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Taking Literacy Skill Building to Scale in OST Programs: A Three-Tiered Approach from the Philadelphia Out-of-School Time Literacy and Quality Improvement Initiative

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Title: Taking Literacy Skill Building to Scale in OST Programs: A Three-Tiered Approach from the Philadelphia Out-of-School Time Literacy and Quality Improvement Initiative
Language: English
Authors: Patricia McGuinness-Carmichael, Karen B. O’Neill, Kathryn A. Wheeler
Source: Afterschool Matters. 2026 (40):48-52.
Availability: National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail: niost@wellesley.edu; Web site: http://www.niost.org
Peer Reviewed: Y
Page Count: 5
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Education
Descriptors: Literacy, Extracurricular Activities, Elementary School Teachers, Faculty Development, Communities of Practice, Program Descriptions, Skill Development, Educational Practices, Video Technology
Geographic Terms: Pennsylvania (Philadelphia)
Abstract: Research indicates that out-of-school time (OST) programs have the capacity to support literacy skill development and can provide a comfortable environment where youth can build excitement about literacy (Afterschool Alliance, 2015). Providing literacy-rich environments outside the school classroom where children can practice and enhance their literacy skills has been a priority for the City of Philadelphia and the William Penn Foundation. From 2019 through 2023, with generous funding from the William Penn Foundation, the National Institute on Out-of-School Time (NIOST) implemented a model of training and support for OST professionals that focused on developing literacy-rich OST environments through training, coaching, and ongoing support in a community of practice (CoP). This article provides an overview of an effective intervention model using a combination of well-practiced professional development strategies that assisted staff to successfully incorporate light-touch literacy practices in their everyday OST program activities.
Abstractor: ERIC
Entry Date: 2026
Accession Number: EJ1495919
Database: ERIC
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  Data: Taking Literacy Skill Building to Scale in OST Programs: A Three-Tiered Approach from the Philadelphia Out-of-School Time Literacy and Quality Improvement Initiative
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  Data: National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail: niost@wellesley.edu; Web site: http://www.niost.org
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  Data: Research indicates that out-of-school time (OST) programs have the capacity to support literacy skill development and can provide a comfortable environment where youth can build excitement about literacy (Afterschool Alliance, 2015). Providing literacy-rich environments outside the school classroom where children can practice and enhance their literacy skills has been a priority for the City of Philadelphia and the William Penn Foundation. From 2019 through 2023, with generous funding from the William Penn Foundation, the National Institute on Out-of-School Time (NIOST) implemented a model of training and support for OST professionals that focused on developing literacy-rich OST environments through training, coaching, and ongoing support in a community of practice (CoP). This article provides an overview of an effective intervention model using a combination of well-practiced professional development strategies that assisted staff to successfully incorporate light-touch literacy practices in their everyday OST program activities.
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      – SubjectFull: Literacy
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      – SubjectFull: Extracurricular Activities
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Program Descriptions
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      – SubjectFull: Pennsylvania (Philadelphia)
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