April 20, 2020

On March 12, Y4Y hosted a Showcase webinar to spark ideas around the ways 21^st CCLC programs can advocate for student wellness. This idea has all-new meaning in light of the pandemic currently gripping the nation. The webinar synopsis below will get you thinking about wellness when your program reopens. It also includes resources you can share with families to support exercise and wellness right now, even though you’re not meeting in person.

The U.S. Department of Education’s Y4Y Technical Assistance team was joined by the following specialists in this field:

Daniel Hatcher, Director of Community Partnerships, Alliance for a Healthier Generation

Carri Russell, Social and Emotional Wellness, Boys & Girls Clubs of the Tennessee Valley

Jordana Lorenzo, LMSW, Program Manager for Healthy Schools and Community Programs, Alliance for a Healthier Generation

Heather Erwin, Ph.D., Department Chair and Professor, University of Kentucky, Department of Kinesiology and Health Promotion

One in three children in the U.S. is overweight or obese. Y4Y recognizes that promoting well-being and success in life demands a “whole child” approach. An important way afterschool programs can help students meet academic standards is by increasing engagement in physical health. Studies demonstrate that maximizing physical activity, not just in designated gym or recess times, but also throughout classroom time, improves academic performance. What can your 21^st CCLC programs do?

• Promote exercise and healthy food choices in ways that are fun and engaging.

• Build quality health and recreation activities specific to your students’ needs.

• Integrate movement into your current program without sacrificing academic goals.

To facilitate these goals, the webinar

• Identifies resources for national standards on healthy eating and physical activity.

• Shares best practices for effective activity facilitation.

• Discusses how to promote healthy behaviors through your program schedule.

Let’s Dive In

The Alliance for a Healthier Generation offers a health index and an assessment tool specifically designed for afterschool programs. This is the place to start thinking about what your students need, which might be very different from a program in another region. Here’s a great opportunity for student choice! Y4Y’s Elementary and Secondary Student Interest Surveys can be customized with a range of activities that will keep your students moving. Don’t assume all boys love basketball and all girls love to dance. Connect with the school-day gym and classroom teachers and counselors to play off what they already know works and doesn’t work to get your students moving.

In It Together

The Alliance and many successful programs they serve take the approach of the “whole school, whole community, whole child” model, which ensures there’s an entire team behind your efforts. Ms. Lorenzo described a healthy afterschool initiative in South Florida made possible through a partnership between the City of Miami Gardens, a community organization called Concerned African Women, and afterschool programs. Currently 30 sites are participating, and there are plans to expand. The site faces the usual program challenges like staff turnover. But sustainability, wellness and solid training are built into the organization to handle these challenges seamlessly. With the goal of teaching kids to grow up healthy, sites each receive a budget of $3,000 for what they need most, whether that’s more nutritious food or space to move, for example.

Lucky for your 21^st CCLC program, you don’t have to do a lot of guessing at what kind of goals are realistic around wellness. In 2011, the YMCA of the U.S.A., the National Institute of Healthy Out-of-School Time and the University of Massachusetts at Boston partnered to develop the Healthy Eating and Physical Activity (HEPA) standards. The four content areas of these standards are quality, staff training, program support and environmental support. Guidance is offered on how to measure and improve your efforts.

Healthy living is a goal for the long haul, and staff can model that by not being daunted by setbacks or slow progress. Teach students that incremental goals are meaningful and that positive changes, however small, are a victory. Practitioners have been delighted to discover the huge impact that initiatives around lifelong wellness have had, not just on students, but also on staff and parents. Adults show they’re taking seriously the responsibility to support students’ learning and suggestions by making their own better choices.

An effective community framework is set up and maintained through a steady stream of positive messages at home. Keep that multigenerational goal in the forefront of your mind and your planning. You know your families best: What kind of simple recipes or activity ideas can you send home to reinforce your program goals? Establishing this consistent information stream will be all the more valuable during school closures. Don’t forget that social media platforms can be a great place to get families engaged and keep them engaged. You can centralize your communications and celebrate individual and group achievement. It’s also a good opportunity for your partners to watch your program shine! Those relationships may need leveraging from time to time, so a running advertisement of your success is a helpful tool.

