It seems these days that if you’re keeping up with what’s happening in education, you can’t help but hear about the Common Core State Standards (CCSS). Last week, our vice president for policy and research, Jen Rinehart, wrote a stellar blog that not only walks you through what the Common Core State Standards are, but explains why they were developed, what they mean for education policy and the valuable role the afterschool field can play to support learning under the Common Core.
To keep up the Afterschool Alliance’s drumbeat of providing the afterschool field with helpful information connecting afterschool and the Common Core, I tuned in to “Leveraging Expanded Learning Opportunities to Support Common Core Implementation,” a webinar hosted by the Council of Chief State School Officers (CCSSO) and America’s Promise Alliance. The webinar featured Jenell Holsted, Ph.D. of University of Wisconsin-Green Bay, who discussed a recent brief, “Making the Connection: Next Generation Learning and Expanded Learning Opportunities,” and Sarah Cruz, director of expanded learning opportunities at the Statewide Network for New Jersey’s Afterschool Communities (NJSACC), who shared information about New Jersey’s statewide pilot training program that helps providers align their programming with the Common Core State Standards.
What stood out most to me during the webinar was just how well-situated afterschool programs are to support students’ learning and growth under the Common Core. Jenell highlighted afterschool programs in Wisconsin that are helping their kids achieve under the Common Core in innovative and promising ways. For example, The Goodman Community Center, one program she reviewed, excels at connecting the afterschool program to learning that takes place during the school day. The afterschool program has eight school day teachers on staff who help develop academic enrichment activities using the CCSS; the program sends monthly newsletters to teachers at each school; and program staff attend Individual Education Plan (IEP) meetings for students enrolled in the program, attend school functions and also observe their students during the school day. The program also collects data on their students’ grades, test scores, behavior and attendance to develop a portfolio for each student that identifies their needs and helps assess their progress. This individualized analysis not only monitors students’ progress, but it allows staff to most effectively help students develop mastery of subject content in areas such as reading and writing.
As a resource for afterschool programs that are looking to learn more about the Common Core and how to use it to complement their programming, NJSACC developed Supporting Student Success (S3). Sarah shared that NJSACC worked with 10 afterschool programs, providing webinar training and technical support to plan and implement program activities that support the Common Core, creating a community that facilitates peer-to-peer learning and administering assessment to look at the impact of the training. One example of an afterschool program taking part in the project was the 21st Century Community Learning Center in Pemberton, NJ. Through the project, the program created a reading program aligned with English language arts Common Core. However, the program made certain that the program content developed was engaging and looked different than reading taking place during the school day. For instance, reading groups were based on a student’s interest, rather than their reading level. The mixed reading level groups allowed students to help one another and become more enthusiastic about reading because it was tied to something relevant and meaningful in their lives. Sarah revealed that students in the program felt that participation made them more engaged in their classes during the school day and also helped them better understand what they were taught during the school day.
The webinar was one hour long, but I wish it could have been longer to hear more about these afterschool programs that show just how valuable the out-of-school hours are to the implementation of the Common Core and preparing students for success in school, college and career. On the bright side, there are a number of resources out there to learn more about the role afterschool programs can play to support the Common Core, and be sure to check back here as we continue to share more information related to the Common Core.
While volunteering in my daughter’s kindergarten classroom recently, I noticed a stack of kindergarten math workbooks that proudly advertised, “Aligned with the Common Core State Standards.” It was a clear sign that the Common Core standards have arrived in classrooms across the country and a reminder to me that the Afterschool Alliance can help afterschool providers better understand Common Core and what roles afterschool stakeholders can play in supporting learning under the Common Core.
So what are the Common Core State Standards? They are a set of standards in reading/language arts and math that resulted from several years of collective thinking by teachers, researchers and leading experts in the education field about what students should know and be able to do in mathematics and English language arts. Prior to the Common Core, most states had their own individual sets of standards.
Why do the Common Core State Standards exist? Proponents of Common Core argue that with the adoption of the standards, students who move from state to state, and especially students in military families who might make multiple moves in a K-12 career, will have a smoother transition because the schools in each state will be working from the same set of high expectations about what kids in each grade should be able to do. They also point out that states can share instructional resources like textbooks and even assessments, which are currently under development and expected to be rolled out during the 2013-2014 school year. As you might imagine, there are alsoeducation leaders who question the value of Common Core, particularly since the Common Core were not pilot tested prior to roll out to nearly all states, and who view Common Core and the related assessments as costly (both for the country and our children’s futures) experiments in learning.
