June 3, 2020

At the intersection of 21^st CCLC programs and the U.S. census lives an ever-reliable old gent who goes by the name of DATA. By now you’ve discovered that “data” is in Y4Y’s top 10 list of favorite terms. That’s because it’s so important to advancing your program’s work. Likewise, long ago, when the U.S. framers wrote the Constitution, so important was the idea of collecting data on its citizens that the basis for the census was written into Article 1 of this founding document.

Surely our forefathers couldn’t have imagined what our country looks like today. The sheer numbers and diversity we boast, and the technological advances we’ve made, astound many of us who are actually living it! The U.S. Census Bureau has tapped into modern computational power to carry out the spirit of the law the founders intended — collecting, analyzing and publishing a variety of useful statistics and online tools.

Take the Census Bureau’s “Statistics in Schools” initiative, for example. Visitors to this online resource can learn how data from the census drives school funding nationwide. They’ll also find activities to help students understand statistics in general. Information compiled by geographic region can help students see similarities and differences between their region and other parts of the country. What areas have the highest average ages, or the lowest? How does the average family size differ by geography? There are many of these questions you can have fun exploring in person or virtually with your students. Your findings can be a springboard to meaningful discussions about social, cultural and economic issues that affect them.

As your 21^st CCLC program wraps up the current school year and looks to the next, you can also use the current census “buzz” to excite your staff about the power of data within your own program. If you have staff members who are new to data-based decision making and need an easy place to start, try introducing staff to the Three Types of Data you’ll needed in your program. Summer is the ideal time to improve training on this subject. Check out the Y4Y Training Starters on Data Collection and Logic Models as you put your team back together for the fall. Go even deeper with Y4Y’s archived webinar series, Telling Your Story Through Data: A Deep Dive Into Process.

Wherever you are in your quest for data, Y4Y has the tools you’ll need to look beneath those numbers and make your program the best it can be. Go ahead. Make data work for you and your students. There’s a 99.9% chance the U.S. founders would approve!

May 19, 2020

This famous quote by Aesop demonstrates the role of gratitude in our mental wellness. The times we’re living in might leave many of us with a heightened sense of worry, yet others are discovering the inner gratitude they feel just for having their basic needs met. Modern-day research supports Aesop’s theory! Gratitude is good medicine for both mental and physical health. Discover how Y4Y’s new course on social and emotional learning can help you take students on a journey to this point of wisdom.

At the heart of social and emotional learning are five skill domains that serve as a framework for developing positive, healthy habits throughout life. Let’s explore how gratitude plays a role in each.

Self-awareness is the skill of recognizing and being able to articulate your own feelings, strengths and limitations. Confidence and a growth mindset result from acquiring this skill. Only those with healthy self-awareness can gratefully measure their lives by its positive elements, viewing challenges as opportunities to grow.

Self-management is the ability to self-regulate your thoughts, feelings and behaviors. With successful self-management comes goal setting and the ability to work toward those goals. When that happens, even those gaps in success at feeling gratitude can be tackled head-on with mindfulness exercises that build a positive outlook.

Social awareness is the ability to take the perspective of and empathize with others, no matter how big or small their differences from you might be. At times it may be tempting to view the misfortunes of others through a lens of gratitude that we are not, ourselves, in their shoes, but this isn’t true empathy. You can help students and yourself discover true social awareness. You’ll know you’ve succeeded when the misfortunes of others move you toward compassion, and you view their successes and triumphs as cause for celebration.

Responsible decision making is the ability to make constructive choices about your personal behavior. This is where Aesop really got it right! How many mistakes in our lives might have been avoided if we felt that what we had was enough? This has financial, educational, professional and relational meaning. Of course, setting goals for improving your life in any of these arenas is not a sign that you lack gratitude. Rather, gratitude can be the well from which you draw the strength to envision great things.

Relationship skills speak to the ability to establish and maintain healthy and rewarding diverse relationships. Here, again, gratitude can be a crystal-clear reflection of how we really feel about the people in our lives. Some are there by choice, and some are not, but someone who has had a positive social and emotional education can learn to focus on the best in others. More important, their gratitude for others will nurture those relationships.

