Sharing Success 21 st Century Programs March 14-24, 2011

21 st CCLCs PLAN FOR THE DAY SED updates New Common Core Standards and what they mean for after school programming Coordination and Communication Alignment with the School Day  Questions and Answers

SED Updates Deadlines for Budget Amendments, FS10-As New Budgets, FS-10s State and Federal Budgets Reauthorization of ESEA Future of 21 st Century programs Mid-Year Reports – What you have told us APR – What it tells us Program evaluation and data collection Questions and Answers

Budget Amendments Deadlines for FS10-As All of Round 4 grants and grant contracts– May 15 th Rounds 5 and 5B LEA grants (schools, cities, municipalities)– May 15 th Rounds 5 and 5B Grant Contracts – April 8 th Remember : x xxx Reminder: You should not spend the dollars until you receive the approval!

New 2012 Program Budgets Submit as early as May 15 -one original, 2 copies -budget year is xxxx

State and Federal Budget State: The 2010 State budget included $24.3 million for Extended School Day/School Violence Prevention programs -funded for three years - two one-year renewals possible Federal: Current House Continuing Resolution may result in a $3 million cut to NYS Federal budget increases and expands the use of 21 st Century funds

Reauthorization of ESEA No definite information Congressional Continuing Resolutions can sustain 21 st Century funding to the states Features of the proposed reauthorization -States would compete for 21 st Century funds -21 st Century programs are just one option for increased learning time.

New 21 st Century Program “Brand” Shift in business practices; paradigm shift in the way we think about the 21 st CCLC program st CCLC is an education program – while enrichment is key to the success of the program, the goal is to impact student achievement 2. Education is focused on quality – this includes afterschool programs (administrators, teachers, para-professionals, etc.) 3. Increased learning time is not a separate concept from afterschool – afterschool activities is a way to increase students ’ opportunity to spend more time learning (based on research) 4. Full-service community schools are an opportunity for afterschool programs to align to other education programs and other community services

New 21 st Century Vision Programs designed with a focus on – 1. High quality programming (effective afterschool administrators; effective instructors; etc.) 2. Alignment with school day curriculum and activities 3. Persistently lowest achieving schools and high-need schools/students in hard-to-fill subjects (STEM) 4. STEM related enrichment activities that are innovative, creative, and measureable 5. Professional development strategies based on effective evaluation practices 6. Afterschool lesson plans based in research 7. Rural issues 8. High school graduation and college/career ready

Mid-Year Report Preliminary Findings

Advisory Committees 90% of programs currently have Advisory committees Meeting Participants: 93.6% Program administrators 88.5% Program staff 79.6% School administrators 64.3% Community partners 50.3% Parents 49.0% Evaluator 43.3% Students 28.0% Community members Frequency of Meetings: 91% meet either monthly or quarterly

NYSAN QSA 86% of grantees have used the QSA this year QSA is completed primarily by: 93.1% Program Staff 87.4% Program administrators 52.2% School Administrators 45.9% School Staff 43.4% Partnering Agencies 40.9% Students 35.8% Parents 15.7% Community Members 8.8% Volunteers

Ongoing Family Literacy Opportunities 50.4% Parenting Classes 48.9% Computer Skills 45.2% Family Reading 42.2% ESL 38.5% Job Readiness Skills 35.6% Money Management 27.4% GED

Family Engagement Opportunities 88.8% Student Showcases 80.6% Program Orientation 73.5% Family Events (game nights, movies, etc) 49.4% Cultural Awareness Events 45.9% Volunteer Opportunities

APR Preliminary Findings Number of 21 st Century Grantees in NYS: % of Lead Agencies are schools, 69% are CBOs, Faith Based Organizations, Cities and municipalities, colleges/universities, for-profits, and National Affiliates - Number of Centers: % of programs serve only Middle and High school students - Total Number of Student Attendees: 83,635 - Total Number of Regular Attendees: 40,781 - Percentage of Student Attendees Meeting the Definition of Regular Attendee : 49%

Feedback from our State Level Evaluator Handbook for Evaluators Measuring Attendance

Handbook for Evaluators Being prepared by SED’s State Evaluator, Research Works, Inc Increased emphasis on evaluation, data- based decision making. A resource for evaluators A resource for grantees Provides some consistency of evaluations among 21 st Century programs

How We Measure Student Attendance NOW

Current Policy Grantees are required to take attendance at their sites each day of program operation. APR data on ‘regular attendees’ – those who attend 30 days or more in a single program year. Calendar days = program days

Problems with the 30-day Benchmark Calendar days do not reflect actual time spent in activities. Counting calendar days has proven to be unfair to programs, because it results in an inability to express actual time spent (dosage) in program activities by participants. -One day of participation could be 20 minutes or 6 hours. Total Number of Student Attendees: 83,635 Total Number of Regular Attendees: 40,781 Percentage of Student Attendees Meeting the Definition of Regular Attendee : 49% ( 2010 APR) This percentage does not reflect those students who attended an all-day Saturday program for several weeks or 6-hour summer programs than ran for 20 days. State-level evaluation case studies suggest that 60 hours each year is the minimum amount of time for the program to have any effect on the student.

