Promising Practices
for
Extended Day
Extended Year Learning
Session Goals:
• Mid-term report on Extended
Day/Extended Year
• WV Statewide Afterschool Network
• National Summer Learning Association
• Promising Practices and Resources
• Talk about next steps and future webinars
Mid-Term Reports
Due January 31, 2016
(deadline will be extended to February 28, 2016)
Susan Gamble, Director
Purpose
Create and sustain a statewide partnership to:
• Raise awareness of the importance and accessibility of high quality
“out-of-school time” programs for all school age children,
• Share criteria of effective programs and best practices among
providers and the public, and
• Promote sustainability of such programs throughout West Virginia
WVSAN@mail.wvu.edu|wvsan.wvu.edu
Lifelong Learning
Source: Falk,&J.&H.,&&&Dierkling,&L.&D.&(2010).&The&95&percent&soluAon."American"Scien,st,&98,&486–493.
WVSAN@mail.wvu.edu|wvsan.wvu.edu
High-Quality “Third Space”
Examples of components of a high-quality program:
• Connects with school learning
• Promotes high levels of student engagement
• Skill building
• Provides an opportunity for autonomy and choice
• Builds a sense of community by fostering relationships among
participants, parents, school, and community
WVSAN@mail.wvu.edu|wvsan.wvu.edu
Research
Research shows that high quality out-of-school time learning:
• Improves academic success, i.e. can reinforce
early literacy skills development
• Reduces engagement in risky behaviors
• Supports social and emotional development
• Increases school attendance
• Builds workforce development skills
• Supports working families
WVSAN@mail.wvu.edu|wvsan.wvu.edu
America After 3PM: WV Results
• 19% of kids in West Virginia participate in afterschool programs, but
48% would participate if an afterschool program were available to
them.
• 20% of West Virginia’s children are alone and unsupervised between
the hours of 3 and 6 p.m.
• 71% of parents agree that afterschool programs help parents keep
their jobs.
WVSAN@mail.wvu.edu|wvsan.wvu.edu
Three Major Initiatives
Quality
• Support statewide systems for afterschool and expanded learning
programming to ensure programs are of the highest quality.
Healthy Lifestyles
• Promote healthy lifestyles for youth by offering an array of organized
physical activities, and serving healthy afternoon or summer meals
and snacks, while emphasizing the value of nutrition education.
STEM
• STEM education provides intentional and relevant learning
opportunities by offering innovative hands-on learning.
WVSAN@mail.wvu.edu|wvsan.wvu.edu
WV Afterschool Program Standards
Offered as voluntary guidance on effective practice that may serve as:
• A framework of clear expectations for all stakeholders.
• A guide to inform statewide decision-making, for example,
professional development focus areas, funding support and advocacy.
• A guide for program providers to assess their own program site and
organizations to help determine areas for continuous improvement.
• A guide for parents and youth to identify quality programming.
• A guide for school administrators to reinforce and advance
educational priorities.
WVSAN@mail.wvu.edu|wvsan.wvu.edu
WV Afterschool Program Standards
• Assist with high-quality practices
• Foster continuous improvement
• Voluntary
• Align with WV Out-of-School Time Program Requirements and the
WV Child Care Center Licensing Rules
• Applicable to multi-age groups of school-age children in a variety of
settings
• Based on research of best practices in Out-of-School time
programming
WVSAN@mail.wvu.edu|wvsan.wvu.edu
WV Afterschool Program Standards
Located at: http://wvsan.ext.wvu.edu/r/download/205477
• Administration and Management
• Family and Community Relations
• Professionalism and Leadership
• Observation and Assessment
• Child Growth and Development
• Environment and Curriculum
• Health, Safety and Nutrition
WVSAN@mail.wvu.edu|wvsan.wvu.edu
WVSAN@MAIL.WVU.EDU • WVSAN.WVU.EDU • 304.720.9884
4700 MCCORKLE AVE SE, CHARLESTON, WV 25304
NSLA is a partner for the Campaign for Grade-Level Reading and offers the following:
Consultation
Funding Strategy and development, funder collaboratives, program design and implementation, evaluation, and community strategic
planning
Facilitated Peer Learning
Place-based or topic-based professional learning communities and resource brokering
Tools and Resources
Research in brief, Community indicators of effective summer learning programs, summer learning program quality intervention,
Summer Learning Day toolkit and Tip Sheets, Summer Starts in September Program Planning Guide, Community Report Cards
Virtual/In-Person Professional Development
Standard or custom webinars on research, quality, policy, and best practices
Presentations
Make the case for summer learning to funders, education leaders
Program and Community Capacity Building
Every year, NSLA holds the only national conference focused entirely on summer. This year:
• Dr. Hrawbowski, President of the University of Maryland, Baltimore County and one of TIME Magazine’s
Most Influential People in the World, gave an inspiring keynote speech about serving students during out of
school time.