You’ll be well versed on how to thread social and emotional learning into your 21^st CCLC program once you complete the new Y4Y course on the topic. Until then, you can review Y4Y resources like the Delivery Methods for Social and Emotional Learning, the Social and Emotional Learning Implementation Checklist and the Social and Emotional Learning Activity Intentional Design Planner tools. Your students will thank you.

May 19, 2020

The ability read, write, speak and listen plays a vital role in helping us communicate and understand a full range of thoughts and emotions. Y4Y’s recent webinar series, “Literacy for Frontline Staff,” covers critical steps in arming your 21^st CCLC program with strategies for improving students’ language and literacy skills. The three-part series can be viewed in the Y4Y archive. Guest speaker Meredith Fraysure shares her experience as an elementary teacher, literacy-based STEM curriculum developer and 21^st CCLC program evaluator. Short on time? You’re in luck! Here’s a summary that hits the highlights.

Prepare for Liftoff

The afterschool environment has benefits and challenges in presenting literacy learning opportunities. Students may be mentally exhausted at the end of a school day, especially if they’re English learners, yet it’s the perfect environment for low-pressure, fun and engaging activities. Meeting students where they are and using a tailored, small-group setting is best.

Keep in mind that low-income students may have few books at home, and they may be exposed to a more limited spoken vocabulary than peers from more affluent families. Those who struggle with the basics of reading are less able to access academic content, and poor reading skills can also impact areas of living such as understanding basic health-related information. In fact, Ms. Fraysure says the greatest challenge for young readers is taking that step from “learning to read” to “reading to learn.” These concerns drive initiatives to improve student literacy. Building their skills and confidence inspires students to explore areas of interest and even passion, producing competent and knowledgeable citizens. Fostering a positive relationship with books that interest students is a good place to start.

Reading, of course is only one element of literacy education. Here’s a description of all four elements:

Reading is the process of simultaneously extracting and interacting with written text, and involves phonemic awareness, phonics, vocabulary, fluency and comprehension.

Speaking is the communication of thoughts and ideas.

Writing addresses how we structure language.

Listening refers to how we actively filter information and respond appropriately. Owing to the brain’s ability to effectively create white noise, this can be a greater challenge for some brains than others.

Always Start With Data

Data are at the heart of all you do in 21^st CCLC programming. You’ll look for quantitative data about literacy through statewide assessments and school-day assessments, including benchmarks, unit tests, reading assessments and progress monitoring tools. Without a doubt, your most successful activity designs will be well coordinated with the school day, especially around qualitative data about each student. Invite your students’ school-day teachers to share a list of student literacy needs and a “wish list” of supports your program might provide. To help you collect important needs assessment data, Y4Y offers tools such as a Literacy Focus Group tool, Comprehension Checklists and a Reader Questionnaire for Students.

To better understand the elements of literacy and reflect on what to assess, try these tools from the new Y4Y Literacy course: Developmental Stages of Reading, Literacy “I Can” Progression Ladders, Literacy Anchor Standards and Phonemic Awareness Continuum. You don’t need a background in literacy to use these tools or to help students improve their skills.

Let’s Get SMART

With your data at the ready, your 21^st CCLC program will develop literacy SMART goals. SMART stands for specific, measurable achievable, relevant and time bound. You’ll develop  goals that apply to the program on the whole, and a separate set of goals for the literacy activities that you’ll design. Use Y4Y’s Activity and Program SMART Goals tool to ensure that your goals are addressing the literacy needs of your students on the whole and day-to-day.

Keep these tips in mind as you design literacy activities based on your SMART goals:

• Building “reading stamina” is an important goal for early readers. Be honest with students about why it’s important, especially as they switch from “learning to read” to “reading to learn.” Studies show that just 20 minutes of independent reading each day, of a student’s chosen material, makes a tremendous impact on academic achievement.
• Your middle schoolers may already find themselves behind in reading, which means being behind in other subjects at school as well. Don’t ignore the social and emotional component of building reading skills. Now more than ever, it’s critical that students have a voice in what they’re reading. Fostering a love of books is one of the best things you can do for young people at this age!
• Reading aloud to students at all grade levels has importance when it comes to literacy. Listening, after all, is one of the four building blocks of literacy, and hearing books means a different mode of appreciating the way language is structured.

