1. The Why and How of Common Core and Afterschool/ Youth Development April 18 th, 2014

2. Out of school educators are the link between school- based curriculum and the rest of a student’s world. --Elena Silva Carnegie Corporation

3. AGENDA  Welcome & Get to Know You  What are the Common Core State Standards (CCSS)?  CCSS Implementation: Transitions and Changes  AYD and the Common Core: Academic Outcomes and Alignment

4. Learning Objectives Participants will:  understand what the Common Core State Standards are and the role they play within afterschool and youth development  understand how you can use the standards and the Habits of Mind to support program development  identify helpful resources for aligned activities and communication tools for staff and families

5. Logistics and Agreements  Bathrooms, breaks and phones  Varying opinions regarding CCSS  Agreements

6. Introductions  Introduce yourself  Share one word that comes to mind when you think of Common Core State Standards

7. Circle Time Step into the circle if the statement is true for you…

8. Common Core State Standards Explaining the Common Core in 3 Minutes http://www.youtube.com/watch?v=5s0rRk9sER0&feature=player_detailpage http://www.youtube.com/watch?v=5s0rRk9sER0&feature=player_detailpage

9. The Common Core State Standards  High Academic Learning Standards  Math and English Language Arts  Every Grade Level  Adopted by 44 states www.ReadyWA.org

10. Learning standards compared to a curriculum… Learning Standards  set goals around what students should be able to know and do at the end of each grade. Curriculum  made up of teaching and learning materials that teachers use to help construct their day-to-day lesson plans. www.ReadyWA.org

11. Who Developed Common Core?  A non-partisan group of governors and state school chiefs began working in partnership on shared standards in 2009.  Hundreds of teachers, education researchers, mathematicians, and other experts across the country provided input and guidance in a collaborative process. www.ReadyWA.org

12. Why Common Core? WA adopted Common Core because these standards and the aligned teaching resources and tests will help students be better prepared for college and work. www.ReadyWA.org

13. Currently in Washington  Less than half of our students graduate from high school ready for college;  Washington has the 12th largest achievement (or opportunity) gap in the country; and  By 2018, 2 out of every 3 jobs in WA will require a college degree or certificate. www.ReadyWA.org

14. Smarter Balanced Testing Timeline DATEACTION 2012-2013 Pilot Test was presented to students at about 5,000 schools across the Consortium. 2013-2014 Field Test of the entire pool of Smarter Balanced items is expected to involve students in about 15 percent to 20 percent of Consortium schools, and will gather the information necessary for final evaluation of item quality. 2014-2015 Implementation http://www.k12.wa.us/CoreStandards/default.aspx

15. Three Shifts in ELA/Literacy  Building knowledge through content-rich nonfiction  Reading, writing and speaking grounded in evidence from text, both literary and informational  Regular practice with complex text and its academic language

16. The Three Shifts in Mathematics  Focus : Strongly where the standards focus  Coherence : Think across grades and link to major topics within grades  Rigor : Require conceptual understanding, fluency, and application

17. Let’s take a look!  Choose a set of standards that are in the age group you work with.  Read the standards.  Break into pairs and share two things with your partner:  What do you notice about the structure and content of the standards? Is it different from what you expected?  What activities are you already doing that support the standards?

18. What questions do you have?

19. Afterschool & Youth Development’s Role Support children and youth by… (your mission here)

20. Aligning with CCSS and/or meeting academic outcomes?  Offer quality programming  Foster Habits of Mind  Build effective partnerships with schools We know that quality AYD programs enhance student achievement. The Common Core Standards: What do they mean for Out-of-School time? The Forum for Youth Investment, July 2012 www.forumfyi.org

21. Quality & Student Achievement

22. We know high quality Expanded Learning Opportunities are correlated with students gains in academic achievement, school engagement, and social and emotional development. Connecting High-Quality Expanded Learning Opportunities and the Common Core State Standards to Advance Student Success, Council of Chief State School Officers, 2011, www.ccsso.org

23. AND… Afterschool and Youth Development programs (whether or not ELO)  Increase engagement and sense of belonging  Provide opportunities for voice and leadership  Build strong connections between school, community and families All of these outcomes support success in school and life. Connecting High-Quality Expanded Learning Opportunities and the Common Core State Standards to Advance Student Success, Council of Chief State School Officers, 2011, www.ccsso.org

