Learning Outcomes

Terminology

TGIRF

learning outcomes

To help practitioners integrate skills into the teaching of core academic subjects, the Partnership for 21st Century Skills has developed a unified, collective vision for learning known as the Framework for 21st Century Learning. This Framework describes the skills, knowledge and expertise students must master to succeed in work and life; it is a blend of content knowledge, specific skills, expertise and literacies.

Category	21st Century Skills Developed
Manage Projects	Prioritize, plan and manage work to achieve the intended result.
Manage Projects	Set and meet goals, even in the face of obstacles and competing pressure.
Produce Results	Demonstrate additional attributes associated with producing high quality products including the abilities to: Work positively and ethically; Manage time and projects effectively; Multi-task; Participate actively, Be reliable and punctual; Present oneself professionally and with proper etiquette; Collaborate and cooperate effectively with teams; Respect and appreciate team diversity; Be accountable for results.

Category	21st Century Skills Developed
Be Self-directed Learners	Demonstrate initiative to advance skill levels towards a professional level.
Be Self-directed Learners	Go beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise.
Be Self-directed Learners	Reflect critically on past experiences in order to inform future progress.
Be Self-directed Learners	Demonstrate commitment to learning as a lifelong process.
Manage Goals and Time	Utilize time and manage workload efficiently.
Manage Goals and Time	Balance tactical (short-term) and strategic (long-term) goals.
Manage Goals and Time	Set goals with tangible and intangible success criteria.
Work Independently	Monitor, define, prioritize and complete tasks without direct oversight.

Category	21st Century Skills Developed
Be Responsible to Others	Act responsibly with the interests of the larger community in mind.
Collaborate with Others	Demonstrate ability to work effectively and respectfully with diverse teams.
Collaborate with Others	Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.
Collaborate with Others	Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal.
Communicate Clearly	Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions. Understand oral and nonverbal communication skills in a variety of forms and contexts.
Communicate Clearly	Utilize multiple media and technologies, and know how to judge their effectiveness a priority as well as assess their impact.
Communicate Clearly	Communicate effectively in diverse environments (including multi-lingual).
Communicate Clearly	Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts.
Communicate Clearly	Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions.
Communicate Clearly	Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade).
Guide and Lead Others	Demonstrate integrity and ethical behavior in using influence and power.
Guide and Lead Others	Inspire others to reach their very best via example and selflessness.
Guide and Lead Others	Leverage strengths of others to accomplish a common goal.
Guide and Lead Others	Use interpersonal and problem-solving skills to influence and guide others toward a goal.
Implement Innovations	Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur.
Make Judgments and Decisions	Analyze and evaluate major alternative points of view.
Make Judgments and Decisions	Synthesize and make connections between information and arguments.
Make Judgments and Decisions	Reflect critically on learning experiences and processes.
Make Judgments and Decisions	Effectively analyze and evaluate evidence, arguments, claims, and beliefs.
Make Judgments and Decisions	Interpret information and draw conclusions based on the best analysis.
Reason Effectively	Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation.
Solve Problems	Identify and ask significant questions that clarify various points of view and lead to better solutions.
Solve Problems	Solve different kinds of non-familiar problems in both conventional and innovative ways.
Think Creatively	Create new and worthwhile ideas (both incremental and radical concepts).
Think Creatively	Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts.
Think Creatively	Use a wide range of idea creation techniques (such as brainstorming).
Use Systems Thinking	Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems.
Work Creatively with Others	Develop, implement and communicate new ideas to others effectively.
Work Creatively with Others	View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes.
Work Creatively with Others	Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work.
Work Creatively with Others	Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas.

Category	21st Century Skills Developed
Manage Projects	Prioritize, plan and manage work to achieve the intended result.
Manage Projects	Set and meet goals, even in the face of obstacles and competing pressure.
Produce Results	Demonstrate additional attributes associated with producing high quality products including the abilities to: Work positively and ethically; Manage time and projects effectively; Multi-task; Participate actively, Be reliable and punctual; Present oneself professionally and with proper etiquette; Collaborate and cooperate effectively with teams; Respect and appreciate team diversity; Be accountable for results.

