Monday, October 28, 2024

LIAS Learning Principles: Taking Another Look

Source: Real Options for City Kids San Francisco (ROCK SF) 

By Sam Piha

Afterschool youth programs, sometimes referred to as out-of-school time or expanded learning programs, have unique advantages that perfectly position them to complement the learning that happens at school and home, and offer valuable extended learning opportunities. If afterschool programs are to achieve their full potential, they must be known as important places of learning that excite young people in the building of new skills, the discovery of new interests, and opportunities to achieve a sense of mastery. 

In 2010, Temescal Associates launched the Learning in Afterschool and Summer (LIAS) Project to address a great debate as to whether afterschool programs should be focused on academic or youth development outcomes. It was designed to unify the field of afterschool and focus the movement on promoting young people’s learning. The LIAS Learning Principles became a foundational part of the California Quality Standards for Expanded Learning Programs.

We developed research-based LIAS Learning Principle and brought together afterschool leaders from across California to review and help shape the Learning Principles. 

Source: Temescal Associates

These learning principles are strongly supported by recent brain research, afterschool research, and the growing science of learning. They are also well aligned with the 21st century learning skills and workforce skills that young people will need to succeed in the years ahead, as well as efforts to increase young people’s interest in science, technology, engineering, and math (STEM). Each of the learning principles cited below support each other and provide an important framework for afterschool programming. 

“These principles, all critical, reflect what our own field experience and research suggest about the characteristics of effective learning environments. They speak to both staff practices and program content, which is important. I think that working toward mastery, which goes right to the intersection of program content and staff practices – is something we need to be more intentional about in out-of-school time (OST) settings.”- Karen Pittman, Co-Founder of the Forum for Youth Investment 

Source: Temescal Associates

We believe the learning principles are still relevant and useful today. Each of the learning principles cited below support each other and provide an important framework to guide the design, implantation and evaluation of afterschool programs. Below are the LIAS learning principles:

1. Learning must be ACTIVE

Learning and memory recall of new knowledge is strengthened through different exposures – seeing, hearing, touching, and doing. Afterschool learning should be the result of activities that involve young people in “doing” – activities that allow them to be physically active, stimulate their innate curiosity, and that are hands-on and project-based. (CA Quality Standards #2, 3, & 5)



2. Learning must be COLLABORATIVE

Afterschool and summer programs should help young people build team skills that include listening to others, supporting group learning goals, and resolving differences and conflicts.
Collaborative learning happens when learners engage in a common task where each individual depends on and is accountable to each other. (CA Quality Standards #1, 2, 3, & 8)



3. Learning must be MEANINGFUL

Learning is meaningful when youth have some ownership over the learning topic, the means to assess their own progress, and when the learning is relevant to their own interests, experiences, and the real world in which they live. Community and cultural relevance is important to all youth. (CA Quality Standards #2, 3, & 4)

 

4. Learning must SUPPORT MASTERY

If young people are to learn the importance and joy of mastery, they need the opportunity to learn and practice a full sequence of skills that will allow them to become “really good at something.” Afterschool and summer activities should be explicitly sequenced and designed to promote the layering of new skills. (CA Quality Standard #3)



“We spend so much time focused on "achievement" and so little time focused on how to motivate students to learn. The principles advocated by Learning in Afterschool strike the right balance and make sense. We want to see a more holistic approach taken to educating children, one that responds to the developmental needs of the student and focuses on fostering intellectual curiosity and a love of learning. The principles contained in Learning in Afterschool and Summer promote such an approach, and if applied with fidelity, could lead to real improvements in educational outcomes for kids.”- Pedro Noguera, Emery Stoops and Joyce King Stoops Dean of the USC Rossier School of Education. 

