The COVID-19 Workforce Advisory Group determined that EXL providers need continued direction and guidance from the CDE on grant requirements, legislation, and education code changes that impact them. Senate Bill 98 provided much-needed flexibility, allowing EXL providers to continue to support youth and families, partner with the instructional day, and keep EXL staff employed. The EXLD has created and made available resources and guidance to the field including the ​Role of Expanded Learning Programs During the COVID-19 Crisis​, Senate Bill 98 Guidance​, ​and​ ​COVID-19 Frequently Asked Questions 2020–21​. ​Ongoing, there may be a need for additional policy to ensure EXL programs and staff are best set up to support the state’s recovery. EXL is providing an essential service to families most in need, and as child care, will be critical in helping people get back to work. Promoting that message nationally, statewide, and locally will help ensure that EXL is “at the table” as partners alongside school district and site administrators to design and implement effective programming now and in the future. 

The following questions should be considered when developing workforce-related policy, or to examine the impact of workforce-related policy:

How am I/are we ensuring the policy stance is explicit about EXL being a solution to equity and social justice issues faced by our workforce, children, and families?

How am I/are we ensuring state and local EXL policy do not exacerbate disparities faced by staff of color and low-income staff?

How do I/we ensure that cost-benefit analysis on the impact of ASES includes the workforce and the racial and economic makeup of employees?

How is local and state policy/advocacy strategy addressing funding for living wages and benefits? Funding physical and emotional safety for staff? Funding for professional development?

Does the blueprint for organizing staff, students, and families in support of ASES funding at state and local levels elevate an equity agenda?

How am I/are we engaging legislative caucuses and social justice organizations that represent people of color and low-income communities engaged in the policy/advocacy strategy?

How do I/we encourage and equip staff with the skills to engage and lead campaigns to influence local, state, and federal policy?

How do I/we engage relevantly and directly to people of color and low-income staff?

Are surveys in all languages provided to staff when gathering data?

Download a pdf of these questions to guide your decision-making.