Category	21st Century Skills Developed
Work Effectively in Diverse Teams	Leverage social and cultural differences to create new ideas and increase both innovation and quality of work.
Work Effectively in Diverse Teams	Respond open-mindedly to different ideas and values.
Work Effectively in Diverse Teams	Respect cultural differences and work effectively with people from a range of social and cultural backgrounds.
Interact Effectively with Others	Conduct themselves in a respectable, professional manner.
Interact Effectively with Others	Know when it is appropriate to listen and when to speak.

NACE SKILLS DEVELOPED
Assume duties or positions that will help one progress professionally.
Show an awareness of own strengths and areas for development.
Establish, maintain, and/or leverage relationships with people who can help one professionally.
Display curiosity; seek out opportunities to learn.
Professionally advocate for oneself and others.
Develop plans and goals for one’s future career.
Identify areas for continual growth while pursuing and applying feedback.
Voluntarily participate in further education, training, or other events to support one’s career.
Seek and embrace development opportunities.

NACE Skills Developed
Ask appropriate questions for specific information from supervisors, specialists, and others.
Employ active listening, persuasion,and influencing skills.
Communicate in a clear and organized manner so that others can effectively understand.
Promptly inform relevant others when needing guidance with assigned tasks.
Understand the importance of and demonstrate verbal, written, and non-verbal/body language, abilities.
Frame communication with respect to diversity of learning styles, varied individual communication abilities, and cultural differences.

NACE Skills Developed
Accurately summarize and interpret data with an awareness of personal biases that may impact outcomes.
Make decisions and solve problems using sound, inclusive reasoning and judgment.
Proactively anticipate needs and prioritize action steps.
Multi-task well in a fast-paced environment.
Effectively communicate actions and rationale, recognizing the diverse perspectives and lived experiences of stakeholders.
Gather and analyze information from a diverse set of sources and individuals to fully understand a problem.

NACE Skills Developed
Solicit and use feedback from multiple cultural perspectives to make inclusive and equity-minded decisions.
Advocate for inclusion, equitable practices, justice, and empowerment for historically marginalized communities.
Keep an open mind to diverse ideas and new ways of thinking.
Address systems of privilege that limit opportunities for members of historically marginalized communities.
Seek global cross-cultural interactions and experiences that enhance one’s understanding of people from different demographic groups and that leads to personal growth.
Actively contribute to inclusive and equitable practices that influence individual and systemic change.
Demonstrate flexibility by adapting to diverse environments.
Identify resources and eliminate barriers resulting from individual and systemic racism, inequities, and biases.

NACE Skills Developed
Inspire, persuade, and motivate self and others under a shared vision.
Plan, initiate, manage, complete, and evaluate projects.
Motivate and inspire others by encouraging them and by building mutual trust.
Use innovative thinking to go beyond traditional methods.
Serve as a role model to others by approaching tasks with confidence and a positive attitude.
Seek out and leverage diverse resources and feedback from others to inform direction.

NACE Skills Developed
Maintain a positive personal brand in alignment with organization and personal career values.
Demonstrate dependability (e.g., report consistently for work or meetings).
Act equitably with integrity and accountability to self, others, and the organization.
Show a high level of dedication toward doing a good job.
Consistently meet or exceed goals and expectations.
Be present and prepared.
Have an attention to detail, resulting in few if any errors in their work.
Prioritize and complete tasks to accomplish organizational goals.

NACE Skills Developed
Be accountable for individual and team responsibilities and deliverables.
Exercise the ability to compromise and be agile.
Effectively manage conflict, interact with and respect diverse personalities, and meet ambiguity with resilience.
Employ personal strengths, knowledge, and talents to complement those of others.
Listen carefully to others, taking time to understand and ask appropriate questions without interrupting.
Collaborate with others to achieve common goals.
Build strong, positive working relationships with supervisor and team members/coworkers.

NACE Skills Developed
Manipulate information, construct ideas, and use technology to achieve strategic goals.
Identify appropriate technology for completing specific tasks.
Navigate change and be open to learning new technologies.
Quickly adapt to new or unfamiliar technologies.
Manage technology to integrate information to support relevant, effective, and timely decision-making.
Use technology to improve efficiency and productivity of their work.

The National Association for Colleges and Employers launched its Career Readiness Initiative in 2015 to address a fundamental need for new college graduates and the professionals who serve their career development needs and recruit them into the workforce: a shared understanding of what is needed to launch and develop a successful career, a common vocabulary by which to discuss needs and expectations, and a basic set of competencies upon which a successful career is launched.