5. Learning must EXPANDS HORIZONS

Afterschool and summer programs should provide learning opportunities that take youth beyond their current experience and expand their horizons. They should go beyond the walls of their facilities to increase young people’s knowledge of their surrounding neighborhood and the larger global community. (CA Quality Standards #2 & 3) 




WHAT OTHER LEADERS SAY ABOUT THE LIAS LEARNING PRINCIPLES

Source: Temescal Associates 

“All five principles are critical. They collectively provide the relevance so desperately needed for students to become engaged and for learning to become alive for them. They also provide the deeper understanding and the discovery of learning that is critical for success in school and life.” - Dr. Willard Daggett, Founder and Chairman, International Center for Leadership in Education

“I used the LIAS principles because I felt they captured many of the core elements that a successful afterschool program should have.  Actually, those principles should be reflected in classrooms during the regular school day as well.” - Pedro Noguera, Emery Stoops and Joyce King Stoops Dean of the USC Rossier School of Education. 

“The five LIAS principles are perfectly aligned with a 21st century learning approach – active, meaningful, collaborative learning projects that provide opportunities to expand one’s horizons and master important knowledge and skills – this is the heart of 21st century learning.” - Bernie Trilling, Author of 21st Century Skills: Learning for Life in Our Times

 “Afterschool and out-of-school instruction needs to be constructed in a way that is consistent and sustained with high quality instruction as well. In other words, how are teachers, mentors, and facilitators trained to ensure ‘active, collaborative, meaningful, supports mastery, and expands horizons’ are actualized in afterschool programs?” - Richard Milne, Associate Professor of Education, Vanderbilt University

Click images below to view two brief videos that detail the LIAS Learning Principles and are excellent for staff training and discussion.




LIAS RESOURCES

Check out the LIAS Website to find additional materials, tools and resources.

Monday, October 21, 2024

The Do's and Don't's for Charities in an Election Year

Source: www.pexels.com

Youth program and non-profit leaders sometimes feel sidelined by the tax code, believing that speaking out about elections is not allowed. But let’s dig deeper. Below we offer a guest blog on this topic, which was originally published by Techsoup. NOTE: This article is for general informational purposes only and does not represent legal advice as to any particular set of facts. Please seek legal counsel as you deem necessary.

Eric Gorovitz
By Guest Blogger Eric Gorovitz, Principal Attorney, Adler & Colvin; Techsoup

The rules governing charities leave lots of room for charities not only to advocate vigorously in service of their communities, even in an election year, but also to participate in the election itself.

By "charities," we mean nonprofit organizations exempt under Section 501(c)(3) of the Internal Revenue Code. As a general rule, nonprofit organizations, including those exempt under other sections, like social welfare organizations [501(c)(4)], labor unions [501(c)(5)], and trade associations [501(c)(6)], are permitted to influence elections more directly than charities. The subject of this article, however, is limited to charities.

While charities cannot take sides in candidate elections, there is much they can do to promote issues of interest, educate candidates about those issues, inform the public about candidate views, and both encourage and enable voter participation in the election.

Armed with a better understanding of the rules, and how to implement them, charities can keep making noise and engaging their constituencies before, during, and after the election.

Issue Advocacy
The fact that an election is coming up does not mean that charities have to stay quiet about the issues that matter to them, even if candidates are also talking about those issues. It does mean, however, that charities have to be thoughtful about how they talk about those issues.

The IRS uses a relatively, but not completely, vague "facts and circumstances" test to determine whether a given communication constitutes issue advocacy or candidate campaign intervention. The former is permissible for a charity; the latter is not. The IRS looks at both the content and the context of a charity's communication and considers the presence or absence of a number of factors to decide whether the communication is appropriate for a charity.

Although there is no exhaustive list of factors, the IRS has identified in Revenue Ruling 2007-41 (PDF) the following factors as important to its analysis:

  • Whether the communication identifies one or more candidates for public office (if yes, the risk goes up)
  • Whether the communication expresses approval or disapproval for one or more candidates' positions or actions (if yes, the risk goes up)
  • Whether the communication is delivered close in time to the election (if yes, the risk goes up)
  • Whether the issue addressed in the communication has been raised as an issue distinguishing candidates for a given office (if yes, the risk goes up)
  • Whether the communication targets voters in a particular election (if yes, the risk goes up)
  • Whether the communication is part of an ongoing series of communications by the organization on the same issue that are made independent of the timing of any election (if yes, the risk goes down)
  • Whether the timing of the communication and identification of the candidate are related to a nonelectoral event such as a scheduled vote on specific legislation by an officeholder who also happens to be a candidate for public office (if yes, the risk goes down).