In fact, partnerships are key when it comes to wellness initiatives. Mr. Hatcher mentioned a STEAM program in DC that’s hosted by a children’s hospital and implemented by local libraries. A program in Ohio partnered with a hunger alliance. The Alliance for a Healthier Generation developed a set of healthy out-of-school roadmaps aligned with national physical fitness standards, one of which focuses on building program and social supports in the community. Make local experts your friends, such as professionals at the health department. They probably need your program as much as you need them, and can get you in touch with even more great professional resources in your area. Y4Y’s Strategic Partnerships course offers even more ideas on identifying community partners and recruiting them into your program.

Experts Agree

Dr. Erwin researches and teaches the practice of maximizing physical activity in our youth. She advocates for all student programs, including school-day academics, to carve out time for students to play games or engage in some form of physical activity. The benefits are undeniable. A well-known study encouraging at least 60 minutes of physical activity each day, with aerobic exercise three of those times each week, demonstrated participants had a reduction in diabetes and cancer, strengthened muscle and bone, and better overall mental health.

Studies have shown that intermittent physical activity also improves information retention and attention. Students who are coming to school healthier are in a better frame of mind to learn. A new initiative shows that walking while learning content has yielded positive results. And a benefit of free play is the development of social skills. These are all great arguments to keep kids moving.

But how can programs find the time in an already jam-packed day? Talk with school-day teachers about ways to incorporate physical activity into what they’re already doing. They might make content homework an active assignment. Even if not assigned that way, afterschool programs can have students do their homework actively. For example, they might use a standing desk, sit on a stability ball or take frequent activity breaks. Another possibility is to make interactive lessons require a physical response, like “jump up whenever the teacher mentions the name of a continent.” Students could stretch into geometry shapes with their bodies, or act out different learning about animals. Teachers and staff can be creative with transitions — for example, by taking a longer route or performing a crazy walk.

Physical activity is a must for marketing your program to your community. Not only are families eager for their children to get their wiggles out, but you may be in competition with sports or other programs that keep up with your students’ energy level. Don’t think of incorporating physical activity into your program as a barrier. Simply make it part of the culture. Soon, finding ways to effortlessly keep kids moving will be second nature in all your planning. Dr. Erwin urges professionals to work smarter, not harder.

More Success Stories

As Director of Social and Emotional Wellness at the Boys & Girls Club of Tennessee Valley, Ms. Russell presented her thoughts on what matters most when incorporating healthy practices into your 21^st CCLC program environment. She said centers need to emphasize teamwork, persevere, put relationships first and model self-control to be successful. Some crisis management will always go into afterschool programs. Just remember to support kids every day, and the tough days won’t seem so tough.

How can sites support their staff members around building social and emotional skills in students? “Ready Set Action” through the Pear Institute is one example. This Harvard-designed program is offered in one-hour increments to make it easy for staff to help students design a healthy life for themselves. A typical session includes check-ins to gauge students’ highs and lows, maybe using simple physical action to express those highs and lows. Then, students engage in fast games where they incorporate teamwork and problem solving, all of which reinforce focus and self-control. Soccer for Success is another resource that offers great ideas, like Circle Up – an activity that emphasizes team-building opportunities. A cool-down might include shaking up a jar of glitter in water and watching it settle to the bottom — reinforcing the mind-body connection. Resources like these build in mindfulness and arm students with the coping skills they’ll need in school and in life.

The Boys & Girls Club has discovered that being active together and feeling good together nurtures relationships. Students can further build their confidence by taking a leadership role, however small, in their afterschool activities. The broader the approach to physical activities, the more likely programs are to give each student an opportunity to shine. Not everyone will view themselves as athletes, but with the right mix of activities, different and perhaps unexpected leaders can emerge.