A research-informed model for improving, calibrating, and assessing your practice.

Student learning goals for projects include standards-based content as well as skills such as critical thinking, problem solving, communication, self management, project management, and collaboration.

To help teachers do PBL well, a comprehensive, research-informed model for PBL was created to help teachers, schools, and organizations improve, calibrate, and assess their practice. In Gold Standard PBL, projects are focused on students' acquiring key knowledge, understanding, and success skill

Learning Goals Include: Key Knowledge, Understanding, and Success Skills

seven essential Project Design Elements

A Challenging Problem or Question

The project is framed by a meaningful problem to be solved or a question to answer, at the appropriate level of challenge.

Sustained Inquiry

Students engage in a rigorous, extended process of posing questions, finding resources, and applying information.

Authenticity

The project involves real-world context, tasks and tools, quality standards, or impact, or the project speaks to personal concerns, interests, and issues in the students’ lives.

Student Voice & Choice

Students make some decisions about the project, including how they work and what they create, and express their own ideas in their own voice.

Reflection

Students and teachers reflect on the learning, the effectiveness of their inquiry and project activities, the quality of student work, and obstacles that arise and strategies for overcoming them.

Critique & Revision

Students give, receive, and apply feedback to improve their process and products.

Public Product

Students make their project work public by sharing it with and explaining or presenting it to people beyond the classroom.

The Work Groups on Quality Standards created a set of 12 Quality Standards and descriptions of what each Standard should look like in action (Standards in Action). Standards in Action are described at the programmatic, staff, and participant levels. The purpose of the Quality Standards is to describe high levels of “Quality” of a program at the programmatic, staff, and participant levels. The quality standards are not intended to serve as a compliance tool, but as the following: ■ A framework of clear expectations for all stakeholders. ■ A guide to inform the After School Division’s decision-making, e.g., technical assistance decisions, language in requests for application, and policy development. ■ A guide for program providers to assess their own programs in order to help determine what they are doing well and what needs improvement. ■ A guide for parents and youth to identify quality programming. ■ A guide for school principals and district superintendents to reinforce and advance key priorities. ■ A complement to other standards in the State of California focused on quality improvement, e.g., Learning in After School and Summer, Quality Self-Assessment Tool, Quality Self-Assessment Rubric, Center for Youth Program Quality, etc. The Quality Standards are intended to create a framework of clear expectations, and a shared vision of quality among multiple stakeholders. The Standards in Action are intended to provide more detailed information about what the Standards should look like at the programmatic, staff, and student levels. The Quality Standards are a central component of the cycle of quality improvement. Assess Program Quality: Collect data on the program using multiple strategies. Data comes from sources including self-assessments, review of program policies and manuals, interviews and surveys conducted with staff, youth, and other stakeholders, and observation of program activities. Plan: Reflect on program data and use data to generate and implement an action plan for program improvement. Action plans can be used to revise and refine organizational strategies and goals, to direct organizational resources towards areas that need improvement, and to guide professional development for staff. Improve Program Quality: Implement the action plan, taking time to reflect on progress along the way. Once key goals are met, re-assess and update the action plan accordingly.

Provides a safe and nurturing environment that supports the developmental, social-emotional and physical needs of all students.

Details
Program connects participants and families to services, organizations and other resources that provide support beyond after school and summer programming (e.g., food security, health and mental health services, parent education, and other identified needs).
Program develops policies/procedures to: Communicate health, safety, and behavior procedures with staff, participants, and families; Identify health/medical needs of participants; Ensure easily identifiable staff (e.g., badges); Ensure staff, participants, families, and school partners understand participants' location for program duration; Ensure staff trained in safety/first aid; Document and communicate incidents (i.e. written reports); Maintain easily accessible list of participants with emergency contacts for program activities and field trips.
Program directors work closely with school leaders to create school-aligned health and safety procedures for the expanded learning program.
Staff participate in on-going health and safety procedures, trainings, and practice drills with participants.
Staff hold participants to high expectations for behavior and achievement by: Actively acknowledging positive behavior and participant accomplishments; Calmly intervening when youth or adults are engaged in physically and/or emotionally unsafe behavior.
Staff intentionally identify participant strengths, interests, and learning styles, and encourage participants to develop skills related to their strengths and interests.
Staff intentionally build and maintain trusting, nurturing, and supportive relationships with participants.
The staff respectfully welcome and release participants from the program.
Participants actively co-create behavioral agreements in collaboration with program staff.
Participants and staff share responsibility in building a sense of community and belonging.

