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.

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

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?

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

ExpandED Schools

Saskia TraillVice President, Policy and [email protected]

After-School

EducationReform

ExpandED Schools

How Did We Get Here?

• 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

1. Educational Equity2. Re-Engineered Resources3. Policy Change

ELT National Demonstration Goals

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

Roles: District

• Promote the Model

• Support School Efforts

• Develop Resources

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

Expanded Learning in Boston

Chris SmithExecutive [email protected]

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