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Glossary
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100 chart »
A 10-by-10 grid with the numbers 1 to 100 printed in the squares.
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21st CCLC Program »
The short name for the Nita M. Lowey 21st Century Community Learning Centers Grant Program, a federally funded program that supports the creation of community learning centers that provide academic enrichment opportunities during non-school hours for children, particularly students who attend high-poverty and low-performing schools
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21st century skills »
Skills that are essential for students to be successful and competitive in the real world, sometomes called the 4 C's: critical thinking, collaboration, communication, and creativity.
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5 E’s instructional model »
An instructional model that sequences learning experiences to build students' understanding of a concept over time. Each phase of the learning sequence is described with a word that begins with “E”: engage, explore, explain, extend, and evaluate.
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Academic enrichment »
Opportunities that enable students to practice new knowledge and skills in real-life, relevant ways.
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Academic enrichment »
Activities and experiences that provide engaging learning opportunities and extend school-day learning in real-life, relevant ways.
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Academic intervention »
Strategies (tutoring, for example) that provide targeted to support to individual students or groups of students to prevent learning difficulties or to build knowledge, skills, and fluency in identified areas of need.
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Academic language »
Language used in textbooks, schools and other academic settings. Typically it’s cognitively demanding because it’s used to describe concepts and abstract ideas, has a specialized vocabulary, and has a more complex sentence structure than social language. Academic English includes words like classify and evaluate as well as content-specific words like denominator and adverb.
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Academic Liaison »
The staff member or members of a 21st CCLC program who identify school day needs, connect out-of-school time activities to school-day needs, develop activity plans, and analyze performance data. Typically this role is filled by a certified teacher.
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Accommodation plans »
Accommodations plans are a written set of instructions that detail specific strategies and practices which will be used to support a specific student. The plan also includes how this information will be communicated to staff along with details on any specialized learning materials or equipment needed for the child's instruction or physical needs. And it explains what adaptations or modifications the student will receive.
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Accounting »
Quantitative financial reports that use budget codes to track encumbered and spent funds are useful for ensuring drawdowns are being made and that expenditures assigned to your budget match the ledger your office is keeping in real time.
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Adaptive reasoning »
The capacity for logical thought, reflection, explanation, and justification; one of the National Research Council’s five strands of mathematical proficiency.
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ADHD »
People with ADHD has trouble with Executive Function Skills and with focus. Some also exhibit hyperactivity and impulsivity.
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Administrative Assistant »
The staff member or members of a 21st CCLC program who conduct reporting and record-keeping activities, understand and assist with budgeting, apply technology skills, including spreadsheets, word processing, maintaining databases and district intranet tools, and facilitates communication among team members.
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Administrative costs »
OMB Uniform Guidance, section 200.413(c), states that salaries for administrative and clerical staff who are shared across programs with different funding streams should normally be treated as Facilities and Administration (F&A, or indirect) costs. Salaries associated with routine services like making routine travel arrangements and typing reports shouldn’t be budgeted or charged as direct costs, even when there’s a direct benefit to the program. Administrative office supplies, postage, local telephone costs and memberships should normally be treated as administrative or indirect costs.
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Adult literacy »
The same elements of literacy pertaining to school-age students, but demanding focused effort in 21st CCLC programs to ensure support and success of students.
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Adverse Childhood Experiences (ACEs) »
Childhood exposure to strong, frequent, or prolonged adversity such as physical or emotional abuse, neglect, caregiver substance abuse or mental illness, violence, or family economic hardship, Can have profound negative effects on the mind and body that may disrupt development of brain architecture and other bodily systems and lead to toxic levels of stress.
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Afterschool »
A term often used to describe programs that offer student instruction and enrichment activities during non-school hours (see also: out-of-school time, increased learning time).
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Algebra »
A branch of mathematics that deals with symbols or variables and uses arithmetic operations (+, –, ×, ÷) to find the unknown quantities represented by these variables.
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Algebraic thinking »
Particular ways of thinking, including analyzing relationships between quantities, noticing structure, studying change, generalizing, problem-solving, modeling, justifying, proving, and predicting.
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Aligning with the school day »
Aligning out-of-school time program activities, policies, practices, routines, communications, and student supports with the school day to support students' academic, social, and emotional development.
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Allowable costs »
Costs that pass the "supplement versus supplant" test and follow Office of Management and Budget rules (e.g., supplies needed for activities or for operations).
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Amendment »
Adjustments made to move money around within your budget and that may require a formal request, especially if above 10%; always check with your state coordiantor.
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Amount of Data »
Amount of data refers to the total quantity (number, size or value) of something (people, objects, species, etc.) that is being studied. The greater the amount of data, the more reliable the results.
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Analyze »
Studying a thing or idea closely and carefully in order to reveal relationships and conclusions.
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Anxious reappraisal »
An anxiety management strategy where you tell yourself you’re “excited” instead of “anxious” whenever you feel nervous. Researchers say it works because anxiety and excitement are similar; in both cases, the heart beats faster and the hypothalamus releases cortisol (the “fight or flight” hormone). The difference? Anxiety is a negative emotion that increases awareness of potential threats while excitement is a positive emotion that increases awareness of opportunities.
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Applied knowledge »
One of three categories of employability skills, in addition to "effective relationships" and "workplace skills," defined by the U.S. Department of Education; consists of the ability to apply academic knowledge and critical thinking skills on the job.
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Aptitude Test »
A test that measures a person's ability or capacity to learn and develop skills in a particular area. Note: The ACT and SAT tests that some colleges require as part of their admissions process aren't aptitude tests; they focus on what students learned in high school.
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Areas of child development »
The main categories of development that children and adolescents experience over time, such as physical, social, social and emotional development. Various professions and legal documents name and categorize areas of child development in a variety of ways.
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Arithmetic »
A branch of mathematics that deals with the properties and manipulation of numbers.
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Array »
An arrangement of objects in rows and columns. Math teachers use arrays to help students visualize numbers and operations, like addition, subtraction, multiplication, and division.
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Arts »
Activities like dance, drama, film, literature, music and visual arts that use skill and imagination to communicate an idea or an aspect of the human experience.
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Asset-based approach »
This approach focuses on people's strengths and potential rather than focusing on their deficits or limitations. It views their language, culture, diversity and other traits as assets. (Same as strength-based approach)
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Assets (program) »
Resources available in the school and community to help your program address student and family needs and to leverage student and family strengths or assets.
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Assumption »
Something you take for granted to be true, whether it's actually true or not.
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Asynchronous learning »
Learners work at their own pace and on their own schedule.
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Autism »
A developmental disability affecting verbal and nonverbal communication and social interaction.
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Awareness activity »
In the context of Y4Y's career pathways approach, an activity type that provides opportunities for students to learn about themselves (e.g., interests, strengths, aspirations), education and career options, and real-world job expectations. The other activity types are "exploration" and "preparation."
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Background knowledge »
Forming connections between the text and the information and experiences of the reader.
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Behavior management routine »
Proactive measures incorporated faithfully throughout all program activities and designed to circumvent undesirable behavior. This might include songs or games during transitions, quiet individual activities at the ready for students who have completed homework or a group activity, and any number of positive reinforcement practices for students “caught” at desirable behaviors.
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Biculturalism »
Involves two cultures in a form of coexistence.
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Bilingual program »
A program in which students receive content instruction in two languages. The instructor may teach in one language for part of the day and in another language for the other part of the school day.
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Blended learning »
A teaching and learning approach that can take many forms as it blends Internet and digital media with in-person teacher facilitation; most variations give students some control of learning pace, time and path.
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Blended learning »
A teaching and learning approach that typically blends internet and digital media with in-person teacher facilitation; most variations give students some control of learning pace, time, and path.
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Blended learning »
A teaching and learning approach that can take many forms as it blends internet and digital media with in-person teacher facilitation; most variations give students some control of learning pace, time and path.
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Bookkeeping »
Maintaining detailed records of program expenditures.
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Burnout »
Exhaustion of physical or emotional strength or motivation brought on by prolonged or repeated stress.
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C3 Framework »
Provides states and educators with a resource for the key concepts and skills students should develop in social studies.
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Calculus »
A branch of mathematics that deals with the study of rates of change.
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Capital expenditures »
Expenditures to acquire capital assets such as smart boards, computers and mobile labs.
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Career and technical education (CTE) »
Defined by the National Center for Education Statistics as high school courses and college programs that focus on the skills and knowledge for specific jobs or fields of work.
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Career Clusters® »
Sixteen categories of occupations, divided into specific career paths, as described in the National Career Clusters Framework. If students find clusters that interest them, they can choose high school and college courses that will help prepare them for those career categories.
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Career Pathways »
A coherent, articulated sequence of rigorous academic and career/technical courses, commencing in the ninth grade and leading to an associate degree, baccalaureate degree and beyond, an industry recognized certificate, and/or licensure. [from National Career Pathways Network]
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Career pathways approach »
Defined by Y4Y as an approach that provides awareness, exploration and preparation experiences to help students find their own career pathways, which may include college, the trades, the military or workforce advancement.
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Career-Ready »
According to the Association for Career and Technical Education (2010), career readiness involves three major skill areas: core academic skills–the ability to apply those skills to concrete situations in the workplace and in daily life, employability skills such as critical thinking and responsibility that are essential in any career area, and technical, job-specific skills related to a particular pathway.
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Carousel brainstorm »
A brainstorming and reflecting activity where students move in groups to different stations and respond to a given prompt for a specific duration of time.
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Certified teacher »
The staff member or members of a 21st CCLC program who facilitate program academic and enrichment activities, use diverse teaching strategies, integrate technology into activities, apply behavior management skills, incorporate trauma informed care, and understand and use child development principles.
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Child development »
The process by which an individual experiences physical, cognitive, social, and emotional changes from infancy through late adolescence. The prenatal period also affects child development.
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Child development theories »
Theories put forth by psychologists and others seeking to understand, explain and predict behaviors over the lifespan of a person's development. Well-known examples are Freud’s psychosexual developmental theory, Erikson’s psychosocial developmental theory, Watson's and Skinner's behavioral child development theories, Piaget’s cognitive developmental theory, Bowlby's attachment theory, Bandura's social learning theory, and Vygotsky's sociocultural theory. Theories once assumed to be universal in developmental sciences, such as attachment, are now recognized to vary by culture and experience.
