The LIAS Learning Principles: Then and Now

By Sam Piha

We launched the Learning in Afterschool & Summer (LIAS) project over ten years ago. The LIAS project was designed to unify the field of afterschool and focus the movement on quality through promoting young people’s learning. The LIAS project promotes five core, evergreen learning principles that should guide the design and implementation of quality afterschool programs. These learning principles are strongly supported by recent research on brain development, education, youth development, and the growing science of learning. The LIAS Learning Principles had a foundational influence on the development of the California Quality Standards for Expanded Learning Programs.

We believe these Learning Principles are still very relevant. Because of the recent turnover of afterschool staff, exacerbated by the COVID pandemic, the LIAS Learning Principles should be foundational to orientation and training of new staff. The Learning Principles are also very relevant to STEM and other trends in afterschool programming. Below we have interviewed several afterschool and educational leaders regarding the relevancy of the LIAS Learning Principles.  

“On June 16, 2010, 20 adult and youth leaders gathered in Oakland to discuss and determine what five principles would be a guide to our community educators as they designed their programs to provide rich learning opportunities. The five principles would communicate to school-day educators how expanded learning was intentionally designed with learning principles that are widely recognized by all educators. At that time, California’s State afterschool funding was $550 million serving about 50 percent of the State’s Local Educational Agencies (LEAs). Now, the State funding is over $4.5 billion, and almost 100 percent of LEAs receive funding.” – Michael Funk, Director of Expanded Learning, California Department of Education

  June 16, 2010, meeting with afterschool leaders to formulate the LIAS Learning Principles. 

At the end of this blog, we review the 5 LIAS Learning Principles. You can learn more about the LIAS Learning Principles by viewing this video. You can also view past LIAS Blogs on this topic here.

“I think that the Learning Principles in the Learning in Afterschool and Summer Project really get at the core of learning for students starting in early childhood going through the university.” – Dr. Deborah Vandell, former Dean of the School of Education, UC Irvine, and leading afterschool researcher

Michael Funk, Director of Expanded Learning, California Department of Education

Q: These principles were developed before the California Expanded Learning Standards. How did they influence the California Standards?

A: In 2014, the California Department of Education worked with the California Afterschool Network and a statewide workgroup of diverse stakeholders to create California’s Quality Standards for Expanded Learning. As the work commenced, I directed this workgroup to use the LIAS Principals and the Youth Development Framework as the foundation for the new Quality Standards.

Q: Why do you believe these learning principles are important?

A: The LIAS principles must be elevated to guide our community and school-day educators as they develop any high-quality Expanded Learning Opportunities Program. When I came to the California Department of Education nearly 12 years ago, hardly anyone understood what a high-quality afterschool program looked like. Furthermore, for summer programs, people only pictured traditional summer school. I set up meetings with other Division Directors, and I presented the LIAS postcard as the vehicle to explain what makes an expanded learning program high-quality. As they reviewed the card, within the first minute I heard, “This is what high-quality teaching looks like during the school day!” The LIAS principles were developed to provide youth workers (community educators) a succinct approach to communicate that afterschool and summer programs were places of learning.

The LIAS principles are more relevant now than ever. With the massive expansion of Expanded Learning in California, there are hundreds of school districts and charter schools that still believe Expanded Learning is “after-care.” The LIAS principles, combined with the quality standards, are necessary to help leaders understand how every student and family should have access to and in fact deserve high-quality Expanded Learning opportunities. 

Dr. Carol Tang, Executive Director at the Children’s Creativity Museum in San Francisco and Former Director of the Coalition for Science After School

Q: Can you briefly speak to the value of the LIAS Learning Principles to the Science, Technology, Engineering & Math (STEM) movement?

A: By coupling STEM with LIAS principles, we elevate the discussion about science in afterschool--rather than debate which topics to cover, we can instead focus on the characteristics evident in high quality science programming. If youth workers embrace LIAS, they will understand the fundamental elements which will make STEM successful in their programs. In this way, we not only increase the quality of afterschool science, but we can also foster an environment where science activities are sustainable in the long-term.

Q: Can you speak a bit more about the need you have experienced for training on Learning Principles to guide the development of quality STEM activities? 

A: There is a misconception that STEM is about imparting a set of facts or concepts. Thus, training staff on effective learning principles in general is a way to guide the selection, development, and implementation of high-quality STEM activities. If youth workers can recognize the factors which promote active engagement and learning, then they can select science activities which engage youth and foster scientific skills--such as asking good questions, sharing ideas and testing hypotheses.

