Although we refer to afterschool and expanded learning programs throughout this Toolkit, a movement known as extended learning time focuses on increasing the learning time for young people in schools. According to Redd et al. (2012), the three extended learning time models are extended school day, extended school year, and expanded learning opportunities (ELO).

The extended school day model focuses on lengthening the actual school day and incorporating additional instructional time. In practice, this may mean lengthening class time, adding an additional class period to the end of the day, or adding supplemental programs (e.g., tutoring) in a core academic area. The extended school year model focuses on increasing the number of days that schools are required to be open in a given school year. The average school year in the United States is 180 days; however, this number varies from state to state. The National Center on Time & Learning is a nonprofit organization dedicated to expanding learning time to improve student achievement through research, policy, and technical assistance; it promotes extended school days and extended school years. More information and the latest research on time and learning can be found on its website.

A third model, one that encompasses the type of programs discussed throughout this Toolkit, including before-school and afterschool programs, youth development programs, and service learning programs, is the ELO model. The ELO model focuses on offering additional supports to youth and their families both inside and outside the regular school day. ELO programs may intentionally connect in-school and out-of-school learning but are not simply adding more learning time that looks and feels like school. ELO programs are specifically designed to offer instruction to youth that differs from that of the school day, are characterized by a strong foundation in youth development theory, typically involve a partnership between schools and communities, and can take place both inside and outside the classroom. These opportunities can take place within an extended school day or an extended school year but don't have to and are defined by their format and content, not when and where they are offered.

The key to developing partnerships is having shared information and experiences, open communication, and a clear understanding between afterschool and school-day staff members. Two types of school staff members may be involved in partnerships: the school administration (e.g., principal) and the staff (e.g., teachers, custodians, food service workers, guidance counselors, and support staff members). Although both types of staff are important, the relationship between the principal and the program or site-level leadership needs special attention. In some afterschool and expanded learning programs, the site-level leader is a district employee who reports to the principal for direction and supervision. In others, the site-level leader is employed by an outside agency and is independent from the principal and the school itself. This separation can be intensified in programs that are held in a community center or other nonschool location. In some community-based programs, principals may never visit the program and may not know what it does or that it even exists.

To develop a positive relationship, you should present your program as a resource for youth in the school. Principals often are very aware of the limited time teachers have with young people in the classroom and welcome additional supports for their students. As a first step, schedule a meeting with the principal at the beginning of the school year to establish mutual goals and discuss preferred communication methods (e.g., in-person meetings, e-mail, or phone). During this meeting, establish clear roles with regard to the program. You can use Tool 44: Template for Introductory Communication With Principals and School Staff when you first reach out. Tool 45: Shared Responsibility Worksheet for the Program Leader and Principal provides a great place to start the conversation. In addition, Tool 46: Draft Agenda for Meeting With the Principal provides guidance on structuring your meeting agenda.

Staff members of programs must realize that good principals have strong attachments to their staff and school. Principals also realize that district personnel, families, and community members will hold them responsible for what occurs in the building (for programs that operate on-site). Even for programs that operate off-site, the principal may feel responsible for the care and instruction of young people, especially if they are bused or driven to the program location directly from the school. These factors may result in a reluctance to turn over control (of youth or the building) to someone else after the school day has ended. Once again, showing trust and having a shared purpose are essential.

Another set of issues is raised in community-based programs that serve youth from multiple schools. Working with several building principals who likely have different visions of how the program should support the school day can be a tremendous challenge. This interaction requires focused and intentional work at relationship building and the development of a common vision for the program.

When working with school principals, plan to keep your communications positive and helpful. A key moment that many principals have noted is when they realize that the afterschool or expanded learning program can help the school reach its goals, rather than being one more responsibility. If you haven't done so already, read and be familiar with the school's improvement plan (it is usually found online or in the school's main office). What are ways your program can help achieve the school's goals? Which school goals are in line with your program's goals? Set a regular time to meet and discuss how things are going (preferably in one-on-one sessions, although group meetings also may be helpful). Sometimes this requires a walk-and-talk meeting. Remember: Principals are busy. Try to be flexible in your approach to communicating with them. You should always encourage principals to be active members of the advisory group and request that program leaders be invited to meetings of school planning teams (e.g., school improvement planning committee). Likewise, it is important to establish clear lines of supervision and agree on the respective responsibilities of the school principal and program leadership. Remember that there are fewer demands on principals during the summer months so this may be the time to work out overall planning or timing issues.

