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Welcome Overview Part I.

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Presentation on theme: "Welcome Overview Part I."— Presentation transcript:

1 Welcome Overview Part I

2 The 21st CCLC Story

3 That is the Intent of the
How can students reach academic goals if they don’t see the relevance of learning to their lives? That is the Intent of the Massachusetts 21st Century Community Learning Centers Program

4 The MA 21st CCLC approach to learning focuses on strategies that engage & support students with different learning styles in gaining a greater understanding of classroom content in an atmosphere the fosters creativity. How do we do this?

5 Offering hands on, project-based, experiential learning activities that complement and support the school day and enable students to become more active & engaged learners. Focusing on projects such as digital story telling that cut across content areas to enable students to see the connections between different domains (ELA, Math, Science & Technology, History and Social Sciences). Providing the opportunity to understand how the content learned in the classroom connects to everyday life ( E.g., connection between sports and math, science and art, service-learning and literacy). High quality professional development that connects to needs identified through data sources.

6 Project-Based Learning involves:
Project-based learning is an instructional method that provides students with complex tasks based on challenging questions or problems that involve the students' problem solving, decision making, investigative skills, and reflection that includes teacher facilitation, but not direction. Service-Learning involves: Service-learning is a teaching and learning approach that integrates community service with academic study to enrich learning, teach civic responsibility, and strengthen communities. Contextual Learning involves: Contextual learning projects engage students in academic work applied to a context related to their lives, communities, workplaces or the wider world.

7 By embedding academics into engaging projects we not only give students a richer and more in-depth learning experience but we are also are helping them to develop self-expression, critical thinking, problem solving skills and positive relationships.

8 Development of a tiered system of support.
Goals of the Massachusetts 21st Century Community Learning Center Programs Coordination between school day instruction and out-of-school time academic enrichments and supports, with shared learning goals, teaching, and support strategies. A school and community-based infrastructure with established procedures that improve student outcomes. Development of College and Career Readiness Skills (includes analytic reasoning, critical-thinking, problem-solving) Development of a tiered system of support. A system that evaluates program effectiveness through data collection and analysis.

9 GRANTEE REQUIRMENTS Implement Assessment of After-School Program Practices (APT) observation tool.* Implement the ESE-developed Survey of After-School Youth Outcomes (SAYO) evaluation tool.* Submit data to ESE three times per year on students who are enrolled in programs and services funded by this grant.* Submit data to USED once a year on hours of operation, staffing, partnerships, and activities.* Attend 21st CCLC coordinators meetings and trainings. * Training provided by ESE

10 Results Oriented Approach
The MA 21st CCLC Program worked with the National Institute on Out-of-School Time (NIOST) over a three-year period to create the Survey of After-School Youth Outcomes (SAYO), an evaluation tool for use by Massachusetts’ 21st CCLC grantees.

11 Survey of After-School Youth Outcomes Evaluation System
Uses brief pre and post-participation surveys to collect data from school-day teachers and after-school staff. Programs collect data on selected outcomes that are aligned with their goals and program practices. Each outcome area is measured by asking school-day teachers and after-school staff to respond to four or five questions related to observable youth behaviors. Enables the 21st CCLC programs to capture information reflecting changes that are (a) associated with participation in a high-quality after-school program and (b) likely to occur over a one-year period. Customizable to meet district / school needs. Programs select from a list of outcomes and measure what best reflects the focus and goals of the programs.

12 Academic Outcomes-SAYO Teacher Version (SAYO-T-Academic)
Grantees are required to report on 2 Academic and 3 intermediary outcomes. Academic ELA (Reading, Verbal Communication, and Written Communication) Math (Communication, Reasoning, and Problem Solving) Science Social Studies Intermediary Outcomes Homework (if offered) Analysis and Problem Solving Behavior in the Classroom Communication Skills Adult Relationships Engagement in Learning Initiative After-School Staff Version (SAYO-S) Grantees are required to collect and report on learning skills plus the four outcomes that best match the goals of their 21st CCLC program. Learning Skills Behavior in the Program Initiative Problem Solving Communication Skills Relationships with Adults Relationships with Peers