Program design and activities reflect active, meaningful and engaging learning methods that

promote collaboration and expand student horizons.

Details
The program uses participant feedback, assessments, and evaluations to guide the development of training, curricula, and projects that fully meet participants’ needs and interests.
The program provides a variety of activities that are hands-on, project-based, and result in a culminating product.
Staff provide opportunities for participants to think critically, as well as act on issues and opportunities that are important but also of high interest and relevance to them.
Staff provide activities that raise awareness, promote thought-provoking discussion and support collaborative interaction with others in the larger community, other cultures, and even globally.
Staff give participants the opportunity to work in groups that have a clear purpose.
Staff give participants the experience of learning through multiple senses.
All participants in group work are engaged, cooperate in the group’s accomplishments, and are accountable to one another.
Participants use modern technology to support their learning.
Participants gather evidence to support their ideas and understand other perspectives.

The program maintains high expectations for all students, intentionally links program goals and curricula with

21st-century skills and provides activities to help students achieve mastery.

Details
The program supports activities in which participants develop and demonstrate 21st century skills.
The program supports projects and activities in which participants demonstrate mastery by working toward a final product or presentation.
Staff use practices that support mastery such as: Providing youth with opportunities to practice skills; Sequencing activities to allow participants to build on previously learned skills; Facilitating youth reflections and offering constructive feedback to help youth learn from their experiences of successes, mistakes, and failures; Helping youth make links between the activity and their lives outside of the program.
Staff facilitate activities and conversations that increase participants’ 21st century skills, sense of personal and social responsibility, and understanding of life and career options.
Staff develop learning goals for each activity and communicate these goals to youth.
Staff select or create projects that relate to young people’s lives.
Participants are involved in projects, activities, and events that increase their understanding and use of 21st century skills (e.g., creativity, critical-thinking, and information and communications technology).
Participants work in groups where they practice skills such as team-building, collaboration, and use of effective communication.

The program provides and supports intentional opportunities for students to play a meaningful role in program

design and implementation, and provides ongoing access to authentic leadership roles.

Details
The program trains staff to facilitate youth voice and leadership in ways that promote positive relationships within the program and empower participants to have a positive impact on other individuals and institutions.
The program provides opportunities for participants to actively exercise their leadership skills and address real world problems that they identify in their communities. These are activities that require critical thinking, debate, and action planning.
The program provides participants with opportunities and space to share their viewpoints, concerns, or interests in order to impact program practices or policies. This includes opportunities that are led by youth.
Staff work to recognize the leadership potential in all young people, regardless of their age, and provide opportunities for them to develop their leadership skills by providing authentic leadership roles within their after school program.
Staff encourage and engage participants on a regular basis to share their perspectives regarding program design, what they want to learn and the quality of their experience in the program.
Participants reflect on learning experiences (formal and informal) and give their opinion about future learning opportunities.
Participants express their opinions and feedback in surveys or group discussions regarding what they want to learn about, what they want to be able to do, and the development of program offerings that respond to their interests.
Participants share ownership in the design of program activities.
Participants take responsibility for completing projects.
Participants engage in authentic and meaningful leadership roles that are supported by staff and celebrated by the program.

Program promotes student well-being through opportunities to learn about and practice balanced nutrition,

physical activity and other healthy choices in an environment that supports a healthy lifestyle.

Details
The program incorporates nutrition and physical activity into all facets of program design and operating procedures (e.g., fundraising, meals/snacks, policies, curricula, incentives, etc.).
Staff model good nutrition and participation in physical activity during the program.
Staff understand how knowledge, skills, and behaviors around health contribute to academic performance and a positive socio-emotional lifestyle.
Staff provide daily opportunities for participants to engage in developmentally appropriate, research-based nutrition and physical activities that support program goals.
The program helps staff promote healthy lifestyles by providing professional development and access to age-appropriate curricula and resources.
The program identifies healthy practices and develops priorities that contribute to the school wellness plan and implementation.
The program creates and maintains a healthy culture and environment that is positively influenced by a collaborative and coordinated effort of families, school, and community.
Participants apply their knowledge and experience around nutrition, healthy lifestyles, and physical activity, in order to influence their families, peers, program, and community.
Participants have a voice and choice in creating and maintaining a healthy culture and environment within their program.