What does Common Core mean for afterschool? Whether you agree or disagree with Common Core, these standards are the reality for students, families and educators in nearly every state. While the goals of afterschool go well beyond academic support, given the importance of Common Core to educators and the ways in which Common Core will impact the learning experience for children and youth, the Common Core will surely affect afterschool providers as well.
How can you help prepare afterschool programs and staff to support learning under the Common Core State Standards?
Educate yourself about Common Core and the role of afterschool. Achieve has a variety of resources on Common Core, including guides for elementary and secondary school leaders and guidance counselors. In addition, there are briefs focused on the role of afterschool that share examples of programs and recommendations for supporting learning under the Common Core.
Help parents better understand the Common Core and what it means for their children. The National PTA and the Council of Great City Schools both have parent resources on Common Core available for download. Given the strong relationship that afterschool providers have with parents and families, programs are well positioned to help educate parents about the Common Core.
Promote opportunities for professional development and sharing among afterschool staff and school staff. Expanding Minds and Opportunities includes an article on Common Core and expanded learning that features a couple of examples:
In Wisconsin, district and local expanded learning programs are connecting with school curriculum online and directly with teachers. Programs include current and retired teachers on their staff to facilitate effective engagement with schools and the academic content students are learning.
The New Jersey State Afterschool Network, NJSACC, in cooperation with the New Jersey State Department of Education, completed a statewide pilot training program on the Common Core for afterschool program leaders. Training sessions focused on how to align student activities and curriculum with the Common Core.
Check out examples of afterschool providers who are helping students reach Common Core.
The Council of Chief State School Officers (CCSSO) and America’s Promise Alliance have an upcoming webinar on May 6 that will explore the ways in which afterschool and summer programs can help students achieve under the Common Core standards. Examples from New Jersey and Wisconsin will be highlighted and case studies, best practices and lessons learned will be featured.
As the recognition of the valuable role that afterschool and summer programs play in supporting student learning continues to grow, it is essential that afterschool providers demonstrate how they can expand on and complement the learning that happens during the school day. Throughout the rest of 2013 and beyond, we’ll be working to provide the afterschool community with resources related to Common Core and the role of afterschool in helping all students succeed in school and out.
Afterschool and summer learning programs are uniquely suited to offer physical activity, nutrition education and healthy meals to participating young people. Two potential funding opportunities can assist providers in offering evidence-based and innovative programming that can lead to healthier lifestyles for students:
The Safeway Foundation is partnering with Children's Hospital & Research Center Oakland to develop community- and clinic-based programs designed to reduce the burden of childhood obesity. The program seeks to fund nonprofit organizations with innovative programs to address childhood obesity. The goals of the program are to empower innovative programs to expand and enhance services, increase capacity, and/or incorporate new strategies to support healthy body weights among children and/or adolescents; evaluate the impact of existing programs; and identify promising approaches that could be replicated, adapted, and implemented in diverse communities nationwide. Applicants must be 501(c)(3) nonprofit organizations, or have a fiscal sponsor that is a 501(c)(3) nonprofit organization. The applicant does not have to be affiliated with a healthcare facility or clinic. Applicants must be based within 10 miles of a Safeway store (with some flexibility for regions with low-density stores). Proposed programs must use an inter-disciplinary model that includes at least one partnership with a community, clinic, business, and/or school. Initially, the Safeway Foundation is committing $2 million to support about 15 one-year awards. The amounts awarded may range from $3,000 to a maximum of $100,000 depending on the specific needs of the project. The majority of awards will be within the range of $40,000 to $75,000. The complete Request for Proposals and the online application form are available at the Safeway Foundation website. Applications are due May 15, 2013.
Action for Healthy Kids (AFHK) recently extended the deadline to May 3, 2013, for their School Grants for Healthy Kids for the 2013-2014 school year. Around 400 schools will be awarded funds that will range from $1,000 to $5,000 with significant in-kind contributions from AFHK in the form of people, programs, and school breakfast and physical activity expertise. AFHK will also provide schools with management expertise and support to develop strong alternative and universal breakfast or physical activity programs. Award amounts will be based on building enrollment, project type, potential impact, and a school's ability to mobilize parents and students around school wellness initiatives. Grants are available in select states. Note only schools are eligible to apply. ThePhysical Activity grants provide funding for facilities and equipment for recess, playgrounds/play-spaces, classroom energizers, physical education, intramural and/or before- and afterschool programs that introduce underserved youth populations to the value of an active lifestyle. Learn more through Action For Healthy Kids.
