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
- 4. Observation and assessment
- 5. Curriculum and activities
- 6. Learning environment
- 7. Program planning and evaluation
Child Care Training & Education
- Standard 1: Learning Environment/Developmentally Appropriate Practice
Statewide Afterschool Quality Standards
- 4. Professional Development and Qualifications
- 6. Youth Development, Programming, and Activities
B-3 Continuum
- 5. Joint Professional Development
- 6. Aligned Curriculum and Instruction
- 7. Aligned Assessments
- 8. Data-driven Improvement
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
- vi. Creating a classroom environment
Quality Standards for Out-of-School Time Programs
- A. Safe and Healthy Environments
- C. Intentional Programming and Activities
- F. Program Management
Quality Standards for Nevada OST Programs
- a. Youth Development & Social Emotional Learning
- c. Program Management & Professional Development
- d. Program Structure, Curriculum & Activities
Department of Education: Standards for Professional Development
- g. Classroom management, which must include, without limitation, positive discipline and guidance and social, emotional, and academic development
Division of Early Care and Education: Staff Development
- i. Child growth and development
Early Childhood Professional Development Framework
- Standard I: Designs/Plans Instruction
- Standard III: Implements Instruction
- Standard IV: Assesses & Communicates Learning Results
- Standard V: Reflects/Evaluates Teaching/Learning
- Standard VII: Engages in Professional Development
Course Content