Let Your Activities Soar

Your next step is to design and facilitate literacy activities aligned to student needs. Use strategies to increase the time students spend reading and writing after the school day.

The Third Dimension

When intentionally designing literacy activities in an afterschool setting, consider three dimensions:

Logistics: Think about what your students’ needs and goals are. Then consider how to use available resources, time and space to address those needs and goals.  

Literacy elements: Decide which element of literacy – speaking, reading, writing or speaking – you’ll focus on during each activity. Most activities will involve one or more of these elements, and that’s a good thing!

Explicit or embedded instruction: Now we’re really cooking! Is your activity an academic intervention (meant to help students catch up) or an academic enrichment (where you have the luxury of helping your student get ahead)? Generally, intervention activities include explicit instruction, whereas enrichment activities tend to use embedded instruction. Let’s dive a little deeper into intervention vs. enrichment activities.

Intervention Activities

Let’s say your program has discovered that you need to help students meet individual academic goals. Your activities are going to be explicit, or in other words, designed specifically to target needs and teach the elements of literacy. For example, if you have students who struggle with decoding words and reading fluently, an intervention might be to set up four literacy centers that focus on high-need reading skills. These centers might include an online learning program, a small-group literacy game, an independent practice activity and a small-group instruction center. Students could rotate through these centers in very small groups, doing activities at each center that are designed explicitly to build a single literacy skill.

The keys to intervention activities? Explicit design and small groups.

Enrichment Activities

When your 21^st CCLC program is poised to enrich the academic achievement of students, you are more likely looking for activities with embedded literacy learning. This can often be done by adding one or more literacy elements to an activity you’re already doing.

Some examples of enrichment activities might be asking students to interview each other during snack time or allowing students to follow through on their voiced preference to start a newsletter that involves research, writing, and using an online platform to tell about your program.

It’s much easier to embed literacy components into large-group activities than it is to modify small-group activities. If your program is more geared toward enrichment, you likely focus your attention on large-group activities already. If your program logistics don’t always align perfectly with students’ literacy needs, don’t lose sight of the fact that even small gains matter in the lives of the students who need them the most. Check out Y4Y’s Embedding Literacy in Enrichment Activities Training To Go for ideas and guidance on training staff.

Do I Have to Read the WHOLE Book?

Ms. Fraysure shared some of her favorite large-group, embedded learning activities around single chapters of favorite children’s books. This best practice entices students to finish books on their own after they’ve had a taste of a story — especially when they’ve become invested through the chance to do something fun. One example is to have students read Chapter 19 of Roald Dahl’s “Charlie and the Chocolate Factory.” Ms. Fraysure asks students to visualize the elaborate machinery described when the characters first enter the candy-making room, then build their own “Rube Goldberg” machine. We’ve all seen a Rube Goldberg machine: they’re those multi-step contraptions that use a complicated process to perform a simple function. Using only items found in the room, students can employ concepts of science, technology, engineering and mathematics (STEM) as they work collaboratively and dive into all four elements of literacy with this fun activity.

On a smaller scale, younger students might look at Dr. Seuss’s “Sneetches” and present their ideas on how the machine might be applying stars to the bellies of these memorable characters. To illustrate how creatively children can think, Ms. Fraysure shared that one of her students proposed that the machine, in fact, is uncovering existing stars!

BDA

The before-during-after (BDA) framework is a great tool to keep in mind as you intentionally design reading activities. Check out Y4Y’s BDA Lesson Planner for practical steps to meet the objectives of making predictions, learning new vocabulary, demonstrating comprehension, participating in discussion, responding to text in a meaningful way, and developing work skills through collaboration and listening to others.