13 Additional SAYO Information
Select outcomes that fit with your program, school priorities, connect with the school/district benchmark data, Student Growth Data and participant needs. Select 2 Academic Outcomes Select 3 SAYO-Teacher Intermediary Select 5 SAYO-Staff Outcome (Learning Skills + 4 others)

14 Afterschool Program Practices Tool

15 APT Features Measures program quality.
Helps programs strengthen how they work with youth in order to enhance their experiences and promote SAYO outcomes. APT-O Guides observations Snap shot of your program “in action” APT-Q Examines aspects of quality that are not easily observed – “behind the scenes” Guides reflections of practices

16 What Does The APT Measure?
Program climate Relationships (staff:youth and peer:peer) Program practices That support individual interests and needs That promote youth engagement and stimulate thinking Youth participation SELECT AREAS AFTER YOU’VE BEEN FUNDED…1. Positive program climate (Welcoming & inclusive environment; Staff positively & effectively managing and supervising youth behavior; High program and activity organization; Positive staff; Staff relationships) 2. Supportive staff: youth relationships (Positive interest/interaction with individual youth; Emotional support provided; Respectful listening and responding; Abilities & interests encouraged; High expectations for behavior/performance) 3. Supportive peer relationships (Peer cooperation; Mutual respect; Enjoyment/friendships; Conflicts resolved constructively) 4. Program practices that support youth’s individual needs and interests (1:1 Time/Individualized Assistance; Communication between staff and schools/staff and parents around youth needs & interests; Youth choice, input & flexibility of programming) 5. Program practices that promote youth engagement and stimulate thinking (Frequent staff and youth discussions; Recognition & feedback to youth; Opportunities to solve challenging or complex problems; Cooperative learning, Project-based and multidisciplinary activities; Time for reflection & peer discussion) 6. Opportunities for autonomy, responsibility & leadership (Opportunities for leadership & decision-making; Youth autonomy and extended independent learning; Opportunities to build competence & meaningful skills; Opportunities to contribute to program, school and community; Opportunities to show-case work in culminating product or performance) 7. Other program features (High participation rates; Group size and composition; Staff ratios and stability; Physical Safety; Parental support and expectations)


18 What Type of Enrollment Data?
Student Name SASID (state assigned student ID number) 21st CCLC Site Hours of service (enrolled and attended) Demographic Gender, grade, race/ethnicity LEP, Low-Income, and SPED status MCAS






24 Applications from agencies and organizations other than a school district, city, or town will be screened for capacity to administer the program based on the applicant's: Proven fiscal responsibility (demonstrated through an annual audit); Previous experience with similar amounts of funding at the state or federal level through government, foundation, or private grants; Documentation of linkage with the school site; and Documentation of a clear plan of communication and linkage with the school site for purposes of completing required Survey of After-school Youth Outcomes (SAYO) teacher surveys and access to pertinent student data.

25 welcome Part II TA Session Fund Code 647-B-1 Supporting Additional Learning Time New Communities/Sites


School districts, cities and towns, community-based organizations (CBOs), other public or private entities, or a consortium of two (2) or more of the above. CBOs must have a partnership with a public school. Applicants must have (or plan for) a local council with one of its primary functions the coordination of the 21st CCLC program. Current 21st CCLC grantees may apply, provided they meet the eligibility requirements and are applying for funding to expand into new sites. LESSONS LEARNED SITES (Previous Massachusetts 21st CCLC Grant sites whose funding ended prior to FY2012).

28 Eligible applicants must meet at least one (1) of the criteria listed below:
Primarily serve students in schools designated as Title I school-wide programs. AND/OR Serve students in districts/schools with 20% or more low-income families as indicated on the ESE’s School and District profiles page.

29 Competitive Priority*
Propose to serve youth in schools/districts designated as a Level 3-5 school/district. Schools with a FY2011 Composite Performance Index (CPI)** below 87.2 in English language arts (ELA), and/or in 79.9 in Mathematics, and/or 77.5 in Science (to view a districts CPI go to Applications that are submitted in full partnership by a school district and community-based organization(s) or other public or private entity(ies). Application was jointly developed. *Preference over an application of comparable merit that does not meet the criteria. **The CPI is a 100-point index that measures the extent to which students are progressing toward proficiency (a CPI of 100) in ELA, mathematics, and science.

