are no surprises at reporting time.
• Engage in the Managing Your 21^st CCLC Program course, and meet with site coordinators to understand existing delegation and to discuss any changes in responsibilities.
• Check out these Y4Y tools:
  • Observation Checklist
  • Training Starters
  • Positive Learning Environment Implementation Checklist

End: Sustaining

Continuing and sustaining is the last phase of the 21^st CCLC grant process, though there are elements of this phase throughout the life of the grant. The hallmarks of this phase include culminating events, final data collection and reporting, fiscal reconciliation and reporting, planning for continuous improvement of the program, and sustaining your initiatives beyond the period of grant funding. And yes, it’s possible to be a new frontline staff member, site coordinator or program director coming in at this phase. While you’ll have a flurry of catch-up to do no matter what your role, you can make the most of your circumstances by focusing on your assets — any and all groundwork that has been laid for you. Your investment in wrapping up loose ends will pay off in the role you’ll get to have planning for the next year or grant cycle.

A few things to know about sustaining if you’re a frontline staff member who just came in:

• Sharpen your skills of observation! The qualitative data you can provide about the growth of specific students and the success of activities will be important.
• Don’t forget that culminating events are a wonderful opportunity to fully engage families. As your resources allow, budget the time, space and funds for something truly special.
• Recognize your role in family and community partnerships. As your site coordinator or program director seeks to strengthen and leverage these partnerships, be sure that your interactions with families and community members are respectful and enthusiastic. You can inspire their support!
• The same goes for student interactions. Program recruitment depends heavily on student word of mouth, especially in high school programs. You might be coming in at the end, but leave students with a great feeling about the future of your 21^st CCLC program!
• Check out these Y4Y tools:
  • Tips and Tricks: Planning a Successful Culminating Event
  • Family Engagement Follow-Up and Supervision Checklist
  • Conducting Online Surveys With High School Students

A few things to know about sustaining if you’re a site coordinator who just came in:

• Your program director will depend on you for end-of-cycle data collection. Quickly familiarizing yourself with related staff, budget and data needs will be key.
• Reassure partners about the future of the program, even if leadership is undergoing shifts. Be future-oriented in your conversations, and don’t be shy with specific asks for upcoming cycles. Grant funding is limited, but creative solutions can lead to sustaining programs indefinitely.
• Continuous improvement is essential at this stage. Give staff and students a safe opportunity to provide feedback, and collaborate with your program director on how to honor that feedback.
• Check out these Y4Y tools:
  • Data Collection and Analysis
  • Creating an Environment That Amplifies Student Voice and Choice Training to Go.
  • Continuous Improvement Planner

A few things to know about sustaining if you’re a program director who just came in:

• Accurate reporting will be your most important task if you’re joining a program at this phase. Relationships with SEAs, LEAs and site coordinators will be essential. Their investment in your program by this stage is significant, so don’t be shy about enlisting their help!
• It’s never fun to jump in the moment decisions need to be made, but if you have to, be sure that in your continuous improvement of the program you’re bringing all stakeholders to the table. Some of your program’s initiatives, such as STEAM or including students with disabilities, may have dedicated program teams. If not, now might be the time to assemble those teams in order to have the voices you need to feel confident in your decisions about future years/cycles.
• Ideas about sustaining your program (or at least some of the enrichment activities your program has offered) beyond your 21^st CCLC grant may be one of the reasons you were hired at this phase. Don’t waste any time putting those ideas in motion, connecting with old partners and new, and thinking creatively about leveraging those partnerships.
• Throughout this “end” phase of your grant year, keep in mind that all the information you’re collecting truly serves these multiple purposes. Bearing that in mind can help you from feeling overwhelmed.
• Check out these Y4Y tools:
  • Creating Your Sustainability Plan
  • Getting Members on Your Program Team and Program Team Roster
  • Continuous Improvement Process Diagram
  • Planning for Developing Program Champions

Whatever your role in your 21^st CCLC program, don’t let the game of catch-up get you down. There will always be folks who want to help, both up and down the organization and among your community partners. Taking a few beats to focus on what’s already been done for you will help you get your bearings, and it might even lift your spirits about the future of the program and your place in it! And, of course, Y4Y will be there right by your side with tools and resources. Before you know it, you’ll be the seasoned afterschool professional lending someone else a hand. Won’t that be the flip side of the coin!

October 21, 2021

Charming football stories, like that of real-life Michael Oher (featured in the beloved book and film The Blind Side), remind us that each teammate has a role of equal importance to play. So why should all the glory go to one? Y4Y offers numerous tools within several courses — from Including Students With Disabilities to Student Voice and Choice and beyond — that will help to ensure equity in your program and that nobody’s hogging the ball.

The quarterback leads the team, calls the huddle and ultimately decides who has the ball. This is your 21^st CCLC program director (PD). To work toward greater equity, a PD should

• Gather stakeholders to be sure the program mission reflects your team’s dedication to equity. Consult tools like the Positive Learning Environment Implementation Checklist for guidance. Knowing families and cultures is another great place to start.
• Train staff on creating an environment that amplifies student voice with the goals of explaining how group norms can support a program culture that values student voice, and defining and developing those group norms with students. Place emphasis on equal opportunities for all voices in that training.
• Be sure to consult your state and local education agencies for standard resources around language and initiatives relevant to you, like Minnesota’s LeadMN.