Learn more about this program and the resources they use at the Boys & Girls Club website.

Support Your Staff and Students

Be sure staff members are equipped with the skills and knowledge they need to run activities effectively. For example, do they know the rules of the sport they are supervising? Institute routines for consistency, such as rules about student help with cleanup. Offer activities that are fun for staff as well as students — enthusiasm is infectious! Consider providing staff with the modifications and adaptions in advance that will allow ALL students in your program to be successful. Try something new, even if it means modifying for one or all students, like having everyone do seated yoga or volleyball to accommodate a student with a disability. The National Center on Health, Physical Activity and Disability (NCHPAD) is an invaluable resource if your program is looking for ways to be more inclusive. When offering student choice, bear in mind that a list of activities to choose from as opposed to open-ended suggestions means you can be thinking about possible modifications and have them at the ready. It also allows for variation in the physical fitness of your students. Around that central concern of childhood obesity and fitness, a real consideration may be students who are uncomfortable participating in physical activities. Remember to start small. Focus on wellness, not weight. Getting up and getting moving is task number one.

Staff retention is greatest when you set staff members up for success, and ensure positivity and enjoyment. Work with them to define healthy choices for themselves, and empower them to convey that message to students. Everyone’s load can be lightened when students are asked and expected to interact in a substantive way. Never assume students are too young to have responsibility or to be leaders. Rather, responsibility makes tasks more meaningful to them. The positive climate you’re building will carry over to family engagement.

Encourage and support self-care among your staff. You might ask them to take turns bringing ideas about self-care to the group, or hold staff meetings outdoors or have a walking meeting if weather and circumstances allow.

The Audience Speaks

Participants in the webinar were asked, “How are you incorporating healthy eating into your programming?” Popular ideas included planting gardens (which inspires students to participate in the process of growth and fosters an attraction to healthy, fresh food); partnering with local grocery stores, farm-to-table restaurants, or farms; food festivals with donated produce for students and families to sample; and cooking demonstrations and activities.

When asked “How has your program modified activities to increase student participation?,” webinar participants’ clever responses included having older students design an activity and then teach it to younger ones; offering different expertise levels for activities and letting students select the level at which they feel most comfortable participating. Hands down, the most common response was simply “Provide student voice and choice!” Check out Y4Y’s customizable Student Interest Survey to make sure student voice is heard loud and clear. 

March 18, 2020

It doesn’t take a microscope to find good summer STEM programming ideas at Y4Y. Perhaps you wanted to attend Y4Y’s Summer STEM webinar series in January but simply couldn’t fit it in your schedule. Well, don’t worry: Y4Y recorded the entire series with you in mind! It guides 21^st CCLC program directors and practitioners through nine steps to plan ahead for a summer filled with enriching, engaging, real-life opportunities for students. Making sure young brains stay “turned on” during those “off months” while school’s out will help them retain what they’ve already learned — and provide new experiences for students to build on when school starts up again.

The webinar series has three objectives: (1) Engage in the steps for planning, designing, implementing and assessing a summer learning program; (2) Develop strategies to implement components of a successful science, technology, engineering and mathematics (STEM) program; and (3) Identify Y4Y resources that assist with STEM in summer learning.

Providing summer enrichment experiences is especially important to students from low-income families served by 21^st CCLC programs. With each year of education, there’s a growing gap in learning between students from lower-income families, who often have limited access to enriching experiences, and their middle- and higher-income counterparts, who usually have more opportunities to visit libraries, museums and interesting vacation locales during out-of-school time. Those with more opportunities are less likely to experience a loss of academic skills and knowledge (sometimes called the “summer slide”). The impact is seen not only in students’ reading and math scores, but also in their future career interests and prospects. In fact, only 16% of graduating U.S. seniors are proficient in math and have an interest in a career in STEM.

In addition to closing learning gaps and reducing the summer slide, 21^st CCLC summer STEM programming has the power to truly inspire excitement in STEM areas by offering hands-on, authentic learning opportunities free of the time constraints that classrooms operate under. Activities that are real, active and local will be most meaningful to students and carry the longest-lasting benefits.

