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Council for Great City Schools Annual Conference October 27, 2011 4:00-5:30PM Expanded Learning: Re-imagining the learning day for student and school success.

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Presentation on theme: "Council for Great City Schools Annual Conference October 27, 2011 4:00-5:30PM Expanded Learning: Re-imagining the learning day for student and school success."— Presentation transcript:

1 Council for Great City Schools Annual Conference October 27, 2011 4:00-5:30PM Expanded Learning: Re-imagining the learning day for student and school success

2 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.

3 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

4 Expanded Learning What skills are essential for students? In addition to teachers, who is best positioned to help build these skills? If all the resources in your community came together to help you reach your goals for students, what would that look like?

5 Growing body of research on expanded learning When kids participate in high-quality expanded learning opportunities, 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.

6 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

7 ExpandED Schools Saskia Traill Vice President, Policy and Research

8 After- School Education Reform ExpandED Schools How Did We Get Here?

9 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, Transportation ELT/NYC Pilot

10 ExpandED Schools Core Elements TASC ExpandED 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 Curriculum 2.School- Community Partnership 3.Engaging and Personalized Instruction 4.Sustainable Cost Model

11 1.Educational Equity 2.Re-Engineered Resources 3.Policy Change ExpandED Schools Goals

12 Roles: School & Community Partners Shared 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.

13 Roles: School & Community Partners Lead initiative Employ Instructional Coordinator Engage faculty Provide leveraged resources Share instructional resources with partners SchoolCommunity Partner Serve 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

14 Roles: TASC as Intermediary 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

15 Roles: District Promote the Model Support School Efforts Develop Resources

16 Expanded Learning in Providence Brearn Wright Principal, Roger Williams Middle School Patrick Duhon Director, Expanded Learning

17 What are the essential characteristics? Expanded Learning Opportunities in Rhode Island: Building toward grade-level, college, and career readiness Build on the shared belief that quality learning can happen anytime, anywhere Focus on and assess a broad set of youth outcomes – social, emotional, creative civic, academic Incorporate youth voice, choice, inquiry, and family connections Combine intellectual rigor with real-world relevance, utilizing informal settings Connect school & community educators as equal partners in the teaching and learning process Require investments in a system of cross- sector planning and shared leadership DRAFT: October 19, 2011

18 On-going youth development programs led by educators taking part in professional learning communities defining essential learning skills / strategies; includes high-quality STEM, English language arts, and academic skill-building curricula implemented by AmeriCorps members On-going programs with defined curricula in arts, sports, and general skill-building Programs jointly designed and led by community educators and classroom teachers, with academic components woven into hands-on exploration Youth Development 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

19 Expanded Learning Opportunities in Providence: Building upon the success… STEM Learning Community – Key elements for inquiry-based learning – Targeted coaching 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 “7 th period” program Higher education partnerships – STEM programming, research, pre-service teacher preparation

20 Expanded Learning Opportunities in Providence: Perspectives of a Principal Roger Williams Middle School AfterZone Scholars Initiative Consistently, on a daily basis, it is the best teaching and learning in the school. In their other classes students recall and understand information, but… …in AfterZone Scholars they apply, analyze, synthesize, and evaluate information. Instead of being just well-managed, teacher- centered classes… …these are highly-engaged, student-centered, student-driven environments. The learning objectives are not only clearly evident to the students… …the students can clearly articulate them. Teachers use varied instructional practices: Coaching Demonstration Discussion Hands-on experience Learning centers Modeling And more…

21 Expanded Learning in Boston Chris Smith Executive Director

22 Achieving, Connecting and Thriving Skills Prepare Students to Excel in School, in College and in Life CONNECTING ORGANIZATION CRITICAL THINKING GOAL- FOCUS CREATIVITY LEADERSHIP TEAMWORKRELATIONSHIPS 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, gives direction & 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 ACHIEVING THRIVING

23 Boston’s Summer Learning Vision All 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

24 Power Skills Correlated with School Success Academic Power Standards Focused on the Next Grade Level Students Choosing Correct response Partnerships Schools 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 8 th Grade Standards, ANetSAYO observation, NIOST Social-Emotional Skills Personalizing the Approach Holistic Student Assessment, PEAR

25 2011 Boston Summer Learning Project 1,435 Students Grades 3-12, 33 Schools Funders & Partners Training & Coaching

26 Boston Beyond, a public-private intermediary, co-manages the Summer Learning Project Program planning Funding coordination Managing participants Managing supports CommunicationPolicy 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

27 Emerging Policy Framework Student Selection Standards Data Assessments Partnership Management Public- Private Funding

28 SCHOOL DAY CORE 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

29 Common elements More time and ways to learn Personalized learning that complements, but differs from other school-day instruction Blended workforce Systemic approach, built on local assets and needs Leveraging public and private investments Measuring impact and using data to drive decision- making Shared accountability among partners

30 How might I bring together resources in 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

31 Who do I need to work with in my community to support expanded learning? Coordinating entities that can help identify high-quality programs and provide capacity-building supports Determine when and how to phase in programs Identify target population strategically

32 Please visit the following websites for more information about expanded learning initiatives in New York, Boston and Providence, and to see accompanying videos. TASC PASA Boston Beyond 2011-video For more information about CBASS, visit:

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