Helpful Links and Resources

Welcome to the Youthprise Resources Database.

Explore resources on learning beyond the classroom, including articles and websites related to program quality, professional development, communications/messaging, and the latest research on afterschool, summer and community learning opportunities.


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A New Day for Learning Report

This report seeks to redefine how, when, and where students learn. The report addresses how student learning can be improved during and beyond the school day, taking advantage of after school or out-of-school periods, including afternoons, evenings, weekends, and summers.


After School Programs in the 21st Century: Their Potential and What It Takes to Achieve It

This study outlines the multiple benefits high-quality afterschool programs can provide children and youth and how to achieve those benefits. The benefits range from social and emotional outcomes; prevention outcomes; academic outcomes; and health and wellness outcomes. Critical factors to achieve outcomes for children and youth are outlined.


After-School Programs and Academics: Implications for Policy, Practice and Research

This report by Bob Granger of W.T. Grant Foundation provides a synthesis of the latest research on combining academics with traditional after-school enrichment programming. It identifies policy and program issues for the field of out of school time.


Afterschool Alliance

This website offers various tools to help communities develop and expand out-of-school-time programs. The website includes start up guides, information on partnership and developing partnerships.

http://www.afterschoolalliance.org/


America After 3pm

This website offers various tools to help communities develop and expand out-of-school-time programs. The website includes start up guides, information on partnership and developing partnerships.

http://www.afterschoolalliance.org/AA3PM.cfm


Assessment of Afterschool Program Practices Tools (APT)

Developed by National Institute of Out-of-School Time (NIOST) and the Massachusetts Department of Education, the Assessment of After School Program Practices (APT) is an observational instrument used to assess the extent to which afterschool programs are implementing practices congruent with their desired outcomes.

www.doe.mass.edu/21cclc/ta


Beacon's Programs

Beacons are school-based community centers serving children and youth afterschool and during the summer. Minneapolis Beacons Project is a collaborative, community-based initiative among schools, community, and families to improve academic, social, and lifework development of youth in low-income communities. The collaborative partners include the YMCA of Metropolitan Minneapolis, YWCA of Minneapolis, the Boys & Girls Club of the Twin Cities, Minneapolis Public Schools Community Education, and the Minneapolis Youth Coordinating Board.

http://ymcampls.blogspot.com/search/label/Beacons


Beyond the Bell

Beyond the Bell is a suite of products designed by Learning Point Associates to help afterschool directors, coordinators, and staff create and sustain high-quality, effective afterschool programs. The suite includes start-up guides and toolkits.

http://www.beyondthebell.org/


Charting a Course: A Practitioner's Guide to Quality Out-of-School Time Experiences

This resource is designed to assist school and community personnel as they work to create and maintain high-quality out-of-school time opportunities for young people in Minnesota. Building off the Charting A Course: Connecting Out-of-School time Opportunities booklet, the Resource Guide provides detailed information about each of the various funding resources available through the Minnesota Department of Education as well as research, resources and operational tools.


Charting A Course: Connecting Out-of-School Time Opportunities

This resource outlines the various programs and funding sources for learning opportunities in the out-of-school time at the Minnesota Department of Education. It provides information on maximizing resources to increase participation and quality programming.


Charting a Course: Connecting Out-Of-School Time Opportunities Manual

This document, provided by the Minnesota Department of Education, is a tool to help schools and community partners continue to develop and improve the learning opportunities provided statewide to our children and youth. A practitioner’s guide will be available in the fall, providing more detailed information on each of the funding sources as well as tools and resources around the principles of quality programs.


Core Assets and Capacities for Youth Workers

The Core Assets and Capacities for Youth Work Professionals in Minnesota is a guide that informs training, education, and work force development for youth workers in Minnesota. This guide emphasizes the foundational skills and knowledge needed by different types of youth work professionals. This guide can be used by program directors and training organizations to build the common skills necessary to improve program quality and program outcomes for children and youth.


Core Assets and Capacities for Youth Workers

This guide informs training, education, and work force development for youth workers in Minnesota. Eight professional development categories are identified to emphasize the foundational skills, competencies and knowledge needed by different types of youth work professionals. This guide can be used by program directors and training organizations to build the common skills necessary to improve program quality and program outcomes for children and youth.