“LIAS principles outline the program characteristics most likely to foster scientific inquiry and sense-making in youth and help them recognize the relevance of science and technology to their future. LIAS principles help clarify what high-quality science in out-of-school settings should look like and makes STEM accessible to youth development and afterschool staff. What I like best about LIAS is that it allows OST professionals to view STEM as a way to achieve their youth outcomes using existing best practices in youth development--science afterschool is seen as part of good youth development, rather than an added burden on afterschool program staff.” - Dr. Carol Tang, former Director of Coalition for Science After School

Bill Fennessy, Program Specialist for Workforce Initiatives, Equity and Quality at the California Afterschool Network (CAN) 

Q: Can you speak to the value of the LIAS Learning Principles for afterschool programs?

A: The LIAS principles speak directly to the components required to create a quality instructional delivery framework. When implemented, programs can truly engage the youth of today. While many successful afterschool and summer programs already embody and demonstrate the LIAS principles, these principles now being clearly identified, defined, and articulated, will provide for an understandable and intentional approach to attain successful quality programming across the field. In addition, the LIAS principles provide a common language for the field of afterschool that has been up until now, missing and desperately needed.   

I have personally seen the LIAS principles easily taught to line staff, which might not have been intuitive to them previously. I have witnessed the empowering affect it has had on them, resulting in improved program quality. The LIAS principles have also given them the ability to understand for themselves, and communicate with others, their vital role and the value of afterschool and summer programming.  

LIAS Learning Principles 

1. Effective Learning is 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. 

2. Effective Learning is Collaborative: Knowledge should be socially centered, as collaborative learning provides the best means to explore new information. Afterschool programs are well positioned to build skills that allow young people to learn as a team. 

3. Effective Learning is Meaningful: Young people are intrinsically motivated when they find their learning meaningful. This means having ownership over the learning topic and the means to assess their own progress. Motivation is increased when the learning is relevant to their own interests, experiences, and the real world in which they live. 

4. Effective Learning Supports Mastery: Young people tell us they are most engaged when they are given opportunities to learn new skills. 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.” 

5. Effective Learning Expands Horizons: Young people benefit by learning opportunities that take them beyond their current experience and expand their horizons. Learning about new things and new places promotes a greater sense of potential of what they can achieve and brings a sense of excitement and discovery to the learning environment.

The Radical Power of Kindness and Joy in Afterschool Programs

By Sam Piha

It seems we live in a time in which meanness is in vogue, whether it's social media, political discourse, cyber bullying, violent actions, or hate crimes. To learn more we interviewed Stu Semigran, Co-Founder and President of the EduCare Foundation. His responses are below.

Q: Do you agree that meanness is in vogue? And why do you think this is so?

A: It certainly appears as if discord, againstness, and striking back is increasingly evident in our world.  Many people are feeling threatened and fearful with a great need for power, to gain control, and stake out positions of being “right” and claiming others as “wrong”. Righteous judgment is on the loose. On one level, people are dealing with more stress and are looking to feel more secure. One misdirected approach for establishing a sense of personal security may be to stake out a position, hold on tight and defend it, and then combat anything that might shake that position- threaten that false sense of inner security.

Source: www.pexels.com

It takes a strong sense of self (apart from our righteous beliefs) and a solid foundation to withstand and be receptive to other points of view. Building that deeper core of self-awareness and self-acceptance leads to a freedom to step into a world where opposing opinions, beliefs, and points of view are not threatening. 

Building greater self-acceptance and self-compassion opens the way to more readily respond to others with more acceptance and kindness. The path out from meanness- to tolerance, to understanding, and to compassion- is each person’s responsibility. Educating towards that is the aim of Heartset® education.

Q: How would you define “Kindness”?

A: Kindness is a generosity of heart. It is expression of loving in action. It has infinite expressions. It may be a mere thought, a wish, or prayer for another. It is a willingness to risk sharing love and compassion and perhaps being rejected or misunderstood. Kindness can be expressed quietly or very demonstratively. It may be seen or go unnoticed. Nonetheless, it is setting a tone, a pervasive foundation of caring and unconditional love. 

Kindness provides the encouragement and the fortitude to keep going when life is tough by knowing that you are valued, supported, and cared for. 

“Do your little bit of good where you are; it’s those little bits of good put together that overwhelm the world.”- Desmond Tutu

 

Q: What can we do in afterschool to prevent meanness? What can we do in afterschool to promote kindness?

A: As adults we can promote kindness by taking care of ourselves, expressing kindness with others, encouraging our students to treat themselves kindly, and by teaching kindness activities on a regular basis so it becomes a way of relating. There are many excellent resources for teaching compassion, empathy, and kindness. One, developed through EduCare, is Making the Best of Me: A handbook for student excellence and self-esteem, that includes over 200 easy-to-use, engaging activities for afterschool and school day classes.