More Ideas for Literacy Activities

• Check out Y4Y’s Guided Oral Reading Tool to improve students’ fluency.
• Stage a readers theater. Speaking is an often-overlooked literacy skill, especially in younger students.
• Use fun repeated reading exercises such as trying out different voices.
• Arrange a writers workshop to hone skills in prewriting, drafting, revising and editing, and publishing and production.
• Journal! Let students start out with pictures that help them develop the practice of communicating their thoughts and feelings, then work their way up to a broader use of language.
• Use rich language to describe a painting or a piece of music with no lyrics.
• Write a reflection on a science experiment.
• Have students talk about how they used math in their everyday lives the previous day.
• Do you have a mix of native English speakers and English learners? Build confidence through hands-on activities that help level the playing field, allowing them to pair with each other if they’d like so that they can better communicate in a team project.

You don’t have to totally revamp your 21^st CCLC program or become a certified English language arts teacher to be successful at improving students’ literacy skills. You can accomplish a lot if you’re willing to scaffold learning and support the school day. If you’re trying a new strategy, don’t be afraid to ask for instructions to be simplified to be sure you’re implementing right.

Nail the Landing

To “nail the landing” in your literacy routines and activities, there are three things you can do: engage families in literacy, implement literacy activities with fidelity, and assess the impact of activities.

An Engagement in the Family!

You’re all too familiar with the barriers families face in engaging with your 21^st CCLC program, yet we know how critical program engagement is to getting families’ support at home too. Parents and guardians might have limited access to transportation, multiple jobs, cultural or language barriers, younger children to care for, socioeconomic concerns or even their own scars and lack of confidence around literacy. To overcome such barriers, be consistent but accommodating and flexible in your expectations, and work to build trust with students’ adult family members. Don’t forget that adults like to have fun too!

One great family engagement idea is to host a grocery store scavenger hunt with sponsorship from a local merchant. Families get a clipboard with a list of inexpensive items that the store could donate as charity to your program. Maybe the items are presented in simple riddle form. Throw in some math, asking how much it would cost to buy three pounds. What would your total be at the end? The whole family activity takes less than an hour, but families come away with a better understanding of your role in their child’s life, quality time spent with their child, and maybe some free food. Some programs have developed partnerships with supermarkets willing to provide program snacks through the year.

How about a Living Wax Museum event? First, students research a public figure, past or present, and take notes so they can portray that figure in a Living Wax Museum. When the event starts, students “get into character” and take positions around the room. Families move from student to student, asking questions about the character each student portrays. It’s an opportunity for students to read, write, speak AND listen!

Themes are always winners. Camping, a picnic theme, or a cultural fair that celebrates the different backgrounds represented in your program all offer opportunities to have some fun and engage families.

Ms. Fraysure offered clever solutions to common barriers to successful family engagement. Are parents heading into second-shift jobs at pickup time? Try a before-school breakfast (with support from your grocery store partner). Another idea is to engage parents on their “home turf” by starting a lending library. Each week, a student takes home a different bag with a book and journal inside. Families are asked to read it together and jot down what their family discussed about the book. Or you could offer a “How It Works” seminar for families, perhaps given by a community college partner, to explain the literacy tools your program uses and how they can impact students’ lives.

Measure Your Success

The success of your family engagement efforts needs to be measured just like your in-program efforts. Walk around at events and get a sense of family response, directly and indirectly, by asking and observing. Do you see an increase in engagement at pickup after an event? Watch for signs, big and small, that you’ve earned families’ trust. Don’t forget: Y4Y offers customizable tools that can help, like the Family Engagement Follow-Up and Supervision Checklist and Family Satisfaction Survey.

Speaking of Measuring…

How will you know if you’re you implementing your literacy programming with fidelity? Keep those program and activity SMART goals close at hand throughout implementation. Be sure to “read the room” along the way, communicating consistently with your site coordinator or program director, especially when you’re trying something new. For the program to succeed, YOU need to believe in it too, which you will if you have a voice.

