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Maximizing the Potential of the After-School Hours
Session Two: Academy for Community Schools Development
ACSD II
Framing the Day
Maximizing the Potential of After School Hours
Quick Review - Session I Collaboration Setting a vision Beginning a plan Five conditions Planning backwards from success Focus on out of school time
Your planning/progress since December
A Community Schools Cycle for Success
Five Conditions for Learning1. Promote quality core teaching and learning
2. Provide students motivated for in-school and out-of-school learning
3. Provide for basic physical, mental and emotional health needs of young people and their families
4. Provide for mutual respect and effective partnership among parents, families & school staff
5. Promote a school that is safer and more connected to the community
Today’s Focus -After School Hours Essential to every community school Only public funding available in Calif. Great national popularity and demand Much more than day care Effective programming is thoughtful,
connected to both youth development principles, resiliency, and standards
Objectives Participants will identify how after-school
and school-day activities can be integrated in order to achieve maximum learning and development results
Participants will learn and apply child developmental domains, youth development, content standards, and effective after-school practice to better link school day and after-school practices.
Early Adolescence: A Time of Opportunity & Risk
Developmental
Domain
Opportunities Risks
Physical Promote fitnessPromote positive view of sexuality & health
Early pregnancySTD’s Alcohol, tobacco, other drug use
Developmental
Domain
Opportunities Risks
Cognitive
Build on natural curiosity
Build on expanded horizons
Promote abstract reasoning, critical thinking, problem solving
Provide consistent messages about importance of education
Boredom
Falling behind in school
Disengage-ment from school
Developmental
Domain
Opportunities Risks
Emotional
Increase awareness of own and other’s feelings
Increase ability to deal with feelings (positive and negative)
In-adequate supervision/
too much freedom
Depression, suicide
Developmental
Domain
Opportunities Risks
Social
Increase opportunities for positive relationships with peers and adults
Increase skills around getting help when needed (resilience)
Negative peer pressure for risky behavior
Cliques can lead to isolation
Inadequate protection from hazards
Developmental
Domain
Opportunities Risks
Moral
Build on natural altruism
Increase “spiritual” assets
Lose opportunities to build on natural altruism (use it or lose it)
Beliefs may become negative
Team Activity Participants will self-select an age group to
focus on for which they would like to identify the risks and opportunities.
Groups of no more than 8-10 will write on large butcher paper the risks and opportunities for age groups 5-7 or 8-10.
Groups present out.
School-Day Interventions that Promote Developmental Opportunities (IS 218) Positive Behavioral Intervention System Town Meetings Community Service Academy Structure Advisories Student wellness center String orchestra
Out-of-School Time Opportunities that Promote Positive Development Sports, fitness, recreation and dance Sexuality education for students and parents Family life education training for adults Lots of academic enrichment—chess club, Harry
Potter book club, field trips Holiday and Saturday programs/special events Summer enrichment camps (college exploration) “Zero” Period (before school)
Linkage: school-day and after-school practices at I.S. 218 Educational Coordinator (works in both
programs) Ongoing Joint Planning (particularly
between principal and CS director) School Leadership Team (as monthly
coordinating vehicle) Principal’s Cabinet Informal as well as formal (office location)
3 Kinds of Academic Programs
Academic Remediation: Emphasis on review and mastery of previous content
Academic Support: Emphasis on promoting school success
Academic Enrichment: Emphasis on exposure to and engagement in new content
Academic Remediation Some, but not all, children need this Examples are one-to-one and small group
tutoring; computer-assisted instruction Emphasis on mastery of basic skills Historically, Title I has been a major
source of support New part of Title I is Supplemental
Education Services
Academic Support All children need this kind of help—from
multiple sources (school, home, community) Examples are homework assistance and test
sophistication Quality of homework help depends largely on
quality of assignments Homework generally should not introduce new
content Ten-minute per grade guideline (NEA, PTA)
Academic Enrichment Remember the three E’s—Exposure, Experience,
Engagement Two ways to do it—Embedding into other
programs (cooking, sports, theatre); and using high quality enrichment curricula
Research-based Good evaluation results All children need this but poor children get less
Other Kinds of Enrichment/Youth Development
Social Cultural Recreational
Pitfalls to Avoid Working with the partners you get rather
than the ones you need. Working with the kids that come rather
than the ones that may need help the most. Mistaking activities for program –
worrying about what we are going to do v. the nature of the experience
Mistaking remediation for enrichment
Team Activity Work in school teams. Look at your current program schedule Rate what you are currently offering and
determine whether they are either Remediation (R) Support (S) or Enrichment (E)
Community Schools and the California Content Standards
Content Standards - why are they so important?