Core Assets and Capacities for Youth Workers, Executive Summary

This guide informs training, education, and work force development for youth workers in Minnesota. Eight professional development categories are identified to emphasize the foundational skills, competencies and knowledge needed by different types of youth work professionals. This guide can be used by program directors and training organizations to build the common skills necessary to improve program quality and program outcomes for children and youth.


Council of Chief State School Officers' Toolkit

The Council of Chief State School Officers has developed an Extended Learning Opportunities online toolkit specifically for chief state school officers and state education agencies (SEAs). The toolkit builds on the Council’s Policy Statement on Extended Learning Opportunities, approved by the Council’s Board in 2006. The toolkit’s content and structure is also based on survey responses collected from chief state school officers and state education agency staffs on what resources and information would be most helpful to include.

http://elo.ccsso.org/web/guest/home


Council of Chief State School Officers' Toolkit

The Council of Chief State School Officers has developed an Extended Learning Opportunities online toolkit specifically for chief state school officers and state education agencies (SEAs). The toolkit builds on the Council’s Policy Statement on Extended Learning Opportunities, approved by the Council’s Board in 2006.

http://elo.ccsso.org/web/guest/home


Exploring the Costs of Out of School Time Programs in Minnesota

This study explores the costs of providing out of school time programming afterschool and the sources of funds used to finance these programs. Primary costs of operating programs are identified.


Exploring the Supply and Demand for Community Learning Opportunities in Minnesota

A parent and youth survey about the perceptions of availability, quality, value and need for youth programs in Minnesota. Barriers to participation in youth programs are identified. Regional and statewide analysis is available.

http://www.extension.umn.edu/distribution/youthdevelopment/00093.html


Fayette County Public Schools- Lexington Kentucky

This school district models best practice in community engagement and expanded learning opportunities to support student success.

http://www.fcps.net/


Girls Inc.

Girls Inc. develops research-based informal education programs that encourage girls to take risks and master physical, intellectual and emotional challenges. Major programs address math and science education, pregnancy and drug abuse prevention, media literacy, economic literacy, adolescent health, violence prevention, and sports participation. These best-practice programs have been replicated nationally.

http://www.girlsinc.org/ic/


Governor's Afterschool Summit - Executive Summary

Executive summary of Governor Tim Pawlenty’s Afterschool Learning Opportunities Summit in May 2008. Leaders in business, education, local government, Native American communities, law enforcement, youth and community-based youth programs gathered to call attention to the critical need to ensure that high-quality afterschool opportunities are available for all Minnesota children and youth.


Governor's Afterschool Summit - Final Report

Report on Governor Tim Pawlenty’s Afterschool Learning Opportunities Summit in May 2008. Leaders in business, education, local government, Native American communities, law enforcement, youth and community-based youth programs gathered to call attention to the critical need to ensure that high-quality afterschool opportunities are available for all Minnesota children and youth.


Governor's Afterschool Summit - Transcript

Transcript of Governor Tim Pawlenty’s Afterschool Learning Opportunities Summit in May 2008. Leaders in business, education, local government, Native American communities, law enforcement, youth and community-based youth programs gathered to call attention to the critical need to ensure that high-quality afterschool opportunities are available for all Minnesota children and youth.


Governor's Afterschool Summit - Youth Participation Report

This report outlines how youth were engaged in the Governor’s Afterschool Summit. It includes information on training and preparing youth to engage in high level policy discussions.


Investing in the Enterprise of Youth

A position paper that provides the research basis for investing in learning beyond the classroom, outlines the challenges facing the out-of-school time field, and describes the role an intermediary like Youthprise can play in addressing the challenges.


Journeys into Community - Executive Summary

The summary report state’s that Minnesota needs to be much more intentional about engaging its young people in developmental activities in the out of school time. Recommendations are provided to assist communities provide a broad array of community learning programs.


Journeys into Community - Report

The report state’s that Minnesota needs to be much more intentional about engaging its young people in developmental activities in the out of school time. Recommendations are provided to assist communities provide a broad array of community learning programs.