Y4Y’s Summer STEM webinar series will stimulate your thinking about what’s possible and how to plan for it. For example, you’ll be asked to draw a simple figure to represent each of the STEM areas (science, technology, engineering and mathematics). Webinar leaders explain that this activity mirrors how you can set students up for success by meeting them at the most elemental level of STEM understanding, and building from there.

The webinar walks you through nine crucial steps to intentional program development:

Step 1: Build a Program Team

Now is the time to think about how best to use the staff you currently have, and where you might consider making additions to your program for the summer. Keep communication the centerpiece of your staffing as you develop programming and clarify roles and expectations. What new partnerships can be forged to fill remaining or anticipated holes in optimal STEM activities? A great tool to use during this step is the Y4Y Program Team Communication Process Form.

Step 2: Assess Needs and Map Assets

A needs assessment will always bring you right to data’s doorstep. Remember the universal 21^st CCLC data sources: school-level data, student-level data, and student voice and choice. Reflect not just on the data, but also on what could be behind it. For example, if school-level data show a considerable disparity in state assessment scores among ABC Elementary third-graders, does a break-out show that one classroom outperformed others? If so, that classroom teacher may be the perfect resource to help you develop summer STEM activities to close learning gaps. With student-level data, review the Next Generation Science Standards to gauge where your students are. Use this as your starting point to meet them with summer STEM activities. Finally, don’t forget those student voice surveys, available in Y4Y’s 21^st CCLC Data Tracking Packet. Knowing how to tailor projects to student interests is the best insurance policy for engagement.

Step 3: Set SMART Goals

Be sure to consult your school-day sources on the sorts of growth benchmarks they use so that your SMART goals are consistent with your data. To brush up on SMART goals (that is, goals that are specific, measurable, achievable, realistic and time bound) see Y4Y’s Activity and Program SMART Goals tool. Summer offers a lot of latitude in planning activities, and you’ll be off to a great start when you align with students’ school-year STEM learning and build from there. Make the most of the elbow room and reach for the stars. Don’t forget the Y4Y 21^st CCLC Data Tracking Packet to help you bring student voice and choice into your goal setting.

Step 4: Logistics: Map Your Resources

Bring all your assets to the table and think about what you can achieve. What does your schedule look like? What does your facility look like? What materials are at your disposal? What about current and potential partners? What does “STEM-expert staffing” look like, and what changes can or should be made now while you have the luxury of (a little) time? A good thing to keep in mind around resources is back-up planning. If you suddenly don’t have access to the usual space, is there somewhere else you can still carry on the day’s activity with just a few tweaks? Outdoors can be a great option in summer, depending on where you’re located. What about substitute materials? And is there good cross-team communication in case you have to make staffing substitutions? Take all of these factors into consideration as you do your logistics planning.

Step 5: Intentionally Design Activities

Time to get creative! First, you may want to give thought to the best framework for your STEM activities. Does a club structure make sense? Theme weeks? A party planning format? Next, remember those key elements of activity design: real, active and local. Many colorful resources are available to help connect students to STEM principles. For example, computational fairy tales relate familiar stories to computer science, which can whet students’ appetites for STEM learning. Check out the Learn More Library in the Y4Y STEM course, especially resources like Get the Math that draw a clear relationship between real-life activities and numbers. Y4Y’s STEM Activity Center Planner and STEM Program Goals are good tools to get you thinking about other activity structures and types.

Step 6: Motivate, Engage and Retain Students

Over time, your program will build a reputation, which will help you draw in more students each year, but getting a strong start can be challenging. For summer STEM programs, especially, keep in mind that attendance may not be mandatory, and student buy-in is crucial. Teacher referrals are a great place to start, but you can also ask current and prospective students to help recruit their friends. This way, they’ll feel a commitment to each other in attending. Expand on that principle by giving students voice and choice in your planning of activities to give them a sense of ownership, and offer them leadership roles throughout the summer. Finally, the foundation of any strong 21^st CCLC program is a positive learning environment. Y4Y offers a brand-new course on how your organization can leverage all aspects of positivity to energize students and staff.