30 FUNDING FY2013 Competitive Grant A total of approximately $4.8M is available through Fund Code 647-B-1 for implementing FY13 school year and summer programs. Applicants are eligible to apply for an amount related to the number of proposed sites, which is between $50,000 and a maximum of: $175,000 = 1 site $275,000 = 2 sites $350,000 = 3 sites When determining the number of sites and amount to request, consider: The amount of experience the district/community has in developing and implementing programs of this type; and the scope of services, number of students to be served, and needs of the families and community.

31 FUND USE Funds must support the allowable purpose and priorities (see Funding Opportunity RFP for more details). Services must be only during non-school hours. At least five (5) percent of the total budget must be set aside to support family involvement. This may include a part-time Family Engagement/Outreach Liaison if one does not currently exist. No more than 20% of the total budget may be used for program coordination and administration and no more than 10% may be for program materials. FUNDS CANNOT be used for rental of space or utilities including phones and cell phones, capital expenses, or educational materials that are used as part of the school day curriculum. Indirect costs are frequently referred to as overhead costs. If you opt to take indirect, use your most recently approved rate. If the approved rate is higher than 5.0%, the agency can use only a maximum rate of 5.0% for this grant. (Any entity that wishes to include indirect costs in the budget and does not have a current approved rate see Funding Opportunity RFP for details.

32 Use of Contracted Providers
Must be held to the same standards as the fiscal agent (e.g., administrative costs, materials/supplies, indirect costs must be calculated at the same rate as fiscal agent). Application must include budgets and budget narratives for each individual contracted provider.

33 Staffing Applicants are required to hire a project coordinator who will serve as the applicant’s primary point of contact with ESE, and who is responsible for administrating and implementing the proposed program. For programs that have multiple sites, a full-time project coordinator is recommended. For programs that have 1 site a part-time project director is recommended. Project directors, whether full-time, part-time, funded by 21st CCLC funds or not, are required to fulfill all responsibilities described in the Funding Opportunity RFP. A site coordinator is suggested for each site. A teacher or part-time project coordinator may serve as the site coordinator, if the person works a sufficient number of hours to fulfill all of the responsibilities. A data entry/data management person strongly suggested.

34 Title IX (Uniform Provisions) of the No Child Left Behind Act
School districts are mandated to consult with non-public school administrators about the non-public school students’ needs and how those needs can be best addressed by federal programs. This must occur in a timely and meaningful way during the design and development of the program. Schools/districts must provide equitable services to non-public school students and their families, if those students are part of the target population.

35 Project Duration Pending budget appropriation, continuation of funding will be available for a total grant period of 3 years. Continued funding in years two (FY 2014) and three (FY 2015) will be based on meeting all grant requirements including: submission of yearly progress updates; timely submission of required forms and data; the ability to use data to inform and demonstrate continuous program improvement; maintenance of attendance levels and program quality; evidence that the grantee is working towards sustaining the program beyond the grant period; and submission of a yearly reapplication.

36 Drop-in programs are NOT ALLOWED
HOURS OF OPERATION Drop-in programs are NOT ALLOWED Each 21st CCLC site must operate a minimum of 4 days per week and offer at least 448 hours per year (refer to Part III for specifics on options). ESE strongly recommends encouraging individual participants to attend for at least a specified number of hours per week. The recommended dosage is at least hours of participation per student. 

37 How will your proposed program specifically address the need?
Include what assets you have and how they will be mobilized. How will it benefit the school and community?

38 District Standards and Indicators
ESE Priorities

We believe that the Commonwealth's future prosperity depends on our ability to enable communities to provide the supports needed to develop strong, competent, college and career ready children and youth. Research tells us that strength and competence are built by providing children and youth with enriching experiences, led by caring adults, that encourage them to make choices and learn by doing. That is why we will fund proposals that demonstrate intentionally design out-of-school time programs that incorporate principles of project-based learning with contextual activities that are academically infused, led by qualified staff, and occur within a meaningful context. VALUE + Model + Solution HOW DOES THIS HAPPEN?