Community service projects are terrific opportunities for students to build the lifestyle habit of expressing kindness. Practicing acts of kindness individually and as a group or class are impactful, joyful ways to begin to redirect a pattern of meanness to one of acceptance and compassion. Acts of kindness and community building become important parts of the kindness formula. The mindset and heartset of giving and receiving kindness set a personal habit and lay a solid foundation for students to continue to develop throughout their lives.)

Source: EduCare, Lynwood, Ca.

Q: Can you give an example of kindness between youth and their peers or community?

A: One example is the Take Action Campaign (TAC), a far-reaching initiative launched in 2008 by Los Angeles Unified School District’s (LAUSD’s) Beyond the Bell and facilitated by EduCare and several community partners. TAC gives thousands of high school students leadership opportunities by celebrating the arts, serving their schools & their local communities, and empowering them to mentor their peers. Projects have included volunteering at homeless shelters & food banks, environmental cleanups, tree planting, food and clothing drives, unity building events, and student led advocacy campaigns around issues important to them. In school year 2022-23, students from 37 LAUSD high schools are participating in TAC.

Q: You recently wrote a book Heartset Education: A Way of Living and Learning. Can you say a little about the book and whether it would be useful for afterschool leaders?

A: Students need to have their minds ready to learn. However, to become active learners, a lot of our young people need more than that. They don’t just need a new mindset; they need a new heartset. When the heart is set in a good place, the mind is open and receptive. When heart is troubled, the mind is cluttered. So heart and mind have to go hand in hand. 

Q: Can you describe what the Educare Foundation does? 

A: EduCare Foundation’s mission is “to inspire and support young people in empowering themselves to become responsible citizens, courageous and compassionate leaders, and live their dreams.” In 1987, EduCare piloted the ACE (Achievement and Commitment to Excellence) Program in one Los Angeles Unified School District (LAUSD) middle school. ACE focuses on the social-emotional learning (SEL) elements of character development, personal management, emotional intelligence, and interpersonal skills. EduCare’s flagship ACE Program became the forerunner to the educational movements that today bear many names: Character Education, Social-Emotional Learning (SEL), and Trauma-Informed Teaching. To learn more about EduCare’s efforts, check out their website here.

Q: Why did you start this organization? 

A: Why EduCare? It was a chance, an opportunity, a pressing need that I saw to do something that I thought was missing in education- to address an obvious need of my students who were coming into my classroom when I was a middle school teacher in LA. I could see that they were lost in many ways. For many, their wholistic needs, not just physical needs, but their emotional, mental and social needs as well, we're not being addressed and attended to.

I wanted them to be healthier and happier and be in a place to succeed academically. I felt they needed to develop greater self-awareness and personal development tools so they could believe in themselves, ignite their desire, and gain the skills for creating a successful and fulfilling life. I wanted the chance to touch their hearts, open their minds, and hopefully assist them in empowering themselves to transform the trajectory of their lives. 

Michael Funk

“As I drove up to the school, the blighted neighborhood was giving off all the signals of distress. But when I walked into the school, it was like when the Wizard of Oz turned from black and white to color! You could feel the positive energy, the love. I have been around high quality after school and youth development work for over 25 years. What I witnessed while visiting the ACE Program was some of the most transformational and powerful moments I have ever seen.”- Michael Funk, Director of Expanded Learning Division, California Department of Education 

[You can view a Zoom webinar featuring Stu on this topic, by clicking here.]

MORE ABOUT…

Stu Semigran is the Co-Founder and President of the EduCare Foundation. With over 35 years of experience as an educator, he has facilitated thousands of youth, professionals, educators and parents in Heartset® education, SEL, leadership development, and afterschool management. His new book, Heartset® Education: A Way of Living and Learning, has been rated a #1 Amazon New Release Bestseller. His previous book, Making the Best of Me: A Handbook for Student Excellence and Self-Esteem, is used in schools worldwide. He was recognized in 2012 as a David Chow Humanitarian Award Foundation recipient for his service to youth. 

UPCOMING WEBINARS:

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This webinar will dive into the habits, tools, and techniques that help both you and your kiddos stay regulated. We’ll cover:

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• What to do when the sh*t hits the fan

To learn more and register, click here.

Bay Area Afterschool Pioneer to Retire

Martin Weinstein

By Sam Piha

Forty years ago, Martin Weinstein founded New Perspectives, a Marin-based youth drug & alcohol abuse prevention program. New Perspectives expanded to serve youth across the San Francisco Bay area and changed its name to Bay Area Community Resources (BACR). 