In addition to connecting with the principal, you should try to connect with other school staff members, including teachers. No one likes to feel out of the loop or be the last to find out a key piece of information about a program or a young person. Because people gather information in various ways, it's important to communicate your message in various formats. Sharing successes, as well as challenges, will allow program staff members and school-day teachers to celebrate together as well as troubleshoot ways to support individual participants.

Many good ways can be used to share information with teachers and staff members. You can send a memo to the school staff (use Tool 47: Template for Communicating With School Staff as a sample) or host an informational breakfast for the school staff at the school or program location. Serve treats, juice, and coffee; discuss things such as program information, anecdotal success stories, and any evidence of positive outcomes from the program. Make sure you document the stories you hear. You can attend school staff meetings and try to be a regular part of the agenda. Use Tool 48: School Staff Meeting Topics to build awareness of the program's goals. If appropriate and approved by the principal, attend (or have key program staff attend) school professional development days. If practical, have program staff members eat lunch in the teacher lunchroom. You can have a column in the daily/weekly/monthly school bulletin about what is happening in the program or have a program bulletin board on the wall outside the school office. Update it regularly with pictures, program schedules, and other relevant information. Whatever method you choose, it is important to share information about upcoming events on the school's website and seek permission to link your program's website to and from the school's website. Ideally, you could select, appoint, or hire a liaison (preferably a school faculty member) to interact with school staff members on behalf of the program and work with the school principal to establish regular meeting times between program and school staff members. Make sure to use available technology (e.g., e-mail, text, or voicemail) to allow program staff members to remain in regular communication with school staff members. Finally, if you are operating in a school building, take the time to seek out custodians and kitchen staff members. Let them know what the program is doing. Ask them whether they are experiencing additional work because of the program. The key here is sharing information and informing the school staff about what the program is doing. Keep requests for help to a minimum.

Pay attention to not only what you communicate but also how you communicate it. Consider the impact of daily conversation on building a supportive culture. All staff members should ask themselves the following two questions: Do our discussions demonstrate respect for others as professionals? Do we deal with problems openly (if possible) and constructively rather than allowing them to become the subject of rumors and bitterness? Small, everyday interactions can be positive experiences that foster unity between the program and the school. Blended staff models (discussed in the management section) are a good way to foster partnership between the afterschool and expanded learning program and school-day staff members. Even if only some staff members cross over between the two, they can help to communicate with other school-day staff members and provide context for the program and its goals.

High-quality afterschool and expanded learning programs create connections with the curriculum and instruction offered by the regular school day but do not duplicate what goes on during the school day. Instead, they offer highly interactive, engaging activities that emphasize skills acquisition, problem solving, exposure to new experiences, and significant relationships with caring adults. Afterschool activities are typically smaller and more informal than school-day classes, with an emphasis on active participation. Youth can generate their own ideas for activities, which can be completed in shorter (or longer) time blocks than in the traditional school day. Afterschool activities enhance and enrich the lessons offered during the traditional day.

Ensuring strong alignment between schools and afterschool and expanded learning programs requires creative thinking and collaboration. The most important factor in achieving linkages is not a formal structure of activities and policies. Rather, it is the underlying feelings, perceptions, and behaviors of program and school staff members. As we mentioned previously, it is the culture of connection rather than the policies of connection that determine whether a link between the classroom and the program is truly established.

One reason to intentionally align the afterschool and expanded learning program to the regular school day is to promote learning and school success for youth who participate in the program. Alignment can be made through homework help, tutoring, enrichment events, and recreational activities. But focusing on alignment with the school day does not imply replication of the school day. Many programs strive to offer a different learning environment for youth who are not experiencing success in a traditional school setting. Thus, program staff members should not perceive that working with the school means losing what distinguishes it from the school. School and program staff members can work together to bring about a broader understanding of opportunities for learning.

To better identify how well your programming is aligned with the school day, consider whether and how programs are selected and designed. Are they based on needs revealed by the school's student assessments or by curriculum guidelines? Are programs aligned with standards adopted by the district or state or do they operate based (at least in part) on school-day teacher feedback? Use Tool 49: Identifying Program-School Alignment Opportunities to ask school-day teachers about subjects or topic areas in which their students need additional assistance. Do school-day teachers regularly share the specific needs of their students - skills that should be learned more completely - with program staff members? Do activities (e.g., field trips, youth performances, lab experiments, and the use of community spaces or resources) build on school-day lessons by using the less restrictive environment and time constraints available after school? Use Tool 50: School Day Alignment Progression to identify various types of linkages between afterschool and expanded learning programs and the school day and how well your program currently links to the school day.

