Afterschool mary sutton


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  • On a national, state and local level, there is a strong emphasis on strengthening schools so that all children can succeed academically. However, there is more to success than academics and schools cannot be solely responsible for the education of students – all community players including families must work together to provide a total educational experience for youth.
  • To keep students in school their social, economic, and family needs, as well as their academic needs must be met. They need the support and help of the whole community. The often heard statement, "It takes a village to raise a child," is very true. Volunteers and funding are two major ways that communities support their schools. But there are many, many more ways and opportunities to form effective partnerships to help achieve our goals. And they are critical to our success – not a luxury or extra. Some of the initiatives that involve partnering with the community are School-to-Work Programs, drug abuse prevention programs, after-school centers, and parental involvement programs. Regrettably, in too many neighborhoods there is a real disconnect between schools and their surrounding communities – especially in low-income areas where such partnerships may be needed the most
  • Several years ago the C.S. Mott Foundation brought together leaders in education to create a new vision and consider the elements of “time,” and how young people learn The result is a vision for a “New Day for Learning”—a comprehensive, seamless approach to learning that values the distinct experiences that families, schools, out of school timeprograms, and communities provide for children. The task force report is a document is designed to catalyze conversations, raise awareness, and initiate the development ofspecific next steps. I encourage you to take a look at the report which is really a first step towards the kind of change that will require a long, deliberate, and intentional process.
  • A new day for learning is not a curriculum or one-size fits all program; it's a 21st century vision for learning that builds on a foundation of core academics by leveraging community resources to incorporate strategies such as hands-on learning, working in teams and problem solving. Many programs that take place before the school day, after school and during the summer are already using these innovative learning approaches to engage students and increase their chances for success.
  • Afterschool mary sutton

    1. 1. Supporting Student Success Mary B. Sutton Michigan After-School Partnership 517-371-4360 Ext 17 [email_address] Connecting Schools and Communities Through Effective Partnerships
    2. 2. The need to strengthen American schools <ul><li>Too many students are graduating high school unprepared for success in college or the workplace </li></ul><ul><li>Too many students are simply not graduating </li></ul><ul><li>On the aggregate, American students are falling behind their international peers </li></ul>
    3. 3. <ul><li>Schools cannot be the only magic bullet for kids. They need to be healthy, they need to be in adequate housing, they need their emotional needs met, they need their nutritional needs met. And schools can do that only in partnership with other agencies.                                                         -- Judith Johnson, Superintendent, Peekskill, New York </li></ul>
    4. 4. We know that to be successful, all children need to be <ul><li>Safe </li></ul><ul><li>Healthy </li></ul><ul><li>Engaged </li></ul><ul><li>Supported </li></ul><ul><li>Challenged </li></ul>
    5. 5. For our children to truly be successful in addition to the basics, they need : <ul><li>creativity and the arts </li></ul><ul><li>opportunity to learn to work in teams </li></ul><ul><li>understand technology </li></ul><ul><li>be savvy about international issues </li></ul><ul><li>know 2-3 languages </li></ul><ul><li>serve the community </li></ul>
    6. 6. <ul><li>Children spend 20% of their waking hours in school </li></ul><ul><li>What happens during the remaining 80% is vital to their success. </li></ul>
    7. 7. A New Day for Learning <ul><li>We need to re-imagine </li></ul><ul><li>How </li></ul><ul><li>When </li></ul><ul><li>Where </li></ul><ul><li>Young people learn </li></ul>
    8. 8. 21 st Century Vision for learning <ul><li>builds on a foundation of core academics </li></ul><ul><ul><li>leveraging community resources </li></ul></ul><ul><ul><li>incorporating strategies such as hands-on learning working in teams problem-solving </li></ul></ul>
    9. 9. What does it look like? <ul><li>Whether it is urban, suburban or rural </li></ul><ul><li>Expands the definition of School Success </li></ul><ul><li>Uses research-based knowledge about how students learn best </li></ul><ul><li>Fosters collaboration across all sectors </li></ul><ul><li>Integrates various learning approaches and places </li></ul><ul><li>Provides new opportunities for leadership and professional development </li></ul>
    10. 10. What are we doing….. <ul><li>Graduation Requirements </li></ul><ul><li>Common Core Standards </li></ul><ul><li>Early Childhood Initiatives </li></ul><ul><li>Expanded Learning Opportunities </li></ul><ul><li>College Access Networks </li></ul>
    11. 11. Expanded Learning Opportunities – ELOs / After-school <ul><li>Support children and families </li></ul><ul><li>Support schools </li></ul><ul><li>Support communities </li></ul><ul><ul><li>Reduce crime and prevent unsafe behavior </li></ul></ul><ul><li>Support state goals for economic development </li></ul>
    12. 12. Contributions of after-school <ul><li>School-based and school-linked programs are a proven ally in the effort to improve student achievement </li></ul><ul><li>High quality opportunities to learn beyond the traditional day provide safe, structured environments to engage with peers, caring, competent adults in the community and the digital world </li></ul>
    13. 13. What do they look like? <ul><li>Before and after-school </li></ul><ul><li>Summer </li></ul><ul><li>Week-ends </li></ul><ul><li>Service learning </li></ul><ul><li>Mentoring </li></ul><ul><li>Internships </li></ul><ul><li>Apprenticeships </li></ul><ul><li>Dual enrollment in college </li></ul><ul><li>Virtual learning </li></ul>
    14. 14. Programs goals vary but all usually relate to some developmental assets such as: <ul><li>academic success </li></ul><ul><li>character education and civic engagement </li></ul><ul><li>social and emotional development </li></ul><ul><li>wellness and nutrition </li></ul>
    15. 15. ELO’s play a vital role <ul><li>Traditional school day and year are outmoded for today’s learners especially those who are far behind their grade-level peers </li></ul><ul><li>They are a wise educational investment </li></ul>
    16. 16. Improving Student Achievement <ul><li>Research correlates high-quality ELOs to behaviors and dispositions that lead to increased achievement at every grade band </li></ul><ul><li>70% of elementary students participating in high-quality ELOs experienced increases in math scores compared to students who did not participate </li></ul>
    17. 17. Increased graduation rates <ul><li>Students who participate in high-quality ELOs graduate at higher rates than their peers </li></ul><ul><li>High-quality ELOs offer struggling high school students opportunities to receive additional support </li></ul><ul><li>High-quality ELOs help address the challenges associated with 47% of dropouts who leave because school is unchallenging or less important than other options </li></ul>
    18. 18. Addressing issues of equity <ul><li>The literature is clear and compelling about the fact that summer is a season of huge risks and setbacks for low-income youth in the U.S. </li></ul><ul><li>Participation in summertime ELOs can provide an antidote to perpetuating and exacerbating achievement gaps related to summer learning loss. </li></ul>
    19. 19. Connections to the Common Core <ul><li>Fostering habits of mind </li></ul><ul><li>Not easily assessed and are extremely important to the development of the assts individuals need to be successful in a rapidly-changing global economy </li></ul><ul><ul><li>Capacities </li></ul></ul><ul><ul><li>Practices </li></ul></ul>
    20. 20. Mathematical Practices <ul><li>Make sense of problems and persevere in solving them </li></ul><ul><li>Reason abstractly and quantitatively </li></ul><ul><li>Use appropriate tools strategically </li></ul><ul><li>Attend to precision </li></ul><ul><li>Look for and make use of structure </li></ul>
    21. 21. English/Language Arts Capacities: <ul><li>Independence </li></ul><ul><li>Build strong content knowledge </li></ul><ul><li>Comprehend as well as critique </li></ul><ul><li>Value evidence </li></ul><ul><li>Use technology and digital media strategically and capably </li></ul><ul><li>Understand other cultures and perspectives </li></ul>
    22. 22. Priscilla Little of the Harvard Research Project: <ul><li>The research warrant for after-school and summer learning programs is clear: Children and youth who participate in well-implemented programs and activities outside of school are poised to stay enrolled longer and perform better in school than their peers who do not attend such programs </li></ul>
    23. 23. The Quality Imperative <ul><li>Drawing from an increasingly substantial research base, The Quality Imperative identifies seven key elements that lead to high quality ELO’s </li></ul><ul><li>When in place, they are highly correlated with behaviors linked to academic success that result in increases in student achievement and graduation rates </li></ul>
    24. 24. High Quality matters <ul><li>Standards of Quality </li></ul><ul><li>Continuous Program Quality Improvement </li></ul><ul><li>Professional Development </li></ul><ul><li>Sustainability </li></ul><ul><li>Community ownership </li></ul>
    25. 25. Key Elements to Quality <ul><li>Clear programmatic mission </li></ul><ul><li>Array of content-rich program that engages students and builds on their academic and non-academic skills </li></ul><ul><li>Positive adult relationships </li></ul><ul><li>Qualified, well supported and stable staff </li></ul><ul><li>Low staff- to-participant ratio </li></ul><ul><li>Sufficient program resources/sustainability </li></ul>
    26. 26. According to Creative Class <ul><li>Some of our nation’s cities and towns are providing the power behind economic growth and competitiveness because of their broad learning opportunities </li></ul>
    27. 27. So what can we do…now <ul><li>We need to look at time, and how we build partnerships much differently if we are going to be successful </li></ul><ul><li>Focus on a comprehensive continuum of care that supports children at all critical junctures </li></ul><ul><li>Break down silos </li></ul>
    28. 28. “ Change is good…. … You go first.”
    29. 29. What can United Ways do? <ul><li>Community conveners </li></ul><ul><ul><li>After-school Partnerships </li></ul></ul><ul><ul><li>Local Community partners/goals </li></ul></ul><ul><ul><li>Youth Visions/Plans </li></ul></ul><ul><li>High-quality </li></ul><ul><li>Sustainability </li></ul><ul><li>Continuum of care – connect the dots </li></ul>
    30. 30. <ul><li>“ We are shortchanging our future by ignoring the potential of more time and more people to help our children and communities get ahead. We must maximize every opportunity to compete successfully in the international marketplace of ideas and commerce” </li></ul>- Richard Riley United States Secretary of Education 1993-2001
    31. 31. MASP <ul><li>A state-wide coalition of state agencies, organizations and local after school collaborations working to ensure our state’s children and youth have quality after school programs that help keep them safe, healthy, educated, prepared for the workplace and to become successful citizens. </li></ul>
    32. 32. MASP Goals and Initiatives <ul><li>Student Achievement </li></ul><ul><li>Adequate funding </li></ul><ul><li>Increased Access </li></ul><ul><li>Quality </li></ul><ul><li>STEM </li></ul><ul><li>Obesity Prevention/Wellness </li></ul>