Marty pioneered school-based afterschool programs. He saw the importance of integrating mental health services by hiring staff with a counseling and social work background. He was also known for collaborating with other organizations in service delivery. (Note: Martin Weinstein helped launched my career in afterschool when he hired me in 1987. I worked for Marty for 8 years, managing BACR programs in the East Bay.)

Upon learning of his plans to retire, we interviewed Marty about his career and accomplishments, as well as other afterschool leaders, on his impact on the afterschool field. 

Q: Marty, what drew you to the field of youth prevention and positive development? 
A: In the early 1970s I decided I wanted to do something in my life that would benefit others, and I fortunately was given the opportunity to become the executive director of New Perspectives, which is now BACR. 

Q: Can you name one thing during your career that you were surprised by? 
A: I am surprised by the great careers built at BACR. Many of our staff make BACR their lifelong professional home.

Q: Was there an innovation you engineered that stands out to you? 
A: We created what is now known as an intermediary when AmeriCorps first started, and we are the longest running AmeriCorps program in California. Initially, the AmeriCorps agency didn't understand the value of this model.

Q: What is one of your fondest memories? 
A: I was visiting an afterschool program at an elementary school. The instructor was working with students on the concept of community. He asked the question, "how can we build a strong community?" A third-grade boy jumped up and said, "we gotta start doing push ups!" That is what I call a literal response.

Q: What are you most proud of? 
A: I am most proud of having had the opportunity to work with so many wonderful people who have become both leaders in the field and dear friends of mine. 

Q: Looking ahead to the future of afterschool, what do you believe will be the challenges and opportunities? 
A: Recruiting and retaining high quality staff has become a significant challenge as a result of the cost structure of expanded learning programs. The opportunities in after school are great. We have the potential to totally and positively impact the lives of countless youth through the work of committed and passionate people working in our most vulnerable schools. 

"Over 25 years ago in the Bay Area, Marty became a mentor, then a collaborator, and most importantly, my friend. Marty is leaving an impressive legacy in California that has touched and changed thousands of lives. Mine included. I love and appreciate you, Marty!" - Michael Funk, Director, Afterschool Division, California Department of Education

Jennifer Peck

“It's hard to imagine BACR without Marty. He's been the steady, strategic, patient, driving force behind this organization for longer than most of us can remember. Marty has never veered from his mission, but always found ways to adjust and adapt based on community needs and remains a reliable, impactful force in so many communities. I am especially grateful for Marty's understanding of the importance of nonprofits serving kids and being active and engaged advocates at the local, state and federal level. Marty invested time and resources in advocacy coalitions that leveraged the strength of many other organizations, which made a real difference with AmeriCorps funding at the national level and ASES funding in California. Marty will certainly be missed, and he's leaving a solid organization with a great reputation. BACR will undoubtedly continue to be a huge asset in Bay Area communities.” – Jennifer Peck, Founder of Partnership for Children & Youth 

Don Lau

“I was introduced to Marty around 1986 by my YMCA's Y- Team Director, Alf Johnson. Marty and Alf had an idea to have the YMCA and New Perspectives (now BACR) partner on a prevention program targeting middle school students at risk of getting involved with "gateway" drugs. That was how the innovative Gateway Program was started by our two agencies. Gateway provided individual and group counseling, social services and recreation therapy. Each agency would provide services that were a part of their expertise. The Gateway Project was very successful in helping adolescents turn away from the drug and gang infested neighborhoods they lived in by exposing them to positive alternatives and giving them the tools needed to make good decisions. Gateway was an effective collaborative program model that was ahead of its time and I want to thank Marty for taking the risk with Alf and me to make it happen. All the best to you in your retirement Marty and hope you enjoy it as much as I do.” - Don Lau, former West Contra Costa YMCA, Executive Director & President/CEO YMCA of the East Bay

 

MORE ABOUT

Martin Weinstein is the Chief Executive Officer of Bay Area Community Resources and has been a leader within the organization and the community for over 40 years. With his guidance, BACR has developed into a dynamic and highly diversified nonprofit agency. Martin's professional history combines a solid theoretical background in business and a successful application in the social service arena. He holds an undergraduate degree from the Wharton School of Finance, University of Pennsylvania, and an MBA from New York University.

A Shout Out to PCY Founder, Jennifer Peck

By Sam Piha

“After 21 years of incredible service, Jennifer Peck, Partnership for Children & Youth (PCY) founding CEO, will step down from her leadership role in the organization on June 30th. Jennifer will assume the role of Senior Advisor during the transition to support the organization and its new leadership.” 
- Partnership for Children & Youth

I've had the pleasure of working with Jennifer on promoting access to quality afterschool programs for over 20 years. She has partnered with Temescal Associates on several projects throughout the years and has proved to be an incredible leader and innovator. I interviewed Jennifer recently about her career and accomplishments and we will share her responses in a future blog post. Below we hear from afterschool leaders who share their thoughts on Jennifer's impact on the field of afterschool. 