When school-day teachers and program staff members realize that they share the same goal of giving young people the competence, confidence, and character to be successful, the different ways to accomplish this goal will not seem divisive. To promote alignment, ask the school principal and teachers to provide information about the curriculum and state or local standards for the program staff to use in planning activities. Develop ways for program staff members and school-day teachers to communicate any changes they notice in a young person's achievement, behavior, or attendance. Have young people create a newsletter that includes stories about school and program events. Encourage program staff members and school-day teachers to work together to assess progress at the end of each grading period. Invite school-day teachers to present a series of in-service sessions for program staff members on successful literacy and mathematics strategies. Plan field trips based on lessons being taught during the school day. Use Tool 51: Template for Field Trip Planning and Communication With School Staff Members to connect field trips with classroom learning. Be sure to use Tool 52: Field Trip Permission Form to request permission from family members for their children to attend a field trip.

Work with school-day teachers to provide activities for young people to do during tutoring or homework time in the program. Teachers can send a list of homework for the day to tutors or homework center instructors; program staff members can provide feedback on individual progress with homework. Also include the afterschool and expanded learning program in individualized education programs. Special education teachers can work closely with program staff members to plan activities and discuss progress. Provide program enrollment forms that homeroom teachers can distribute to all youth. Ask teachers to recruit and recommend young people for the program. Teachers may want to focus especially on youth at risk of being retained. Before and during the standardized testing period, have program staff members show support by holding meetings to inform families about the standardized tests and plan activities to reduce youth anxiety. Find out if school-day teachers would be willing to allow program staff members to attend parent-teacher conferences. Have your staff members sit in on school-day classes and then create art, music, and drama activities that extend classroom learning.

As mentioned previously, one of the five principles of effective partnerships between schools and afterschool and expanded learning programs is sharing information about youth progress (Little, 2009). It is important for the program to have access to school-level data (e.g., grades, report cards, behavior, and school-day attendance) for several reasons: Such data (1) provide the opportunity for program staff members to understand a young person's school experience; (2) provide the program staff with information on all participants, allowing the staff to plan programs that expand learning; (3) provide a platform for program staff members and teachers to discuss successes and opportunities for improvement for individual participants; (4) provide valuable data for program evaluation (see the evaluation section for more information); and (5) add another caring adult to the parent-teacher conversation about young people's school experience. Tool 54: Tips for Data-Sharing Agreements With School Partners provides an example of a data-sharing agreement between a school and the program. Use this to facilitate talks with the principal or other appropriate staff members at the school (e.g., guidance counselors).

As discussed in the section on program design, afterschool and expanded learning programs should be designed according to the needs of young people. One aspect of this is to assess academic needs. Program staff members also should have access to school data to show long-term participant growth and skill development. Access to classroom expectations by means of teacher websites or such programs as Blackboard or PowerSchool can help give your program a better understanding of classroom expectations, activities, and performance.

Keeping youth data organized is easier with a participant file - ideally both electronically and in hard copy - to accommodate a variety of different types of information. Information in each participant's file may include the young person's contact information, school information (grade level, teacher's name, grades, and test scores), allergy or health issues, and behavior supports. Tool 14: Portfolio Guide can help you think through the types of information to share with school-day teachers. Information collected from the teachers can be used to develop and implement relevant program activities that meet the needs and interests of young people in the program.

Often the afterschool and expanded learning program must share space and resources with other entities. Creating a collaborative environment is critical to the success of the program, whether it is in a school, a community center, a library, a cultural institution, or a park. From the get-go, program staff members should be transparent about the space and resource needs of the program and be flexible to accommodate preexisting programs. For example, if a sports team is using the gymnasium in the winter, an expanded learning program may have to alternate days for its dance program. These kinds of collaboration and compromises set the groundwork for successful resource sharing. Collaboration is often facilitated through relationships built in the processes and structures described in previous sections, such as asset mapping and the advisory board.

