1. Effective After-School Programs Presented by

2. About Generation Ready
Generation Ready is one of the largest professional development and school improvement services in the country, partnering with districts, schools, providers, and state departments of education. We are on the approved list of vendors for the state of Louisiana. Our unique approach includes job embedded coaching and modeling using the Six Essential Practices of Effective Schools.
The single biggest factor in driving student achievement and closing the achievement gap is effective teaching. Generation Ready consultants collaborate closely with administrators, providers, and teachers to achieve professional learning goals, district and state wide instructional initiatives or total school/program improvement.
Introductions and survey the room. (New providers?)
Then partner activity to discuss what qualities effective after-school programs have.

3. Generation Ready Consultants
Passionate about helping teachers, leaders, and students
Highly skilled and trained educators
Math content leader trainings, ELA content leader trainings, Illustrative Math training, Eureka training, LA Guidebooks training, Intervention content leader training, TL Summit, ZEARN National Certification training, School Turn Around Training, Content Leader credentialing, GR summer training, equity training, ELL training
Discuss how we are different from other vendors.

4. 2019-2020 School System Planning Framework Domains 1 and 2
CORE ACADEMICS
To see improvement, struggling schools have a coherent and strong academic foundation including a plan for curriculum, assessment, and teacher professional development across all grade levels and core content areas.
STUDENTS WITH DIVERSE NEEDS
Schools address the unique needs of English learners and students with disabilities.
School System Planning Framework , Domains 1 and 2 , The School System Planning Framework is the primary planning tool for LEAs. The Framework organizes the LDOE’s most important priorities into four domains: Core Academics, Students with Diverse Needs, Workforce Talent, and LEA Systems.

5. Partner Activity
What common qualities would effective after school academic programs have?
Discuss with Shoulder Partner. Share ideas.

6. Six Components of After-School Academic Programs

7. Effective After-School Academic Programs have…
Great Educational Liaisons
Knowledgeable
High Expectations
Visible in classrooms daily
Resourceful
Organized
Stress and check alignment and fidelity in curricula resources
Frequently participate in Interactive feedback with all teachers
Check lesson plans weekly and ensure use
Meet weekly with the principal
Participate in PLCs
Analyze data to assist teachers with lesson planning and provide for individual needs
Constantly evaluate program effectiveness and make adjustments
What we have found in effective after-school programs through the CCLC audits…

8. Effective After-School Academic Teachers…
Have high expectations for students and themselves
Develop positive relationships with stakeholders
Prepare for each after-school session
Ensure Tier 1 curriculum alignment
Ask guiding questions
Plan and utilize differentiation
Provide interactive feedback
Promote student discourse throughout lesson
Weave academic language throughout lesson
Stress concept development to promote higher level thinking
Use assessment results to drive instruction

9. After-School Academic Lessons Should Include…
Thinking, reading, responding, and writing using Tier 1 Curriculum resources
Standards that are used in the day school
Student engagement through discussions and conversational skills
Planned use of academic language by teachers and students
Differentiation to meet the unique needs of students
Activities that build on knowledge (scaffold)
Open ended tasks to build concept development

10. Fidelity Checks ELA Look Fors:
Students responding to the texts they read in a variety of ways and groupings.
Students engaged in the texts to the level demanded of a Tier 1 curriculum.
Students independently writing answers to questions about the text they read.
Students have a conversation with a partner or small group about the text they read and then write a summary to turn into the teacher.
Students do the majority of the thinking about texts, rather than just listening to the teacher or writing down answers provided by the teacher.
Students give the answers and respond to each other.

11. Math Look Fors:
Students are doing the math to the level demanded by the Tier 1 curriculum.
Curriculum-recommended supports/scaffolds are being used for students who are struggling with the math or who have special needs.
Students spend a majority of the time actively doing math, not just watching the teacher or copying math on the board.
Students have multiple opportunities to talk about their mathematical thinking and build on each other’s reasoning.

12. ELA and Math Look Fors: Student centered lessons
Extending thinking and learning
Acceleration of Progress
Discuss each bulleted area. Describe acceleration of progress. What would need to be in place to have acceleration as part of your after school program? (Partner to partner)

13. Acceleration of Progress
Individual/small group pre-teaching based on needs:
Skills
Vocabulary
Pre-reading
Scaffold understanding (prompts, questions)
Graphic Organizers
Short videos to set the context
Benefits
Supports are selected based on student’s needs
Connections to prior knowledge are built
Student’s confidence improved
Student’s ability to actively participate increased
Increase in student achievement
Describe process. Think about What would need to happen for this to be a part of your CCLC program?

14. Partner/Group Activity
Create a poster that would show what needs to happen in order for acceleration of progress to occur in after-school programs.
Place poster on the wall.

15. Acceleration of Progress Coaching by GR Consultants

16. After-School Academic Audits Include…
Self-review form completed by provider
Interviews
Day school observations
After-school observations
Data and information analysis
Compiling results and identifying strengths and needs
Follow-up discussions
Professional Development Opportunities
Describe each tool.

17. Criteria What we are looking for:
A Culture and Climate that Promotes Learning
The program mission, vision statement and goals clearly articulated and shared with the day school staff
A positive approach for social- emotional support and culture building that results in a safe and inclusive learning environment

18. Criteria for School and Center Observations
Program Structure and Coherence
The program building on the day school program and aligned to the Louisiana Standards, Guidebooks and approved programs
Goals that are clear, rigorous, and supported across the program in structure and content
Teachers in the program who are qualified and experienced in the content they teach after school

19. Criteria for School and Center Observations
Students as Active Learners
Instruction that is engaging, rigorous, and reflects the intent of the standards, e.g. encourages higher order thinking and use of technology
Teachers encouraging student initiation of inquiry and contributions to the exploration of important content

20. Criteria for School and Center Observations
Student Discourse and Questioning
Students hypothesizing arguing about and justifying points of view during small group or whole class discourse.
Teachers stepping aside when students demonstrate the ability to control the discussion.
Teachers using a range of questions appropriately for students’ needs (e.g. both to scaffold and support and to challenge and extend).

21. Criteria for School and Center Observations
Differentiation and Evaluation
A range of strategies used to differentiate student learning to provide both enrichment and additional support
The evaluative information and data accurately measure goals and results are shared with the day school and applied to continuous program improvement
Accelerate the Progress

22. Criteria for School and Center Observations
Program, School and Family Partnerships 
Strong connections between the after-school program and day school staff.
The program developing, nurturing, and maintaining positive relationships and interactions among staff, participants, families, and communities.

23. How Can Generation Ready Help?
Job embedded professional development
Building a culture with high expectations
Lesson planning with teachers
Measuring and assisting with fidelity of Tier 1 Curricula
Analyzing data with leaders and teachers
Coaching and modeling with teachers
Increasing student engagement, student discourse, student writing and academic language
Planning and implementing acceleration of progress
Assessing strengths and needs
Creating and assisting with implementing a plan to address needs
Leadership development and improvement

24. Generation Ready Contact
Ginger Merritt
Louisiana State Director
(318)