Keys to Quality Youth Development

This section of the University of Minnesota Extension Service website provides an overview of the qualities that quality youth development programs should have. The KEYS to Quality Youth Development can be used in the design, delivery, and evaluation of your positive youth development programs.

http://www.extension.umn.edu/distribution/youthdevelopment/DA6715.html


LA's Best

LA’s Best is a best-practice program for children and youth ages 5-12. This values-based program-delivery model supports positive youth development.

http://www.lasbest.org/


Leading After-School Learning Communities: What Principals Should Know and Be Able To Do, Executive Summary

This resource offers a new perspective on the purpose of afterschool, encouraging principals and collaborators to reinvent programs to focus on creative, productive supplementary activities. In addition, the guide provides suggestions for how to implement suchquality programs, how to involve the community and culture of the school, and how to evaluate the current and future effectiveness of afterschool programs.


Measuring Youth Program Quality: A Guide to Assessment Tools

This guide compares the purpose, structure, content and technical properties of several youth program quality assessment tools. This guide would assist practitioners explore program quality assessment tools and inform policy, research and funding decisions.


Measuring Youth Program Quality: A Guide to Assessment Tools - Summary

This summary guide compares the purpose, structure, content and technical properties of several youth program quality assessment tools. This guide would assist practitioners explore program quality assessment tools and inform policy, research and funding decisions.


Minnesota Mentoring Partnership

Offers technical assistance and training support to help start, maintain and sustain quality mentoring initiatives. Provides technical assistance its quality mentoring assessment tool.

http://www.mpmn.org/Training.aspx


Minnesota Out-of-School Time Funding Streams - 2010 Report

This report takes a deep look into the primary funding sources and bridging sources of funds for out-of-school time opportunities in Minnesota. This report also looks at trends in funding sources for out-of-school time.


Minnesota Out-of-School Time Funding Streams - Full Report, 2009

This report provides a common understanding regarding the structure of funding for out-of-school time programs in Minnesota by defining primary and secondary funding streams. The report highlights the importance of funding streams in developing quality programs.


Minnesota Out-of-School Time Funding Streams - Summary Report, 2009

This report provides a common understanding regarding the structure of funding for out-of-school time programs in Minnesota by defining primary and secondary funding streams. The report highlights the importance of funding streams in developing quality programs.


Minnesota Out-Of-School Time Primary Funding Streams Report FY 2011

In April 2009, the Minnesota Department of Education released the first Minnesota Out-of- School Time Funding Streams report. That report attempted to describe the web of funding sources available to local programs to create, enhance and sustain high quality, out-of-school time learning opportunities (OST) for children and youth. The department is committed to regularly updating the Funding Streams report to provide up-to-date information on funding resources targeted to afterschool programming. This report highlights funding trends in fiscal year 2011 at the federal, state and foundation level.


Minnesota School-Age Care Alliance

MNSACA offers training and professional development for individuals working with school age youth, ages 5-18. Administers program accreditation certification for school-age care afterschool programs in Minnesota.

http://www.mnsaca.org/


Minnesota Youth Work Institute

Youth Work Institute provides education, training, professional development and technical assistance for adults who work with and on behalf of youth ages 10-18. The YWI provides you with the latest research on youth development and practical ways to apply it to your daily work.

http://www1.extension.umn.edu/youth/Training-Events/


National Partnership for Quality Afterschool Learning

The SEDL National Center for Quality Afterschool helps state education agencies and local practitioners develop high-quality, balanced programs that provide a safe and fun environment for academic enrichment as well as youth development activities.

http://www.sedl.org/afterschool/


Once We Know It, We Can Grow It Quality Nonformal Learning Opportunities and Youth Work Practice Short Paper

There is growing agreement that quality matters in multiple dimensions of nonformal learning in the nonschool hours. Quality influences the participation of youth, the satisfaction and retention of youth workers, and the impact programs have on young people, families and the community. This paper presents a framework to advance quality youth work in daily practice as well as to promote quality as the driver for systems-level investment and support for nonformal learning experiences.


Once We Know It, We Can Grow It: A Framework for Quality Nonformal Learning Opportunities and Youth Work Practice Paper

This paper presents a framework to advance quality youth work in daily practice as well as to promote quality as the driver for systems‐level investment and support for nonformal learning experiences in Min‐ nesota. By laying out a common language and emerging knowledge base, we intend to build a shared un‐ derstanding of quality in nonformal learning opportunities and the daily practice of youth work, and to provide a resource and rationale useful to systems‐level leaders. By focusing on quality as a uniting and advancing force for the nonformal learning field, we believe we can address systems‐level accountability as well as help practitioners, supervisors and organizations strengthen their circle of influence in ways that a sole focus on outcomes cannot. Finally, by identifying new directions for a statewide quality initia‐ tive, we hope to point the way to action that will propel a quality agenda forward.


