To support State efforts to provide quality afterschool opportunities,
the Child Care Bureau awarded a technical assistance contract on
out-of-school time to The Finance Project. The Afterschool
Investments project provides technical assistance to Child Care
and Development Fund grantees and other State and local leaders
supporting afterschool efforts.
Upcoming AIP Webinar - School-Age Professionals Go Back to School: Community Colleges and the President's American Graduation Initiative
On September 8, 2010, Afterschool Investments will hold a webinar for the Child Care Bureau, State and Territory staff, and other interested stakeholders. During the event, Federal staff will discuss the ACF priority on professional development and the workforce. AIP staff will share new resources for community college faculty, developed in collaboration with Child Care and Early Education Research Connections. The School-Age Faculty Module includes information, worksheets and activities that can be used by faculty in two and four-year institutions, and community-based trainings, to help the school-age workforce understand and use research to learn more about effective practice. Faculty and student representatives from Trident Community College (SC) and Tulsa Community College (OK) will also share their experiences with developing new methods to support the afterschool workforce. The webinar event will conclude with an interactive question-and-answer session. Please see the Audio Conferences and Webinars page for background materials, including a transcript and recording following the event. (Register Here)
A Tool to Assess the Alignment of State Professional Development Systems and Quality Rating and Improvement Systems
Professional development (PD) systems and quality rating and improvement systems (QRIS) are intended to improve the practice of professionals and the quality of early childhood and school-age programs. State leaders can use this assessment tool to determine priorities for strengthening the alignment and coordination of these two systems, especially as they apply to practitioners in programs serving children birth through school-age and youth. (PDF)
Characteristics of the Afterschool Workforce
The afterschool workforce is comprised of a diverse group of afterschool
workers, youth workers, credentialed teachers and other professionals. This
document summarizes some of the key characteristics of the afterschool
workforce, including demographic information, compensation, and education and
experience.
(HTML)
An Analysis of Summer and Day Camp Regulations
Summer and Day Camp programs serve many school-age children. Regulatory
authority varies across states, and may be included in child care regulations
or monitored by state health departments. This fact sheet provides an
overview of some common characteristics in state licensing regulations for
summer and day camps based on a review of regulations in nine states. (HTML)
Quick Facts on School-Age Care: Program and Practitioner Standards
This document presents an overview of state policy trends in establishing voluntary quality standards for school-age programs. It includes a map of which states have established program standards, core competencies for school-age professionals, and school-age credentials. (HTML)
AIP Webinar on Including School-Age Programs in State Quality Rating and Improvement Systems
On June 3rd, 2010, Afterschool Investments held a webinar on the inclusion of school-age programs in State QRIS for the Child Care Bureau, State staff, and other interested stakeholders. During the event, AIP explored key considerations for States looking to design or enhance State/Territory quality rating and improvement systems (QRIS) to include school-age programs. State representatives from Oklahoma and Vermont shared their approaches to including school-age programs in QRIS and addressed challenges, successes, and lessons learned. The National Child Care Information and Technical Assistance Center (NCCIC) provided an overview of their new Quality Rating and Improvement System Resource Guide. Please see the Audio Conferences and Webinars page for background materials, including a transcript and recording of the event.
Guidance for State Leaders Developing Quality Rating and Improvement Systems
for School-age Programs
Many states are designing or expanding quality rating and improvement systems
(QRIS) to include school-age programs. This brief provides an overview of key
considerations for developing effective strategies to including school-age
programs in QRIS. (HTML)
A Closer Look at School-Age Quality Indicators in Quality Rating and
Improvement System (QRIS) Standards
Of the 20 state QRIS standards, 16 states include school-age specific quality
standards and indicators. Twelve of these states embed school-age indicators
within QRIS standards and four have developed a stand-alone "school-age track".
Findings are summarized in this table. (HTML)
Use of Program Quality Measures in States with School-Age QRIS
Prompted by a request from Rhode Island, this document explores how states use specific measures of program quality in their school-age quality rating and improvement systems (QRIS). A summary table identifies which assessment tool each state uses, how the assessment is used in the QRIS, and how the assessment is linked to program quality improvement. (HTML)
Where are the Kids? Key Facts on the Care Arrangements of School-Age Children
This fact sheet provides an overview of the different types of care arrangements for school-age children, with a particular focus on children from low-income families accessing federal funds for school-age programs. The document is intended to help policy makers consider how best to target resources to improve access to quality school-age programs. (HTML)
Federal Child Nutrition Funds Supporting School-Age Programs
This document provides an overview of three federal nutrition programs that
support afterschool programs: the Child and Adult Food Care Program, the
National School Lunch Program, and the Summer Food Service Program. The
document also explores why some of these federal funding sources are generally
underutilized by afterschool programs. (HTML)
