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Course 30: Creating and Managing Budgets in School-Age Programs |
2.00 |
When program budgets are developed through a careful, step-by-step process, they become valuable planning tools. By using effective budget planning tools and strategies, OST professionals can make realistic projections about the program’s financial stability and design strategies for generating and allocating resources to support the program’s vision and mission. It is important for OST professionals to understand that the budget process is ongoing. It involves linking financial goals to program goals, identifying program priorities, allocating resources effectively, using reliable methods for calculating potential expenses and revenues, monitoring performance against projections made, and making needed changes and adjustments for the future. |
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Course 31: The Six "Ps" of Marketing School-Age Programs |
2.00 |
Effective marketing of OST programs is a systematic process that involves research, analysis, assessment of market trends and needs, short-term and long-term planning, and development of effective strategies to promote OST program services and develop a positive image of the program in the community. It is important for OST leaders to recognize that marketing is a far reaching process that includes, but is not limited to, advertising and publicity. When OST leaders take a comprehensive approach to marketing, their programs and projects have an excellent chance of success. Knowledge and understanding of the marketing process is an invaluable tool for OST leaders as they plan and implement new programs and projects, assess the stability and need for improvement of current programs, develop plans for new or expanded programs, and develop a positive public image of the program and its services. |
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Course 32: Current Trends and Issues in Out-of-School Time Programs |
2.00 |
It is important for OST professionals to understand how the field has developed since its inception and to be knowledgeable about the current status of the OST field. With this knowledge and understanding, it is possible for OST professionals to participate in shaping the field as it grows in the future.
The field of OST is growing and changing as national researchers learn more about what works best in OST programs for a wide range of children and youth, their families, and their communities. Other positive changes are occurring as advocates for OST succeed in creating more public awareness about the need to make quality OST services available to all children and youth across the country. In addition, the OST field is undergoing a metamorphosis as experienced professionals in several different disciplines and fields share and contribute their knowledge, skills, and insights with the goal of creating national models that represent the best possible OST programs.
In this climate of change, OST programs face a number of important issues, revolving around the availability, affordability, and accountability of programs. Many national trends and issues have implications for OST at the state and local level. When OST professionals are well informed about national developments in the field, they can become more effective OST advocates as they design and implement high quality, sustainable programs that are responsive to youth, family, and community needs. |
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Course 33: Youth Development Trends: Focus on Older Youth |
2.00 |
The Center for Early Adolescence at the University of North Carolina and the Search Institute have found that early adolescence is a time of rapid change in youth development and developmental needs. For many children, the characteristic needs of early adolescence begin to emerge as early as age nine, when children are still in elementary school and attending traditional OST programs. OST professionals who understand these emerging needs are better equipped to create successful program experiences with older children in their programs.
The number of quality OST programs for children between five and twelve is steadily growing across the country. At the same time, there is increasing public interest in establishing programs that can also address and support the out-of-school needs of children over age twelve. For many years, communities tried to meet the needs of older youth by a problem-solving approach that focused on helping youth by fixing what was wrong. New trends in youth development take a more positive approach and are focused on working with youth to create positive outcomes.
OST professionals who are knowledgeable about adolescent development and developmental needs and are knowledgeable about youth development research and trends can play important roles in helping their communities design and develop the next level of program services for children over the age of twelve. By learning about ways to support the developmental needs of older youth, OST professionals can join with others to create strategies and programs for continuing to build on the positive experiences younger children have in their OST programs. |
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Course 34: Creating Community Collaborations |
2.00 |
Across the country, more and more communities are forming community collaborations to address the out-of-school needs of children and youth of all ages. When different segments of the community join together, share ideas, and pool their resources and efforts to create OST initiatives, children and youth benefit. What one organization or program may not be able to accomplish alone, is often achievable when partnerships and collaborations among diverse groups and individuals are formed.
When OST professionals are knowledgeable about what it takes to create and sustain successful collaborations, they can play an important leadership role in creating OST initiatives and programs that will meet the needs of children and youth in their communities now and in the future.
