council for great city schools annual conference october 27, 2011 4:00-5:30pm expanded learning:...
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Council for Great City SchoolsAnnual Conference
October 27, 20114:00-5:30PM
Expanded Learning: Re-imagining the learning day for
student and school success
The Collaborative for Building After-School Systems (CBASS) is a partnership of intermediary organizations dedicated to increasing the availability of quality expanded learning opportunities.
We believe in strong partnerships between schools and community partners that increase learning time through a full range of enrichment opportunities before or after the traditional school day and during summer.
CBASS Goals
1. Influence federal policy
2. Share lessons learned and effective strategies
3. Demonstrate new innovative and scalable strategies for improving expanded learning opportunities
If all the resources in your community came together to help you reach your goals for students,
what would that look like?
Growing body of research on ELOs
When kids participate in high-quality expanded learningopportunities, led by trained and caring adults, they :
Raise their grades and test scores Improve their attitudes toward learning Exhibit fewer problem behaviors Are more likely to graduate from high school Improve health and wellness Engage in deeper, more student-centered learning
outside of regular class time
Durlak, J. A., Weissberg, R. P., & Pachan, M. A. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal of Community Psychology, 45(3-4), 294-309;Halpern, R. (2003). Making Play Work: The Promise of After-School Programs for Low-Income Children. New York: Teachers College Press, 2003.
Three approaches to Expanded Learning
• The After-School Corporation (New York City)
– Saskia Traill, Vice President of Policy and Research
• Providence After School Alliance
– Patrick Duhon, Director of Expanded Learning
– Brearn Wright, Principal, Roger Williams Middle School
• Boston After School & Beyond
– Chris Smith, Executive Director
• 2008-2011• 10 pilot schools; 7 affiliates• Early positive findings
– Attendance, data-sharing, strong partnerships
• Lessons learned: – Leadership, Whole school, Fidelity
• Challenges:– Logistics of joint PD, Funding, Transportation, Special Ed
ELT/NYC Pilot
The Model: TASC ELT Core Elements
• TASC ELT Schools are tailored to meet their students’ needs, but share core elements.
• Under the principal’s leadership, the whole school benefits from:
1. More Time for a Balanced Curriculum2. School- Community Partnership3. Engaging and Personalized Instruction4. Sustainable Cost Model
Roles: School & Community PartnersShared Responsibilities
• Build ELT Steering Committee– Identify and hire ELT Director and Instructional Coordinator
• Participate in Joint Planning• Implement the Model
– Integrate resources (at least 10% each)– Develop aligned curricula and balanced activity schedule– Manage staff and external partners– Share data with each other, TASC and evaluators
• Develop Resources– Collaborate with TASC, intermediary and each other to raise
funds.
Roles: School & Community Partners
Lead initiative
Employ Instructional Coordinator
Engage faculty
Provide leveraged resources
Share instructional resources with partners
School Community PartnerServe as lead partner and manage expanded day staff and external
partners
Employ ELT Director
Participate in faculty meetings and school committees
Seek and secure community resources
Share instructional & youth development resources with partners
Roles: TASC• Provide initiative leadership and oversight• Develop resources• Make grants for expanded learning• Facilitate joint planning• Provide technical assistance and professional
development to ensure fidelity and sustainability• Evaluate the initiative• Advocate for resources and policies that support ELT
Scope: 2-Year Demonstration
FY 2012 FY 2013
Schools* 14 14
Students 3,700 5,500
Annual Cost $8.5 M $11.2 M
*Includes schools in: New York (5); Newark (3); New Orleans (3); Baltimore (3)
Expanded Learning in Providence
Brearn WrightPrincipal, Roger Williams Middle [email protected]
Patrick DuhonDirector, Expanded [email protected]
What are the essential characteristics?
Expanded Learning
Opportunitiesin Rhode Island
Build on the shared belief that quality learning
can happen anytime, anywhere
Focus on and assess a broad
set of youth outcomes –
social, emotional, civic, academic
Incorporate youth voice,
choice, inquiry, and
engaged families
Recognize school and community educators
as essential to the teaching and learning
process
Focus on and assess a broad set of youth outcomes – social,
emotional, civic, academic
Connect to a system with cross-
sector dialogue, planning,
coordination, and implementation
Combine intellectual rigor with real-world
relevance, utilizing informal settings
School-facilitated: Focus primarily
on academic outcomes
Led primarily by school staff; can incorporate community-led activities
Blended: Focus on academic and broader outcomes
simultaneously Led jointly by
community educators and teachers, following
intensive planning
Community-facilitated:
Focus on an array of social,
emotional and learning outcomes Led primarily by
community educators, with an
emphasis on experiential
learning
What are the primary options?
