Explore how community partners can enhance youth literacy through evidence-based strategies and family empowerment, and discover ways to strengthen these collaborative partnerships.
Full Course Description
This 1-hour course is designed for line staff and managers in youth-serving organizations who would like to strengthen their impact on literacy outcomes. Explore how community partners can support youth literacy using evidence-based strategies and family engagement practices. Learn practical tools to foster meaningful collaboration, empower families, and create environments where young people thrive as readers. By the end of this course, you’ll walk away with actionable ideas to build strong partnerships and support literacy growth in your program. Enroll now to unlock the power of collaboration!
Course Outcomes
By the end of this course, you will be able to:
Understand the role of community partners in supporting literacy development and how their efforts align with evidence-based practices and school-day strategies.
Develop strategies for partnering with schools and engaging families to create a cohesive literacy rich program.
Create and evaluate literacy-focused activities that promote vocabulary growth, background knowledge, and engagement in alignment with program goals.
CEU Requirements
To receive CEU credit for taking this course, you must:
Pass the knowledge check-ins and complete the entire course.
Complete the course evaluation form at the end of the course.
Upon successful completion, you will receive a certificate showing the CEUs earned.
Change Up Learning requires disclosure of proprietary interests. No staff, instructors, or course developers have proprietary interests related to this course.
This course will take approximately 1 hour to complete.
This course satisfies these child care training requirements:
Workforce Knowledge and Competencies
1. Child Growth and Development (CGD)
Standards for Quality Afterschool Programs
2. Ongoing Training and Staff Development
4. Positive Youth Development
Competencies for Early Childhood Educators and Administrators
1. Child growth and development, and learning or courses that align with the competency domains of child growth and development
8. Teaching practices
OST Quality Guidelines
6. Youth Development and Engagement
Early Childhood Education and Care Department
1. Child growth, development, and learning
4. Developmentally appropriate content
Out-of-School Time (NMOST) Guiding Principles
6. Programming
8. Staffing and Professional Development
Standards of Early Learning and Development
1. Childhood Development
5. Language Development
Afterschool Quality Standards
3. Youth Participation, Learning, and Engagement
5. Programming and Alignment with Regular School Day Learning
7. Staffing and Professional Development
Early Learning and Development Standards
1. Early Childhood Education and Child Development
After School Network
4. Activities and Programming
Building Blocks for Out-of-School Time Quality
1. Intentional Program Design
NYC DYCD Core Competencies for Youth Work Professionals
1. Knowledge of the principles and practices of child and youth development and ability to use this knowledge to achieve the goals of the program.
4. Ability to foster academic and non-academic skills and broaden participant horizons.
5. Ability to effectively implement curricula and program activities.
School Age Child Care
1. Principles of Childhood Development
Network for Youth Success Quality Self-Assessment (QSA) Tool
4. Staffing & Professional Development
5. Programming & Activities
6. Establishes Strong Links to the School Day
7. Youth Participation & Engagement to Care
Program Quality Practices
1. Physical Environment, Curriculum, and Program Activities
2. Assessment, Planning, and Improvement
8. Professional Development
Afterschool & Youth Development Standards
1. Programming & Youth Development
2. Linkages with the School Day
Early Care and Education Professional Competency Goals for Directors
a. Early learning standards
d. Developmentally appropriate practices
Child Growth and Development
1. Programming and Curriculum
Quality Guidelines for Ohio's Afterschool Programs
Child Growth and Development
Quality Standards for Expanded Learning
2. Active and Engaged Learning
3. Skill Building
ECE Competencies
5. Dual-Language Development
8. Learning Environments and Curriculum
Core Knowledge and Competencies for Early Childhood Professionals
2. Child and youth development
West Virginia Afterschool Program Quality Standards
8. Activities
B-3 Continuum
2. Comprehensive Services
5. Joint Professional Development
6. Aligned Curriculum and Instruction
Statewide Afterschool Quality Standards
4. Professional Development and Qualifications
6. Youth Development, Programming, and Activities
Child Care Core of Knowledge
2. Curriculum
Out-of-School Time Program Quality Standards
Administrative Quality Standards
Program Quality Standards
Administrative Quality Standards
I. Youth Program Design and Accountability
Program Quality Standards
II. Youth Development
Early Childhood Educator Requirements: Birth to Second Grade
2. Developmental curriculum planning/ environment and curriculum
Afterschool Alliance Best Practices
2. Intentional Programming
3. Alignment with School Day
Director Annual Training
4. Child Guidance
5. Professional Development
All Staff Annual Training
6. Professional Development