Step 7: Engage Families

A summer STEM program may be a unique opportunity to engage families in new and exciting ways. You know the challenges such as scheduling, transportation and language barriers that any 21^st CCLC program may face. Y4Y’s Understanding and Overcoming Challenges to Family Engagement tool can walk you through solutions, with flexibility at the heart of your efforts. Moving into the realm of proactive engagement in summer STEM could include take-home experiment kits, having families upload photos of their in-home experimenting, or skill-based or enrichment group events that build on the whole family’s understanding and excitement about STEM, such as a STEM-focused game day. Solicit input and leadership from parents throughout the program to expand their sense of ownership. Guest speakers from any job or profession — whether they’re retail cashiers, restaurant managers, bricklayers, nurses, lawyers, electricians or sanitation workers — can provide firsthand examples to show how STEM basics impact every job and every profession.

Step 8: Celebrate and Reflect

Celebrations can and should be an ongoing part of any 21^st CCLC program. You might highlight a learner of the week, month or summer. Naming a family of the week, month or summer could encourage family engagement and boost student excitement for their STEM learning. A culminating event allows any program to end on a high note, and a summer STEM event could be extra special. Offer students the chance to put on a science fair or tech expo, stage a good old-fashioned barbeque, or maybe some combination with STEM-focused, carnival-style games. Broaden the tent and get those partners involved!

Step 9: Assess and Continuously Improve

Good analysis is key to the continuous improvement cycle, so be sure to consult solid resources as you strive for the best in your program. Special education teachers excel at offering a myriad of growth metrics to determine student progress. Y4Y’s STEM Follow-Up and Supervision Checklist will help you focus on special staffing considerations for summer STEM initiatives, and Y4Y’s customizable Activity Observation Checklists will help you examine and fine-tune activities. Above all, collect as much feedback as you can from your participants and families because program improvement depends so much on shared ownership.

January 22, 2020

Fifty years ago, Mary Poppins advised that a spoonful of sugar helps the medicine go down, and vitamin manufacturers took note. Before you knew it, kids were clamoring for their daily dose. Y4Y’s recently archived webinar, “College and Career Readiness (CCR): Elementary” explores benefits and practical ideas in introducing elementary students to planning for their futures. But the sugar and bright coloring in this arena is, quite simply, playtime!

You don’t need to think of CCR as something that demands dedicated time and resources. Rather, like a multivitamin, a CCR framework can be a tidy way of bringing together current program initiatives like literacy, STEM, social and emotional learning, and more. Here’s an overview of the kinds of structured thinking you can apply to your intentionally designed activities to start preparing young students for their future careers.

Stepping Stones: What’s the Connection?

Since elementary students love to imagine themselves in various adult roles, 21^st CCLC programs are the perfect place to infuse the structure that will convert natural playtime into visible stepping stones to future careers. Y4Y offers a Career Station Planner, for example, to get those creative juices flowing. Studies show you’ll improve engagement when students can see how their learning builds on what they already know. Your job is not to push all seven-year-olds toward college, but to open their eyes to limitless career options, and to the types of skills and knowledge (stepping stones) they can gain along the way to make each option a reality.

Three goals should drive your intentional CCR activities for elementary and middle school students: connecting academic learning to higher education and careers, expanding student options and awareness of career options, and encouraging 21^st century thinking skills. How do you think? What do you know or not know? What steps or actions are required? These are questions you can ask and explore with your students.

Employability Skills: Plays Well with Others?

The U.S. Department of Education has established nine critical skill areas for employment in any field. These skills are an important component of CCR. It’s never too early to be thinking about how growth in each of these can be woven into 21^st CCLC activities.