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Child growth »
Progressive change over time in one or more areas of child development (e.g., physical, cognitive, social and emotional). Note: While some fields use "growth" and "development" interchangeably, others distinguish between physical growth (increase in body size) and physical development (increase in control of the body).
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Chronic health conditions »
Conditions persisting over a period of time that require health care and/or limit daily activities. Include allergy/anaphylaxis, asthma, diabetes, mental health, obesity, oral health, seizure disorder/epilepsy.
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Citizen science »
Scientific research that is conducted through crowd sourcing.
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Citizen science »
When everyday citizens help scientists collect and analyze data for their research projects.
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Civic engagement »
The way an “active citizen participates in the life of a community to improve conditions for others or to help shape the community’s future”. These “active citizens” can be youths as well as adults, especially when they partner with adults to have a greater impact. (Adler and Goggin, 2005)
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Civic learning and engagement »
An approach that provides students with experiences, resources, and tools that help them develop the knowledge, awareness, understanding and skills necessary to be active, effective citizens prepared to address important issues in their community and the world at large.
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Civic virtues »
Character traits or actions people take for the general welfare of individuals and the community. These include volunteering, serving on juries, paying taxes, being honest, taking care of family members and neighbors, and more.
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Classical conditioning »
A type of learning in which an initially neutral stimulus (the "conditioned stimulus"), when paired with a stimulus that elicits a reflex response (the "unconditioned stimulus"), results in a learned (conditioned) response. For example, a dog's mouth normally waters when he tastes food. But if a trainer uses a tone just before providing the food, and repeats this conditioning several times, eventually the dog's mouth will water when he hears the tone, even if no food is presented. Also called Pavlovian conditioning, as it was discovered by Soviet physiologist Ivan Pavlov.
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Climate »
What a partner or parent will see, hear and feel when they come into your program. The climate will demonstrate what your organization values.
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Climate statements »
These statements describe what your program’s values look like in action and what behaviors you expect to see from staff. Each culture statement (or value) will inform multiple climate statements.
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Cognates »
Words that are similar in spelling and meaning in two languages.
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Cognitive Academic Language Proficiency (CALP) »
Language used in textbooks, schools and other academic settings. Typically it’s cognitively demanding because it’s used to describe concepts and abstract ideas, has a specialized vocabulary, and has a more complex sentence structure than social language. Academic English includes words like classify and evaluate as well as content-specific words like denominator and adverb. (Same as academic language)
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Cognitive demand »
The level of difficulty relative to what a person knows when performing a task or learning new knowledge. Tasks with greater cognitive demand are more challenging and require greater mental effort than tasks with lower cognitive demand..
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Cognitive development »
The construction of thought processes, problem solving, and decision-making from childhood through adolescence to adulthood. Includes other intellectual abilities such as memory, language and reasoning. Cognitive development determines how a person perceives, thinks and gains understanding of their world. One of four interrelated areas of child development, along with physical, social, and emotional development.
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Cognitive growth »
Development of intellectual abilities such as memory, problem solving, language, reasoning and decision making. It also refers to how people think, perceive and construct thought processes.
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Collaborating »
In addition to networking, coordinating and cooperating, a relationship where partners learn from each other to enhance the capacity of each.
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Collaboration »
Ability to work effectively with diverse team members to achieve shared goals.
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College and career readiness »
Readiness for postsecondary success; the knowledge, skills and dispositions needed to succeed in educational and career pursuits. Through the Every Student Succeeds Act of 2015 (ESSA), each state developed its own definition of college and career readiness.
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College and Career Readiness Anchor Standards »
These standards define the knowledge and skills students should gain throughout their K-12 education in order to graduate high school prepared to succeed in entry-level careers, introductory academic college courses, and workforce training programs.
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College-Ready »
Being prepared for any postsecondary education or training experience, including studying at two and four-year institutions leading to a credential (e.g., a certificate, license, or Associate’s or Bachelor’s degree). A college ready high school graduate has the English and Mathematics knowledge and skills necessary to qualify for and succeed in entry-level, credit-bearing college courses without the need for remedial coursework.
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Community asset mapping »
Identification of businesses, organizations, and individuals in the community in order to assess and mobilize resources that can help attain 21st CCLC program goals.
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Community-Based Organization (CBO) »
Any of several types of organizations that serve or are located in your community, including businesses, educational institutions, faith-based organizations, health care organizations and government agencies.
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Comprehension »
Understanding what one is reading, the ultimate goal of all reading activity. It is a complex process of simultaneously extracting and constructing meaning while reading text.
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Concentric circles »
A discussion strategy where everyone shares their responses to a question with a partner.
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Conceptual understanding »
An integrated and functional grasp of mathematical ideas that enables students to learn new ideas by connecting those ideas to what they already know. Conceptual understanding supports retention and prevents common errors. It’s one of the National Research Council’s five strands of mathematical proficiency.
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Consumables »
Non-equipment items and supplies that are needed to meet project objectives and are typically purchased repeatedly as they get used up (e.g., pens, paper, markers, art supplies).
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Content area »
An academic subject such as language arts, mathematics, social studies, science, art, music, financial literacy that that includes specific knowledge, skills and vocabulary. In school, a content area may be defined and assessed according to standards set by experts in the field..
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Content standards »
Academic learning goals that define what students should know and be able to do at different grade levels; typically organized around “big ideas” or overarching concepts that students encounter in school.
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Context-embedded communication »
Communication that occurs in a context of shared understanding, where there are cues or signals that help to reveal the meaning, like visual clues, gestures, facial expressions or a specific location.
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Context-reduced communication »
Communication where there are few clues about the meaning of the communication apart from the words themselves. The language is likely to be abstract and/or academic. Examples include textbook reading and classroom lectures.
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Continuous improvement process »
Ongoing review and adjustment of program activities to refine delivery and improve outcomes. Continuous improvement models present a cyclical process with steps for planning, implementing, assessing, and revising activity design and delivery, as needed.
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Continuum (or level) of engagement »
The degree to which your 21st CCLC program engages with its respective partners. This ranges from networking to coordinating to cooperating to collaborating and finally to integrating.
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Cooperating »
In addition to networking and coordinating, sharing resources such as materials, funding, space, or tools.
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Cooperative learning »
A process that highlights students actively collaborating together in small teams and with members of the community with the goal of solving stated.
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Core competencies »
A candidate’s hard and soft skills combined.
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Core values »
The qualities that your organization places the highest value on. These are the foundation for your organization’s culture.
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Cost sharing/matching »
The portion of project costs not paid by federal funds and that may include the value of allowable third-party in-kind contributions.
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Credit and debt »
One of the five basic concepts of financial literacy: all conversations around borrowing, when and why it is appropriate. More specifically, “credit and debt” refers to good decisions making about using credit cards, loans and other types of money owed.
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Critical tasks »
These tasks are the essential steps within the process groups that need to be completed to successfully manage your 21st CCLC program.
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Cultural competence/responsiveness »
The ability to work and respond in a manner that acknowledges and respects individuals' culturally based beliefs, attitudes, behaviors and customs
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Cultural sensitivity and cultural responsiveness »
The ability to learn from and relate respectfully with people of your own culture as well as those from other cultures. This requires being aware of and inclusive in regards to diversity and differences between people. This includes, but is not limited to: gender, employment/occupation, disability status, culture, language, income, age, and race/ethnicity.
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Culture »
The patterns of beliefs, practices and traditions associated with a group of people. Culture affects a child's development; societal, institutional and cultural norms for developmental stages may differ.
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Culture statements »
A short description of each of the values your program collectively agrees to embrace, and keep at the center of all you do. Each value will have its own culture statement.
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Culture statements »
Guiding organization values and beliefs such as “we value the diversity of every child.”
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Cummins’ Quadrants »
A model created by Jim Cummins to determine the difficulty of a task based on the level of cognitive demand and contextual support.
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Deaf-Blindness »
The combination of visual and hearing disabilities. Due to the severity of combination, children cannot be appropriately served by exclusively deafness or blindness programs.
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Decoding »
The act of deciphering a new word by sounding it out.
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Democratic principles »
The ideas that form the basis for the design of the U.S. political system. They include separation of powers, checks and balances, rule of law, representative democracy, popular sovereignty, majority rule, limited government, individual rights, and consent of the governed. Civic virtue might also be considered a democratic principle.
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Design thinking »
A problem-solving approach that's similar to the engineering design process as well as the creative process used in the arts. Students can use design thinking to develop a product that solves a real-world problem, or to create something people value and find meaningful. The process has five components: (1) empathize — research users' needs (2) define — state users' needs, (3) ideate — challenge your assumptions and document ideas, (4) prototype — create solutions, and (5) test, refine, repeat — try out solutions. The design thinking process includes five components.
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Developmental delay »
Generally defined as a delay in reaching milestones in one or more areas of child development in the expected way for the child’s age. Under the Individuals with Disabilities Education Act (IDEA), each state defines “developmental delay” for children under 3, and children ages 3-9 experiencing developmental delays, as defined by the state and as measured by appropriate diagnostic instruments and procedures, may qualify for early intervention and early childhood special education services. See "disability."
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Developmental milestones »
The things most children can do by a certain age or stage of development. For example: taking a first step, communicating in complete sentences and understanding abstract ideas.
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Developmentally appropriate practices »
Practices educators and caregivers use to promote a child’s optimal development and learning, taking into account the child's current abilities and stage of development. The National Association for Young Children describes it as "a strengths-based, play-based approach to joyful, engaged learning."
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Differentiated instruction »
Instruction that's tailored to meet students' individual needs and strengths, taking into account their backgrounds, culture, and level of English language proficiency.
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Differentiated instruction »
Instruction that's tailored to meet students' individual needs and strengths, taking into account their backgrounds, culture, and level of English language proficiency.
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Digital Badges »
Validated indicators of accomplishment, skill, quality or interest that can be earned in various learning environments. Some digital badge platforms allow organizations to create, issue, earn and display digital badges on members’ websites, social media pages, and resumes.
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Digital citizenship »
The safe, ethical, responsible and informed use of technology. It encompasses a range of skills and literacies that can include internet safety, privacy and security, cyberbullying, online reputation management, communication skills, information literacy, and creative credit and copyright.
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Digital divide »
Traditionally, the term refers to the gap between students who have access to the internet and devices at school and home and those who don't. The “new” divide, also called the digital use divide, separates students who learn to use technology in ways that transform their learning (e.g., become digital creators) from students who use digital tools to replace older technologies (e.g., word processing instead of typewriters or pen and paper). The digital use divide can be present in formal and informal learning settings and across schools and communities at all income levels.