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Course 35: Observing Children in School-Age Programs |
2.00 |
Conducting and documenting objective, accurate observations of children in OST programs is an important professional responsibility of OST professionals. Two useful tools for structuring observations are 1) Developmental Checklists and 2) Anecdotal Records. Both tools provide rich information that help staff learn about children’s development. When OST staff conduct regular observations of children’s development and prepare objective documentation of these observations, they are able to discover the uniqueness of each child and provide developmentally appropriate guidance and support for all children in the program. |
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Course 36: Sharing Information with Parents and Other Professionals |
2.00 |
School-age children work on many important developmental tasks during their out-of-school hours. One of the important responsibilities of OST staff is to help parents stay in touch with how their children are growing and developing during program hours. In addition to parents, professionals who work with children in other settings are often interested in learning how children spend their time when they are not at home or school.
Portfolios are excellent tools for bringing children’s experiences in OST programs to life for parents during planned parent conferences. They are also valuable tools for sharing helpful information about children with other professionals. |
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Cover Letters |
1.00 |
You've found the job you want to apply to and spruced up your resume. Now, all you have to do is submit it. Right? Not so fast! Every resume should have a great cover letter to go with it. |
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COVID-19 Pandemic—EMS Documentation |
1.00 |
Paramedics Mark Philippy and Ben Sensenbach take time in the Spring of 2020 to discuss the documentation concerns that are associated with COVID-19. This in-depth discussion will lead most providers to the conclusion that they are already doing good work and it should continue. This discussion is strong enough to lead the same providers to think slightly differently about what is done during a pandemic period and they may decide to make minor alterations in what the way the document after EMS responses. Final Exam: This multiple-choice exam is designed to test your knowledge of the material you just reviewed. You have three attempts to gain an 80% or higher on this exam. Please take your time and answer each question carefully. |
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Crafting Effective and Inclusive Job Descriptions |
1.25 |
This course covers how to craft an effective and inclusive job description and covers a range of crucial topics to enhance your recruitment and retention strategies. |
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Crear una comunidad de aula solidaria (CDA 3) (Spanish) Creating a Supportive Classroom Community (CDA 3) |
2.00 |
Aprenda maneras de sacar a relucir conductas enriquecedoras y afectuosas en niños y jóvenes para crear una comunidad en el aula donde los niños y los jóvenes se apoyen unos a otros. Aprenda a utilizar juegos no competitivos para fomentar la aceptación de todos los niños y jóvenes. Identifique las fortalezas y debilidades tanto de usted como de los niños y jóvenes de su programa y cómo aprovecharlas para crear un sentido de aceptación y comunidad.
Learn ways to bring out nurturing, caring behaviors in children and youth to create a classroom community where children and youth support each other. Learn how to use non-competitive games to foster acceptance of all children and youth. Identify the strengths and weaknesses of both you and the children and youth in your program and how to put the strengths to good use, creating a sense of acceptance and community. |
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Creating a Quality Summer Program |
2.00 |
CalSAC partnered with the Summer Matters campaign to create our Quality Summer Program training series. Summer months bring unique opportunities for learning outside the traditional school year and walls. High quality summer learning programs change students’ lives for the better with an opportunity to improve their academic achievement and readiness to learn. Developing quality programs requires intentional, ongoing development. Engage in activities that will help identify and strengthen the quality of your summer learning program.
Creating a Quality Summer Program is the first module in the Quality Summer Programming Training series. In this module, participants will learn about the importance of high quality summer learning programs for youth, elements of high-quality summer programs and effective tools to guide programs in their ongoing development of quality programming. |
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Creating a Safe and Respectful Environment for Our Nation's Children and Youth |
0.75 |
This course will provide you with the knowledge and skills to create safer, more inclusive environments for children. You will learn about the dynamics of bullying, the impact it has on those who are bullied, and strategies for prevention. |
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Creating a Safety Program |
1.75 |
This course covers the elements of a safety program, accident investigation, hazardous communication standard, and new employee orientation for construction detailing site hazards. |
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Creating a Supportive Classroom Community (CDA 3) |
2.00 |
Learn ways to bring out nurturing, caring behaviors in children and youth to create a classroom community where children and youth support each other. Learn how to use non-competitive games to foster acceptance of all children and youth. Identify the strengths and weaknesses for both you and the children and youth in your program, and how to put the strengths to good use creating a sense of acceptance and community. This course is designed to be part of a Child Development Associate (CDA) Credential™ curriculum. It covers CDA Subject Area 3: Supporting Children's Social and Emotional Development and may also be taken as a stand-alone learning event or as part of a broader early childhood education curriculum. |
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Creating an Inclusive Classroom for Paraprofessionals |
1.25 |