Mayors and city council members from across the country co-authored a piece on the importance of afterschool programs in Education Week. It said: “For our cities to remain beacons of hope, it is our responsibility as municipal leaders to help young people develop the skills and talents they need to find gainful employment and become successful adults in a knowledge-based economy. City leaders must work together with schools, parents, and others to help young people thrive, with a shared understanding that their success will determine the success of our cities. Maximizing the after-school hours is one important way in which city governments can improve educational outcomes for children and teenagers and reinforce what they learn in the classroom.” The op-ed was signed by Mayors Christopher Coleman (St. Paul, Minn.), Karl Dean (Nashville, Tenn.), and Betsy Price (Fort Worth, Texas) and City Council Members James Mitchell Jr. (Charlotte, N.C.) and Ronnie Steine (Nashville, Tenn.).
Using data from a survey of young people, associate director of the Center for Education Policy Research Angelo Gonzales and his colleagues at the University of New Mexico, “have identified a strong relationship between students who are involved in activities outside of school and those who engage in less risky behaviors,” the Albuquerque Journal reports. “Specifically, students who said they were involved in extracurricular activities reported lower levels of attempts to commit suicide, smoking, binge drinking, drug use and sexual activity…and significantly higher rates of daily physical activity.” The New Mexico-specific data is from the 2011 state Youth Risk and Resiliency Survey of middle and high school students.
Students from the Whitney Community Center afterschool program are walking around the playground with Boise City Council member TJ Thomson as part of a local initiative to encourage physical fitness, the Idaho Statesman reports. Boise Mayor David H. Bieter has pledged to walk 150 miles in honor of the city’s sesquicentennial.
The the Worcester Technical High School Robotics and Automation Technology Team, one of 420 teams from 23 countries, won the 2013 VEX Robotics World Championships trophy over the weekend. Worcester Polytechnic Institute President and CEO Dennis Berkey told the Telegram & Gazette, “Their world championship award reinforces the power of STEM [science, technology, engineering and math] education, specifically as it applies in robotics, and especially the highly effective curriculum and dedication of the faculty and staff at ‘the other’ Worcester Tech.”
Earlier this month, Champions® and the National AfterSchool Association released their second annual “Out-of-School Time Survey.” The survey found an overwhelming majority of elementary and middle school superintendents believe in the academic, social and behavioral benefits afterschool programs provide to their students. In addition to viewing afterschool programs as an environment where children can improve their core academic skills—such as reading, math and science—96 percent of superintendents agree that the most important afterschool programs improve study skills and more than 9 in 10 superintendents surveyed agree that the most important afterschool programs increase students’ social interactions and engagement (92 percent). More than 4 in 5 superintendents say that the most important afterschool programs are those that offer activities not present during the traditional school day (82 percent).
A key take away from this survey is that school superintendents understand the true value of afterschool programs and recognize that schools and students benefit from support of afterschool programs. Schools aren’t alone in the charge to ensure that all students receive a quality and well-rounded education. Afterschool programs are able and willing partners to prepare students for success in school, career and life.
Key findings from the “Out-of-School Time Survey” of superintendents include:
97% agree afterschool programs can improve student skills in reading
97% agree afterschool programs can improve student skills in math
95% agree afterschool programs improve academics
95% agree that afterschool programs are to offer a safe place for students
93% agree that afterschool programs can improve student skills in science
92% agree that afterschool programs increase social interactions, fun and/or engagement
82% agree that afterschool programs are to offer activities not present during the school day
These findings show afterschool programs are seen as a critical component to students’ academic achievement, safety and overall well-being. This is very much in line with past surveys we have conducted and past surveys we have included in our fact sheets. For instance, Afterschool Alliance’s 2012 election eve poll found that when presented with information that research shows afterschool programs can lead to increased attendance, improved behavior and grades, 89 percent of voters agree that afterschool programs are important. If you’re interested in additional polling on afterschool, check out our Polling Data page.
1 I wish it were true that superintendents valued afterschool programs. At the Euclid City Schools our Superintendent, Mr. Bell, just let our staff know at the after school program that they laying them all off for next school year. Very sad. -- Mary Brinovec
The president recently released his budget request for FY2014 and we wrote about the implications for afterschool in a recent blog post. The budget proposes a sweeping (and unprecedented) reorganization of federal STEM education investments—it consolidates or restructures 114 programs out of the existing 226 federal STEM programs. In the budget proposal, 78 programs are terminated and the funds from these programs ($176 million dollars) are redirected to other agencies, 49 programs are consolidated within agencies and 13 new programs have been proposed.