40 ASSESSING NEED Assessing Need
Form a Community Council Prepare, conduct and analyze community profile/needs assessment/resource map Conduct a Student/ Family Interest Survey Map Available Resources Analyze results to determine program needs and directions Assessing Need

41 Collaborating with other District Grants and Programs
Academic Support Programs (Fund Codes 632/625, 627/626, 619/592, 598/593, 596/597) ASOST-Q Grants (Quality Enhancements) – state-funded (FC 530) Local Bullying Prevention and Intervention Plan efforts Title I (Supplemental Educational Services or School Improvement Grants) Special Education Race to the Top School Redesign Grants Wrap Around Zones Massachusetts Tiered Systems of Support

42 Elements of Successful Programs
Experiential learning driven by the interests of the young people and building understanding through a process of inquiry and reflection. Opportunities for leadership, mentorship, and collaboration. Service-Learning (SL) requirement to implement a minimum of one SL project each year. ESE will provide training. Civic engagement focus on connecting students and family to culture and community. Technology employed as a commonplace tool for exploration, communication, learning and fun. Awareness of media to support academics and help young people become healthy consumers, innovative producers and critical thinkers. Creative environment where art, health and wellness, social/emotional learning, and academics merge. Homework support that is designed as a strategy for supporting student academic needs or not just about completing the assignment.

43 Webbing To Develop Project Ideas
Plan out possible activities for an inquiry based project by Webbing: place your primary idea/question at the center. Identify three or more content areas that relate to the primary question. For each content area, explore where you might find answers -- experts, experiments, online, etc. Also, think through how youth might share what they have learned with others.

44 Developing College & Career
Readiness Skills Elementary - Donna Traynham Secondary - Nyal Fuentes Service-Learning - Kristen McKinnon

45 College and Career Readiness in 21st Century Community Learning Centers

46 College and Career Readiness in 21st Century Community Learning Centers

47 College and Career Readiness: Definition
Being college and career ready means that an individual has the knowledge and skills necessary for success in postsecondary education and economically viable career pathways in a 21st century economy This refers to knowledge and skills in both the academic/cognitive domains and the social emotional domain

48 Short-Term Measures for DESE’s CCR Unit (Present – 2014)
5-Year Graduation Rate MassCore Completion College & Career Ready Recognition that this work begins at the youngest ages as we engage early childhood and elementary school age children in the love of learning and the developmental of social-emotional competencies.

49 Five Challenges Creating a Personalized and Orderly Learning Environment Assisting Students Who Enter School with Poor Academic Skills Improving Instructional Content and Pedagogy Preparing Students for the World Beyond High School Stimulating Change Adapted from Quint, J. (2006) Meeting Five Critical Challenges of High School Reform

50 Creating a Personalized and Orderly Learning Environment
Recruitment and Retention of students who are “reluctant participants” or otherwise involved in other activities Creating “space” for student engagement and student ownership of the program Developing appropriate and positive participant-adult relationships Building in wrap-around services for socio-emotional support

51 Creating a Personalized and Orderly Learning Environment - Socio-Emotional Supports
Socio-emotional supports can include stand-alone activities on a case by case basis. Program consideration: Get to know the mental/behavioral health experts in your area - both within your program and in your community so that you can help students, families, and staff access appropriate supports. AND socio-emotional supports can also include techniques that are woven into all of your regular activities. Program consideration: Structure a variety of activities and ways students can participate in areas in which they have interest or competence, and facilitate ways for all students to take on leadership roles. This will be helpful for building both academic and socio-emotional skills.

52 Creating a Personalized and Orderly Learning Environment - Socio-Emotional Supports
State & national research shows that students report that lack of connections with adults in the school environment is one of the most common reasons for disengagement and dropping out. In particular, students that drop out often have a perception that adults do not really get to know them as individuals. Program consideration: Allow time for informal and formal activities that facilitate connections between students and adults in an appropriate, authentic ways. This doesn’t mean that adults take on a clinical role, however they should know how to access internal and external clinical experts.