OST Cost Calculator

This online calculator lets you determine the costs of a variety of options for high-quality out-of-school time (OST) programs. It can help you make informed decisions so you can plan for programming in which children and youth flourish.

http://www.wallacefoundation.org/cost-of-quality/Pages/default.aspx


Out-of-School Tim Observation Tool (OST)

The Policy Studies Associates, Inc. developed an observation instrument to collect consistent and objective observation data about the quality of after-school activities.

http://www.policystudies.com/studies/?id=30


Out-of-School Time Evaluation Snapshots: Measurement Tools for Evaluating Out-of-School Time Programs - An Evaluation Resource

Developed by the Harvard Family Research Project to help practitioners and evaluators choose appropriate evaluation instrument that match their program and evaluation goals. This Snapshot describes instruments and tools that you can obtain and use for on-the-ground program evaluation.

http://tinyurl.com/6plhp3


Program Quality Self-Assessment Tool (QSA)

Developed by New York State Network to help program leaders and staff, in collaboration with other stakeholders, to better understand the indicators of a high-quality program and reflect on all aspects of their program’s operation.

www.nysan.org


Promising Practices in Afterschool

This site is a place to find and share ideas that are working in youth development programs. It has information on quality curriculum, funding, staffing, professional development, evaluating, and other areas of interest.

http://www.afterschool.org/


Promising Practices Rating Scale (PPRS)

The Promising Practices Rating System (PPRS) was developed for use in the Study of Promising After-School Programs, a national study of high-quality programs serving disadvantaged children and youth. It is used by observers to make qualitative ratings of research-based promising practices in after-school programs.


Promoting Quality Through Professional Development: A Framework for Evaluation

Harvard Family Research Project examines professional development efforts in out-of-school time as a framework for improving quality programming and provides an evaluation framework to measure impact.


Quality Assurance System™ (QAS)

The FOUNDATIONS Quality Assurance System (QAS) wraps after-school program evaluation and program improvement into one comprehensive online tool. It guides you step-by-step through a close look at your program, takes you through a structured analysis, and leads you into creating program-specific targeted improvement plans.

http://qas.foundationsinc.org/start.asp?st=1


Research in Brief: Academic Achievement and Summertime Learning Loss, 2008

Researchers at John Hopkins have found the achievement gap between children and youth who grow up in families of low incomes compared to those who grow up in families with middle to upper incomes can be attributed to their summer learning loss. Engaging in quality expanded learning opportunities over the summer can mitigate or eliminate summer learning loss.


School-Age Care Environmental Rating Scale (SACERS)

The SACERS is a tool designed to assess process quality in school age care group. Process quality consists of the various interactions that go on in a program between staff and children, staff, parents, and other adults, among the children themselves, and the interactions children have with the many materials and activities in the environment, as well as those features, such as space, schedule and materials that support these interactions.

http://ers.fpg.unc.edu/


Snapshots on Minnesota Youth, Nonformal Learning Opportunities

Volume 2, Issue 2 of the Snapshots on Minnesota Youth series addresses the issue of out-of-school time activities and nonformal learning opportunities. This issue of Snapshots is dedicated to exploring the quality opportunities and programs that are available for youth during their discretionary hours and the characteristics of the youth who participate in them.

https://dps.mn.gov/divisions/ojp/statistical-analysis-center/Pages/snapshots-minnesota-youth.aspx


Staffing Practices of High-Quality After-School Programs

The After-School Corporation explores organizational features related to staffing that impact quality within programs. These results can offer guidance to program managers interested in improving organizational practices.The After-School Corporation explores organizational features related to staffing that impact quality within programs. These results offer guidance to program managers interested in improving organizational practices.


Strengthen What Happens Outside School to Improve What Happens Inside

This paper outlines strategies the federal government can take to ensure that all children, especially economically and otherwise disadvantaged ones, have opportunities for after-school learning, summer learning, and family support that improve their chances for school success.


