Getting Started , Management and Leadership , Youth Development ,

OST Alignment – Part 3: Academics

Deliver quality, engaging, and aligned academics in OST programs to support student achievement.

Full Course Description

Enhance your educational impact by mastering academic alignment with our OST Alignment – Part 3: Academics Online Course. This 1.5-hour course is designed for teachers, site directors, education specialists, and school leaders committed to delivering engaging academics in out-of-school time (OST) programs. You’ll explore strategies for aligning school day academics with OST activities, ensuring that afterschool learning complements students’ daytime education. Learn to connect lessons to academic standards and use research-based strategies that improve instruction in OST settings. Additionally, you’ll gain practical skills in lesson planning for afterschool programs that meet educational goals. By the end, you’ll be equipped to strengthen academic quality in OST, providing meaningful, rigorous experiences for all students. Enroll today to elevate educational outcomes through effective alignment!

This course will take approximately 1 hour to complete.

This course satisfies these child care training requirements:

West Virginia Afterschool Program Quality Standards

1. Administration
2. Diversity, Equity and Inclusion
5. Indoor and Outdoor Environments
8. Activities

Core Knowledge and Competencies for Early Childhood Professionals

2. Child and youth development

Standards for Quality Afterschool Programs

1. Administration and Organization
2. Program Management and Staff
4. Program Structure and Activities
6. Program Environment

Department of Children and Families (Annual In-Service Training)

19. Age-appropriate lesson planning

Early Childhood - Continuing Education

1. Child Development
6. Learning Activities

Afterschool Program Quality Institute

3. Programming
4. Youth Participation and Engagement

Early Care and Education Knowledge Base

1. Child Development
3. Observation, documentation and assessment
4. Teaching and engagement
5. Curriculum and learning environment

Guiding Principles for Quality OST Programs

2. Active & Engaged Learning

Childcare Program: Continuing Education

1. Child development
3. Caring for children with exceptionalities

Child Care Training Regulations

1. Child Development
5. Curriculum development policies and responsibilities
21. Providing developmentally appropriate activities and experiences for children
22. Inclusion of children with special needs

Guidelines for Afterschool, Summer, and Youth Development Programs

3. Programming and Activities
4. Youth Leadership and Engagement
6. Cultural Competency, Responsiveness, and Inclusion
7. Assessment, Planning, and Program Improvement
8. Staff and Professional Development

ECE Competencies

1. Child Development and Learning
8. Learning Environments and Curriculum

Quality Standards for Expanded Learning

2. Active and Engaged Learning
3. Skill Building
10. Continuous Quality Improvement

Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce

1. Child development and learning
5. Teaching and learning
6. Observation, documentation, and assessment

MOST (Michigan Out-of-School Time) Standards of Quality

5. Program Activities

Teachers of Early Childhood Education Subject Matter Standards

1. Child Development and Learning
4. Assessment, evaluation, and individualization

Early Care & Education Professional Development Content Areas

1. Child Development and Learning in Context
3. Child Observation, Documentation, and Assessment
4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
5. Knowledge, Application, and Integration of Academics Content in the Early Childhood Curriculum

Program Content

3. Curriculum and Activities

Afterschool Program Standards

Program Content

Core Competencies for Early Childhood Practitioners

1. Child growth and development
5. Learning environments and curriculum
6. Interactions with children
7. Program planning, development and evaluation

Afterschool Network Best Practices

1. Prepared Staff
2. Intentional Programming
3. Alignment with School Day
4. Promotion of Varied Youth Engagement
7. Sustained Student Attendance and Access

All Staff Annual Training

1. Child growth and development
2. Social and Emotional Development
6. Professional Development

Director Annual Training

1. Curriculum
4. Child Guidance
5. Professional Development

Afterschool Alliance Best Practices

1. Prepared Staff
2. Intentional Programming
3. Alignment with School Day
4. Promotion of Varied Youth Engagement
8. Ongoing Assessment and Improvement

Early Learning Staff Professional Development Areas

All Staff Annual Training
Director Annual Training

Department of Social Services, Child Care Services (CCS): Pathway to Professional Development

1. Child growth and development
11. Learning environments
12. Age-appropriate activities and planning

Workforce Knowledge and Competencies

1. Child Growth and Development (CGD)
2. Alignment with CDELS
2. Learning Environment and Curriculum (LEC)
5. Child Observation and Assessment (COA)
7. Professionalism and Leadership (PL)

Standards for Quality Afterschool Programs

1. Safe and Appropriate Program Environments and Facilities
2. Ongoing Training and Staff Development
4. Positive Youth Development

Early Childhood Education and Care Department

1. Child growth, development, and learning
4. Developmentally appropriate content
5. Learning environment and curriculum implementation

Out-of-School Time (NMOST) Guiding Principles

1. Environmental Safety
6. Programming
7. Administration and Organizational Development
8. Staffing and Professional Development

Department of Children, Youth & Families: Child Care Provider Training Requirements

1. Child/adolescent growth and development
2. Learning environment and curriculum
3. Child observation and assessment
6. Interactions with children/youth
9. Cultural competency and responsiveness

School's Out Washington Quality Improvement Standards

3. Participating in activities that encourage self-expression and inspire them to discover their passions
4. Engaging in learning opportunities that build academic, life, and career skills
5. Having a common language and shared expectations that are aligned with research and best practices for positive youth development and social emotional learning