To make our schools emotionally and physically safe places, we must make sure that the needs of all students are being met. We must remember that students with disabilities are like all other students, and exhibit more similarities than differences when compared with peers of the same age. When we provide students with the least restrictive environment, inclusion becomes critical. Paraprofessionals that understand inclusion are better able to provide an environment that includes all students, regardless of their individual barriers. |
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Creating an Inclusive Program |
2.00 |
With planning, training, and support, program staff can successfully include many children with special needs. Program staff must develop the skills necessary to assess the environment, materials, equipment, and activities to make the necessary modifications and accommodations so that all children and youth in their programs are successful. During this course, participants will discuss the law regarding inclusion as well as the attitude and reasonable accommodations needed to create an inclusive environment for children and youth with special needs. |
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Creating and Maintaining Healthy and Safe School Environments |
1.00 |
Keeping school-age children healthy and safe is a major priority for schools. This requires careful attention to setting up the environment to promote healthy habits and using effective strategies for monitoring and maintaining a hygienic environment. It also requires setting up the classroom environment to promote safety and using effective strategies for monitoring and maintaining a safe environment. Because students are growing towards independence, it is also essential to help them develop habits and behaviors for living a healthy lifestyle and to help keep them safe from harm as they participate in school experiences. |
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Creating and Maintaining Healthy School-Age Environments |
2.00 |
Keeping school-age children healthy is a major priority for school-age programs. This requires giving careful attention to setting up the environment in a way that promotes healthy habits, and using effective strategies for monitoring and maintaining a hygienic environment. Because school-age children are growing towards independence, it is also important to help them develop habits and behaviors for living a healthy life-style. |
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Creating and Maintaining Safe School-Age Environments |
2.00 |
Keeping school-age children safe during out-of-school hours is a top priority for school-age programs. This requires giving careful attention to setting up the program environment in a way that promotes safety, and using effective strategies for monitoring and maintaining a safe environment. Because school-age children are growing towards independence, it is also important for staff to help them develop habits and behaviors that will keep them safe from harm as they participate in program experiences. Promoting and protecting children's safety is one of the major responsibilities of staff in school-age programs. |
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Creating and Managing Budgets in School-Age Programs |
2.00 |
When program budgets are developed through a careful, step-by-step process, they become valuable planning tools. By using effective budget planning tools and strategies, school-age care professionals can make realistic projections about the programs financial stability, and design strategies for generating and allocating resources to support the programs vision and mission. It is important for school-age care professionals to understand that the budget process is ongoing. It involves linking financial goals to program goals, identifying program priorities, allocating resources effectively, using reliable methods for calculating potential expenses and revenues, monitoring performance against projections made, and making needed changes and adjustments for the future. |
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Creating Community Collaborations |
2.00 |
Across the country, more and more communities are forming community collaborations to address the out-of-school needs of children and youth of all ages. When different segments of the community join together, share ideas, and pool their resources and efforts to create out-of-school time initiatives, children and youth benefit. What one organization or program may not be able to accomplish alone is often achievable when partnerships and collaborations among diverse groups and individuals are formed.
When school-age care professionals are knowledgeable about what it takes to create and sustain successful collaborations, they can play an important leadership role in creating out-of-school time initiatives and programs that will meet the needs of children and youth in their communities now and in the future. |
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Creating Respect and Safety |
2.00 |
Out-of-school time programs provide a safe space for children and youth, both physically and emotionally. Staff need to understand how to create safe environments to ensure that children and youth feel safe in order to fully participate in the program. This course will provide participants the opportunity to explore their own relationship to safety and support, set group agreements for the series, and discover their FRAME. |
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Creating Respect and Safety for Paraprofessionals |
1.00 |
Keeping school-age children respectful and safe is a major priority for schools. It requires setting up the classroom environment to promote safety and using effective strategies for monitoring and maintaining a safe environment. Because students are growing towards independence, it is also essential to help keep them safe from harm as they participate in school experiences. |
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Creating Successful Clubs, Special Events, and Field Trips in School-Age Programs |
2.00 |
Children who regularly attend school-age programs need many opportunities to participate in activities that help them connect with their communities and work together to build on their interests, talents, and abilities. Clubs, special events, and field trips are ideal vehicles for providing these opportunities. When staff know how to work with children to plan and implement these activities, children develop a sense of program ownership that helps them become productively engaged in a variety of meaningful activities that support their development. |