Essential to 5 conditions for learning Chart the course for academic achievement Extended day/after school activities are
expected to contribute to improving academic achievement
Calif. has a good track record with Healthy Start and After School
California’s track record HS participants in the lowest quartiles
improved their reading scores (25%) and math scores (50%)
AS participants who attended 4 days/week improved on standardized tests 2-3 times faster than non-participants in a control group
Your community schools will continue these trends!
Today’s Focus - 6th Grade Standards ELA - English Language Arts Math History and Social Science - World
Cultures Science - Earth Sciences VAPA - Visual and Performing Arts -
Dance (how cool is that?)
6th Grade ELA - sample Standard 1.Word analysis, fluency, and
systematic vocabulary development 1.1 word recognition - read aloud narrative and
expository text fluently and accurately with appropriate pacing, intonation and expression, 1.2 vocabulary and concept development - identify and interpret figurative language and words with multiple meanings. Ideas - hip hop poetry slam
6th grade Math Measurement and Geometry Standard 2.2 use the properties of
complementary and supplementary angles and the sum of the angles of a triangle to solve problems involving an unknown angle
Idea - create a lesson relating this standard to playing billiards or ping-pong
Keeping an appropriate standards perspective
6th grade History and Social Science - World Cultures Standards 6.2-7 Students analyze the
ancient geographic, political, economic, religious and social structures of Egypt, Hebrews, Greece, India, China, and Rome
Idea - social structures include food, create cooking units for each of these 6 geographic regions, periodically over the entire year
6th Grade Science Standard 5 - Ecology and Life Science -
organisms in ecosystems exchange energy and nutrients among themselves and with the environment
5.a-e address student knowledge of energy, matter, populations of organisms, kinds of organisms, and number and type of organisms
Idea - grow frogs!
6th Grade VAPA - Dance
Standard 3.0 - understanding historical contributions and cultural dimensions of dance
3.1 compare and contrast the features of dance already performed from different countries
Ideas - African, Latin American, historical and contemporary moves
Addressing standards requires 3 things Access them by grade and subject Know your school and teacher’s timelines
for addressing them (e.g. what math standard are they on in week 18 of a 36 week year?)
Deliberately relate all of your after school activities to multiple standards, especially ELA and Math
An insight...You will be developing activities your teacher colleagues long to include in their daily curriculum, so find ways to foster and honor this interdependence
How to Coordinate it All? Idea - some sites have hired an after school
curriculum coach, costs about $4,000 per year (like a club or sports coaching assignment)
He/She coordinates the standards timelines so your after school providers can focus on creating those great, youth development activities (like poetry, ping-pong and pool, ethnic cooking, growing frogs, and dance)
Your turn to create a lesson
Using the drumsticks (chop sticks), the standards on your table, and your imagination, create a standards-based lesson for after school
Cooking Club as an Example of “Embedding”
Kids will decide what they want to learn how to cook for the next 10 sessions.
Ask them to plan the next 9 sessions (with encouragement to be diverse, multi-ethnic, share family favorites & be adventuresome).
Large group discussion, kids will write all ideas on newsprint and take a vote.
Then set up a schedule and pick someone to be in “charge”. Plot dates and names on a calendar.
Let’s Cook – Session I For first class, we will start with pizza. Each youth gets a recipe, have them work
in pairs to read the recipe to each other, identify new words and discuss in the pair the meaning.
Post new words and meanings Organize materials for cooking by
providing youth different tasks – cutting tomatoes, grating cheese, rolling out bread (toasting muffins) everyone engaged.
Let’s Cook – Session I Kids can choose to search for other recipes or
read cook books while others are slicing, measuring, cooking or cutting recipe to half (and using fractions).
When pizzas are baking, ask the kids to: write to someone about what they did create an article for the newsletter. discuss other forms of popular foods are
from other countries, nutritional aspects, variety e.g. vegetarian.
relate cooking to job possibilities and career opportunities.
Session I – wrap up Eat pizzas ! Reflect on:
new learning, how can we do this at home, what would we need to buy that we don’t
have at home. Think about the costs and compare with
what we need to buy next time. Clean up and share leftovers.
Other Examples of Embedding Use theatre programs to reinforce reading writing
and speaking skills Offer chess clubs to promote critical thinking
skills Connect visual arts with reading Conduct poetry slams Offer community service projects that encourage
youth to read about current issues, testify at hearings, map neighborhoods, interview others
A Few Examples of High Quality AE Curricula KidzLit and KidzMath (DSC) Foundations (literacy enrichment) Math 24 Game Operation SMART (Girls Incorporated) The Comic Book Project Figure This! Math Explorer World in Motion