The $176 million from the eliminated programs would be split as follows:
$100.3 million to the Department of Education for K-12 education programs
$51.1 million to the National Science Foundation for undergraduate education and fellowship programs
$25 million to the Smithsonian Institution for a new STEM engagement initiative
There are several places to get the full details of the president’s budget request for STEM education—the White House R&D budget site and the American Institute of Physics FYI analysis are good places to start.
There would be a significant reduction of investment in informal STEM education (ISE) if this budget request were to be approved. Federal science mission agencies—such as NASA, National Oceanic and Atmospheric Administration, Department of Defense, and the Environmental Protection Agency—that have invested in ISE and afterschool see a significant reduction if not a complete elimination of their STEM education budgets. Of particular interest to the afterschool community, NASA’s Summer of Innovation program, which has provided funds to summer and afterschool providers, has been zeroed out. The National Science Foundation’s Advancing Informal Science Learning program also sees a $13.6 million cut below its current level of funding.
The Smithsonian is a new and surprising partner in STEM education, and the details of the $25 million request for “STEM engagement” are still being worked out. One of its main roles will likely be to serve as a centralized location for the education resources generated by the various science mission agencies. According to the budget request:
“The STEM initiative will be coordinated by the Smithsonian Center for Learning and Digital Access, which will create new online resources and experiences for students that have a measurable impact, align Smithsonian content with learning standards set by the states and create communities of teachers who may use Smithsonian content and tools to customize their own programs.”
At the Department of Education, the only real new opportunity for ISE lies with the “STEM Innovation Networks,” a new program to help school districts build strategic partnerships with institutions of higher education, museums, businesses, government agencies, etc. The three pillars for these networks are supposed to be teacher preparation, teacher professional development and ISE. However, the only required partnership as of right now is between school districts and universities, raising a concern that ISE will (again) not play its rightful role in STEM education reform.
The focus of the other K-12 programs proposed by the department is on teacher recruitment, preparation and professional development—$80 million to prepare 100,000 excellent teachers over the next decade (the "100k in 10" initiative) and $35 million to pilot a new program, the STEM Master Teacher Corps, that would recognize and reward the best and brightest STEM teachers and help them play a leadership role in their schools and communities. The Effective Teaching and Learning Program (formerly the Math and Science Partnerships Program) will receive $150 million; this program has been mostly used to provide professional development to teachers.
There are still many details to be worked out in this large-scale redesign of STEM education. While the proposal is worrisome for those of us who strongly believe that ISE should play an integral role in STEM education reform, it is still just a budget request. The ISE and afterschool community should view it as an opportunity to engage the Administration and Congress in a dialogue about the research base and evidence for building an “ecosystem for learning” that includes afterschool. Let’s rally to make it clear that young people lose when they can’t participate in innovative engaging afterschool STEM learning opportunities.
Ed. note: This post was originally published by SparkAction. Read the original post here.
Juvenile justice professionals take note: a new resource launches this week that will make it easier—and more engaging—than ever to get in-depth journalism stories together with key research, data, guides and tool kits on critical issues in the juvenile justice field.
The Juvenile Justice Resource Hub, launching April 24, 2013, provides visitors an accessible, user-friendly point of entry to a repository of years of research into juvenile justice issues—with particular focus on the best practices and lessons from the MacArthur Foundation-funded Models for Change initiative which examines systems change approaches to make juvenile justice more fair, effective, rational and developmentally-appropriate.
The Hub is a project of the Juvenile Justice Information Exchange (JJIE.org), published by the Center for Sustainable Journalism at Kennesaw State University.
Since its formation three years ago, JJIE.org has earned a reputation as the go-to source for juvenile justice news. The Hub builds on this, adding “layer upon layer of research into issues pertaining to youth and justice,” said Leonard Witt, executive director of the Center for Sustainable Journalism.
Practitioners, researchers, policymakers and journalists can now navigate seamlessly from the comprehensive journalism produced by JJIE.org to the underlying research and best practices in the Hub, deepening their understanding of the treatment of youth in juvenile justice and of innovations that make juvenile justice approaches more responsive and effective.
The Hub will “put juvenile justice information and resources from Models for Change and other reform efforts into the hands of those who need them,” says Sarah Bryer, director of the National Juvenile Justice Network (NJJN). NJJN is curating the Hub in partnership with JJIE.org.
“When we first put the words ‘information exchange’ on our site, that’s what we aimed for,” said Witt.
Funded by the John D. and Catherine T. MacArthur Foundation, the Juvenile Justice Resource Hub focuses on six reform areas identified with Models for Change: mental health, disproportionate representation of minorities, indigent defense, evidence-based practices, aftercare and community-based alternatives for youthful offenders.