Community-
Facilitated
School- Facilitat
ed
Blended
Expanded Learning
Opportunitiesin Rhode Island
Ongoing youth
developmentprograms led by educators taking
part in professional learning communities
defining essentiallearning skills / strategies; includes high-quality STEM,English language arts, and
academic skill-building curriculaimplemented by AmeriCorps
members
On-going programs with
defined curricula in arts, sports, and
generalskill-building
Programs jointly designed and led by community educators and classroom teachers, with academic componentswoven into hands-on exploration
Youth Developme
nt Programs
Inquiry-Based Programs
Co-Taught Programs
(“AfterZone Scholars” –
Summer –School Year))
Expanded Learning Elements for Providence Middle Schools
Nationally recognized model serving as the central experience and lynchpin
for expanded learning efforts
Expanded Learning Opportunities in Providence:
Building upon the success…
• Summer “school”– Cross-sector educator curriculum
development and implementation– Field experiences tapped for
applied learning in math and literacy
• Turnaround school pilot program – Co-taught “7th period” program
• STEM Learning Community– Key elements for inquiry-based
learning– Targeted coaching
• Higher education partnerships– STEM programming, research,
pre-service teacher preparation
Achieving, Connecting and Thriving Skills Prepare Students to Excel in School, in College and in Life CONNECTING
ORGANIZATION
CRITICAL THINKING
GOAL-FOCUS
CREATIVITY
LEADERSHIP
TEAMWORK RELATIONSHIPS
RESPECT
PHYSICAL & MENTAL HEALTH
AWARENESS OF SELF AND OTHERS
EFFICACY
DRIVE
Manages time, prioritizes, arrives prepared
Solves problems, evaluates, reflects
Links learning & life goals, make & follows a plan
Thinks flexibly, innovates
Communicates, Sets an example, givesdirection & support
Collaborates, is dependable, shares responsibility
Builds & maintains strong interpersonal relationships with peers & adults
Shows empathy & cultural awareness, respects differences
Maintains wellbeing, establishes supports
Takes responsibility, acknowledges strengths & challenges
Advocates for self, perseveres despite set-backs
Desires success, identifies passions, displays motivation & commitment
ACADEMIC SUCCESS
PREPARED TO EXCEL IN COLLEGE, CAREER &
LIFE
ACHI
EVIN
G THRIVING
Boston’s Summer Learning VisionAll students are
connected to summer learning & developmental experiences that:
Through a variety of summer programs that:
In order that students return to school in the
Fall:
Address their specific
academic & socio-emotional
needs
Meet and stimulate their
interests
Motivate and engage students through relevant, hands-on experiences outside
of school
Reinforce BPS academic standards & complement/activate classroom
learning
Seamlessly integrate academic instruction, skill building and
enrichment experiences
Are co-developed, co-managed and co-delivered by BPS and community
partners
Demonstrating strong ACT-
aligned skills & behaviors
Grade ready
Poised to achieve
proficiency or better on year-
end MCAS
Build the skills correlated with
success in school
Power SkillsCorrelated with School Success
Academic Power StandardsFocused on the Next Grade Level
Stu
dent
s C
hoos
ing
Cor
rect
res
pons
e
PartnershipsSchools and Community Organizations
Approach• Student-centered, results-focused, school-aligned
• Integration of academics, skills, enrichment• Activating academics through hands-on, project-based learning
• Co-delivery of content by teachers and nonprofit staff
Management• Shared accountability, well defined roles• Cost estimate: $8-$12 /student/ hour
8th Grade Standards, ANet SAYO observation, NIOST
Social-Emotional SkillsPersonalizing the Approach
Holistic Student Assessment, PEAR
2011 Boston Summer Learning Project
1,435 StudentsGrades 3-12, 33 Schools
Funders & Partners Training & Coaching
Boston Beyond, a public-private intermediary, co-manages the Summer Learning Project
Program planning
Funding coordination
Managing participants
Managing supports
Communication
Policy advocacy
• Collaboration on program design
• Convening key parties
• Coordinating planning process
• Informing potential funders
• Fiscal agent, managing grant payments and program compliance
• Managing school selection process
• Recruiting partners
• Supporting schools in student and teacher recruitment
Partnership building
• Managing relationships with PEAR, NIOST, ANet, BPS , City and funders
• Coordinating training and coaching for each site
• Managing evaluation process
• Partnership brokering
• Contracting• Organizing
convenings
• Providing information for media coverage
• Organizing site visits
• Liaison between BPS and support partners
• Presenting SLP at local and national conferences
• Highlighting policy and system implications arising from project
• Raising profile of summer learning issue in Boston
Emerging Policy Framework
Student Selection
StandardsData
Assessments
Partnership Management
Public-Private Funding
SCHOOL DAYCORE
ACADEMIC LEARNING
Students come to school prepared and able to participate in
learning
Students put what they learn in school to use in practical, relevant ways
ACADEMIC YEAR
SUMMER VACATION
Students are engaged in learning year round
Students learn to apply
academics to real life
situations
Students encounter new ideas and experiences that prepare them to succeed in the year ahead
Partners play a key role in driving year-round learning
Common elements
• Systemic-approach, built on local assets and needs• Leveraging public and private investments• Personalized learning that complements, but differs
from school day instruction• Shared accountability among partners• Measuring impact and using data to drive decision-
making• Blended workforce
How might I bring together resources is my community to meet my goals as an
educator?
• Create broad framework that meets local conditions
• Move innovation out of silos and into a coordinated system
• Identify existing and new resources
Who do I need to work with in my community to support expanded learning?
• Coordinating entities can help identify high-quality programs and provide capacity-building supports
• Determine when and how to phase in programs
• Identify target population strategically
Please visit the following websites for more information about expanded learning initiatives in New York, Boston and Providence, and to see accompanying videos.
TASChttp://www.tascorp.org/section/aboutus/ar
PASAhttp://mypasa.org/educators-providers/expanded-learning
Boston Beyondhttp://
www.bostonbeyond.org/news/boston-summer-learning-project-2011-video
For more information about CBASS, visit: www.afterschoolsystems.org