The tight ends and fullbacks might do a little catching or running, but a lot of blocking. These are your site coordinators. Their role in supporting equity in your program is to make sure that a play that was called with the best of intentions can be translated into real yardage. Your site coordinators should

• Begin by ensuring equitable student voice and choice in practice. Check out the Y4Y Student Voice and Choice Implementation Checklist.
• Be sensitive about all program communications, like your program’s Family Handbook (you can download and adapt a Y4Y sample), and all program forms (see Y4Y’s Process for Developing Inclusive Forms tool).
• Advance the work around positive group norms by using Y4Y’s Group Norms Agreement. This is the student-driven aspect of your program culture, so getting student buy-in on equity is key. You’ll probably be pleasantly surprised on that score. And on that note…

The wide receivers and running backs are the little guys that really get you down the field. These are your students. Not only do they need your protection at the snap; you want to be sure that each one has a turn at possession. This makes for a much livelier game and offers your best chance for a win. Really demonstrate that your 21^st CCLC program is the place for students from historically disenfranchised groups to get a leg up:

• Build relationships. Your students will know you’re serious about equity when you demonstrate authentic investment in their success. Y4Y’s Real Talk is a great tool in this effort.
• Empower students by teaching them how to set their own goals with goal setting activities, games and templates. Encourage them to be ambitious!

Finally, your safeties, or frontline staff, are your last line of defense. Legislation around 21^st CCLC programs is specific about who your program serves. You can be sure you’re within the letter and the spirit of the law when staff members ensure opportunity for enrichment and advancement to the students who need it the most. Staff should

• Be trained in assessing assumptions about students, with the goals of reflecting on how learning should take place, who students are, what they’re capable of learning and doing, and the role of the teacher versus the student in the learning process.
• Always use socially responsible language with respect to all students, but especially those with disabilities or different ethnic or religious backgrounds than their peers.
• Consult Y4Y’s group discussion guidelines to bring students back to practicing mutual respect as needed.
• Regularly review strategies for creating a positive learning environment to be sure the thoughts, feelings and opportunities of all students are considered in all that your program does.

Back to Michael Oher and the critical role of the left tackle: When a team has a right-handed quarterback, which is most common, the left tackle makes sure that when the quarterback turns for a throw, his “blind side” is protected. When it comes to ensuring equity in your program, do your best not to have a blind side. But just in case, you might have an equity warrior in mind within your organization who can serve as your left tackle. Be sure that position carries with it all the weight and power it deserves.

October 21, 2021

Did you know that recent research suggests the best teams are made up of both optimists and pessimists? Are you strategic in placing students together for team projects? Using tools in Y4Y’s STEAM and Project-Based Learning courses, and a strengths-based approach, consider how you can be intentional in your team building for the best creative outcomes, and how these lessons can also inform staffing.

Let’s start by identifying the strengths of both optimists and pessimists.

What can “optimists” bring to the table?

• Broader acceptance of information
• Flexible thinking
• Enthusiasm
• Relationship building
• Strategies for dealing with unnecessary negativity
• Energy
• A strength-based lens

What can “pessimists” bring to the table?

• Persistent pursuit of details
• Critical thinking
• Caution and planning
• Realism
• Strategies for dealing with disappointment
• Delight over small victories (even if it’s because they’re unexpected)
• Stress management

If you’re a frontline worker or site coordinator, you might be thinking about students in each of these categories. If you’re a program director (and again, site coordinator), you might be thinking about staff. To begin with, don’t worry that you might have labeled someone in your head as a pessimist. Instead, celebrate the strengths of that person, like the ones listed above, and keep those strengths in mind as you’re team building.

Building Those Teams

The research cited above says that when you group only optimists together, you might get amazing, big ideas, with very little thought as to how those ideas might carry challenges. Even if some of your optimists envision challenges, they may not voice them in an effort to always be positive and supportive of their team. By the same token, a team made of up of only pessimists can stifle each other. They may be less likely to have big, imaginative ideas to begin with, but even when or if they have them, they’ll be less confident about voicing them, for fear that their fellow pessimists will only poke holes in them. This is the basis for the theory that with some big-thinking optimists, balanced with some challenge-minded pessimists, the best outcomes can result.

Depending on how deep you are in recovery mode, ambitious design thinking STEAM projects or months-long civic problem-based undertakings might not be on your radar. But that doesn’t mean you’re not finding ways to group students for cooperative activities in your catch-up efforts. Today and going forward, you can think about how to group students (and staff) to allow for the most balanced groups (or teams) and the best outcomes. Grab tips from Y4Y’s

• Ice Breaker Activities list to better understand each student or staff member’s perspective on the world. A rousing game of “this or that” could do it!
• Selecting Student Roles for Group Work tool to reflect on how different personalities work best in different roles that need fulfilling. Brainstorm about what those roles might be for any given project or activity, and adapt this tool accordingly.
• Team-Building Activities list for ideas on how you can use a low-stakes environment to help a new grouping of students or staff find their collective rhythm.
• Group Discussion Guidelines to ensure that these conflicting approaches keep conversations respectful.
• Working With Groups Training Starter to train staff on navigating group dynamics.

Opposites attract. Yin and Yang. The good with the bad. Offense and defense. Language is rich with expressions that illustrate exactly what these researchers have discovered: We shouldn’t isolate ourselves from people who think differently from us if we’re to ensure balance and best outcomes. What a great message to send young people during an era of great division. After all, there is no “I” in TEAM.