Afterschool Academies Guidebook for Action
Based on the Afterschool Academies model developed and presented by five afterschool organizations under a grant from the C.S. Mott Foundation, the Guide provides the Academies design basics, sample agendas and handouts, outlines of plenaries and breakout sessions, discussion-group guides, facilitators’ materials, and planning tools.
Leveraging Afterschool for English Learner Success
Based on a California convening of leaders from school and afterschool, this white paper explores collaborative alignment as an opportunity for supporting English learner success in school and beyond. This toolkit also includes annotated research articles, a customizable PowerPoint® template, and tips and strategies to help afterschool promote itself to schools, policymakers, funders, and the media.
Out-of-School Time: Leveraging Higher Education for Quality
Written by Foundations, Inc., in partnership with The After-School Corporation (TASC), this white paper explores why and how partnerships between institutions of higher education and the OST field can strengthen the quality of children’s educational opportunities beyond the school day.
Insight on Expanded Learning Time: Connections: Schools, Parents and Communities
This Insight on Expanded Learning explains how children benefit significantly when programs build connections among schools, parents and communities. Programs can benefit, too, by tapping new, often underutilized resources for afterschool education.
Insight on Expanded Learning Time: Quality Matters
This Insight on Expanded Learning explains how research shows that high quality programs attract—and keep— children and youth. High quality programs are effective programs, providing children with the supports they need to learn and grow.
Insights on Expanded Learning Time: Staff Development
This Insight on Expanded Learning explains how skilled leaders and staff are key to creating, implementing, sustaining and growing the kinds of programs that transform children’s lives. Research confirms what you already know —programs that produce results with children require skilled staff, no matter what the particular program focus.