The State of the State of Expanded Learning in California 2017-18

The State of the State of Expanded Learning in California 2017-2018 provides an overview of the public investment in expanded learning opportunities in California. This year’s report outlines that expanded learning programs provide after school and summer learning opportunities to nearly 800,000 of California’s students with the greatest needs through over 4,500 expanded learning programs. 


Site Coordinator Community of Practice Guidebook

In partnership with the California Department of Education’s Expanded Learning Division, CAN is proud to announce the release of the Site Coordinator Community of Practice Guide Book. The guide book will assist in the implementation of building a Community Practice (CoP), and will include valuable information about the elements and characteristics of a CoP while engaging in the Continuous Quality Improvement process.


Campaign for Quality! Promising Practices from California’s After School Programs
Elementary and Middle School

In August 2009, the California Afterschool Network and California Department of Education released the California After School Quality Self-Assessment Tool (QSA Tool), a comprehensive self-assessment tool that out-of-school time professionals can use to start important conversations about quality. The Campaign for Quality!


Campaign for Quality! Promising Practices From California’s After School Programs
High School

This guide is an installment of the California Afterschool Network Campaign for Quality. The Campaign for Quality seeks to connect after school practitioners to research-supported promising practices grounded in field experience.

This Guide seeks to highlight people, programs, and successful practices that are supported by research and achieving successful results in California’s high school After School Safety and Enrichment for Teens (ASSETs) programs.


High School After School Program Quality Self-Assessment Rubric (QSAR)

The QSAR Tool provides after school programs serving older youth with a clear and concise way to start important conversations about program quality. The QSAR Tool facilitates program quality improvement and support through a self-directed process, rather than through external monitoring. The QSAR Tool is meant to support a reflective process in which program staff and stakeholders explore their own programs and work collaboratively to develop strategies to enhance policies, procedures and practices.


Developing Youth-Led Activities

Quality after school programs incorporate what is commonly referred to as a youth development approach. This approach focuses on what children and youth need as they mature into responsible, caring adults. All effective youth programs have youth development at their core. Youth Development is not offered as a separate program or program component, it is a philosophy in which the principles are intentionally practiced and applied through actions and encompass everything done.


High School After School Program Start-Up

A practical program start-up guide for 21st Century Community Learning Centers (21st CCLC) After School Safety and Education for Teens (ASSETs) programs. The guide provides a starting point for strategic planning and intentional action; from knowing the scope of 21st CCLC programs and grant assurances, to program philosophy, program coordination, collaboration, staffing, scheduling and logistics. The guide provides checklists and tips for coordinating the multiple aspects of ASSETs programs from program leadership to the site level.


Research Brief: English Learners And Out-Of-School-Time Programs

Out-of-School-Time (OST) programs offer the ability to expand the school day and provide English learner (EL) students with more time in educational settings that help to address the dual learning challenges they face. Research shows that this additional time can make a difference if used effectively. To that end, this brief highlights research-supported ways in which OST programs might be particularly well suited to support EL students during that extra time.


California ’s 2011 Rural After School Summit

On January 19, 2011, The California AfterSchool Network held its 2nd Rural Summit at the University of California Davis with over 80 participants in attendance. The purpose of the 2011 Rural Afterschool Summit was to educate and inform participants on the unique rural perspectives of California program. It also highlighted the successes and challenges of rural after school programs, demonstrated the need for sustaining rural programs, and provided an opportunity for participants to make recommendations to strengthen rural programs.


Rural Committee: Defining Rural

The California AfterSchool Network’s Rural Committee is proud to announce the official working definition of “rural.” The CAN Rural Committee felt it was extremely important for the committee’s rural definition to be carefully crafted to help unite programs and to be a useful tool for the after school field in general.


Strengthening California’s Rural After School Programs

California’s public school students rank as the 10th largest absolute rural school enrollment in the U.S. More than half of the state’s rural students are minorities, and more than one in four are English Language Learners. 85.8% of rural students in California live in poverty. This is over 20% above the National average. Only four states in the nation have higher rural student poverty rates than California (MS, SC, AL, NM). Rural programs have unique successes and challenges.


A Road Map to the California After School Landscape

This guide serves as an overview of the California After School landscape. It contains information on how to start after school programs in California, a brief history of the public funding streams in California. The guide also contains an overview of statewide and regional after school support organizations, as well as organizations with special emphases such as youth development, nutrition and physical activity, inclusion in after school programs, and supporting english learners.The guide also outlines advocacy organizations in California and an overview of how individuals can advocate for after school programs, and how one can participate in public celebrations for after school programs. 


Resources to Support STEM Learning in Expanded Learning Programs

Implement and continuously improve STEM learning in your program with this suite of publications:

  • Expanded Learning STEM Quality Elements
  • A Guide to Developing STEM in Expanded Learning Programs
  • Assessment and Planning Tool for STEM in Expanded Learning Programs
  • Building Local Systems of Programmatic Support for STEM Learning
  • Collaborate to Innovate

Groundbreaking Compendium on Expanded Learning Released

Released on February 5th at the National Press Club, Expanding Minds and Opportunities: Leveraging the Power of Afterschool and Summer Learning for Student Success is a collection of articles on almost every aspect of afterschool and summer learning programs. From the Expanded Learning and Afterschool Project’s press release:

This landmark collection of nearly 70 articles is being met with great acclaim, as it presents bold and persuasive evidence and best practices from the field that quality expanded learning opportunities


California After School Program Quality Self-Assessment Tool

The new and improved, second version of the California Afterschool Program Quality Self-Assessment Tool (QSA) and User’s Guide have recently been finalized with extensive input from the California after school field.  Programs can use the tool to self-assess their program and make plans for program improvement.  The tool focuses on big picture program design elements, as well as important considerations at the point of service.