November 20, 2012

In the Incorporating Academic Content in Afterschool Training-to-Go we explore how to design afterschool programming and activities that are engaging and interactive while also incorporating school day content. This hour-long customizable professional development training includes a PowerPoint, handouts, activities and training guides.

To learn more, click here.

 


November 20, 2012

The Y4Y site can help you shape ideas to complement school-day learning standards in your program. Work from the suggested program activities, then find ways to connect to standards. Make sure you're logged in before you start, then when you're done save your work to "My Notebook" and everything you've entered will be saved to your profile so you can download it and print it for later reference.

To access this page and to view related materials about advantages and approaches to aligning with the school day, click here.

 


November 8, 2012

This Issue Brief, Afterschool and Students with Special Needs, provides a quick overview of the benefits of afterschool programs for students who have learning, developmental and physical disabilities. Even students who are not in "mainstream" classrooms can get valuable support in the afterschool setting. Afterschool Alliance. (2004). Washington, DC: Author.

Click here to access this Brief and view related publications from the Learn More Library.

 


November 8, 2012

Homework time is a great way to keep everyone focused on academic progress and reinforce the skills covered during the school-day. However, it doesn’t have to feel like study hall. We can use homework time to develop important academic and related 21st Century skills that youth need to succeed in life like independent learning, responsibility, and leadership.

Using tools like the Homework Contract Tool can help us find ways to structure homework time and empower youth to develop and improve these skills.

Click here to learn more.

 


November 8, 2012

Communicating with teachers is the most efficient way to keep informed about school-day content. A system for interacting with school-day staff should be created to build and cultivate this relationship. It can be as simple as a form that teachers use to recommend help with students’ assignments.

The Survey of Teacher Programming Needs, adapted from SEDL, asks school-day teachers about the subjects or topic areas in which students need additional assistance. For each subject or topic area, teachers list specific skills that the program can help students target during operational hours. Teachers can assign a priority level of low, medium, or high to these skills. Suggestions should be based on assessments of student achievement, observation, student preferences, and parent feedback.

Click here to learn more.