Michael Funk

“The creation of a new Division at CDE in 2011 can be entirely credited to Jennifer. The After School Division was created then under the newly elected SSPI Tom Torlakson and Jennifer co-led his Transition Team. I would have never considered serving as the Director of this new division if Jennifer had not twisted both of my arms off to do so! (Thank you, Jennifer.) I have now been in this position for over 10 years and Jennifer (and countless others, have been with me for every step of this amazing journey.) California's communities, schools, families and students owe an incalculable debt of gratitude to Jennifer Peck. Her vision, leadership and tenacity are "hall-of-fame" caliber.” – Michael Funk, Director, Expanded Learning Division, California Department of Education

Jodi Grant

“Jennifer Peck did remarkable work to create, build and strengthen the federal 21st Century Community Learning Centers initiative, which is today a major success that has improved the lives of millions of children and families. After leaving Washington, D.C., Jennifer remained a passionate advocate, working at the local, state and national levels to create after school and summer learning opportunities for students across the country. She had a powerful, holistic vision for out-of-school-time programs that engaged not only with schools, but also with local community organizations. It was a privilege to work with Jennifer for almost two decades. The entire afterschool community will miss her, and her legacy will carry on.” - Jodi Grant, Executive Director, Afterschool Alliance

Eric Gurna

“Jennifer is an amazing leader for our field, and an inspiring colleague for so many of us. I learn so much from working with her. I don't think it is an exaggeration to say that without Jennifer's leadership and vision, the field of expanded learning in California would not have the depth, quality and scale that we see today - that means that she has had a profound impact on so, so many children and families and an entire workforce. And she made that long-term impact with a joyful spirit and great humor! Jennifer you will forever have our gratitude and appreciation.” - Eric Gurna, former Director of LA’s BEST

Margaret Brodkin

“Jennifer understood the combined importance of practice, policy and politics. She created an organization that excelled at all three, and each enhanced the other.  Her leadership particularly lifted the quality, visibility and progressive policies in youth development, summer learning, afterschool and community schools. She has been one of the most influential people in California’s children and youth arena. Her legacy is alive and well at the organization she founded.” – Margaret Brodkin, Nationally recognized children’s advocate and policy pioneer

Rebecca Goldberg

“Jennifer Peck has left an indelible mark on the California education landscape. Because of her perseverance, foresight, strategy, and leadership, California continues to lead the nation in its investments in kids and serves as a model for all other states that aspire to dedicate significant, ongoing funding for expanded learning and summer learning opportunities. While she will be missed in her role at PCY, I know she will continue to advocate for kids in new and great ways. With California poised to once again realize the largest expansion of publicly funded expanded learning programs in the country, Jennifer should feel nothing but pride in all that she has done to help get the field to where it is to be ready for this type of unprecedented expansion. Thank you, Jennifer!”– Rebecca Goldberg, Non-profit & philanthropy consultant; Board Member at Forum for Youth Investment, MENTOR California, and Playworks Northern California

Aaron Dworkin

“Thank you, Jennifer, for your partnership, leadership and tireless efforts on behalf of young people, families and communities across California and the country. You set a high bar for what is possible, and our field and leaders and partner programs are all stronger for your efforts, passion and wisdom. I personally thank you for helping me grow and learn over so many years. You will be missed but your organization will continue on your legacy.” – Aaron Dworkin, CEO, National Summer Learning Association

Brian Lee

“Jennifer has been an impactful leader in the after school and summer field. With her vision and dedication, she has helped transform California into the national leader on after school and summer, through both her (and her stellar staff’s) close collaboration with California policymakers and her empowerment of voices from the field.”- Brian Lee, Policy Advocate previously with Fight Crime: Invest in Kids California

"Millions of professionals and volunteers work with young people every day in the many settings where youth play, learn, and grow outside of the school day. Yet, we have little collective information about this essential workforce. You can help change this!"- California Afterschool Network

Take the survey today, click here.

Rethinking Afterschool

By Sam Piha

Michael Funk

Michael Funk joined the California Department of Education (CDE) in 2012 to serve as the director of the expanded learning division. He oversees over $800 million in state and federal grants supporting over 4,500 afterschool programs in California. He also leads the newly created $1.75 billion Expanded Learning Opportunities Program, which funds every local educational agency in California. The Governor's current budget proposal for 2022-23 expands that funding to $4.4 billion.