Provides a safe and nurturing environment that supports the developmental, social-emotional and physical needs of all students.

Details
The program celebrates diversity related to participants’ race, color, religion, sex, age, income level, national origin, physical ability, sexual orientation, and/or gender identity and expression.
The program implements a plan that outreaches to all students at the school site.
The program creates a welcoming environment by representing the diversity of the participants through program materials, displays, etc.
The program is aware of and seeks information and strategies to support all participant needs.
The program states its explicit commitment to diversity and equity in its outreach materials and/or policies.
The program actively recruits and hires staff that reflects the community of the students served.
Staff adapt activities to accommodate the physical and developmental abilities of all participants, and actively encourage their participation in the program.
Staff participate in on-going diversity and sensitivity training.
Participants and staff are comfortable sharing, and are given opportunities to share, from their diverse experiences and backgrounds.

Program recruits and retains high quality staff and volunteers who are focused on creating a positive learning environment,

and provides ongoing professional development based on assessed staff needs.

Details
The program creates opportunities for participants and other stakeholders to provide feedback on staff and volunteer quality.
The program supports staff with competitive pay.
The program supports staff with information regarding grant requirements, budgets, and any information that affects the day-to-day operations of the program.
The program provides staff and volunteers with: Clear titles and job descriptions; Continuous training and professional development; Resources and materials to deliver activities; On-the-job coaching.
The program engages in a rigorous recruitment and hiring process that carefully considers experience, knowledge, interest, ability to create a safe environment, diversity, and capacity for engaging children in age appropriate and meaningful learning.
Staff exhibit: Integrity, professionalism, caring, and competency as a positive role model; Commitment to building positive relationships with a culturally, linguistically, and socio-economically diverse community of students, staff, and parents.
Staff demonstrate ability to: Deliver program meeting grant requirements; Facilitate and incorporate district and program curricula, research-based youth development principles and best practices in program planning and activities; Facilitate activities that engage students in active and meaningful experiences that build mastery and expand horizons; Welcome and engage volunteers in roles that meaningfully and effectively support student learning.
Participants have trusting and positive relationships with staff.
Participants are involved in the staff selection process.

Has a clearly defined vision, mission, goals, and measurable outcomes that reflect broad stakeholder input

and drive program design, implementation and improvement.

Details
The program regularly communicates, reviews, and makes appropriate changes to goals and outcomes in collaboration with all stakeholders.
The program informs participants, families, staff, and partners about their roles and responsibilities in advancing the mission, vision, and goals of the program.
Based on its vision and mission, the program intentionally aligns goals and outcomes with: Policies and procedures; Program plan; Budget; Staff development; Communications and marketing material.
The program monitors progress toward its goals and outcomes.
The program ensures that its vision and mission complement each other and are reflected in program goals and outcomes.
When the program creates its mission, vision, goals, and outcomes, it makes sure all stakeholders participate including: Youth; Families; Program staff; School site partners; Community partners.
Staff design activities to make progress toward program’s goals and outcomes.
Staff share program’s mission, vision, goals, outcomes, and planned activities with families through a variety of strategies (e.g., new family orientations, parent nights, etc.).
Participants provide input that is used to impact the program’s vision, mission, goals, and outcomes.
Participants know the goals, and outcomes of the program.

Program intentionally builds and supports collaborative relationships among internal and external stakeholders,

including families, schools and community, to achieve program goals.

Details
The program seeks to collaborate with the appropriate school, community, regional, statewide, and national stakeholders in order to leverage resources. Rural and frontier programs may have the necessity to seek resources outside of their community.
Decision-making as part of a process of continuous improvement is informed by stakeholders such as: Parents; Community partners; District leadership; County Offices of Education; Non-profit organizations; Public officials; Local businesses; Youth.
The program trains staff to work collaboratively with internal and external stakeholders in order to achieve program goals.
The program uses culturally and linguistically appropriate strategies to engage families as advocates for their children’s education and healthy development.
The program actively outreaches and engages potential partners (public and private) in order to sustain program services.
The program coordinates a seamless and integrated partnership between the instructional day and expanded learning program.
Staff hold collaborative meetings with both internal and external partners to discuss impact, highlights, and areas of growth.
The program develops collaborative partnerships that are formalized and clearly articulated through written agreements, and are maintained through on-going meetings and other systems of communication.
Staff meet regularly, both formally and informally, with partners to discuss data and agree upon program goals and design.
Staff engage, communicate, and connect parents to information and services available to them within their community and school.
Participants share their experiences and feedback about the program to inform program design.