53 Assisting Students Who Enter School with Poor Academic Skills
Providing academic support and enrichment that creates opportunities for students to meet state standards Meeting specific needs in literacy, numeracy and other core subjects Meeting specific needs of homeless students, English language learners, students with disabilities and other struggling learners

54 Improving Instructional Content and Pedagogy
Engaging instruction that meets rigorous standards on the Curriculum Frameworks Creating challenging lessons, modules and units that engage students in learning Creating opportunities for instructors to “experiment” with new activities and instructional techniques

55 Stimulating Change How does programming change school culture?
How does programming change instructional practices during the school day? How does the program know it’s “doing well” and what are the methods in place for evaluating and changing? How does programming effect the way students look at post secondary opportunities? How does the programming assist in preventing students from dropping out/becoming disengaged from education?

56 Elementary School What does this all mean for students in the early grades? Research shows the link between proficiency in the elementary grades and its impact on high school graduation (Annie E. Casey Foundation, 2011) Ability to build academic, social and emotional skills and competencies in the early years serves as a critical foundation for students’ learning and continued engagement as they enter middle and high school

57 Personal Social Skills in Young Children
In the elementary grades, instruction includes varied opportunities for students to demonstrate their: Ability to problem solve and persist in a task Ability to work collaboratively with others Ability to be independent Ability to provide leadership Ability to communicate effectively with others Ability to demonstrate appropriate interpersonal skills Self-confidence The early childhood field refers to many of these skills/competencies as Approaches to Learning. That is, how a child engages in a classroom both with the content of instruction and his/her willingness to engage with adults and peers alike.

58 Most importantly…. Students should have the opportunity to practice and build these skills in a safe and supportive learning environment that: Is age-appropriate and engaging Follows students’ interests Provides opportunity to build positive relationships with adults and other peers Allows students to experience success Fosters student leadership Is linked to the 7 Curriculum Frameworks Content Areas Age appropriate: remind participants that developmental trajectories at this age are varied and that the importance of individualized instruction is critical to meet each child where he or she is at. Instruction should be based on what children already know and how to build on that learning; Background knowledge is critical.

59 Instructional Approaches
Cooperative Learning - Cooperative learning is an approach to organizing activities into academic and social learning experiences. It differs from group work, and it has been described as structuring positive interdependence. ( Service Learning – Service-learning is a teaching and learning approach that integrates community service with academic study to enrich learning, teach civic (From the National Commission on Service-Learning, 2001)responsibility, and strengthen communities.” These instructional approaches are well suited to address individualized instructional support. Elements of cooperative learning: Positive interdependence - students must full participate; each group member has a task/role/responsibility Face to Face Promotive Interaction – members promote each others success; students have opportunities to explain to one another what they have or are learning and support each other in completion of tasks Individual and Group Accountability – Social skills – skills need to be taught and include leadership, decision-making, trust building, communication and conflict management skills Group processing – groups assess their effectiveness and decide how it can be imporved

60 Instructional Approaches (cont….)
Project Based Approach - The Project Approach refers to a set of teaching strategies that enable teachers to guide students through in-depth studies of real-world topics. Projects have a complex but flexible framework within which teaching and learning are seen as interactive processes. In project-based learning, students try to answer a question -- one that has relevance for them -- that is greater than the immediate task at handents feel highly motivated and actively involved in their own learning, leading them to produce high-quality work and to grow as individuals and collaborators. Chard doesn't like the term "project-based learning," because she says it implies a focus on projects to the exclusion of other legitimate learning methods; she prefers "project learning." "Younger children will play and explore as well as engage in projects," according to a statement at the Project Approach(11) website. "Older children's project work will complement the systematic instruction in the program.“ Students not only need to know how to use a skill but also when to use it. They need to learn to recognize for themselves the contexts in which the skill might be useful and the purposes it can most appropriately serve. Project work and systematic instruction can be seen as providing complementary learning opportunities. In systematic instruction, the students acquire the skills, and in project work, they apply those skills in meaningful contexts. Project work can thus be seen as the part of the curriculum planned in negotiation with the students and supportive of (and extending) the more formal and teacher-directed instructional elements.