Early Learning Staff Professional Development Areas
All Staff Annual Training
Director Annual Training
National Afterschool Association Competencies
2. Learning Environment and Curriculum
9. Program Planning and Development
Core Knowledge Areas, DC Division of Early Learning Training Categories
2. Observing, Documenting and Assessing to Support Young Children and Families
4. Curriculum
5. Inclusive Practices
6. Learning Environments
Afterschool Network Quality Standards
2. Offer a blend of academic and developmental skill-building activities
5. Provide appropriate levels of structure as well as opportunities for autonomy and choice
Early Childhood: Child Care Center Training Topics
7. Principles of child growth and development, including brain development
Department of Early Education & Care Standards
2. Planning Programs and Environments for Young Children
3. Curriculum for Early Childhood Settings
Afterschool Program Quality Guidelines
2. Programming
5. Professional Development
Virginia Partnership for Out-of-School Time Quality Standards
2. Staffing, Volunteers & Professional Development
5. Active & Engaged Learning
6. Linkages to the School-Day & SOL Standards
Child Care VA Standards
13. Foundations of Child Development and Approaches to Learning
Child Care Centers Professional Growth and Development Training Requirements
2. Steps to advance children’s physical and intellectual development
8. Principles of child growth and development
Afterschool Alliance's Quality Standards
2. Steps to advance children’s physical and intellectual development
8. Principles of child growth and development
Hawaii OST Quality Guidelines
2a. Youth Learning and Development
Program Content
3. Curriculum and Activities
Early Care & Education Professional Development Content Areas
4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
5. Knowledge, Application, and Integration of Academics Content in the Early Childhood Curriculum
Afterschool Program Standards
Program Content
Core Competencies for Early Childhood Professionals
3. Learning Environments
Afterschool Program Quality Institute
3. Programming
Early Childhood - Continuing Education
6. Learning Activities
Afterschool Standards
3. Programming and Activities
Core Knowledge and Competencies
4. Learning Environment and Curriculum
After School Program Quality Standards and Indicators
3. Programming and Activities
4. Staffing and Professional Development
Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality
3. Programming and Activities
7. School Linkages
Early Childhood Education: Professional Development Areas
Annual Training (1) Child growth and development
Annual Training (3) Age-appropriate curriculum
Pre-Service 1. Developmental stages of children
Pre-Service 2. Age-appropriate activities for children
Guidelines for Afterschool, Summer, and Youth Development Programs
3. Programming and Activities
7. Assessment, Planning, and Program Improvement
Child Care Training Regulations
5. Curriculum development policies and responsibilities
21. Providing developmentally appropriate activities and experiences for children
Quality Standards for OST Programs
3: Youth-Centered Program Design
Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Statement of Quality in Afterschool
4. Activities
Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)
Standard 1: Child Development and Learning in Context
Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
Standard 5: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
Standards for Quality Afterschool Programs
4. Intentional Programming
Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
4. Program management
5. Teaching and learning
MOST (Michigan Out-of-School Time) Standards of Quality
5. Program Activities
Afterschool Network Quality Standards
4. Programming
Early Childhood Professional Learning Categories
5. Learning Designs
6. Implementation
Department of Early Learning and Care: Training
5. Learning Environments and Curriculum
Afterschool & Out-of-School Time Professional Network
5. Programming and Activities
Department of Children & Families: Staff Training Requirements for Childcare Centers
i. Child growth and development
v. Program planning and development
Goals for Program Participants
8. Improved Academics Achievement
Child Care Facilities: Staff Development Topics
b. Steps to advance children's physical and intellectual development
North Carolina Center for Afterschool Programs (NCCAP)
Goals for Program Participants
Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
12. Age-appropriate activities and planning
Department of Education: Standards for Professional Development
a. Child development and learning
b. Language and literacy
g. Classroom management, which must include, without limitation, positive discipline and guidance and social, emotional, and academic development
Quality Standards for Nevada OST Programs
a. Youth Development & Social Emotional Learning
c. Program Management & Professional Development
d. Program Structure, Curriculum & Activities
Quality Standards for Out-of-School Time Programs
C. Intentional Programming and Activities
Early Childhood Education Professional Learning Standards
C. Program administration, planning, development, or management
Division of Early Care and Education: Staff Development
i. Child growth and development
s. Any other topic that promotes child development or protects children’s health or safety