Michael recently joined other afterschool leaders in a discussion addressing the worker shortage in afterschool. During this webinar, Michael offered several interesting comments, some of which are presented below. 

AFTERSCHOOL WORKERS as "COMMUNITY EDUCATORS"

What I saw during the pandemic were K-12 educators who were all of a sudden working alongside afterschool workers. Suddenly districts and education leaders were calling on afterschool community educators because they really knew the families and communities. And what I saw was, especially in these learning hubs, when schools closed, there was no division between school and afterschool or "community educators." And that's the phrase I'm using now more than school-based, expanded learning time workers. I'm using the phrase community educators. We are using that phrase more than youth workers or afterschool workers. They are educators, and they are from the community. 

THE VALUE OF AFTERSCHOOL

Most of our professional K-12 educators, not all, are from outside the neighborhood surrounding our schools. They drive in from other areas, while most of our community educators are from the neighborhood that houses our students' families. What we saw during the pandemic was a recognition from K-12 educators that "Wow, these people have something to bring. These people have something to offer that can help support the whole child in a compelling way." I am heartened that expanded learning time is increasingly being recognized as something powerful, effective, and transformative. Since the beginning of the pandemic, I'm seeing more educational leaders look at expanded learning as a field differently. Over time, will gravity try to pull us back to those old divisions? Yes, but I'm also seeing us working with great enthusiasm and passion for seizing this moment and not going back to how things were.

Source: Play Captains

AFTERSCHOOL WORKERS: SHOWING UP AS WHO WE ARE

We've often talked about afterschool as a teacher pathway as if we're going to turn these afterschool folks into K-12 teachers and help them fit into the educational system. While I have seen community educators become amazing teachers, that can’t be the only pathway into education. We need to have community educators/ afterschool workers in the educational system, showing up as who they are and not trying to turn them into something else.

I've said this for years now that afterschool workers were always told they need to align themselves to the school day and they need to ask the school administrators what they want them to do. They need to show up, hat in hand, and say "We're here to serve, what do you want us to do?" I think it's time to stop that. They need to show up as their best selves, as who they are with their assets and know-how.

RETIREES AND THE AFTERSCHOOL WORKFORCE

I think we've often overlooked some of the places with the most fertile potential for future afterschool workers, because, as a field, we tend to have a bias about who should be an afterschool worker. It's an implicit bias I'm sure, but how many of us think about recruiting retirees? When I managed the Sunset Neighborhood Beacon Center in San Francisco, we launched Experience Core Bay Area. We launched this effort to target retired adults to be line staff and site coordinators in our afterschool programs in Oakland. And what a phenomenal experience that was to see people with 20 years left of active, engaged energy working in afterschool programs.

Source: AARP

In our programs, we had retired professionals, many people of color from that neighborhood. I contend that one of the keys to program quality is an intergenerational workforce. Imagine how rich it would be if you had a 55-year-old retired executive working with children alongside a 25-year-old college student. Imagine the cross-mentoring potential between the younger staff and the older staff. One of my fondest memories was when one of the older staff, about 15 years ago, brought a portable record player to the elementary afterschool program. The kids were fascinated because they had never seen a record player before. And it opened this amazing world of opportunity. 

PURPOSE, NOT DOLLARS

Often, I hear people talk about the afterschool workforce shortage, they speak in technical terms - "They're going to get $2 more an hour at Starbucks," or "This company is going to give them a little bit more money here or there," or "They can get a scholarship over here." I had this compelling sense that we're missing the opportunity if we don't invite people to a higher purpose. If we see youth work not as a job, but as a pathway to their purpose, we can frame an expanded learning job as a portal to a career in education or transforming young people's lives. 

I suspect that the people you want working in your programs are the people who have a sense of purpose and care more about that than what the wage is. I'm not saying we shouldn't pay people well. Youth work has to be a purpose-driven occupation. I've talked with many after school leaders this week about how to get their afterschool staff into a living wage with the resources we have and I'm committed to that, also.

Michael Funk, Director of the Expanded Learning Division (EXLD) for the California Department of Education (CDE), was appointed in January 2012. He was charged with developing a strategic plan building upon Expanded Learning to create programs that maximize outcomes for youth, families, schools, and communities. This work led to the Statement of Strategic Direction, identifying four key strategic initiatives. Michael brought together stakeholders from the EXLD field to finalize the plan and has continued to prioritize incorporating those principles of high-quality learning into all aspects of the work of EXLD. Michael is leading the effort to support Local Educational Agencies across California to implement the new Expanded Learning Opportunities Program. 