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Digital equity »
A condition in which all individuals and communities have the information technology capacity needed for full participation in our society, democracy and economy. Digital equity is necessary for civic and cultural participation, employment, lifelong learning and access to essential services.
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Digital literacy »
A set of skills and knowledge related to finding, evaluating, creating and communicating information using digital technology. Includes a person’s understanding of technology tools and how to use them. Some people distinguish between digital proficiency (knowledge), literacy (understanding) and fluency (wisdom and confidence), while others use these terms interchangeably.
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Direct costs »
Costs that can be identified specifically with and directly assigned to project activities (e.g., consumable and non-consumable supplies, and compensation and fringe benefit costs for full-time staff members who are paid by the 21st CCLC program).
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Disability »
Generally defined as a physical, mental, cognitive, or developmental condition that impairs, interferes with, or limits a person's ability to engage in certain tasks or actions or participate in typical daily activities and interactions. The Individuals with Disabilities Education Act (IDEA) states that a "child with a disability means a child evaluated in accordance with §§300.304 through 300.311 as having an intellectual disability, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disturbance (referred to in this part as “emotional disturbance”), an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and who, by reason thereof, needs special education and related services." IDEA states it can also include a child 3-9 years old who's experiencing a developmental delay. See "developmental delay."
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Disinhibition »
Difficulty inhibiting thoughts and/or actions. Inappopriate statements or behaviors resulting from a student's inability to consistently expressing behaviors, throughs, or displaying actions.
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Disposition »
The tendency to think or act in a particular way.
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Documentation of learning »
Keeping an ongoing record of student work throughout a project and at the end, to determine progress, identify challenges, and demonstrate what is being learned.
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Driving question »
An open-ended question that a student team crafts (with help from an adult facilitator) and sets out to answer through an organized, project-based learning experience.
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Earning »
One of the five basic concepts of financial literacy: money that comes in (inputs) from work, chores and other sources.
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Easter Seals »
Provides exceptional services, education, outreach and advocacy so that people with disabilities can live, learn, work and play in our communities.
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Eating disorder »
A serious disturbance of attitudes and behaviors related to food, including anorexia nervosa, bulimia nervosa, and binge-eating disorder.
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EDGAR »
The short name for the section of the Code of Federal Regulations titled Education Department General Administrative Regulations, which includes regulations that apply to all grants issued by the U.S. Department of Education (see also: FERPA, one part of EDGAR).
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Effective feedback »
Interaction between program administrators and staff that involves ongoing communications and coaching, annual performance evaluations, and day-to-day management that empowers team members through clearly expressed expectations and positive reinforcement.
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Effective relationships »
One of three categories of employability skills, in addition to "applied knowledge" and "workplace skills," defined by the U.S. Department of Education; consists of interpersonal skills and personal qualities that enable a person to work well with clients, colleagues and supervisors.
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Effective staff training »
Preparing new staff members for their position, with design consideration to budget, timing, topics, resources, level, depth and mode of training most relevant to their roles.
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Elementary/Secondary enrollment criteria »
Criteria for student enrollment in a program. Note that while all students are eligible to enroll in the 21st CCLC program, programs may determine specific criteria levels to help meet their goals.
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Embedded instruction »
These activities provide opportunities to practice literacy skills or concepts in the context of another academic activity, academic enrichment activity or routine. Embedded instruction may be easier to deliver to groups of students who have mixed abilities.
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Embedded instruction »
Providing opportunities for students to learn or practice a math concept or skill or a learning strategy in the context of an academic enrichment activity. Embedded instruction can be interdisciplinary and is well suited to out-of-school time environments.
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Emotional development »
A child’s growing ability to regulate and control their emotions and to form secure relationships; to recognize, express, and manage feelings at different stages of life; and to have empathy for the feelings of others. One of four interrelated areas of child development, along with physical, cognitive and social development.
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Emotional disturbance »
One or more of a variety of conditions that impact academic performance, including unsatisfactory interpersonal relationships, situationally inappropriate behavior, pervasive depression, psychosomatic symptoms, an inability to learn unrelated to other factors or schizophrenia.
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Emotional growth »
The ability to experience, express, understand and regulate a wide range of emotions. Healthy emotional growth enables a person to self-soothe, cope with stress and anxiety, display empathy to others, and otherwise recognize and manage emotions.
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Empathize »
A component of the design thinking process during which students research users' needs to help them put aside their own assumptions, put themselves in others' shoes to understand their perspectives, and think about how to make things better for the people they hope will use the product or solution they're designing.
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Employability skills »
Defined in the U.S. Department of Education’s Employability Skills Framework as skills all high school graduates need: (a) applied academic knowledge and critical thinking; (b) effective relationship skills, including interpersonal skills and personal qualities; and (c) workplace skills like time management.
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Employee handbook »
A vital tool for ensuring that staff are fully prepared to carry out their responsibilities by clearly communicating expectations. This document is provided to staff at hiring, and outlines all organizational policies and procedures, program or school calendar, job description, payroll schedule, and benefits information.
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Encumbered expense »
Funds earmarked for expenses incurred, but not actually paid out yet.
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Engineering »
The use of science and mathematics to design and make things.
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English as a Second Language (ESL) »
Refers to learners who don’t speak English as their first language (e.g., ESL students). Also refers to a federally funded program with specially licensed teachers who hold a Teachers of English to Speakers of Other Languages (TESOL) certification or diploma. ESL is often used interchangeably with EL and ELL, but the ESL label is being phased out. Students in ESL programs are pulled out of their general education classes for specialized, intensive English language instruction.
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English language proficiency (ELP) »
A person's ability to read, write, listen and speak in English; to use English fluently across a variety of contexts; and to monitor and self-correct their own use of English.
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English language proficiency (ELP) standards »
Standards that define expectations for English language proficiency in reading, writing, listening, and speaking in grades K-12. Title III of the Every Student Succeeds Act (ESSA) requires states to develop or adopt ELP standards and to develop assessments that align to those standards.
Applies to:
Enrollment »
Registration as a student at an educational institution such as a college or university. Enrolled students may take classes for a limited number of credits each semester at the college or university but are not officially registered in a degree program at this time and financial aid is not available to them. Enrolled students can earn more credits for a degree through matriculation at the college or university.
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Entrepreneur »
One who organizes, manages, and assumes the risks of a business or enterprise.
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Entrepreneurship »
A career path that involves starting and managing a business while bearing most of the risks and receiving all or most of the rewards. Entrepreneurs are often innovators who create a new product, service, idea or procedure.
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Environment expectations »
Essential practices by staff that honor the program’s culture. Examples include timely arrival, personally greeting all students every day, refraining from gossiping about students or each other, and praising publicly but disciplining privately.
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Equipment »
Tangible personal property (including information technology systems) having a useful life of more than one year and a per-unit acquisition cost which equals or exceeds the lesser of the capitalization level established by the non-federal entity for financial statement purposes, or $5,000. See 2 C.F.R. § 200.33.
Applies to:
Equity »
The state of providing all students the resources they need to leave school prepared for success in work and life. Because students have different learning needs, providing all students with access to the same set of resources may not result in equity.
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ESSA »
The short name for the Every Student Succeeds Act of 2015, through which Congress reauthorized the Elementary and Secondary Education Act of 1965. This law sets the parameters and purposes for using federal funds to support public education.
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Executive function skills »
Attention-regulation skills that make it possible to sustain attention, keep goals and information in mind, refrain from responding immediately, resist distraction, tolerate frustration, consider the consequences of different behaviors, reflect on past experiences, and plan for the future.
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Executive functions »
A set of mental processes that govern planning, decision making and self-regulation.
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Expenditures »
In accordance with federal principles, all costs expended from 21st CCLC grant funds must be reasonable and be for the sole purpose of operating the 21st CCLC program. Supplementing existing efforts is allowable, but supplanting existing efforts is not.
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Experiential learning »
A learning approach that provides opportunities for active learning and exploration (for example, through a makerspace).
Applies to:
Explicit instruction »
These activities focus primarily on direct teaching of concepts and skills. While it doesn’t mean teaching isolated facts and procedures, it does mean that literacy is the main area of academic focus.
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Explicit instruction »
Direct teaching of math concepts and skills as well as learning strategies (e.g., visual representations, verbalization of thought processes, reflection on problem-solving strategies, and interleaving — alternating between different types of math problems — which improves learning and retention.
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Exploration activity »
In the context of Y4Y's career pathways approach, a type of activity that provides opportunities for students to actively explore education options (including college), career options (including the trades, the military, the workforce and entrepreneurship), and learn which options seem like a good fit. The other two activity types are "awareness" and "preparation."
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Facilitate/Facilitation »
Guide youth in activities or projects by setting parameters and providing support and structure rather than by directing them, be the “guide on the side” not the “sage on the stage”.
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Facilitation vs. direct instruction »
An approach that emphasizes being a guide on the side (providing support to students) rather than a sage on the stage (telling students the answers).
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Family »
For the purposes of participating in 21st CCLC program activities, all people who are either responsible for a child or anyone the child identifies as being important in their lives (e.g., close family friend, sibling, extended family member, neighbor). For the purposes of protecting privacy, federal policy says only certain people (as defined in Title I) may receive student data.
Applies to:
Family engagement »
A culturally responsive approach to relationship-building with a child’s key family members. Building relationships through activities such as helping parents and caregivers develop their own skills, offering educational activities for families and students together, bringing family members into leadership positions with the 21st CCLC program, and connecting families with schools and resources in the community. Family engagement also refers to the importance of family members playing an active role in their children's academic and social-emotional development.
Applies to:
Family engagement »
A culturally responsive approach to building relationships with a child’s key family members through activities such as skill development, shared educational activities, leadership positions in the 21st CCLC program, and connections with schools and community resources. Also recognizes the important role family members play in children's academic and social-emotional development.
Applies to:
Family Engagement Specialist »
The staff member or members of a 21st CCLC program who communicate with program families, develop activities for families, connect with existing education or social service networks, and coordinate with partners and team members.
Applies to:
Family liaison/Family engagement specialist »
A designated staff person who communicates directly with caregivers and family members to invite their involvement and participation with a 21st CCLC program. A family liaison often helps to connect students' families with program, school or community services that support learning and well-being.
Applies to:
Family services »
One of three purposes of the 21st CCLC program is to provide literacy and related educational development services to family members of students who participate in the 21st CCLC program.