24. Offer Quality Programming  Washington State Program Quality Standards Washington State Program Quality Standards  Assessment and Improvement, Program Quality Initiative Assessment and Improvement, Program Quality Initiative  Washington State Core Competencies for Child and Youth Development Professionals Washington State Core Competencies for Child and Youth Development Professionals  Ongoing professional development Ongoing professional development www.schoolsoutwashington.org

25. Quality Practices that Align with CCSS  Thematic Learning  Inquiry-based Learning  Project-based Learning  Collaborative Learning  Using Multiple Grouping Strategies  Combine fun with academic rigor  Youth Voice From: Getting a Head Start on the Common Core, Summer Matters http://summermatters2you.net/wp-content/uploads/2013/11/Getting-a-Headstart-on-the-Common-Core.pdf

26. Focus on Learning Goals  Promote Critical Thinking: use open-ended questions  Communicate Learning Objective: share with youth the learning or skills building focus  Reflect: check-ins at end of activity for understanding and to encourage connections to pervious experiences  Build Skills: link activities to age-appropriate academic and developmental skills, build in- depth subject knowledge From: Getting a Head Start on the Common Core, Summer Matters http://summermatters2you.net/wp-content/uploads/2013/11/Getting-a-Headstart-on-the-Common-Core.pdf

27. Habits of Mind Afterschool and Youth Development Field use the term Habits of Mind, the CCSS call it: English/Language Arts Capacities Mathematical Practices See Handout

28. Activities that support building Habits of Mind… DIRECTIONS In small groups, brainstorm activities that align to the practices/capacities provided on the flip chart paper.

29. Foster Habits of Mind  Practice hands-on learning  Implement engaging activities  Teach effective learning habits Connecting High-Quality Expanded Learning Opportunities and the Common Core State Standards to Advance Student Success, Council of Chief State School Officers, 2011, www.ccsso.org

30. Build Effective Partnerships with Schools  Build on school day curriculum  Communicate with families  Participate in professional development  Share child/youth data Connecting High-Quality Expanded Learning Opportunities and the Common Core State Standards to Advance Student Success, Council of Chief State School Officers, 2011, www.ccsso.org

31. If your program is designed for academic success or you have aspirations of receiving academic outcome related funding…  Get to know Habits of Mind and  Build staff awareness of standards for the grade level they are working with and  Identify specific academic needs of individual youth and  Intentionally link program activities and outcomes to Habits of Mind

32. If your program is not an ELO or focused on academic outcomes …  It is still important for staff to be aware of CCSS and  Useful to be aware of Habits of Mind and what programmatic activities support Habits of Mind and  Know that quality programs foster executive functioning skills, dispositions and social/emotional skills that support academic success

33. Planning for Academic Outcomes  Be intentional  Take this information back & share with staff  Develop an action plan  Build staff skills Encourage and provide professional development opportunities on partnership building, program quality improvement and fostering Habits of Mind

34. ACTION PLAN DIRECTIONS Use the action planning worksheet to set at least one CCSS related goal. Keep in mind the three key ingredients to aligning with CCSS Quality Programming Habits of Mind Effective Partnerships

35. What questions do you have?

36. Reflection Write on post-it and place on the correlated flip chart  What is one action you can take to intentionally link Habits of Mind to current program activities?  What is one action you can take to engage and support parents’ education on Common Core?  Given your work with youth, families, and school staff, what supports and resources do you need to be successful?

37. Questions? Emily A. Emerson, Statewide Training Manager 206-336-6921 eemerson@schoolsoutwashington.org www.schoolsoutwashington.org

38. RESOURCES Common Core State Standards Initiative http://www.corestandards.org/ Habits of Mind http://habitsofmind.org/ Next Generation Science Standards http://www.nextgenscience.org/ http://www.nextgenscience.org/ Smarter Balanced Assessment Consortium http://www.smarterbalanced.org/ Ready WA www.ReadyWA.org

39. PARENT RESOURCES http://www.cgcs.org/Domain/36 Parent Roadmaps http://www.corestandards.org/about-the- standards/frequently-asked-questions/ FAQs on Common Core State Standard website http://pta.org/parents/content.cfm?ItemNumber=2583 Parent’s Guide to Student Success https://www.teachingchannel.org/videos/how-to-read- common-core How to read the CCSS for teachers and helpful for AYD staff and parents