Prior to this role, Michael was the Founder and Executive Director of the Sunset Neighborhood Beacon Center in San Francisco, which provides engaging programs to youth and adults. While serving at SNBC, Michael founded Experience Corps Bay Area and represented Community Based Organizations on the California Utilities Commission, Teleconnect Fund Administrative Committee, and served on CDE's Before and After School Advisory Committee. Michael also co-led the Learning In Afterschool and Summer initiative, a partnership with Temescal Associates.

Afterschool Worker Shortages: An Overview

Source: (Clockwise, Top to Bottom): Jill on Money, WINGS For Kids,
The How Kids Learn Foundation and Coaching Corps

By Sam Piha

Recruiting, hiring, and retaining afterschool workers have been long standing issues in afterschool programs. This is due to low wages, mostly part-time hours, the lack of opportunities for advancement, and the lack of job security due to the reliance on temporary grants and funding. (Many say that low wages are also the result of childcare being a “women’s profession,” as well as our society’s undervaluing of the education and care of children and youth).   

 

Then the COVID-19 pandemic hit—and these issues were greatly exacerbated. They had resulted in programs closing, drastically reducing capacity, and adding stress to afterschool workers. Many of these challenges are not unique to the afterschool field- they are being experienced by those in education and a wide range of fields. 

This is the first in a series of LIAS Blogs to address this issue. This blog is an excerpt from a larger, briefing paper entitled, Understanding the Shortage of Workers in Afterschool Programs developed by Temescal Associates. The full paper can be downloaded and read here.

“The most pressing problem facing afterschool is the nationwide shortage of workers.” – Michael Funk, Director of CDE Expanded Learning Division

VOICES FROM THE FIELD

In Afterschool Alliance’s Wave 5 survey of the field, conducted June 2-28, 2021, they found:

• 80% of program providers surveyed reported that they were concerned about finding staff to hire/staffing shortages (57% extremely or very concerned).
• 41% of program providers reported that advice on staff burnout and keeping teams engaged would be most helpful to their program.
• 57% of programs that reported that they planned to be open in the fall of 2021 said that being able to hire enough staff was of most concern to them.

Survey Conducted by East Bay Asian Youth Center of 13 Lead Agencies Providing Afterschool Programs to 76 Schools 

What Factors Contribute to Average Daily Attendance Requirements Not Being Met? 

• 85% Staff Shortage
• 70% Health & Safety Concerns
• 54% COVID-19
• 46% School Day Enrollment Decline
• 31% Seasonal Program Enrollment Withdrawal by Students
• 23% Other

Factors Contributing to Staff Shortages:

• 85% Health & Safety Concerns
• 77% Preference for Full Time Employment
• 80% Unqualified Candidates
• 39% Compensation
• 39% Family Obligations
• 39% Preference for Employment in Other Industry
• 23% Other

“There’s great uncertainty about economics. Programs are losing resources and funding and really struggling to survive. We’re really concerned with what is happening in the field. Afterschool programs have been a lifeline for our kids, for our families and our communities during these desperate times.”  – Jodi Grant, Executive Director, Afterschool Alliance

IMPORTANT TERMS AND DEFINITIONS

Afterschool - There are many terms that refer to school-based and community-based youth programs outside of the classroom. They include “afterschool,” “out-of-school time (OST),” “expanded learning programs (EXL),” and “youth programs.” For the purposes of this blog series, we will primarily use the term “afterschool” to refer to all these programs.

Afterschool Workforce - The expanded learning workforce is largely made up of people of color, in part-time employment with limited to no benefits. A 2012 study found that 69% of the afterschool workforce in California are people of color, 65% are female, and 69% are part-time workers.

Worker Shortage - This is when there are an insufficient number of qualified individuals in a particular occupation to meet the demand for workers. This is worsened when afterschool programs have problems retaining staff.

Equity - Equity is just and fair inclusion. An equitable society is one in which all can participate and prosper. The goals of equity must be to create conditions that allow all to reach their full potential. In short, equity creates a path from hope to change.

“The route to achieving equity will not be accomplished through treating everyone equally. It will be achieved by treating everyone justly according to their circumstances.” — Paula Dressel, Race Matters Institute 

Actions at the Program Level vs. Policy/ Systems Level - “Programs are short-term interventions that create temporary improvements in the wake of challenges. Policies, on the other hand, are covenants we collectively choose to live by, as articulated in legislation and regulation.” For example, “programs can't eliminate the systemic injustices that any group faces. They can help people manage the effects of these injustices, but they don't overcome or cure them. Policies, conversely, actually shift the way communities and their members react and relate to one another, empowering people to improve their own well-being in a systematic way.”

Temescal Associates and The How Kids Learn Foundation will be conducting a webinar focusing on the nature of the current worker shortage, the challenges to afterschool programs and how best to respond to this as a field on Thursday, January 27, 2022 from 10:00am - 12:00pm (PST). To learn more and register, click here.