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FERPA »
The short name for the Family Educational Rights and Privacy Act, which provides guidance about access to student records and protects the privacy of a student's personally identifiable information (PII) (see also: EDGAR, a larger set of regulations that includes FERPA).
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Fibonacci Sequence »
A set of whole numbers formed by adding the last two numbers to get the next number in the sequence: 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, and so on. Also known as the Golden Ratio. Examples may be found in the petals of flowers like lilies, daisies, and sunflowers; the spiral shapes of shells, galaxies, weather patterns, and animal flight patterns; faces, bodies, and DNA.
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Fidelity of implementation »
Applying a learning approach, targeted intervention or process faithfully and consistently with its design to create an environment that supports student success. Checking for fidelity of implementation is part of assessment in the continuous improvement process.
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Fidelity of implementation »
Implementing a program or activity as planned; assessing fidelity of implementation is part of the continuous improvement process.
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Final product »
The end result of a project (a video, written report, advertising campaign, community action event, etc.) that students use to represent their work in the project’s culminating activity.
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Financial expert »
A professional on your program team who works directly in the industry of finance, such as a banker, broker, financial advisor or economics teacher. Selection of this advisor must be based on their desire to educate the community and not to build their own client base, and therefore extra diligence is advised in this appointment.
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Financial reporting »
A standard accounting practice that provides a summary of the program's financial income and expenditures.
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Fine motor skills »
The movement and control of the small muscles of the body, such as those in the hands and fingers (e.g., to write with a pencil or use scissors).
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First-generation college student »
Students who are in the first generation of their families to go to college and thus may face specific challenges in applying and being prepared for postsecondary education. First-generation students can come from low-income families or from middle- or high-income families without a college-going tradition. Some students may come from families who speak languages other than English at home or from cultures outside the U.S. with different education systems.
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Five whys »
A technique often used during the design thinking process to identify the root cause of a problem by repeating the question “Why?” at least five times to make sure you have the right target (problem) before you focus on solutions.
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Fixed costs »
Costs that remain the same regardless of the number of students served (e.g., salary and benefits for one full-time project director, travel budget for one site coordinator to attend state training). Also see "variable costs."
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Fixed mindset »
The belief that one's skills, character, intelligence, and creative ability are "fixed" and cannot change. Opposite of "growth mindset."
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Focus group »
A facilitator-guided discussion around specific, predetermined subjects, for the purpose of gaining feedback and insight from students.
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Food deserts »
Disproportionately located in high-poverty areas, these are geographic areas where residents have few to no convenient options for securing affordable and healthy foods — especially fresh fruits and vegetables.
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Formal assessments »
Official, ongoing assessments that measure cumulative or overall achievement, and may compare students’ achievement to their own past achievement or to that of others in their grade. Some familiar forms of formal assessments are quizzes and the pre-test/post-test approach to check how much knowledge students gained during an experience.
Applies to:
Formal staff evaluation »
Consistent documentation of staff performance conducted at designated intervals (annual or semi-annual) which provides consistent feedback, sets goals for the next review period, identifies professional development goals, recognizes accomplishments, provides an opportunity for staff to reflect on their own performance, provides encouragement, support or an improvement plan as needed, and underpins justification for promotions and pay raises.
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Formative evaluation »
A type of evaluation performed for the purpose of improving the performance of a person or program (see also: summative evaluation).
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Fractal »
A geometric shape that repeats with a complex structure. Examples found in nature are snowflakes, ferns, pinecones, pineapples, and branching trees.
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Free Appropriate Public Education »
Educational right of all students in the United States that is guaranteed by the Rehabilitation Act of 1973[1] and the Individuals with Disabilities Education Act (IDEA).
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Frontline staff »
The staff members of a 21st CCLC program who interface directly with students on a daily basis.
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Fundamental alteration »
Something that changes the nature of the program.
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Geometry »
A branch of mathematics that deals with the measurement, properties, and relationships of points, lines, angles, surfaces, and solids.
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GPRA »
The short name for the Government Performance and Results Act, which outlines how program results are measured. Grantees must provide data related to the measures defined for their grant programs, and these data are compiled into annual reports provided to Congress.
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Gradual release of responsibility »
A framework for building students' confidence and competence by purposefully and gradually shifting responsibility for learning from the teacher to the student. The goal is to help students become self-directed lifelong learners.
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Graphing calculator »
An advanced calculator that can solve equations, plot graphs, and perform other tasks with variables.
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Gross motor skills »
The ability to move and control large muscles or groups of muscles, such as those in the arms, legs or torso (e.g., to sit, crawl, walk or run).
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Group norms »
Agreements within a group about how all group members will speak and behave while they're together. Unlike rules, which are imposed and enforced by an authority outside the group, norms are created and enforced within the group.up, whereas
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Growth mindset »
The belief that one's skills, character, intelligence, and creative ability can be developed with practice over time. Opposite of "fixed mindset."
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Growth mindset »
The belief that one’s skills, character, intelligence, and creative ability can be developed with practice over time. Opposite of “fixed mindset.”
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Guide on the side »
A student-centered approach to facilitating student learning that allows students to choose their own focus, make mistakes, evaluate their learning and change direction as needed. Examples include cooperative learning and project-based learning.
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Guided discussion »
A facilitator-guided discussion where the general topic is predetermined but the direction and flow change based on participant responses.
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Guiding questions »
Questioning that prompts students to reach their own conclusions rather than relying on information provided by an instructor.
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Habits of mind »
Ways of thinking; habits of mind associated with STEM include curiosity, openness to new ideas and critical thinking, along with mathematical and logical skills related to computation and estimation.
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Hands on, minds on activities »
Activities that engage students’ physical as well as mental skills to solve problems.
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Hands-on learning »
Learning through active exploration, problem solving and manipulation of materials rather than through the more traditional methods of content delivery, such as lectures and textbooks.
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Hands-on learning »
An approach that uses authentic tools and resources as students work through a project as adults in the workplace would.
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Hard skills »
Experiences or talents of a staff member or potential staff member that can be defined and measured. Examples are science instruction, budgeting and writing.
Applies to:
Health anxiety »
Excessive or inappropriate anxiety about one’s health, based on misinterpreting symptoms to be indicators of serious illness; often associated with hypochondria.
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Health education »
Learning and physical activities that support physical fitness, eating and nutrition habits, sleep, hygiene, disease prevention, and the healthy functioning of our surrounding environment.
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Health equity »
Every person has the opportunity to “attain his or her full health potential” and no one is “disadvantaged from achieving this potential because of social position or other socially determined circumstances.” Health inequities are reflected in differences in length of life; quality of life; rates of disease, disability, and death; and access to treatment. To improve equity, identify student health and wellness challenges and be aware that out-of-school time programs may not be able to address all needs.
Applies to:
Higher Order Thinking Skills (HOTS) »
A set of cognitive skills that extend beyond the basic memorization of facts and instead utilizes critical and creative thinking, decision making, problem solving and reasoning
Applies to:
Historical trauma »
The cumulative emotional and psychological wounding over the lifespan and across generations, emanating from massive group trauma experiences. Examples include the multigenerational effects of White supremacy reflected in colonization, genocide, slavery, sexual exploitation, forced relocation, and incarceration based on race or ethnicity.
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Home language survey »
A survey given to an English learner's parents or guardians to help schools and districts determine if a student is an English learner, is eligible for language assistance services under Title III, and will be required to take an English language proficiency assessment.
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Hybrid learning »
A mix of in-person and virtual learning. When synchronous, some students and facilitators may be in the same physical space while others join via virtual links. When asynchronous, learners may explore the same content independently or in small groups, possibly at different times and in different spaces.
Applies to:
Icebreaker activities »
A fun, positive activity to break the ice at the start of your program year. Ideally, this activity will provide a safe space for individuality and build trust with students by connecting with them individually and showing them you care. Examples are, “Find Someone Here Who…” Bingo, Two Truths and a Lie, or the Name Game.
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Ideate »
A component of the design thinking process during which students challenge their assumptions, document ideas, and use the "5 Whys" technique to identify the root cause of the problem or need they've identified.
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Immersion program »
A program in which students receive content instruction in a language other than their native language. Students learn the new language as they learn the course content.
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In-kind funding »
Contributions in the form of goods or services rather than money (e.g., donations of food or materials, volunteers, space).
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In-Kind service providers »
Partners who offer goods or services that have monetary value at no charge to your 21st CCLC program.
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In-person learning »
Also called face-to-face learning, it takes place in a traditional setting — that is, where facilitators and learners are in the same space at the same time.
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Inclusion »
Attitudes and practices that support students with disabilities, even significant disabilities, and give all an opportunity to participate; inclusion is based on the belief that people have the right to be included with their peers in age-appropriate activities throughout life.
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Inclusion and inclusiveness »
Ensuring that every child truly is included and the individual needs of each child are considered and valued, regardless of any differences or challenges they may have.
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Inclusion practices »
In the health and wellness context, all children have the right to be included in physical activities before, during, and after school. Inclusion encourages adaptations for students with disabilities to have the same roles and experiences as their peers without disabilities.
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Indirect cost rate »
A mechanism for determining fairly and conveniently, within the boundaries of sound administrative principle, what proportions of an organization's administrative costs each program should bear. Must be federally approved.
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Indirect costs »
The expenses of doing business that are not readily identified with a particular grant, contract, project function or activity, but are necessary for the general operation of the organization and its activities. (e.g., percentage of the salaraies of the executive director and accounting staff, accounting fees, general liability insurance).
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Individual Education Program (IEP) »
The IEP lays out the services and supports an eligible student needs to participate in the education setting. The IEP also states where the student receives services and supports.
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Informal assessments »
Relaxed, ongoing assessments that check for understanding and progress instead of achievement. They give youth meaningful feedback about their progress, and help them reflect on their experiences. Examples of informal assessments are checklists, observation rubrics, and lab notebooks.
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Informal science »
Science that occurs in out-of-school contexts.
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Inquiry based learning »
A learning approach that uses inquiry processes like design thinking to elicit student questions, research, development and reflection; a characteristic of project-based learning and STEAM learning
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Inquiry boards/boxes »
A dedicated space where students post questions or concerns anonymously, and staff respond.
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Inquiry learning »
A guided instructional approach in which learners ask questions, conduct investigations, make discoveries and apply their new understandings
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Instructor-facilitated learning »
Facilitators provide direct support to help learners discover and process knowledge and skills.