Fidelity has four measures:

• Adherence – Did you follow the steps of the activity design plan?
• Dosage – Did you spend as much time on the activity as was intended?
• Engagement – Did the students fully participate and show interest?
• Delivery – Did you engage students enthusiastically and guide them appropriately?

When you know going into an activity that these are the ways success is measured, you have a higher chance of implementing that activity with fidelity. Here are three additional strategies that will ensure that you successfully meet your program and activity SMART goals: (1) Create a decision-making process to guide your implementation. (2) Establish evaluation routines so that you’re making real-time observations and adjustments as needed. (3) Create guidelines for families’ progress — because 21^st CCLC programming is a true success only when families play a big role in your outcomes.

Y4Y’s Implementing With Fidelity Guide is the perfect resource for addressing the right questions as you implement literacy activities in your program. Also check out the Continuous Improvement Planner to stay true to your SMART goals. Finally, be sure to check out the Discussion Board created for Y4Y’s three-part virtual series on literacy, where many more links and resources are housed.

May 19, 2020

Gratitude, put simply, is thankfulness in your heart and mind — a sentiment that often leads to a desire to give. We see this everywhere today. People, including students, want to give something back to those who are doing the most. Frontline medical professionals and grocery workers are receiving an avalanche of gratitude through signs and songs, ad campaigns and social media blitzes. How can 21^st CCLC programs “give back” right now? One answer: citizen science.

Citizen science is a form of crowdsourcing in which everyday people give their time and energy to help scientists conduct real science experiments that could make the world a better place. Check out Y4Y’s Citizen Science course to learn how to incorporate citizen science into your afterschool or summer program. The course will inspire you to use virtual learning to get your students started on a meaningful adventure in learning and giving.

There are many resources on the internet to connect your students to global citizen science projects. Currently at the forefront of people’s desire to give back is how they can help combat COVID-19. Citizenscience.org compiled a number of resources and suggestions on how to contribute. The University of California, San Francisco is performing a citizen science project around the disease. They’re asking for adult participants, so this is a great way to engage families.

Concerned that this topic might be too much for your younger students? Never fear! There are many citizen science projects to choose from. Zooniverse asks volunteers to observe animals in the wild. Scientists have developed an online game to speed a cure for Alzheimer’s Disease. Scistarter.org (website may not load in some browsers) has a searchable bank of projects, many of which are feasible during quarantine.

Y4Y course tools that may be of great use while you’re interacting with students virtually include the Student Engagement Tips for Grades K-12, More Citizen Science Resource Links, and the Family Participation in Citizen Science tool. One of the most important things you can do for students is give them opportunities to contribute. Citizen science is an ideal way to do just that.

May 19, 2020

If you work in a 21^st CCLC program, you give of yourself daily for the noble purpose of helping young people reach their full potential. With widespread school closures this spring due to COVID-19, you kept giving — calling and texting students to check in, creating activity kits for delivery with school lunches, hosting Family Fun Hours and virtual story times online — while trying new ideas and technologies to keep students engaged. Decades from now, many will have good memories of a difficult time because of your efforts.

But there’s one thing you might not be doing well: Taking care of yourself. Y4Y shared a few tips for self-care during an April 1 webinar on supporting staff and families during school closure when you’re working from home:

• Stay active (mind and body).
• Get dressed each day.
• Eat healthy.
• Get plenty of sleep.
• Connect with others.
• Make time for yourself.
• Be realistic.

At first glance, these ideas might seem pretty basic. They are! In fact, they’re the “infrastructure” of self-care. But just because something is basic doesn’t mean it happens on its own. The basics deserve your attention, and you deserve the basics.

If the idea of taking a day or an hour for yourself seems foreign, here’s something to keep in mind: Just because it’s called “self-care” doesn’t make it “selfish.” In fact, the opposite is true. If you allow yourself to become depleted, you won’t be able to support others.

Give yourself the gift of time. It’s the gift that keeps on giving.

Tip: Check the Y4Y Discussion Board for the April 1 webinar and click on “How to Practice Self-Care” for a graphic that will remind you to let go of the things you can’t control, like predicting what will happen or the amount of toilet paper at the store.