Program uses data from multiple sources to assess its strengths and weaknesses in order to continuously

improve program design, outcomes and impact.

Details
The program shares lessons learned and key outcomes from the quality improvement process with stakeholders and requests their feedback.
The program records and keeps track of the information it collects in a manner that protects the confidentiality of stakeholders.
The program establishes a clear procedure for getting consent to collect information from stakeholders that addresses the purpose of the information and how it will be used.
The program creates a plan for how to gather info from multiple sources that will answer the guiding questions and includes: The type of info for each guiding question; Whom to collect info from; A timeline for collection.
The program develops a set of guiding questions that are related to the program design, desired program outcomes, and impact.
The program establishes a clearly defined continuous quality improvement process that: Outlines improvement goals and action steps; Includes timeline with dates for action steps and quality improvement discussions; Incorporates feedback from staff, youth, parents, and K-12 partners; Describes the info or data needed to assess quality; Clearly describes responsibilities and roles for each person on the improvement team.
Staff use outcomes to prioritize future work around program design, professional development, and program practices.
Staff share data about the program strengths and challenges with participants, and involve them in program planning and goal setting sessions.
Staff engage participants in the continuous quality improvement process by regularly soliciting their feedback about program activities.
Staff help collect data and are supported in using this data to understand strengths and weakness in programming.
Staff demonstrate their commitment to continuous improvement on a daily basis through regular self-assessment of individual performance as well as attending professional development and training opportunities that expand their capacity.
As age-appropriate, participants are actively engaged in assessing strengths and weaknesses, and provide input for improvement based on quality standards.

Program has sound fiscal and administrative practices supported by well-defined and documented

policies and procedures that meet grant requirements.

Details
The program has a strong fiscal management system that includes: A well-documented budget with line item expenses and the duration and amount of each revenue source; Enough flexibility for managers at the program and site levels to make allocation decisions as needed throughout the year.
The program has the appropriate insurance to protect staff, administrators, volunteers, participants, and parents.
The program maintains written agreements that define roles and responsibilities of all subcontractors and partners.
The program has a clear organizational structure, which allows staff to focus on the needs of participants, and includes: Staff job descriptions; Lines of supervision; Info about who to ask for resources; The percentage of direct service and administrative costs that is allocated for each position.
The program creates and distributes user-friendly parent handbooks that describe policies and procedures, and that are available in languages spoken by parents.
The program creates and annually updates manuals that: Address fiscal management, personnel policies, and program operation; Include clearly defined policies, procedures, practices, and staff/partner roles; Adhere to federal, state, and local requirements.
Staff at the program and site level use various well-defined channels of communication, including regular meetings, with all stakeholders.
Staff at the program and site level keep up-to-date and accessible records on all participants and employees.
Site coordinators manage site-level budgets, have the flexibility to make site-level decisions about spending, track their expenses using the program’s fiscal management system, and have a process for requesting additional funds when needed.
Managers at all levels take advantage of opportunities to develop management and leadership skills, and stay informed about new research, best practices, and innovations in expanded learning programs.

Program builds enduring partnerships with the community and secures commitments for in-kind and monetary contributions.

Details
The program meets regularly with a range of public and private partners in order to ensure on-going communication and sharing of resources, as well as a common mission, vision, and goals.
The program provides staff with an annual overview of the budget and sustainability plan.
The program secures new resources to maintain a diverse portfolio of sources.
The program has strong internal systems, with resource development and financial management clearly identified as the responsibility of specific staff members.
The program communicates its vision and role, and celebrates its impact clearly and regularly across the community and to key stakeholders.
The program monitors trends and makes changes in order to adapt to emerging threats, opportunities, and conditions.
The program plans for sustainability in its initial design and evolves its strategies over time.
Staff cultivate active supporters and honor key champions.
Staff build broad-based community support by providing high-quality programming that is valued by children, families, school, and community.
Participants are eager and prepared to share their experiences and success with potential supporters and champions.
Staff plan strategically to use current funding efficiently.

Terminology

TGIRF

learning outcomes

Be a fabulously FUNctional team!