Supporting Youth Literacy

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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!

This course will take approximately 1 hour to complete.

This course satisfies these child care training requirements:

National Afterschool Association Competencies

1. Child and Youth Growth and Development
2. Learning Environment and Curriculum
9. Program Planning and Development

Core Knowledge and Competencies

1. Child and Youth Growth and Development
4. Learning Environment and Curriculum

Afterschool Standards

3. Programming and Activities

Child Care Core of Knowledge

1. Child Development
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

1. Child development
2. Developmental curriculum planning/ environment and curriculum

Early Childhood - Continuing Education

1. Child Development
6. Learning Activities

Afterschool Program Quality Institute

3. Programming

Early Care and Education Knowledge Base

1. Child Development
5. Curriculum and learning environment

Guiding Principles for Quality OST Programs

2. Active & Engaged Learning
3. Skill Building

Childcare Program: Continuing Education

1. Child development

Child Care Training Regulations

1. Child Development
5. Curriculum development policies and responsibilities
21. Providing developmentally appropriate activities and experiences for children

Guidelines for Afterschool, Summer, and Youth Development Programs

3. Programming and Activities
7. Assessment, Planning, and Program Improvement

ECE Competencies

1. Child Development and Learning
5. Dual-Language Development
8. Learning Environments and Curriculum

Quality Standards for Expanded Learning

2. Active and Engaged Learning
3. Skill Building

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

1. Child development and learning
4. Program management
5. Teaching and learning

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
2. Developmentally appropriate learning experiences

Ignite Afterschool

1. Intentional Program Design

Early Care & Education Professional Development Content Areas

1. Child Development and Learning in Context
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
7. Program planning, development and evaluation

Afterschool Network Best Practices

2. Intentional Programming
3. Alignment with School Day

All Staff Annual Training

1. Child growth and development
6. Professional Development

Afterschool Alliance Best Practices

2. Intentional Programming
3. Alignment with School Day

Director Annual Training

4. Child Guidance
5. Professional Development

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
12. Age-appropriate activities and planning

Workforce Knowledge and Competencies

1. Child Growth and Development (CGD)
2. Alignment with CDELS

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

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

1. Child/adolescent growth and development
2. Learning environment and curriculum
7. Program planning and development
8. Professional development and leadership
11. Other training as appropriate

School's Out Washington Quality Improvement Standards

4. Engaging in learning opportunities that build academic, life, and career skills
6. Identifying their own strengths and recognizing areas for growth

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

Afterschool Network

2. Child and adolescent development
5. Curriculum and activities
7. Program planning and evaluation

Child Care Training & Education

Standard 1: Learning Environment/Developmentally Appropriate Practice
Standard 3: Staff Qualifications and Professional Development
Standard 6: Child and Youth Assessment

Core Knowledge and Competencies for Early Childhood Professionals

2. Child and youth development

West Virginia Afterschool Program Quality Standards

8. Activities

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

2. Child growth and development
4. Planning learning 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

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

Quality Afterschool Guidelines

2. Supporting Children and Youth

Hawaii OST Quality Guidelines

2a. Youth Learning and Development

Core Competencies for Early Childhood Professionals

3. Learning Environments

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

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. Program Structure and Activities

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

12. Child care for multilingual children
15. Literacy
19. Age-appropriate lesson planning
20. Homework assistance for school-age care

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 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