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Insuring »
One of the five basic concepts of financial literacy: preparing for future needs in case of losses or unexpected events (e.g., car insurance, health insurance, property insurance and life insurance).
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Integrating »
In addition to all other levels of engagement, partners completely merge operations, administrative structures and budgets. The constituent parts are no longer discernible.
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Intellectual disability »
Intellectual disability refers to intellectual functioning that is significantly below average. Intellectual disability replaces the term “mental retardation” and is also sometimes referred to as “cognitive disability.”
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Intelligent tutoring systems »
Systems that learners with customized instruction and feedback to help identify needs and master learning concepts or skills. They’re generally designed to operate without a human instructor, and often available as online programs or downloadable apps.
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Intentional activity design »
The process of designing engaging activities that address students' interests; their academic, social, and emotional needs; and program goals.
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Intentional design »
The process of assessing student needs; designing a set of delivery strategies, interventions and activities that will engage those students while helping them build skills and knowledge they need to succeed; and recruiting the targeted students for which the activities were designed.
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Intentional program design »
The process of assessing student needs; designing a set of delivery strategies, interventions and activities that will engage those students while helping them build skills and knowledge they need to succeed; and recruiting the targeted students for which the activities were designed.
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Interdisciplinary »
Includes content and skills from more than one field of knowledge.
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Interest inventory »
An assessment that helps people identify suitable careers by matching their interests with the interests of people in particular jobs.
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Interleaving »
A study strategy where you alternate between two or more related concepts or skills instead of focusing on only one at a time. For example, instead of doing addition problems first, then multiplication problems, you’d go back and forth. This strategy can help learning and retention.
Applies to:
Job Readiness Skills »
Include both cognitive skills such as reading for information, applied mathematics, locating information, problem solving, and critical thinking and noncognitive skills, which are defined as attitudes, personal characteristics and behavioral skills such as flexibility, responsibility, integrity, and cooperation.
Applies to:
Knowledge areas »
Knowledge areas: what you need to know in order to complete your Critical Tasks. They include: Integration Management, Scope Management, Time Management, Cost Management, Quality Management, Human Resource Management, Communication Management, Risk Management, Procurement Management and Stakeholder Management.
Applies to:
L1 »
A person's first or native language.
Applies to:
L2 »
A person's second language; a language other than a person's first or native language.
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Language-rich environment »
A learning environment that includes language supports like word walls, anchor charts, sentence frames and starters, read-alouds, and a library of diverse books. It presents students with deliberate, repetitive and engaging opportunities to use and interact with language. Program space is used to display language and help students acquire academic language.
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Learning acceleration »
Learning acceleration is a learning recovery strategy to get students on grade level by providing just-in-time foundational support connected to the grade-level content they’re learning.
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Learning recovery »
The process of gaining or regaining academic skills and content knowledge needed to meet current grade-level standards when the skills and content taught during a previous lesson or grade level weren't mastered or retained due to school closures, student absences, or other reasons.
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Least restrictive environment »
Children who receive special education should spend as much time as possible with peers who do not receive special education.
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Ledger »
A record of expenditures made, including personnel expenses (e.g., number of hours paid for each staff member per pay period); often maintained in the form of a spreadsheet.
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Legislation »
A government law that must be complied with to remain within legal boundaries.
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Limited English Proficiency (LEP) »
The term ‘limited English proficient’ was previously used as the Federal designation for all EL and ESL students, as defined in the No Child Left Behind Act (NCLB) of 2001. More recently, this term has been replaced with "English Learner" for use as the Federal designation for all EL and ESL students, as defined in the Every Student Succeeds Act of 2015.
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Linguistic distance »
How different one language is from another. For example, romance languages are "closer in distance" to English than Russian or Vietnamese because romance languages use a similar alphabet and have words that are similar to each other in meaning and spelling (cognates), while Russian and Vietnamese use a different alphabet and share few cognates.
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Linked Learning »
Used in schools throughout California, this approach helps students build a strong foundation for success in college and career—and life. Combines rigorous academics, demanding technical education, personalized student supports and real-world experience. It is delivered within career pathways, which are organized around 21st century themes such as digital media arts, engineering, green energy, health sciences and law and justice.
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Listening »
The act of understanding spoken language.
Applies to:
Literacy anchor standards »
Skills in the areas of reading, writing, speaking and listening all students must demonstrate to successfully pursue the college and career path of their choice.
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Local wellness policy »
A written document of official policies that guide a school district’s efforts to establish a school environment that promotes students’ health, well-being, and ability to learn by supporting healthy eating and physical activity.
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Logic model »
Illustrates your program or site resources, activities and goals and to help your evaluator and stakeholders see the relationship between your programs inputs, rationale and outcomes.
Applies to:
Long-term English learners »
Students who have been classified as ELs for 5 years or more. Typically, long-term ELs are students born to families in the U.S. who speak languages other than English or who immigrated to the U.S. at a very young age.
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Maker »
Students and others who are working in the makerspace and performing the act of “making.”
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Makerspace »
A collaborative environment designed to allow students to make, create, learn, invent and share. It’s a space that inspires students to be creative when completing a project or activity.
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MakerSpaces »
Community-operated workspaces (e.g. libraries) that provide technology, manufacturing equipment and educational opportunities to the public. People with common interests can meet, socialize and collaborate using such resources as 3D printers, software, electronics, craft and hardware supplies and tools, and more.
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Making »
A grassroots movement focused on experiential learning that inspires young people to be creative, imaginative and inventive. At the heart of making are hands-on experiences that are student driven, invite creative exploration of materials, and harness children’s inherent love of play.
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Managerial accounting »
Creating detailed reports or documents that are typically used internally to help organizations make informed decisions.
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Mastery of action »
Putting leadership skills into practice in the real world.
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Mastery of relationships »
Having awareness of personal preferences and styles to promote effective interactions with others.
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Mastery of self »
Understanding one's individual leadership styles and preferences.
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Math »
The study and use of numbers and their operations to describe, measure, predict and explain occurrences and relationships in the physical world.
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Math anxiety »
Feelings of tension, apprehension, and fear of situations involving math, regardless of one’s math ability.
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Math circle »
A meeting of K-12 students or teachers where they work on problem solving. The lead instructor or facilitator may be a university professor, graduate student, or someone else who’s knowledgeable and passionate about math.
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Math talk »
A structured format in which students are supported as they discuss their problem-solving strategies, the reasoning behind their work, questions they may have, and observations about different math approaches and applications.
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Mathbuster MUSTs »
A small set of ideas and strategies presented in Y4Y’s Math Without Fear course that can help “bust” myths, fears, and stereotypes about math and your ability to learn it. “MUST” is an acronym for “messages, understanding, skills, and thrills.”
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Mathbusting »
The act of busting math myths, fears, and stereotypes to help yourself or others manage math anxiety and build confidence in each person’s ability to learn math.
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Mathematics »
The study and use of numbers and their operations to describe, measure, predict, and explain occurrences and relationships in the physical world. Branches of mathematics include algebra, arithmetic, calculus, geometry, and trigonometry.
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Matriculation »
Registration as a student candidate in a degree program at an educational institution such as a college or university. Matriculated students have applied and have been accepted into a specific degree program, may quality for financial aid and may earn credits to graduate with a degree from the college or university.
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Memorandum of understanding (MOU) »
A signed, documented agreement between parties which outlines identified roles and relationship structure, thereby formalizing the partnership. Every partnership should have an MOU, including vendors and school partners, that consists of these five sections: introduction, purpose, roles and responsibilities, oversight and terms of agreement and dated signature.
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Memorandum of understanding (MOU) »
Sets expectations for the afterschool program and its partners by outlining the responsibilities of both parties. A written agreement that establishes a formal working relationship between two partnering organizations; generally includes details such as the services to be provided, the responsible party, and the time period.
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Mental math »
The use of various skills and strategies to do math in your head, without pencil and paper or a calculator. Skills that help you do mental math are being able to recall math facts, estimating, and rounding. Strategies include breaking problems down into steps or breaking numbers down into their components. For example, to add 43 and 52, you could add 40 and 50 to get 90, add 3 and 2 to get 5, then add 90 and 5 to get the answer: 95.
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Metacognition »
This literally means “thinking about thinking.” It’s the ability to examine how you process thoughts and feelings, which leads to greater awareness of how you think and learn.
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Milestones »
The things most children can do by a certain age or stage of development. For example: taking a first step, communicating in complete sentences and understanding abstract ideas.
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Mindfulness development »
Development of skills that promote a state of active, open attention on the present. A framework for the practice of social and emotional learning.
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Mindfulness development »
Development of skills that promote a state of active, open attention on the present. A framework for the practice of social and emotional learning.
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Mission statement »
A brief statement of how a program will achieve its vision, conveying what your program will do, who it will serve, and how it will serve them.
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Mission statement »
Outlines how your team plans to accomplish your organizations vision.
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Modalities of language (reading, writing, speaking, listening) »
The four modalities of language include receptive language (listening and reading) and expressive language (writing and speaking).
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Multilingual learners (MLLs) »
People who don't speak English as their first language; students who are learning academic content and the language of instruction simultaneously. Sometimes called English language learners (ELLs) or multilingual learners (MLLs). (Same as EL and ELL)
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Multiple disabilities »
A combination of any categories of disabilities that is severe enough that the student cannot be served through a single category alone. Deaf-blindness is not included in this category.
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Nature vs. nurture »
A phrase often used to describe how a person's characteristics and development are affected by nature (genetics) versus nurture (environment, which includes factors like caregiver interaction, physical and psychological safety, nutrition, exercise, education, culture, and access to various opportunities and resources).
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Netiquette »
A set of guidelines or norms, best created with or by students, that guide responsible and respectful behavior in virtual learning settings and when interacting with others online.
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Networking »
Exchanging information for mutual benefit.
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New media »
Electronic communications that use digital technologies such as the internet. For example: email, websites, online video/audio streams, and online social platforms, communities, forums, blogs, and education.
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New-collar jobs »
A term used by the CEO of IBM in 2016 to describe jobs that require more skills than typical blue-collar jobs but not the four-year degree required for most white-collar jobs.
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Newcomers »
Foreign-born students and their families who recently arrived in the U.S. Newcomers' experience with education and their literacy in English and in their first language may vary widely.
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Nominal group technique »
A group brainstorming strategy for creating a group consensus.
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Non-consumable supplies »
Items that are reusable and last for a long period of time (e.g., musical instruments, manipulatives, printers, scissors).