The analysis is not just a counting of factors, though, and they don't all have equal weight. Much depends on the substance, appearance, and manner of distribution of the communication. A charity that knows the rules can design communications during election season specifically to ensure that it does not break the rules.

Source: www.pexels.com

Educating and Engaging Candidates and Voters
Charities can also educate candidates and voters and promote voter participation in the election, so long as they conduct those activities in a way that does not reflect support for or opposition to any particular candidate or party for election. These "nonpartisan" activities, also explained more fully in Rev. Rul. 2007-41 (see link above), can include (among others) the following, if properly designed and conducted:

  • Voter guides and candidate questionnaires
  • Candidate forums and debates
  • Voter registration activities that do not target voters based on voting preferences. (Caution: Private foundations generally cannot fund or conduct voter registration drives.)
  • Get-out-the-vote activities that do not target voters based on voting preferences
  • Sharing previously prepared educational materials with all candidates in a given race, but not producing new material at a candidate’s request

A Few No-Nos
Of course, some activities that charities occasionally consider are clearly not permissible. These include (among others) the following:

  • Asking candidates to pledge to support or oppose a particular position, if elected
  • Endorsing any candidate or party for election at any charity event or in any charity publication, newsletter, e-mail, or social media communication
  • Making contributions to candidates or parties
  • Providing tailored information to candidates upon request
  • Allowing a candidate or party to use any charity resources for campaign purposes

Stay Involved, but Manage Your Risk
The outcome of elections is often important to a charity's ability to accomplish its mission and to the well-being of its constituents. Fortunately, the onset of election season does not prevent charities from loudly and vigorously pursuing their charitable purposes. While there are risks to manage, charities that know the rules can stay actively involved in the public discussion, even during election season.

Additional Resources to Learn More

From TechSoup:

From Alliance for Justice:

From the IRS:


MORE ABOUT…

Eric Gorovitz's practice spans the full range of nonprofit and tax-exempt legal issues, with emphasis on political advocacy and nonprofit corporate governance. Mr. Gorovitz is the former President of Youth Enrichment Strategies and served on the board of an independent school. He is also a member of the California Political Attorneys Association, the tax law section of the American Bar Association, the California State Bar Association, and the Bar Association of San Francisco. He has lectured at (among others) U.C. Berkeley, Johns Hopkins University, U.C. Hastings School of Law, and Golden Gate University School of Law, and conducted trainings for nonprofit organizations across the country. Mr. Gorovitz has served as Director of the West Coast office of Alliance for Justice; Policy Director at the Coalition to Stop Gun Violence, the Million Mom March, and the Trauma Foundation.

Techsoup equips changemakers with transformative technology solutions and skills they need to improve lives globally and locally. They do much more than offer discounts on the tools that you need. Read about all their great initiatives and how they get these resources — and more — into the hands of people working for good all over the world.




To learn more about this event, sponsored by the Ever Forward Club, click here.

Monday, October 14, 2024

Beyond Voting: What Else Youth Can Do in the 2024 Elections

By Sam Piha

The 2024 election offers a number of opportunities to engage older youth. These opportunities go beyond voting. (This blog is an excerpt from our recently released briefing paper entitled, How Can Afterschool Programs Promote Civic Engagement and the Youth Vote in 2024.)

Serve as a Voting Captain
“This is someone who volunteers to get-out-the-vote by talking to their friends and family about making a voting plan. This is a quick, easy and covid-safe volunteer opportunity to get out the vote. Studies have shown that talking to friends and family is the most effective way to increase voter turnout.” [i]

Serve as a Political Campaign Volunteer
Supporting a campaign may involve an important issue or a candidate. Youth can:

  • Volunteer on a local, state, or national political campaign
  • Attend a campaign event with a family member
  • Talk to those who are eligible to vote about your preferred candidates, what they stand for, and why it matters to you.

Serve as a Poll Worker
“Poll workers are critical to the success of an election. Having an adequate number of poll workers to staff polling places on and before Election Day can ensure voters receive the assistance they need at the polls and can help provide a positive and smooth voting experience for all. By signing up to be a poll worker, you can Help America Vote. 