Proposed “Regular Attendee” NYSED proposes calculating a unit of ‘program day’ whereby two hours of program intervention = one program day. EXAMPLES: -2 hours of program per day x 30 days = 60 hours -OR- - 4 hours of program for each of 15 Saturdays = 60 hours

How To Do This Take attendance in each activity and record the time each student spent in the activity. Grantees will determine ‘regular attendees’ according to the total programming time each student has received.

Impact on APR Reporting Students who attend 30 days but fewer than 60 hours will not be counted. Students who participate in a weekend program, e.g., 4 hours for 15 days will now be counted. APR data may show that NY has fewer regular attendees, or the number may be offset by the example above

P-12 Common Core Standards Overview Timeline Next Steps

P-12 Common Core Standards National effort to establish a single set of clear educational standards for ELA and math -Council of Chief State School Officers -National Governors Association (NGA) Designed by teachers, experts, parents, using the best available evidence Adopted by Regents in January includes Pre-K standards and NYS additions (history/social studies, science, technical subjects)

Timeline for Implementation , : State assessments will measure achievement of current ELA and math standards : ELA and math instruction should be aligned with new Common Core standards : State assessments will measure achievement of new Common Core ELA and math standards : Partnership for the Assessment of Readiness for College and Careers (PARCC) – 26 states to assess new standards

Next Steps for the P-12 Common Core Standards SED to develop Curriculum Models for ELA, math, history/social studies, science and technical subjects - Voluntary for schools to use Partnership for the Assessment of Readiness for College and Careers (PARCC) ( )

Web Sites for Common Core Standards Common Core State Standards Initiative (National Group): SED Common Core Standards website: _standards/ _standards/ Common Core State Standards Implementation Timeline: _standards/ccstimeline.html _standards/ccstimeline.html

Web Sites, cont. Partnership for the Assessment of Readiness for College and Careers (PARCC)

Common Core Standards and 21 st CCLC Programs Are program goals/outcomes aligned with the student achievement expectations in the P-12 Common Core Learning Standards (CCLS)? Do they include learning tasks or enrichment projects aligned to the grade-level Common Core standards? - reading, writing, speaking and listening, language - math - STEM - social studies

SHARING SUCCESSES

Keys to Program Success Understanding the district’s philosophy of learning Communicating and Coordinating with the administrators and staff of the school day. Aligning learning experiences with the Common Core Standards.

Understanding the District’s Philosophy of Learning Know the district/building priorities Speak the language Seek common ground with administrators and teachers

Examples of Communicating and Coordinating with the School Day Coordinators are full time in the schools and are active participants in school meetings such as School Safety Team, PBIS, grade level meetings, etc. Teachers (Program Specialist) are employed by the school during the day. We are able to get participant's grades and test scores and where necessary, connect them with a teacher who specializes in the subject area where they may be experiencing challenges. Staff "push-in" during the school's 37 1/2 minute extended learning period at the end of the school day so that teachers and CBO staff can collaborate. This also helps to further reduce the staff to student ratio for small group instruction.

Examples, cont. The Buffalo Board of Education website is available here at The Belle Center computer lab. Students enter their student number and they can access their teacher’s site for homework and projects. Staff can also leave messages for teachers. Best practices, curriculum mapping, and results of Interim Assessment Data are shared between classroom teachers and 21st. Century Extended Day teachers. Students attending the program are utilizing the strategies and skills learned to do their school work and homework. Math games and computer programs used in after school are also used during the instructional day. Therefore, students get extended practice time in small groups. New concepts are also introduced.

Small Group Discussions How is your program successful in meeting the challenge of coordinating, communicating and aligning with the school day?

Examples of Alignment with Common Core Standards We are supporting STEM initiatives in our schools (school day curriculums) by offering SciFair Virtual World, Robotics and Architectural Awareness activities in our After School programs. Mad Science, Science Fair Assistance, The Hands-On Science Programs are all taught by school day science teachers and the activities are planned by staff to reflect the school day science curriculum. Students at West Bronx Academy presented the results of their after-school community projects in their Social Studies classes.

Examples, cont. KidzMath and Comic book club are two examples of how after-school is linked to day- school curriculum. While implementing DOE learning standards; KidzMath provides varies games which offers math skills such as measurements, skill building, problem solving, graphing, money, and values. The Comic Book club provides a balance of reading, writing and speaking skills by allowing the students to create their own comic books.

Examples, cont. The Performing Arts Club is directly designed and coordinated with the campus's performing arts department and the Arts Blueprint standards. The Site Coordinator also sits on the Curriculum Development Team for that department.

Small Group Discussion How is your program successful in meeting the challenge of aligning program activities with the Common Core Standards?

Take-Away Questions What can I change about my after school program to align more closely with the focus areas previously discussed? How can I “talk about” my program to communicate the ways that our work impacts student achievement?

Questions and Answers

SED Contact Information Contacts: Linda Woodward, Betsy Kenney, Linda Seaman and Lori Genito (21 st CCLC) (Extended School Day/School Violence Prevention)