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Non-Regulatory Guidance »
Information issued by the U.S. Department of Education that helps practitioners align activities with legislation and regulations; it explains expectations, provides practical information, answers frequently asked questions, and helps to interpret and use many laws and regulations.
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Number bonds »
Pairs of numbers that you can add to make another number. For example, number bonds for 5 are 1 + 4 and 2 + 3.
Applies to:
Number line »
A line on which numbers are marked at intervals. On a number line, any numbers to the right of the zero are positive, and any numbers to the left of the zero are negative. Rulers and thermometers are examples of number lines.
Applies to:
Number sense »
The ability to understand, connect, and relate numbers. It includes things like understanding quantities and making comparisons, for example.
Applies to:
Number talk »
A short, structured activity where the teacher poses an addition or multiplication problem (like 95 + 95 or 19 x 5), asks students to solve it in their heads, then asks them to share how they did it. Students practice mental math, learn about different problem-solving approaches, rehearse math facts, and develop number sense.
Applies to:
Nutrition education »
Learning opportunities that include nutrition education and other activities designed to help children choose and consume healthy foods and beverages.
Applies to:
OCD »
Obsessive Compulsive Behaviors are characterizted by recurrent, unwanted thoughts and images, and/or repetitive behaviors which the person hopes will prevent the obsessive thoughts or make them stop.
Applies to:
Office of Management and Budget (OMB) »
The White House's Office of Management and Budget (OMB) oversees implementation of the President’s vision across the Executive Branch, including, but not limted to, coordination and review of federal regulations, such as the Uniform Grant Guidance.
Applies to:
Onboarding »
All activities surrounding the incorporation of a new employee after hire, including completion of all relevant documentation, provision of materials and tools, training and orientation.
Applies to:
Openly licensed educational resources »
Also called open educational resources, or OER teaching, learning and research resources that reside in the public domain or have been released under a license that permits their free use, modification and sharing with others.
Applies to:
Operant conditioning »
The process in which behavioral change (i.e., learning) occurs as a function of the consequences of behavior. For example: Rewarding behavioral change in a misbehaving child. Also called operant learning. First described by psychologist B. F. Skinner.
Applies to:
Operations plan »
This plan includes the dates a program operates, the number of days and hours the program will be open, the sites that are going to be open, the number of students you plan to serve and, any other specific data specific to your overall operations plan.
Applies to:
Order of operations »
A set of rules for the sequence you follow to solve a math expression: (1) perform all operations inside parentheses, brackets, and/or above and below a fraction bar in the order specified in steps 3 and 4; (2) find the value of any powers or roots; (3) multiply and divide from left to right; (4) add and subtract from left to right.
Applies to:
Organizational culture & climate »
Organizational culture is a system of shared assumptions, values and beliefs that govern how people in an organization behave. Organizational climate is what stakeholders see and experience that indicates the organization has certain beliefs or values.
Applies to:
Orientation or HR packet »
All documents required to onboard new staff, including the staff handbook, payroll, tax and benefits forms, and organization-specific forms.
Applies to:
Orthopedic impairment »
A physical impairment that impacts the student’s ability to move and could be caused by disease, congenital anomaly, or other causes.
Applies to:
Other Health Impairment (OHI) »
Any other health impairment that reduces a child’s alertness to the educational environment. Includes disorders such as ADHD, diabetes and sickle cell anemia.
Applies to:
Out-of-school time »
Hours outside of the regular school day, and they are often used for student enrichment activities that augment regular school-time instruction. Out-of-school time can occur before or after school, or in the summer.
Applies to:
Out-of-school time »
Hours outside of the regular school day, and they are often used for student enrichment activities that augment regular school-time instruction. Out-of-school time can occur before or after school, or in the summer.
Applies to:
Outreach plan »
Actions adopted by design to maintain healthy relationships with partners. This can include engaging them on your team, meeting and communicating regularly, sharing resources, and celebrating successes together.
Applies to:
Overhead cost »
For nonprofit organizations, overhead is generally defined as a combination of fundraising expenses (e.g., costs incurred to secure charitable contributions) and management and general expenses (all the other costs to operate the organization that are shared across programs). These categories of overhead costs are specified in IRS Form 990, the federal tax return for nonprofit organizations, and are used along with program expenses in a nonprofit independent audit report and on the annual IRS Form 990.
Applies to:
Paragraph frames »
A skeleton structure for a paragraph that provides cues for organizing main ideas, transitions and supportive details.
Applies to:
Parallel play »
A form of play in which two children next to each other engage in similar types of play but don't interact with each other. It's one of the six stages of play identified by sociologist Mildred Parten: unoccupied, solitary, onlooker, parallel, associative, cooperative.
Applies to:
Perkins V »
A federal law (the Strengthening Career and Technical Education for the 21st Century Act) that includes the opportunity to connect Perkins Career and Technical Education (CTE) for grades 5-8 with afterschool programs.
Applies to:
Persistence »
Continued effort to do or achieve something despite difficulties, failure, or opposition. Students have this quality or demonstrate this behavior to reach a desired goal such as college success or graduation.
Applies to:
Personality »
A person's characteristic patterns of thinking, feeling and behaving. In psychology, the study of personality focuses on two broad areas (a) understanding individual differences in particular personality characteristics, such as sociability or irritability, and (b) understanding how the various parts of a person come together as a whole.
Applies to:
Personalization »
An approach to learning that aims to create experiences that engage student interests, address individual students’ needs, and support mastery of academic and collaborative skills.
Applies to:
Physical development »
Development and coordination of gross motor skills (mastery of large muscle movement, such using the arms and legs to play a sport) and fine motor skills (mastery of small muscle movement, such using the hands and fingers to manipulate objects). One of four interrelated areas of child development, along with cognitive, social and emotional development.
Applies to:
Physical growth »
Development and coordination of gross motor skills (mastery of large muscle movement such as arms and legs) and fine motor skills (mastery of small muscles like hands and fingers). Growth in this area affects connections with other people, objects and the environment.
Applies to:
Pi »
The ratio between the circumference of a circle and its diameter. As a fraction, it’s expressed as 22 over 7, but as an actual number, Pi is unknowable. To find the area of a circle, multiply Pi by the radius squared.
Applies to:
Picture walk »
Previewing a book before reading it in order to activate prior knowledge, introduce new vocabulary, and create excitement about the text. Elements of a picture walk include looking at the front cover; pointing out the title, author, illustrator; paging through the book without reading; discussing the illustrations; and making predictions about the story.
Applies to:
Policies and procedures »
Standards that are documented from the outset of 21st CCLC program development, covering topics such as hiring, payroll, leave requests, progressive discipline, use of the employee handbook, emergency preparedness, staff training and evaluation.
Applies to:
Pomodoro technique »
A time management strategy to overcome procrastination and make a task seem less overwhelming. To use this technique, set a timer and work on a task for 25 minutes, take a 5-minute break, and do another 25 minutes. After four times, take a longer break (20 or 30 minutes).
Applies to:
Positive learning environment »
A program environment that allows your students and staff to do their best work. Your program’s vision and mission statements will yield a positive learning environment when implemented with fidelity.
Applies to:
Positive work environment »
A workplace where staff members feel safe, supported and valued, have a voice in decisions that affect their jobs, are presented with opportunities for personal and professional growth, and the climate exudes collegiality, shared purpose, respect and caring between all staff and with students.
Applies to:
Positive youth development »
Productive and constructive engagement that promotes positive outcomes by providing opportunities, fostering positive relationships and supporting young people to build on their strengths. A framework for the practice of social and emotional learning.
Applies to:
Positive youth development »
A framework for student development that helps students build traits such as competence, confidence, character, connection, and compassion (the 5 C's of positive youth development).
Applies to:
Post-secondary Credential »
Encompasses educational certificates, and degrees received at institutions of higher education, university extension programs or nondegree granting postsecondary institutions like area career and technical education schools. It may also include licenses typically granted by a government agency or certifications in cooperation with a business, trade association or other industry group.
Applies to:
Prenatal »
The period between conception and birth.
Applies to:
Preparation activity »
In the context of the Y4Y career pathways approach, an activity type that provides opportunities for students to learn how to learn, solve problems, communicate, work in diverse teams, manage their time, set career goals, create a plan and follow through. Students develop applied academic knowledge and critical thinking, effective relationship and workplace skills, and plans that will move them toward their career goals. The other two activity types are "awareness" and "exploration."
Applies to:
Principles of effectiveness »
Non-regulatory guidance states that for a program or activity developed to meet the principles of effectiveness, the program or activity shall: be based upon an assessment of objective data regarding the need for before and after school programs (including during summer recess period) and activities in the schools and communities; be based upon an established set of performance measures aimed at ensuring the availability of high-quality academic enrichment; and if appropriate, be based upon scientifically-based research that provides evidence that the program or activity will help students meet the State and local student academic achievement standards.
Applies to:
Problem solving »
Ability to suggest or design solutions to problems for which there may be no one right answer.
Applies to:
Problem solving »
Applying your math knowledge, skills, and understanding, along with critical thinking and creativity, to solve a problem on paper or in everyday life.
Applies to:
Procedural fluency »
Skill in carrying out mathematical procedures flexibly, accurately, efficiently, and appropriately. It’s one of the National Research Council’s five strands of mathematical proficiency.
Applies to:
Process groups »
What you will need to “do” to ensure a successful project. There are 5 process groups: Initiating, Planning, Executing, Monitoring and Controlling, and Closing.
Applies to:
Procurement guidelines »
Policies and procedures that guide purchasing of supplies, materials and equipment.
Applies to:
Productive disposition »
The inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy. It’s one of the National Research Council’s five strands of mathematical proficiency.
Applies to:
Productive struggle »
The level of effort required to successfully complete a task that’s in the “sweet spot” of being neither too easy nor too hard to achieve. Sometimes called beneficial difficulty or zone of proximal development. This kind of struggle, followed by success, produces new understandings and confidence.
Applies to:
Program assets »
Resources outside your program which have the potential to enrich your financial literacy activities. In addition to traditional potential assets like social services, universities and school-day counterparts, optimizing financial literacy assets demands creative research into the private finance industry in your area and existing non-profit or government organizations (whether local or online) geared toward financial literacy and consumer protection.
Applies to:
Program Director »
The staff member of a 21st CCLC program who manages the payroll and budget, completes state and federal reports, and fulfills marketing, social media, recruitment, community outreach and board presentations.