Source: Grow the Vote
While specific duties and compensation vary depending on location, poll workers are the face of the election office during voting. Most jurisdictions task election workers with setting up and preparing the polling location, welcoming voters, verifying voter registrations, and issuing ballots. Poll workers also help ensure voters understand the voting process by demonstrating how to use voting equipment and explaining voting procedures.” [ii]

Click here to learn a few important steps poll workers can take to ensure they are ready for Election Day. Click here to learn more about becoming a poll worker in the future, for more information on being a poll worker in your community and how to sign up.


END NOTES
[i] Turnout Nation, Become a Voting Captain
[ii] U.S. Election Assistance Commission, Poll Worker Resources for Voters 


To learn more about this event, sponsored by the Ever Forward Club, click here.

Monday, October 7, 2024

Youth Vote 2024: Ways Youth Under 18 Can Contribute to Elections

Source: Center for Tech and Civic Life

By Sam Piha

The 2024 election offers a number of opportunities to engage older youth. But these opportunities require input from youth and staff, organizing and planning- so start program planning NOW!  

There is no better time for youth to be involved in making a change through the ballot box. We can frame these efforts as “meaningful participation”, “civic engagement”, “youth leadership” or “community service”. There are a number of organizations and initiatives that have designed curriculums, program tools and other materials to assist afterschool providers in their efforts to engage youth in the 2024 elections. This blog is an excerpt from our recently released briefing paper entitled, How Can Afterschool Programs Promote Civic Engagement and the Youth Vote in 2024.

“Our youth feel that their voice matters even if they cannot vote". - John Fuentes, Associate Director, Bay Area Community Resources (BACR)

“There are countless ways for young people under 18 to participate in democracy. These contributions can occur in a range of settings and have a wide-reaching influence. These ways of engaging are steps on a path to growing as a future voter and to help grow voters in your community.

Support Your Family & Friends' Participation

  • Ask your friends and family if they are eligible and registered to vote, and if necessary bring them information to help them register. If they’re not eligible, ask them how they are going to participate
  • Help friends and family find reliable information about the election, the candidates, and important issues that they care about
  • Watch and discuss a local or national debate/forum with your family and friends
  • Organize or support conversations at school about elections and voting
  • Bring the Teaching for Democracy Alliance checklist or commitment to school leaders and work with them to make a plan to support student learning 

Uplift Stories & Issues You Care About

  • Do research on an issue/policy you’re interested in to find reliable information on the candidates’ stance on the issue, and then share your viewpoint with those who can vote
  • Factcheck your research and then create media (e.g. images, videos, music) about candidates or issues you’re interested in and share them with others
  • Evaluate a range of news media coverage of the issues and candidates to understand how journalists are covering the election
  • Contact local media outlets about the issues you care about and offer to share your opinions and insights
  • Create media about the people and issues in a community that has few local media outlets or that you think hasn’t been portrayed accurately in election coverage
  • Tell stories about how youth of all ages—especially those from communities of color—are engaging in the election and share it with news organizations and social media so that a wider diversity of young people are better represented

Be a Part of the Process

  • Find out if you can work at the polls on Election Day—many states allow 16- and 17-year-olds to do it!
  • Work with a local organization that is registering others to vote
  • Design posters with key information about how, when and where to vote, and put them up at school and in your community
  • Send your friends and family reminders of when and where to vote on Election Day—even drive them if they need a ride!” [i] 

Start A Discussion Group at School

“Political polarization is a dire problem in American high schools today. Crossing the Divide is a national high school club facilitating the conversations we desperately need.” They provide instructions and curriculum tools. [ii] 

Source: Center for Tech and Civic Life

Younger Kids

Fun activities can introduce younger kids to the idea of voting and to show them that voting is fun and important! To view, click here. [iii]


END NOTES




To learn more about this event, sponsored by the Ever Forward Club, click here.

LIAS Learning Principles: Taking Another Look

Source: Real Options for City Kids San Francisco (ROCK SF)   By Sam Piha Afterschool youth programs, sometimes referred to as out-of-school ...