Re-opening: The Big Picture & Practical Realities for Afterschool

By Guest Blogger, Ursula Helminski, Senior Vice President, External Affairs, Afterschool Alliance

Source: Afterschool Alliance

WHAT YOU NEED TO BE DOING NOW
Earlier this month, Jen Siaca and Alison Overseth wrote a great piece in the Hechinger Report on 5 things afterschool programs need to be thinking about as we look toward fall.  We wholeheartedly agree, and have a few more big ideas to add to the list – starting with an immediate call to action – and some challenges for us to address that can help put afterschool in a strong position to help youth, families, and schools during re-opening.

TAKE ACTION
Reach out to your school and district leaders to talk about the role you are willing to play to support them and students in re-opening; schools share many of the same concerns we do around social and emotional support; learning loss; and children needing supervision, meals and support on days outside of school. We need to let them know we want to be part of the team to help youth recover and re-engage.

Contact Congress and your local policymakers to make sure they know afterschool programs are key to recovery, but can’t help without additional funds for smaller staff ratios, expanded hours, & PPE, and access to additional space.

PREPARE FOR
Flexible, expanded schedules – As states begin to share guidance and ideas for schools to reopen, many call for staggered schedules to limit how many youth are in school at a time. Families will need supervised, engaging programs for children on remote learning days in addition to after-school hours. While schools are focused now on their own logistics, they will feel pressure to help parents who cannot be home when students aren’t in school, and to make sure remote learners have a space to log on. We’ve already seen what this might look like in Missouri, where a 21st CCLC program in Missouri re-opened in conjunction with their school district summer school to offer full day programming on a split schedule so that half of the students are doing enrichment with afterschool staff in the morning while the other half is with classroom teachers doing their summer school classes. They then switch during the afternoon. So, where the 21st CCLC program normally serves 350 students daily before and afterschool, they are serving 750+ until the end of June.

Ursula Helminski
Afterschool Alliance

Alternate space & facilities – We’ve got to prepare for the possibility that schools may be closed to afterschool providers.  If you have access to other facilities, this could be a great asset to bring up to local school leaders as you seek to partner with them on re-opening plans. If you usually operate in schools, think about how you might access other spaces or facilities. Think about libraries, parks, community centers, cultural or performing arts centers that may have under-used spaces. Talk to local city or county leaders about ideas.  In Lincoln, Nebraska, afterschool providers are providing in-person care at churches and community centers in the area of the schools.

Staffing considerations – Programs will likely need to sustain staff ratios of 10-1 per health guidelines; prepare for the possibility that some staff may not be able or comfortable working tin the same capacity; and be ready for continued, or resumption of, virtual programming.

“Doubling down on social-emotional learning (SEL).” – The social and emotional needs of children have never been greater; make sure you are prepared to help students re-engage and re-connect, to when youth need additional mental health support, and have a plan for connecting youth to that additional support. The American Institute for Research released a new brief, Recognizing the Role of Afterschool and Summer Programs in Reopening and Rebuilding.

Michael Funk, CDE 

 "Two very influential statewide education leaders not deeply involved in the field stated publicly that expanding learning is going to be a very critical, essential component to the reopening of schools. One of the biggest reasons that people embrace our field and believe in its work is the way that staff care and nurture for children in their programs. These benefits are based on the quality standards that call for positive relationships, safe supportive environments, and engaging activities." 

- Michael Funk, Director, Expanded Learning Division, California Department of Education

Enhancing academic support/enrichment – With estimates that students will experience more than a 50 percent learning loss this year, it is more important than ever to work with schools to complement school day lessons, open lines of communication with teachers to help identify youth who need extra help and shape your homework help, tutoring and enrichment activities to their needs. For instance, establish regular meetings between the afterschool program director and principals, assign staff members the responsibility of managing and maintaining communication, and host joint professional development opportunities for both school day staff and afterschool program staff.

Ursula Helminski is currently Senior Vice President of external affairs at Afterschool Alliance and has worked with the organization since its inception, as part of its founding team. She develops strategy and communications for the organization and oversees public awareness initiatives such as the national Lights On Afterschool event and Afterschool for All, a campaign uniting high-profile and grassroots voices from diverse sectors in support of afterschool. Before coming to the Afterschool Alliance, she was a Senior Associate at the communications and organizing consulting firm, Fowler Hoffman, where she worked on issue campaigns ranging from youth violence prevention to telecommunications, and advised foundations on their communications strategies. She has served as editor of a trade journal covering policy in Washington, D.C., worked in cause-related marketing at The Nature Conservancy and taught English in a Moscow public school.