Early Learning and Development Standards

1. Early Childhood Education and Child Development

After School Network

4. Activities and Programming
6. Staffing/Professional Development
7. Administration/Organization

Afterschool Network Quality Standards

1. Environment
4. Programming

Early Childhood Professional Learning Categories

3. Resources
4. Data
5. Learning Designs
6. Implementation
7. Outcomes

Network for Youth Success Quality Self-Assessment (QSA) Tool

1. Environment & Climate
2. Administration & Organization
4. Staffing & Professional Development
5. Programming & Activities
7. Youth Participation & Engagement to Care

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
3. Child Day Care Program Development

After School Program Quality Standards and Indicators

1. Health, Safety and the Environment
3. Programming and Activities
4. Staffing and Professional Development

Early Learning and Development Standards

3. Language Development
4. Literacy
5. Cognitive Development
6. Mathematics
7. Science
8. Social Studies
9. Creative Arts

Building Blocks for Out-of-School Time Quality

1. Intentional Program Design
3. Youth Voice, Leadership, and Engagement

Early Learning eGuidelines Competencies

a. Introduction to Inclusive Child Care

Afterschool Program Quality Guidelines

1. Operations
3. Relationships

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
6. Staffing & Professional Development
7. Organizational Practices

Early Care and Education Professional Competency Goals for Directors

a. Early learning standards
d. Developmentally appropriate practices
f. Advocacy for the Center, Parents, children and Staff

Child Growth and Development

1. Programming and Curriculum
4. Program Environment
6. Social/emotional development

Career Development

4. Using child care tools
6. Strategic leadership and planning

Child Growth and Development

1. Programming and Curriculum
4. Program Environment
6. Social/emotional development

Ohio Department of Job and Family Services: Child Care Center Professional Development Training Topics

Career Development
Child Growth and Development

Quality Guidelines for Ohio's Afterschool Programs

Child Growth and Development

Quality Afterschool Guidelines

1. Quality Environments
2. Supporting Children and Youth
6. Quality Staff

Hawaii OST Quality Guidelines

2a. Youth Learning and Development
2b. Staff Professional Development and Leadership

Goals for Program Management and Delivery

1. Safe, Healthy, and Orderly Environment
2. Qualified and Diverse Staff
3. Opportunities to Learn in Diverse Environments

Goals for Program Connections

6. Consistent Participant Attendance

Goals for Program Participants

7. Greater Personal Responsibility
8. Improved Academics Achievement
9. Greater Creativity and Well-Being

Child Care Facilities: Staff Development Topics

a. Planning a safe, healthy learning environment
b. Steps to advance children's physical and intellectual development
i. Learning activities that promote inclusion of children with special needs

North Carolina Center for Afterschool Programs (NCCAP)

Goals for Program Connections
Goals for Program Management and Delivery
Goals for Program Participants

OST Quality Guidelines

2. Assessment and Evaluation
5. Staff Qualifications and Training
6. Youth Development and Engagement

Competencies for Early Childhood Educators and Administrators

4. Guidance
6. Professional development and leadership
8. Teaching practices

The National Association for the Education of Young Children (NAEYC) Training

2. Child growth and development
4. Planning learning activities

Child Care Core of Knowledge

2. Curriculum

Out-of-School Time Program Quality Standards

Administrative Quality Standards
Program Quality Standards

Program Quality Standards

I. Youth Program Climate

Administrative Quality Standards

I. Youth Program Design and Accountability
IV. Youth Program Staffing and Professional Development

Early Childhood Educator Requirements: Birth to Second Grade

2. Developmental curriculum planning/ environment and curriculum

National Afterschool Association Competencies

2. Learning Environment and Curriculum
3. Child/Youth Observation and Assessment
7. Family, School, and Community Relationships

Afterschool Network Quality Standards

2. Offer a blend of academic and developmental skill-building activities
4. Promote high levels of student engagement
5. Provide appropriate levels of structure as well as opportunities for autonomy and choice

Early Childhood: Child Care Center Training Topics

4. Children with special needs
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
10. Supervision or Staff Development in Early Childhood Education

Afterschool Quality Standards

2. Staff and Youth Relationships
3. Youth Participation, Learning, and Engagement
5. Programming and Alignment with Regular School Day Learning
6. Administration and Organizational Development
7. Staffing and Professional Development

Standards of Early Learning and Development

5. Language Development

Virginia Partnership for Out-of-School Time Quality Standards

2. Staffing, Volunteers & Professional Development
4. Continuous Improvement
5. Active & Engaged Learning
6. Linkages to the School-Day & SOL Standards
8. Environment (Indoor & Outdoor Spaces)

Child Care VA Standards

13. Foundations of Child Development and Approaches to Learning

Afterschool Alliance's Quality Standards

2. Steps to advance children’s physical and intellectual development

Child Care Centers Professional Growth and Development Training Requirements

2. Steps to advance children’s physical and intellectual development

Department of Early Learning and Care: Training

3. Human Growth and Development
5. Learning Environments and Curriculum
7. Personal, Professional & Leadership Development

Core Competencies for Early Childhood Professionals

3. Learning Environments
5. Cognitive Learning
7. Creative Learning
10. Guidance

Core Knowledge and Competencies

3. Observation and Assessment
4. Learning Environment and Curriculum

Afterschool Standards

3. Programming and Activities

Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality

3. Programming and Activities
7. School Linkages
8. Program Sustainability, Evaluation and Awareness In-Service

Early Childhood Education: Professional Development Areas

Annual Training (1) Child growth and development
Annual Training (3) Age-appropriate curriculum
In-Service 3. Understanding early childhood brain development.
Pre-Service 1. Developmental stages of children
Pre-Service 2. Age-appropriate activities 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

Afterschool Network