Applies to:
Program logistics »
Planning and management areas that lay the foundation for running a successful program. These include the schedule, the space/facility, materials and resources, budget and staff.
Applies to:
Program team »
Representatives from all stakeholder groups that are hand selected to help you identify the unique financial literacy needs of your students and families and plan activities to meet those needs. This team may include staff members, students, parents, community members and financial experts all with strong community connection.
Applies to:
Progressive discipline »
The process whereby your discipline of a staff member who’s not performing as expected becomes stricter at each step if the staff member’s job performance or behavior doesn’t improve. Progressive discipline generally includes 1) counsel or verbal warning, 2) written reprimand and warning, 3) specific warning of dismissal, and finally 4) dismissal.
Applies to:
Project »
As defined in the Project Management Body of Knowledge (PMBOK), a project is “a temporary endeavor undertaken to create a unique product, service or result.” Project and program are used interchangeably when this course refers to 21st CCLC.
Applies to:
Project management »
As defined in the Project Management Body of Knowledge (PMBOK), a project management as “the application of knowledge, skills, tools and techniques to project activities to meet project requirements.”
Applies to:
Project plan »
A formal document designed to describe how you will execute, monitor and control each critical task of your project while managing and mitigating any risk that could effect your program quality. A project plan is key to a successful project and is the most important document to have in place to ensure a success program.
Applies to:
Project-based learning »
A student-directed learning strategy by which young learners explore topics of high interest to them through in-depth learning experiences lasting more than three (3) days.
Applies to:
Protective factors »
Individual or environmental characteristics or conditions that promote physical and emotional well-being to help students choose positive health behaviors over risk behaviors.
Applies to:
Prototype »
A component of the design thinking process during which student teams produce inexpensive, scaled-down versions of a product or solution to investigate whether the solution will solve the problem. This is a period of brainstorming, collaboration and experimentation. The aim is to identify the best possible solution to address the root problem.
Applies to:
Public policy »
A system of principles endorsed by a government on which laws, regulations and actions are based.
Applies to:
Qualitative data »
Data that describes qualities or characteristics.
Applies to:
Quantitative data »
Data that can be counted, measured and expressed in numbers.
Applies to:
Range of data »
Range of data refers to the number of different locations you use to complete your research. In order for a scientist to draw a reliable conclusion, there need to be a wide range in the data.
Applies to:
Reading »
The process of simultaneously extracting and constructing meaning through interaction and involvement with written language.
Applies to:
Real Talk »
A coaching technique that uses questions and dialogue to help someone clarify thinking, set realistic goals and expectations, or make a decision.
Applies to:
Reasonable modifications »
Modifications to policies, practices or procedures necessary to avoid discrimination on the basis of disability
Applies to:
Reciprocal learning »
A learning environment that provides opportunities for students to coach each other as they solve problems, decode text or otherwise go deeper into content.
Applies to:
Reciprocal learning »
A learning strategy where students coach each other in pairs or small groups as they solve problems, decode text, or perform a task; student roles may include predicting, questioning, clarifying, and summarizing.
Applies to:
Reclassification »
Classification of English learners (ELs) based on their level of English language proficiency (ELP). Schools reclassify EL students when their ELP assessment scores show they no longer require EL services and are thus "exiting" from the EL program.
Applies to:
Recruitment strategies »
Critical steps to effective hiring, including creating a timeline, developing a marketing strategy for job openings, creating and posting flyers in multiple community locales, and online job postings.
Applies to:
Recruitment team »
Representatives from all stakeholder groups and staffing levels of your 21st CCLC program selected to work in concert on all new hiring. The team approach ensures all perspectives are represented, and invested in the success of staffing.
Applies to:
Reflection »
Ensuring students are fully engaged in the learning by guiding each student to monitor individual progress, construct meaning from the content learned and from the process of learning it, and apply the learnings to other contexts and settings.
Applies to:
Reflective assessment »
A reflection activity that prompts students to reflect on their growth and why the learning, or growth was important.
Applies to:
Regulations »
Outline policy and procedures for all entities that receive federal grants. These also contain internal controls and grant management standards to ensure that federal funds are lawfully expended. Rules based on legislation that help to provide guidance when enforcing the law.
Applies to:
Relationship skills »
The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed. One of five skill domains for social and emotional learning.
Applies to:
Remediation »
Repetition or reteaching of knowledge and skills students didn't master during previous lessons or grade levels.
Applies to:
Research »
Careful and organized study or gathering of information about a specific topic.
Applies to:
Resource-facilitated learning »
Learners and facilitators work at the same time and focus on the same information.
Applies to:
Responsible decision making »
The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The ability to identify, analyze and solve problems. The realistic evaluation of consequences of various actions, and a consideration of the well-being of oneself and others. One of five skill domains for social and emotional learning.
Applies to:
Reunification »
The process of uniting family members after a period of separation. For example, a mother may have migrated to the United States three years prior to her child migrating from their home country.
Applies to:
Rural partners »
Community organizations or entities your program is likely to encounter in a rural setting, and may include interest clubs, senior centers, Chamber of Commerce, local artisans or farmers, university extensions, churches, or school liaisons.
Applies to:
Safe learning environment »
In addition to the traditional components, a safe learning environment in the context of financial literacy activities includes anticipating and diffusing feelings of embarrassment, awkwardness, intimidation, insecurity or privacy often experienced by students and their adult family members on the delicate subject of money.
Applies to:
Sage on the stage »
A teacher-centered approach to facilitating student learning that limits student choice and participation. Examples include lectures and direct instruction.
Applies to:
Saving and investing »
One of the five basic concepts of financial literacy: building financial resources for the future.
Applies to:
Scaffolding »
Providing support that scaffolds language in the following ways: simplified language, teacher modeling, visuals, multimedia, cooperative learning, graphics, and hands-on learning.
Applies to:
Scenario-based interview question »
A situation posed to a potential candidate to determine how they will respond or react. A well-designed scenario-based interview question will reveal the candidate’s experience and problem-solving skills.
Applies to:
Science »
A systematic way to collect and organize knowledge about the world.
Applies to:
Self-awareness »
The ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior. The ability to accurately assess one’s strengths and limitations, with a well-grounded sense of confidence, optimism, and a growth mind-set. One of five skill domains for social and emotional learning.
Applies to:
Self-care »
The practice of taking an active role in protecting one's well-being and happiness, particularly during periods of stress.
Applies to:
Self-directed learning »
Process in which individuals take the initiative with or without the help of others, in diagnosing their learning needs.
Applies to:
Self-management »
The ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations — effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals, including the ability to organize time and tasks. One of five skill domains for social and emotional learning.
Applies to:
Self-talk »
Internal dialogue; studies show negative and positive self-talk can affect one’s psychological state, performance, and sense of well-being.
Applies to:
Sentence frame »
A fill-in the blank sentence structure.
Applies to:
Service learning »
An approach that intentionally builds opportunities for students to use new knowledge and skills as they actively participate in community activities.
Applies to:
Shared/common direct cost »
An expense whose benefit can be specifically tied to the objectives of more than one funding source or program.
Applies to:
Sheltered instruction »
An instructional approach for making grade-level content accessible and comprehensible for English learners above the beginner level of language acquisition by using scaffolding strategies and supports to communicate the content and engage learners. May include cooperative learning, connecting to students' experiences, use of visuals and demonstrations, adapting text and providing supplementary materials.
Applies to:
Silent period »
Period of time when a student who's a newcomer to the U.S. is taking in the language and environment around them but isn't ready to take the risk of speaking English.
Applies to:
Site Coordinator »
The staff member or members of a 21st CCLC program who hire, train and retain frontline staff, enroll students, track daily attendance, manage student behavior, manage the budget, purchase supplies, and conduct activity observations.
Applies to:
Site plan »
A formal document designed to describe how each site will execute, monitor and control each element of their project. A site plan should be completed for each site and could include operations plans; needs assessment findings; program and activity SMART goals; and strategies for managing the budget, data, staff, intentional activity development, student recruitment and communication.
Applies to:
SMART Goals »
Goals crafted to address five specific areas so that all stakeholders understand what the program aims to do, how progress will be measured, and when results should occur. The five areas provide the SMART acronym: specific, measurable, achievable, relevant and time bound.
Applies to:
SMART Goals »
Program or activity goals that are specific, measurable, achievable, relevant, and time bound.
Applies to:
Social and emotional health »
The ability to understand and manage emotions; to form social connections and relationships; and to integrate thoughts, emotions, and behaviors in support of greater health and well-being in life.
Applies to:
Social and emotional learning »
The process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
Applies to:
Social awareness »
The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behavior and to recognize family, school and community resources and supports. One of five skill domains for social and emotional learning.
Applies to:
Social entrepreneurship »
An approach that blends a business goal to provide products or services with the desire to support a cause that improves the lives of others.
Applies to:
Social growth »
The ability to interact and develop relationships with others. It includes development of social and emotional skills and recognition that one is an individual, separate from others. Healthy social growth impacts other developmental domains, such as cognitive and emotional growth.
Applies to:
Social language »
Language used in social settings and everyday life. Typically it’s cognitively undemanding and easy to understand because of its simple vocabulary and sentence structure. Social English includes phrases like “what’s up” and “catch you later.”
Applies to:
Social presence »
Term used to describe emotional attachments at play whenever teachers and students work together. Key concepts in theories of social presence include human connectedness, relationships, engagement, a sense of belonging, kindness and compassion.
Applies to:
Social-emotional development »
Development in two closely related areas: social and emotional. See "social development" and "emotional development."
Applies to:
Socratic seminar »
A structured discussion where students seek to understand text through questions, debate and active listening.
Applies to:
Soft skills »
The combination of knowledge, skills and characteristics that will help staff members succeed within your program’s culture and climate. Examples are teamwork, empathy, positive outlook and creativity.
Applies to:
Speaking »
The act of communicating through producing oral-aural language.
Applies to:
Specific Learning Disability (SLD) »
A general term applying to a disorder of psychological processes. Includes a broad range of manifestations in literacy or mathematical limitations.
Applies to:
Speech or language impairment »
A communication disorder that affects spoken language.
Applies to:
Spending »
One of the five basic concepts of financial literacy: Money that goes out (outputs) for day-to-day needs, optional purchases and other expenses.
Applies to:
Staff role modeling »
Out-of-school time program leaders and staff members model and reinforce healthy behaviors for students by being physically active, consuming healthy foods and beverages, and participating in an employee wellness program.