Effective relationships:

• Interpersonal skills: Give a less-than-natural leader a quiet leadership role, such as writing out rules for a new board game.
• Personal qualities: Call out the value of honesty and propose that a specific student be named the banker in a game of “town.”

Workplace skills:

• Technology use: Can the program’s computer be used for some new application?
• Systems thinking: Empty your desk or cubby and reorganize!
• Information use: Take five fun facts about dogs and suggest a new product.
• Resource management (time, money, materials, people): Build a five-layer pyramid using all the clay in front of you. How much is needed for each level?
• Communication skills: Charades!

Applied knowledge:

• Applied academic skills: What did you learn in math today, and can you think of how you might use that lesson at the grocery store this weekend?
• Critical thinking skills: Name some things a teacher, a firefighter, a doctor, a postal worker and a car salesperson have in common in their jobs.

Flavors of Activities: Grape, Cherry or Hands-on?

Now that we’ve reviewed some of the elements of possible 21^st CCLC activities that could be structured to get young students thinking about future careers, consider to what degree the activity engages students. Time, student needs and abilities, and resources will demand that all of the following levels of engagement be incorporated into your program at different times:

• Awareness: These activities are simple exposures to possible careers and educational paths. They help students connect academic learning to possible applications. This could be an introduction to various mentors and role models. For example, you could invite a local physician to be a guest speaker. You might ask her to talk about what it’s like to be a doctor, to share her experience with schooling, and to explain that there are many different specializations within the medical field. Check out Y4Y’s Awareness Activities tool for more ideas.
• Preparation: These activities develop goals and outline steps to accomplish those goals, such as completing paperwork or practicing life skills. One example might be a show-and-tell career day that includes costumes. Students could be given a writing assignment that mimics the work, such as a scientist’s lab report or an attorney’s closing argument in the case of the missing jelly beans. Check out Y4Y’s Preparation Activities Planner to get started.
• Exploration: These activities go beyond awareness and preparation activities to offer students more independence and a deeper exposure to careers in their areas of interest. More important, exploration activities start to connect student interests (such as sports, being outdoors or “becoming rich”) to a wealth of career options. One example might be touring a science lab and interviewing people in various job roles in that facility. For older students, be sure to consult Y4Y’s Exploration Toolkit (Grades 6-12).

Bring Those Partners Along

Families will play the crucial role in CCR activities that they always do in 21^st CCLC programs. Offer families tips on exposing their young students to career options. Survey parents on their child’s interests, however unrelated to career options they might seem. Your parent base is always the best place to start for professional examples. Students’ family members may welcome the opportunity to demonstrate that skills and knowledge are needed in every job. Next, reach out to the community, bearing in mind that some of your students may not have access to professionals in STEM or finance careers, for example. Partners in institutions of higher learning, whether universities or trade schools, can help connect students’ favorite playtime activities to real careers.

Career Counselors à Gogo

Who knew when you signed up to work with elementary students in a 21^st CCLC program that you’d be adding “career counselor” to your job description? Besides Ms. Poppins, be sure to get advice from Y4Y’s CCR Train Your Staff materials around building college and career readiness, engaging families and planning age-appropriate activities. You may not staff magical nannies, but as a well-trained team, you’re sure to create a happy head start for your students.

August 9, 2019

Summer is the season for veteran and new grantees alike to ascend to 30,000 feet and take a broad view of their programs. On the heels of the U.S. Department of Education’s 2019 21^st CCLC Summer Symposium, where leaders from 50 states gathered to move this exciting profession forward, here are “big picture” questions for all grantees to address:

Does your program vision statement reflect the sharpening focus on social and emotional learning? Social and emotional learning and building positivity among youth are high-priority areas for many 21^st CCLC programs. How might a subtle revisiting of your vision statement trickle down to other components of program management?

Is collaboration the heart and soul of your program? You value the voices of your community partners and stakeholders at the planning table, but does your program provide students with ample opportunities to practice collaboration? The ability to collaborate with others is increasingly regarded as a valuable tool for professional success. How can you accommodate this skill-building priority?