Supporting Youth Success Final Report

The Supporting Youth Success policy framework is the result of an 18-month process facilitated by Youth Community Connections, which gathered and synthesized the knowledge and expertise of education and youth development experts, academics, municipal leaders, community organization partners, and young adult and youth leaders from across the state. The report builds on the Mott Foundation’s report, A New Day for Learning, which outlines five key strategies for creating seamless learning systems.


Supporting Youth Success: Coordinating Opportunities

Fact sheet based on the Supporting Youth Success report that outlines Coordinating Opportunities between existing systems like education and less developed networks like afterschool and summer youth programs.


Supporting Youth Success: Expanded Learning Opportunities

Fact sheet based on the Supporting Youth Success report that outlines Expanded Learning Opportunities and defines formal, non-formal and informal learning opportunities.


Supporting Youth Success: Recommendations and Strategies

Fact sheet based on the Supporting Youth Success report that outlines the key Recommendations and Strategies.


Supporting Youth Success: Youth Voice

Fact sheet based on the Supporting Youth Success report that outlines What Youth Say about Learning Beyond the Classroom.


Survey of After-School Youth Outcomes (SAYO)

The Survey of After-School Youth Outcomes (SAYO) Evaluation tool enables after-school programs to capture changes in youth that are associated with participation in a high-quality after-school program-and likely to occur over a one-year period. SAYO measures eight areas of youth outcomes that lead to long term positive youth development.

http://www.niost.org/sayo-y


The Cost of Quality Out-of-School Time Programs

This report examines the costs of quality out of school time programs in six cities across the nation. The report finds that costs vary widely depending on a range of factors from program goals to times of operation and the ages of the children served. The report is also distinctive because it looks at the full costs of programming, including non-cash contributions OST operators often depend on such as free-of-charge space for programming.

http://tinyurl.com/74zrdhq


The Economic Value of Opportunity Youth

Analysis of “opportunity youth.” These youth are disproportionately male and from minority groups, but substantial rates are found for all youth groups. Opportunity youth may have dropped out of high school or college and been unable to find work; may have been involved in the criminal justice system; may have mental or health conditions that have inhibited their activities; or may have care-giving responsibilities in their families.


The Finance Project

The site includes tools and guides on after-school funding. The Finance Project is a specialized non-profit research, consulting, technical assistance and training firm for public and private sector leaders nationwide that help leaders make smart investment decisions, develop sound financing strategies, and build solid partnerships that benefit children, families and communities.

http://www.financeproject.org/


The Impact of After-School Programs that Promote Personal and Social Skills

A meta-analysis of after-school programs (ASPs) that seek to enhance the personal and social development of children and adolescents indicated that youth benefited in three general areas: feelings and attitudes, indicators of behavioral adjustment, and school performance.

http://casel.org/publications/the-impact-of-after-school-programs-that-promote-personal-and-social-skills/


The Minnesota Commission on Out-of-School Time

The University of Minnesota convened the nonpartisan Commission on Out-of-School-Time. The commission’s report and briefing papers offer many insights into how Minnesota’s commitment to youth has weakened, putting the futures of our young people and our communities in jeopardy.

http://www.mncost.org/


The Question of Youth Program Accreditation Issue Brief

This issue brief aims to build common understanding in Minnesota about accreditation as one approach for a system of accountability useful to the field, funders and policy makers to inform ongoing conversations about investments. It also serves to capture and document multiple perspectives and ideas from the field about accreditation issues and approaches. It reflects both a broad reading of the literature and the ideas discussed at the forums. While there are many stakeholders involved, the primary audience for this issue brief is funders and policy makers.


The Study of Promising After-School Programs

Dr. Deborah Lowe Vandell’s study has found that regular participation in high-quality afterschool programs is linked to positive outcomes for children and youth. Youth benefit academically, socially, emotionally, and behaviorally.


Understanding the State of Knowledge of Youth Engagement Financing and Sustainability

Youth programs and organizations have developed a variety of approaches for engaging young people in decision-making processes that affect them, their peers, and their communities. The report provides information on the state of knowledge on financing and sustaining youth engagement programs.

http://www.financeproject.org/pubs_desc.cfm?id=3935


Youth Program Quality Assessment (YPQA)

The Youth Program Quality Assessment Tool is an observational tool designed to measure quality at the point of service in a program when youth are engaging in program activities. This research-based tool has been proven valid and reliable is assisting many programs with their quality improvement plans.

http://www.cypq.org/products_and_services/assessment_tools


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