Applies to:
Stages of child development »
Time periods during which children develop physically, cognitively, socially and emotionally. The stages may be described as a series of overlapping periods of development: prenatal (conception through birth), infancy (birth to age 2), early childhood (ages 2-6), middle childhood (ages 6-9), late childhood/early adolescence (ages 9-12), middle adolescence (ages 12-15); and late adolescence (ages 15-18).
Applies to:
STEM literacy »
The ability to understand and apply concepts from science, technology, engineering and mathematics, including computer science and interdisciplinary strategies, in order to make informed decisions, create new products and processes, and solve problems.
Applies to:
Strategic competence »
The ability to formulate, represent, and solve mathematical problems. It’s one of the National Research Council’s five strands of mathematical proficiency.
Applies to:
Strategic partnership »
This mutually beneficial relationship usually involves close cooperation between partners with specific individual and joint rights and responsibilities. Each party brings different assets or expertise that will help the other.
Applies to:
Strengths-based approach »
This approach focuses on people's strengths and potential rather than focusing on their deficits or limitations. It views their language, culture, diversity and other traits as assets.
Applies to:
Stress »
Emotional or physical tension that comes from an event or thought that causes frustration, anger, or nervousness. In short bursts, stress can be positive, such as when it helps you avoid danger or meet a deadline. Long-term stress may harm your health.
Applies to:
Stress cave »
A small item, like a shell or box, where students can whisper their thoughts and feelings
Applies to:
Student driven learning »
Students take an active role in their learning process and developing the project, while staff plays the role of facilitator.
Applies to:
Student surveys »
A series of written questions designed to collect information about students' perceptions, interests, and background knowledge.
Applies to:
Student voice »
Students are invited to express opinions and make choices about planning and implementing their own learning experiences.
Applies to:
Student voice »
Students are invited to express opinions and make choices about planning and implementing their own learning experiences.
Applies to:
Student voice and choice »
A facilitation process that considers student’s individual needs and skill-needs in the planning and implementation of activities. Students are invited to express opinions and make choices about planning and implementing their own learning experiences.
Applies to:
Student voice and choice »
An approach that gives students ownership of what and how they want to learn.
Applies to:
Student/Family voice »
This, the most intimate data level in all 21st CCLC program design, carries added significance in the context of financial literacy. Voice, or direct input, is critical to gauge the goals of families as well as their perceptions of financial obstacles to educational success. Armed with an understanding of where they are, you can help your students and families discover a path for the future within the concrete realities of their respective financial circumstances.
Applies to:
Subtasks »
Groups of tasks within a larger critical task that need to be completed when managing your 21st CCLC program. Not all critical tasks have subtasks.
Applies to:
Summer learning »
Intentionally designed, high-quality summer experiences that support building skills, knowledge, attitudes and behaviors that promote academic achievement and healthy development.
Applies to:
Summer learning loss »
The loss of skills, especially in reading and math, that can happen if students don’t use the skills during the summer academic break. Students can also lose self-management skills such as following directions and working with others. These losses can accumulate over time if they aren’t addressed, and can result in achievement gaps that disproportionately affect students from disadvantaged backgrounds.
Applies to:
Supplies »
All tangible personal property other than that described in 2 C.F.R. § 200.33 as "equipment." A computing device is a supply if the acquisition cost is less than the lesser of the capitalization level established by the non-federal entity for financial statement purposes or $5,000, regardless of the length of its useful life. See 2 C.F.R.
Applies to:
Sustainability »
Strategies carried out to continue all or part of a program after grant funding ends.
Applies to:
Sweet spot »
A level of difficulty that engages students in productive struggle by providing a task that’s neither too hard nor too easy, but “doable” with effort and the right conditions (e.g., sufficient time) or supports (e.g., a calculator), depending on the task. Also called the zone of proximal development.
Applies to:
Synchronous learning »
Learners and facilitators work at the same time and focus on the same information.
Applies to:
Targeted intervention »
Carefully considered and constructed learning activities or approaches, often research based, that are designed to help struggling students master specific skills and knowledge.
Applies to:
Targeted intervention »
Carefully considered and constructed learning activities or approaches, often research based, that are designed to help struggling students master specific skills and knowledge.
Applies to:
Technology »
Any tool developed by a human to help solve a problem.
Applies to:
Temperament »
The basic foundation of personality, usually assumed to be biologically determined and present early in life, including such characteristics as energy level, emotional responsiveness, demeanor, mood, response tempo, behavioral inhibition and willingness to explore.
Applies to:
Termination clause »
A portion of an MOU which allows for the dissolution of a partnership by either party under agreed upon conditions.
Applies to:
The Arc »
Largest national community-based organization advocating for and serving people with intellectual and developmental disabilities and their families
Applies to:
The ask »
What you will ask your partner to do with or for your program. This carefully designed proposal takes mutual interests, needs and resources into account.
Applies to:
Title III »
"Title III, Part A — English Language Acquisition, Language Enhancement, and Academic Achievement Act" is part of the federal Every Student Succeeds Act (ESSA). It aims to ensure that English learners and immigrant students attain English language proficiency and high levels of academic achievement. Title III also ensures that ELs meet the same challenging state academic standards that all children are expected to meet. It authorizes funds for English language acquisition programs.
Applies to:
Trauma »
The often-debilitating symptoms that many people suffer from in the aftermath of perceived life-threatening or overwhelming experiences.
Applies to:
Trauma »
The often-debilitating symptoms that many people suffer in the aftermath of perceived life-threatening or overwhelming experiences.
Applies to:
Trauma-informed approach »
A program practice that realizes the impact of trauma and understands potential paths for recovery; recognizes the signs and symptoms of trauma in clients, families, staff, and others; resists retraumatization; and responds by fully integrating knowledge about trauma into policies, procedures, practices, and settings.
Applies to:
Trauma-informed practice »
Policies, procedures and practices that aim to reduce the effects of overwhelming experiences or feelings. A framework for the practice of social and emotional learning.
Applies to:
Traumatic brain injury (TBI) »
An injury to the brain caused by outside force such as a car accident. A TBI can impact multiple areas of the brain such as language, memory, motor functions, and problem-solving.
Applies to:
Trigonometry »
A branch of mathematics; a subset of geometry that’s concerned with the length, height, and angles of a triangle.
Applies to:
Uniform Guidance »
The short name for the section of the Code of Federal Regulations titled the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards. It applies to all federal grants, including 21st CCLC, and provides definitions for commonly used terms, offers general guidance, and outlines how funds may or may not be spent.
Applies to:
Universal Design for Learning »
A framework, based on brain science and evidence-based practices, that guides the design of learning experiences to proactively meet the needs of all learners.
Applies to:
Universal Design for Learning (UDL) »
A framework, based on brain science and evidence-based practices, that guides the design of learning experiences to proactively meet the needs of all learners.
Applies to:
Urban partners »
Community organizations or entities your program is likely to encounter in an urban setting, and may include all levels of university programs, workforce development organizations, libraries, interest clubs, hospitals, retail centers, service clubs or organizations, and drug and alcohol councils.
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Variable »
In math, a variable is a symbol or letter (like x or y) that represents a value you don’t know yet. Variables can be dependent (which means their value depends on other variables) or independent (which means their value doesn’t change even if other variables change).
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Variable costs »
Per-student costs that change based on the number of students served (e.g., salary and benefits for instructional staff who implement activities, supplies for student activities). Also see "fixed costs."
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Vendors »
Paid partners. Vendors can be approached for price breaks, expertise or even donations in exchange for positive publicity by your organization to elevate the partnership.
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Virtual learning »
Also called distance, online, digital and remote learning, this term is used in Y4Y's course The Virtual Edge to describe the use of virtual tools to connect facilitators and learners who aren’t in the same physical space.
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Vision statement »
An inspiring, brief statement which describes the big picture goals of your program regarding long run achievement for students and families. This statement will take into consideration the fundamental purpose of your organization, challenges your families face and how their outcome will be different when your program succeeds.
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Vision statement »
This will tell your stakeholders your long-term program goal. It defines your purpose, with a focus on your aspirations. It should be short and inspiring. Your vision statement should hold true over time.
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Visual impairment including blindness »
A condition affecting eyesight that has an adverse educational effect. Includes both partial and full blindness.
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Vocabulary »
Vocabulary is the knowledge of words and word meanings in both oral and print language and in both expressive (speaking and writing) and receptive (listening and reading) forms.
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Welcoming environment »
A friendly, supportive atmosphere that encourages family participation and unites the 21st CCLC staff, family and community in supporting student development and academic achievement.
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Welcoming environment »
A deeper look into your program climate, a welcoming environment is made up of staff behaviors and physical space aspects which convey directly and indirectly that you are delighted to have your students and families in your program. This ranges from greetings to respecting dignity in all circumstances, to offering accommodations for special needs, all underpinned with a warm tone and approachability of staff.
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Work Personality Evaluation »
A 42-item, behaviorally oriented work assessment instrument deeveloped by psychologist John Holland. It's based on six personality categories: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional (RIASEC).
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Work-based learning »
A career readiness approach with three key components: (a) alignment of classroom and workplace learning; (b) application of academic, technical and employability skills in a work setting; and (c) support from classroom or workplace mentors.
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Workforce development »
A range of activities, policies and programs employed by economies and employers to create, sustain and retain a viable workforce that can support current and future business and industry.
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Workforce Innovation and Opportunity Act (WIOA) »
WIOA is landmark federal legislation designed to strengthen and improve the nation's public workforce system and help get Americans, including youth and those with significant barriers to employment, into high-quality jobs and careers and help employers hire and retain skilled workers.
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Workplace skills »
One of three categories of employability skills, in addition to "applied knowledge" and "effective relationships," defined by the U.S. Department of Education; consists of the abilities people need to accomplish tasks on the job, like managing time and resources.
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Wrap-up activity »
Provides youth an opportunity to demonstrate what they have learned, and it provides closure and time to reflect on their experience.
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Writing »
The process of recording language graphically by hand or other means, as by letters, logograms, and other symbols.
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Youth development »
The ways youth grow and learn. There are four areas of youth development: physical, cognitive, social, and emotional growth.
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Youth leadership »
Refers to helping youth build the knowledge, skills and attitudes required of capable leaders and engaged community members. There are three key components to include when developing student leadership skills: mastery of self, mastery of relationships and mastery of action.
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Zone of proximal development »
The gap between what a person can do with help and what they can do on their own. This concept was developed by Lev Vygotsky.
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