61 Example Students Who are College and Career Ready in English Language Arts can: Demonstrate independence Build strong content knowledge Respond to varying demands of audience, task, purpose and discipline Comprehend as well as critique Value evidence Use technology and digital media strategically and capably Come to understand other perspectives and cultures

62 Group Discussion Using the project framework just described, discuss ways that activities can be intentionally designed to help elementary students build college and career readiness skills: Academic (example on previous slide) Social and Emotional

63 Characteristics of Students in 2010-2011 High School Programs
Nearly all of our students will have been born during the Clinton administration The United States has always been in conflict with Iraq and there has never been a Soviet Union There has always been a World Wide Web and Pentium processors There have always been charter schools and they have always taken the MCAS Youth employment rates are the lowest since data collection began in 1948 Technology has created an entire new “change in the learning ecosystem”* Prospects for future career opportunities are muddled at best *Pew Internet & American Life Project (2009)

64 Preparing Students for the World Beyond High School
Meeting particular needs of first generation college students Awareness and understanding of Post-Secondary educational opportunities Creating access to internships, shadowing, work and learning, co-op’s, entrepreneurial and CSL opportunities that provide context to learning and open up the world of work

65 SUSTAINABILITY This is a team wide effort and you need to demonstrate that all partners are committed to sustaining the program beyond the grant period. Sustainability starts from day 1.

66 Budgets

67 BUDGETS On budget pages be sure to include hourly rates for stipends.
Provide a detailed budget narrative that itemizes how grant funds will be used and how funds from other sources will be used. Costs should be allocated, and will be judged, against the scope of the project and its anticipated benefits. Any fees that are charged must be reflected in the narrative and be used to support the program. Budgets should include funds for: Coordinator to attend a two‑day Summer Institute put on by the U.S. Department of Education. (air fare + hotel =approx. $1,500)

68 Assembling Your Application
Remember peer reviewers are reading multiple applications so make your application as easy to read as possible. Pages numbered, single-spaced, and printed on 1 side only. Font - no smaller than Arial 10 pt. Respond to each question as listed, do not answer multiple questions in one. Make sure the question to which you are responding is written directly above the answer to your question. Keep to the page and additional non-required information to the limit (10 pages in total not including required forms). If including additional information, provide enough of a synopsis in the body of the application for the reader to get the point. Do not spend unnecessary time or money on frills like binders.

69 LESSONS LEARNED Full and enthusiastic commitment of the principal, from the design to the implementation. Programs must be standards based, hands-on, and engaging for students, if the program is to effectively attract and retain students. There must be active and on-going communication between school day and after-school teachers to ensure the curriculum is aligned with the students school day program, in order to identify and address existing learning gaps. There needs to be a variety of offerings from which the students can choose, and they must be creatively marketed to maximize participation. There must be experienced and qualified staff so that they are able to effectively incorporate learning standards into hands-on engaging projects.

70 LESSONS LEARNED The collaborative relationship with community partners needs to be strong and ongoing. The communication must be complete and timely about expectations and roles, and there must be regular opportunities for reflection and assessment so that modifications can be made if necessary. It is important the out-of-school programs be enhanced by utilizing the expertise and resources of community partners to broaden students exposure and engagement. Parents/families need to be informed and engaged as often as possible including ongoing communication about activities and schedules as well as opportunities for them to view student work and if possible engage them as volunteers. Finally, it is important to consider sustainability and explore funding opportunities right from the beginning of the funding cycle as opposed to waiting until the final year to begin planning.

71 Hints Be very realistic about the number of students you will serve and the number of sites to be developed. Describe the specific strategies you will use to engage hard to reach populations. Be clear in addressing HOW specific activities: will connect to and support learning. will assist students in their area(s) of need. Merely asserting that the project will assist students in academic areas does not provide the reviewers with a full understanding of how this will occur. Be succinct and to the point and careful not to overwhelm the reviewers with too many facts and figures. Highlight innovative practices….. Our best innovations come from changing the way we do things.

72 There will be no extensions.
DUE DATES Letters of Intent August 23, 2012 Grant Applications September 20, 2012 5:00 P.M. There will be no extensions.

73 THINK DIFFERENT Create an open climate for questioning deeply ingrained assumptions about out-of-school programs. Think “DIFFERENT” in terms of designing a creative and responsive program. Because the people who are bold enough to think they can change the world are the ones who do.

74 If you have additional questions contact:
Karyl Resnick - Coordinator 21st Century Community Learning Centers

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