First Up: The intersection of mental health & juvenile justice
Timed to coincide with the Hub launch, JJIE.org is releasing the first article in a six-part series examining the issues raised by the problematic intersection between mental health and juvenile justice.
Many recent studies concur that as many as two-thirds or more of all youth enmeshed in the juvenile justice systems suffer from one or more mental health conditions. One in five suffer a serious and debilitating mental illness.
Mental health presents one of the most vexing challenges facing our nation’s juvenile courts and corrections systems.
Many experts argue that youth are being driven into the court system by a lack of mental health services in their communities. Due in part to crippling cuts to community providers, juvenile justice has become the nation’s de facto adolescent mental health system.
Failure to provide adequate mental health services has been alleged in dozens of lawsuits filed recently over conditions of confinement in juvenile facilities. And recent surveys show that the quality of mental health treatment is sorely lacking in many or most youth detention and corrections facilities.
Meanwhile, a wave of new research has emerged showing that new “evidence-based” mental health treatment models – most of them offering family-focused therapy to youth in their own homes – are far more effective than incarceration, group home care, or standard community supervision in steering troubled youth away from delinquency. Yet states have been slow to adopt the new models, and many questions remain regarding how these evidence-based models should fit into an effective juvenile system.
The series, “Mental Health and the Juvenile Justice System: Progress, Problems and Paradoxes” will examine these problems and offer solutions through case studies of successful and progressive reforms in states.
First in the series: a look at the treatment of mentally ill youth in Cook County, the cradle of juvenile justice, and throughout Illinois. Then, stay tuned for the next installments, launching weekly throughout the month of May:
The only national survey to gather data directly from confined youth on mental health and substance abuse issues.
Missouri’s widely acclaimed juvenile corrections system’s approach to mental health.
Georgia’s progress in embracing evidence-based and therapeutic practices.
What you can do
Please help spread the word about this comprehensive Hub to colleagues and networks interested in juvenile justice. SparkAction—which is providing social media support to the launch—has sample social media posts, images and video you can share here.
After the April 24 launch, JJIE and NJJN are looking for beta-phase feedback. If you find errors or issues on the site, please share feedback at http://jjie.largoproject.org/beta-feedback.
Please also share resources and tools that you’d like to be considered for inclusion in the Hub.
This week I was in Kansas City as a keynote speaker for the 2013 Best Practices Forum on Dropout Prevention, hosted by the National Dropout Prevention Center/Network. I was thrilled to be a part of the event and share with the audience the many ways the afterschool field is helping our students come to school, stay in school and graduate. Afterschool programs are an instrumental part of any effort to help our students not only graduate from high school, but prepare them for lifelong success and help shape the adult he or she will become.
This is why I am so pleased with the newly released video (below) and guidebook by America’s Promise Alliance, “Expanding Learning, Expanding Opportunities.” Both the video and accompanying guidebook highlights the many ways expanded learning opportunities—including afterschool programs, summer learning programs, and expanded learning time—are providing our kids with opportunities to express themselves creatively, explore their interests and gain hands-on learning experiences they might not have during the school day. Also included are a variety of resources, such as research, best practices and toolkits to assist those interested in learning more about the out-of-school hours.
What happens outside of the classroom can be as important to a student as what happens inside of the classroom. Research has shown that kids in afterschool programs see improvements in their grades, school attendance and behavior in the classroom. Children also become more self-confident and develop higher self-esteem. Students in afterschool programs are also less likely to be victims or perpetrators of violence and working parents have peace of mind with the knowledge that their children are in a safe environment surrounded by caring adults.
Afterschool programs across the country are helping to keep kids safe, inspire learning and help working families. Yet, despite the wealth of research and stories we hear every day on the ways afterschool programs are supporting kids and families, we’ve found that afterschool programs are struggling to keep up their services and meet the demands for afterschool in their communities. Close to 8 in 10 voters want their newly elected federal, state and local officials to fund afterschool programs, and more than three-quarters of voters want them to provide more funding for afterschool programs given the current challenging economic environment.
I hope that you’ll lend your voice to the thousands of other voices speaking out about the crucial role afterschool programs play in making sure our children stay safe, stay in school, and stay excited and engaged in learning. This new guidebook and video from America’s Promise Alliance can be a great tool for engaging others in your community in better understanding and valuing the role of afterschool and ideally get them to lend their voices as well.
Be the first to comment on this entry.
+ Add a Comment: