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Bridging the Gap:
Transcript of Bridging the Gap:
Having established key features of high-quality programs (explicit goals, aligned activities and high levels of youth engagement, etc.)... stakeholders want to know whether these features [are present]...” ROLE in SCHOOL TURNAROUND • Accountability
• Turning around low-performing schools
• Complete education (Literacy/S.T.E.M)
• College- and career-ready standards and assessments
• Diverse learners (ESL/Homeless/Migrant Students)
• Families and communities
• Early learning
• Public school choice
• Rewarding excellence and promoting innovation
• Rural schools
• Teachers “The federal government requires schools to submit plans that outline strategies for improvement if they do not meet their
Adequate Yearly Progress (AYP) achievement targets for two years in a row, per mandates
of the No Child Left Behind Act.
The AYP measures are based on student standardized-test scores in core subjects.” Programming that reinforces and complements the academic programs of the schools attended by the students served.
Aligned enrichment activities with academic standards.
Individualized learning plans for students by school year, subject area, areas of weakness, etc.
Active communication with school personnel
(CONSISTENTLY, NOT PERIODICALLY!)
Strategic staff development, hiring and training
Promote and advocate progress to stakeholders on an ongoing basis (administrators, teachers, parents, policymakers). Sequenced: On-going skill-building
Active: Interactive lessons that involve
Focused: Employ components that focus
on developing competencies.
Explicit: Concentrate activities on
well-defined target skills and goals. S.A.F.E. Partnerships Develop "symbiotic relationships" “a relationship between two entities in
which each is dependent upon and
receives reinforcement” Use DATA to SHOW RESULTS Student Achievement
Maximizing Resources Elementary and Secondary Education Act (ESEA)
Reauthorization: A Blueprint for Reform Quality O.S.T. should incorporate S.A.F.E. features
(Sequenced, Active, Focused and Explicit) to have positive effects on student engagement, academic achievement,
and other areas of positive development. Emphasize Common Interests Aligning Quality Afterschool Programs
with School Turnaround Efforts Student Needs Assessment (Proficiency, Developmental Status, etc.)
Individualized Learning Plan (Grades, Test Scores, Goals, etc.)
Tracking System (PPICS, eCornerstone, etc.)
Anecdotal Information (SEL, Conflicts, Trauma, etc.) It is an intentional process.
It is an ongoing process.
It is a systematic process. Guskey, T.R., Evaluating Professional development. Corwin Press, 2000, P. 16 High Quality Staff Development Accountability Design programs based on needs revealed by school assessment.
Select and design program around curriculum guidelines.
Align program with standards adopted by district/state standards.
Select, design, and operate program based on teacher feedback.
Include activities (i.e. field trips, performances, technology) that build upon school-day lessons.
Design program to fill needs that cannot be met during the school day (art, music, language, culture).
Include programs that provide curriculum based academic enrichment, tutoring or Supplemental Education Services (SES). Become Indispensable Speak their language Complement school efforts Focus on Intentional Programming After-school programs should not just fill in the time when school ends. Rather, they can play a role in positive outcomes for participants that my include improved academic success, improved communication skills, the development of new social skills, development of responsibility, increased decision making, and improved self-confidence. Beyond the Bell: Third Edition, Tools for School Improvement, 2007 What is purpose of this activity?
Does the purpose align with program vision?
Does the purpose align with improvement efforts?
Will this activity meet participant’s needs?
What will the participants learn?
What outcomes do we want to achieve?
How will this activity help participants develop? Lippman, L and Rivers, A. ASSESSING SCHOOL ENGAGEMENT:
A GUIDE FOR OUT-OF-SCHOOL TIME PROGRAM PRACTITIONERS. Child Trends October 2008 Establish appropriate goals, identifying key features
to reach desired participant outcomes. Bridging the Gap BE Dynamic and Adaptive Adapted from The Homeland Security Exercise and Evaluation Program (HSEEP) FOCUS ON QUALITY Academic achievement (higher GPA, recovery from
low academic performance, develop interest education)
Reductions in risk-taking behavior
Better school behavior and fewer absences
Positive social development/Stronger self-image “Research and anecdotal evidence suggest that after school
programs are a positive factor in student achievement.” The Importance of After-School Programs. American Association of School Administrators (AASA), 2005 Granger, R. (2008) “After-School Programs and Academics: Implications for Policy, Practice, and Research.” Social Policy Report. 22 (2), downloadable at http://www.wtgrantfoundation.org/publications _ and _ reports/browse _ reports/Granger _ 2. See also: Granger, B. & Yohalem, N. (2009). Making a difference in after school – Measuring and improving after school quality.
Workshop Presentation to the California After School Network: Sacramento: CA. March 17, 2009. Retrieved on August 4, 2009 at: http://www.afterschoolnetwork.org/node/7270. Lippman, L and Rivers, A. ASSESSING SCHOOL ENGAGEMENT: A GUIDE FOR OUT-OF-SCHOOL TIME PROGRAM PRACTITIONERS. Child Trends October 2008 To support academic and developmental goals for students, new collaborative structures must be built across sectors in communities and up and down government hierarchies.
The vital involvement of community, business, civic and municipal leaders, parents and social service providers is critical to student success and pays economic, civic and social dividends to all stakeholders. Fosters collaboration across all sectors New Day for Learning, A Report from the Time, Learning, and Afterschool Task Force. January 2007 Integrate various learning approaches and Places Engaging strategies that incorporate the arts, technology, apprenticeships and service learning can amplify core academic learning and provide students with opportunities for enriching their education and connecting it with the adult world that they will enter.
Schools are just one of the many places in the community where learning and student success can happen. New Day for Learning, A Report from the Time, Learning, and Afterschool Task Force. January 2007 Elements of Quality O.S.T. settings include… Beyond the Bell: Third Edition, Tools for School Improvement, 2007 • Beyond the Bell: www.beyondthebell.org
• Doing What Works (Research-Based Education Practices):
• Forum for Youth Investment : www.forumfyi.org
• Education World: www.educationworld.com
• National Center for Quality After school: www.sedl.org/afterschool
• The Search Institute: www.search-institute.org
• Harvard Family Research Project: www.hfrp.org
• American Association of School Administrators: www.aasa.org Resources Carol McElvain, Director - email@example.com
Fausto López, Consultant - firstname.lastname@example.org
Jaime Stephanidis, Consultant - email@example.com 20 N. Wacker Drive, Suite 1231 Chicago, IL 60606 - 312-288-7600 Carol McElvain, Director - Fausto López, Consultant - Jaime Stephanidis, Consultant