Are you an experienced grantee starting a new program? You know better than most that out-of-school time programming is growing and evolving as a professional field. Refresh yourself on managing a 21^st CCLC program from the ground up, and catch up on the latest regulations and wisdom around successful programs by attending the New Leaders Virtual Academy described below.

Are you a new grantee who’s worried about the deafening silence at 30,000 feet? Y4Y has a wealth of resources to help you maintain radio contact with experienced peers. Beginning August 13,  the New Leaders Virtual Academy will offer a live series of five interactive webinars to walk you through the crucial steps of program development, breaking down each step into manageable tasks. A certificate of completion for the Academy will be offered to those who attend the series. More important, you’ll emerge with a road map of available resources, connections to veteran professionals in the field, answers to your burning questions, and, best of all, companionship with fellow newcomers on the “new grantee” journey.

Whether or not you participate in the Academy, you can begin orienting yourself with the basics anytime. Budget three to four hours to take the Y4Y Introduction to Managing Your 21^st CCLC Program course and explore some of its tools, like the Project Management Graphic Organizer and Managing Your 21^st CCLC Program Diagram. If you don’t have a management background, these resources will give you a foundation in standard project management processes and help you manage critical tasks relevant to 21^st CCLC programs. You can also review the 2018 Y4Y Virtual Institute for New 21^st CCLC Grantees. This series of archived webinars is a great primer. Rest assured that the 2019 Academy sessions will be archived on the Y4Y website this fall.

Make Y4Y your partner in learning!

June 18, 2019

Could a few minutes of forethought now prevent hours of stress later? When it comes to planning the start-up of a new program year, the answer is YES! These quick tips will help you prepare now for a smooth re-entry this fall.

To avoid the last-minute hiring scramble:

• Prepare job descriptions. Have job descriptions ready in advance — especially if you’re looking for certain skills or expertise. Y4Y’s Sample Human Resources Packet has sample job descriptions and templates for inspiration.
• Keep a list of potential candidates. Maybe you’ve encountered an enthusiastic summer intern from the local college, a community volunteer with a knack for teaching young children, or a retired grandparent with experience in youth development. Keep a list of names and contact information. You can also ask program staff, school personnel and others for recommendations.

To avoid the “oops-I-wish-I’d-planned-a-staff-training-on-that” syndrome:

• Look back. What training topics would have benefitted staff last year? What topics should be repeated? Put those on the list for this year.
• Look forward. Will you have several staff members who are new to the 21^st CCLC program? Do you plan to use project-based learning or another strategy for the first time? Add essential topics to your list, then check on available training, resources, and expertise from the school and community, and from Y4Y. If you’re a new 21^st CCLC grantee, take a look at Y4Y’s virtual professional development series for new grantees.

To avoid starting the fall without the partnerships you want and need:

• Make new friends. Piggyback on community events to connect with potential partners who have the right kind of expertise, skills and resources to fill gaps or support new initiatives. Be ready to “make your ask” by clearly stating how partnering can benefit the partner as well as the students and families your program serves.
• Keep old friends. Strengthen current partnerships by expressing appreciation, providing support, and refocusing time and effort as necessary to make sure all parties are satisfied with the partnership arrangement. See Y4Y’s Strengthening Partnerships course for ideas.

To avoid the letdown of targeted students not enrolling:

• Include success stories in outreach materials. Name potential benefits to students and their families, and include real-life examples whenever possible. Feature recent activities and successes, with quotes and photos from students’ families (with their permission, of course). Let your program’s inclusive culture, areas of expertise and concern for individual growth shine through! See Y4Y’s recent Showcase webinar for ideas and tools for effective communications and outreach.
• Team with the school to personalize invitations. If you know certain students would benefit from your program, enlist help from the school staff. Teachers and counselors who’ve established trust with students and their families can help recruit students and steer them in your direction.

Could a staff member or volunteer help with some of these tasks? Enlist their help right away. Taking time this summer to plan and prepare for fall can give your program (and your spirits) a rocket boost!