Sharing space for the ultimate benefit of the young people is the goal. Along the way, a good afterschool and expanded learning program can be a resource for teachers, community members, and staff members. Clearly define - in writing - the space that will be used and the days and times of use and employ our language to express the idea of sharing. (For example, say, Our youth went to the art museum.) Let teachers know what activities will take place in their classrooms and work out a schedule with physical education staff members for use of the gymnasium and fields. If sports teams tie up all the gymnasiums, find an alternative space at local community agencies. Remember, with a little furniture moving, cafeterias can make great gymnasiums. Likewise, invest in some storage cabinets on wheels and bring supplies to the activities. You also can speak to the maintenance staff early and develop a mutually agreeable schedule for cleaning the space used by the program. You should have a process for deciding what will happen if something is damaged. Purchase extra supplies and replenish them frequently. Finally, check in regularly with teachers about how things are going. Express your appreciation to school staff members who share their space or assist the program. Say thank you often and in many ways.

The following are ways to show appreciation for program partners: Leave a written note; have young people create a giant thank-you card; leave a vase of flowers two or three times a year; acknowledge partners who share space in a newsletter; have an appreciation breakfast for partners who share their space or who go out of their way to help; pass out notepads that say I share my space with the afterschool and expanded learning program; and ask local restaurants to donate gift certificates and then present the certificates to those who have helped your program succeed.

As an organization providing services in a school building, you may at times feel like an outsider. In addition to all the turf issues involved with the management of responsibilities and space, outside programs often have difficulty gaining teacher acceptance in the schools where they operate. Sometimes they are seen as interlopers or additional hassles for teachers. The keys to resolving these difficulties are getting the school staff to buy in to the program and demonstrating your respect for the staff's work. You should always treat school-day staff members as the experts they are. They will know quite a bit about your participants, including their backgrounds and needs. Ask them to provide their expertise and then show them that you are taking actions based on their input. Be especially considerate of space and control issues, as described previously. Until the school accepts you as a fully integrated part of school services, act as a courteous guest. (After they accept you, act as a courteous friend.) Offer to help the school-day staff members any way you can. Ask how your services will best help their students and then show them how you are addressing those needs.

One of the most difficult challenges about being based outside the school is keeping school staff members informed about what your program does and how it helps young people. Keep the school staff - especially the principal - up-to-date on activities you are doing and the associated outcomes for young people. You may want to distribute a newsletter, post materials on school bulletin boards, or send e-mails. Try to use the school's established means of communication if possible. From time to time, schedule meetings with new teachers as part of their orientation process. Let them know about your program and how it can help them. Have the principal and other school staff members visit your program and make it easy for them to drop in anytime to observe. You can and should go to school board meetings, curriculum days, school staff meetings, and other functions where you will be able to meet and share information with school staff members.

Remember that most of your time should be spent listening or providing information about how your program can help the school. Only rarely should you ask for help. You also can have young people create a program newsletter that is distributed to the school staff. Youth can write about what happens in the program as well as other topics of interest. Maintain a website that is linked to and from the main school website. Keep the website updated with your program activities, youth anecdotes, and other information of interest to the school staff.

If you are not sharing the school's space and do not have a presence in the school's operations, you will need to be more intentional about creating strong bonds with the school to provide the most benefit to the young people. In addition to the general suggestions listed earlier, you also can hire school staff members as assistants in your program. These assistants do not need to be classroom teachers. For example, librarians, office staff members, technology staff members, and others often have the advantages of knowing most of the young people in the program and also may be happy to work extra hours after school. Devise clear guidelines and policies for picking young people up from the school and transporting them to the program. Make sure that school staff members are aware of these guidelines and policies and follow these guidelines carefully. The school and families will feel better about your program if they know that you have solid and effective safety policies in place. Talk with school staff members and listen to their suggestions for how your program could best support their work. If you use any of their ideas, be sure to let them know. This interchange also is a good way of letting them know about your program. Provide a means of communicating with teachers about the needs of individual youth, including homework logs and individualized education programs. Talk with school-day teachers about what means of communication work best for them. Finally, you should capitalize on the advantages of being an externally based program by finding out what sorts of activities the teachers would like their students to experience but have not been able to provide; you may have the freedom and flexibility to offer experiences and instruction that youth cannot get through school-based programs.

Linking afterschool and expanded learning programs with the traditional school day is not an easy task and cannot be forced through policies. A policy may change behavior, but it does not change beliefs. Because such linkages require a paradigm shift for most teachers, acceptance likely will be a gradual process of accumulating positive experiences as teachers work with program staff members toward the shared goal of helping young people be the best they can be. With a commitment to building trust through formal tactics and everyday interaction and respect, all programs can achieve the goal of alignment with the traditional school day.