• A reception was held for those involved in the GLR Campaign to network and share progress.
• Interactive workshops allowed participants to interact with peers and walkway with tools and resources to
use at their home sites.
• A panel of NSLA and the New York Life Foundation winners of the 2015 Excellence in Summer Learning
Award shared what made their summer programs successful.
•
A common theme? Collaboration with the community and constant staff/programing reflection and evaluation.
Winners of the 2015 Excellence in
Summer Learning
Pittsburgh Public Schools' Summer Dreamers Academy
offers 27 days of free academic and enrichment camp
designed to combat summer learning loss among rising
first to eighth grade students. Since 2010, the program
has provided 2,100 campers with engaging classes in
reading and math, as well as high-quality enrichment
programming ranging from fencing and judo to creative
and performing arts, technology development, and
community service.
Winners of the 2015 Excellence in
Summer Learning
Project Transformation (Dallas Area) promotes
summer programming focused around the “3
C’s:” Children, College Students, and Churches.
This past year, 1,000 children grades k-12, 113
AmeriCorps college students, 10 churches as
host sites, and 60 churches as volunteers or
funders made Project Transformation
successful.
Winners of the 2015 Excellence in
Summer Learning
Rahm’s Reader’s Summer Learning
Challenge is a 24-hour a day online,
drop-in, and take-home program by
Chicago Public Library to promote
increased literacy, 21st Century skills,
and STEAM learning for 83,000 young
people in Chicago, Ill. from prekindergarten to twelfth grade. Chicago
Public Library was recognized for its
high level of coordination and
collaboration with other city groups.
Summer Learning Library: a growing
clearinghouse of research and publications
related to summer learning.
http://www.summerlearning.org/?page=library1
Summer Learning Day: July 7, 2016 – Add your
event to the interactive map and pledge to keep
kids learning this summer!
http://www.summerlearningdaymap.org/index.php
Technical Assistance Solutions: NSLA will provide
consultations for developing a summer program,
or you can purchase the planning guide:
https://summerlearning.site-ym.com/store/ViewProduct.aspx?id=2119014
Making Summer Learning Relevant
Carol Malcolm-Parsons, Education and Family Specialist
World Vision Appalachia, Philippi, West Virginia
Objectives
 Know how to design and implement a summer
program utilizing a community asset approach
 Design a summer program that will reach students
in non-traditional ways
 Increase knowledge of how to utilize mentors
during a summer program
Agenda
 Program Strategy and Design
 Community Engagement and Partnerships
 Mentors
 Results and Lessons Learned
Program Design
Develop a relationship with school personnel
Spend a lot of time listening to your school
administrators … ask them to dream
Do your research during the design phase
Develop an advisory council
Program Strategy and Design
Look for effective programs that fit
your needs … don’t reinvent the wheel
Meet with local SMEs
Become familiar with school schedules
Review standardardized test scores
Recruit through local teaching staff
Community Engagement and Partnerships
During design phase, become
aware of opportunities for utilizing
assets in the community.
In rural communities, transporation
is always an issue.
Partner with local agencies to provide
space for ongoing programs.
Utilize summer feeding programs.
Program Snapshot
iCount High School Mentors
PLAN:
Hire four students.
Mentors would receive training.
Mentors would provide
assistance to adult staff AND
provide academic tutoring for
program participants.
What really happened?
Way more than expected!!
Results and Lessons Learned
Hire staff much sooner for planning and
curriculum development
Utilize more project-based learning
Thank you for attending today!
Carol Malcolm-Parsons, Education and
Family Specialist
cmalcolm@worldvision.org
Shelby Dettinger, Engagement Officer
sdetting@worldvision.org
Where do I begin?
The only behavior measure that correlates
significantly with reading scores is the
number of books in the home.
An analysis of a national data set of nearly
100,000 United States school children found
that access to printed materials--and not
poverty--is the "critical variable affecting
reading acquisition."
Jeff McQuillan, The Literacy Crisis: False Claims, Real Solutions, 1998.
A typical middle class child enters first grade
with approximately 1,000 hours of being read
to, while the corresponding child from a lowincome family averages just 25 of those hours,
such differences in the availability of book
resources may have unintended and
pernicious consequences for low-income
children' long term success in schooling.
Jeff McQuillan, The Literacy Crisis: False Claims, Real Solutions,
1998.
The most successful way to improve the
reading achievement of low-income children is
to increase their access to print.
Communities ranking high in achievement tests
have several factors in common: an abundance of
books in public libraries, easy access to books in
the community at large and a large number of
textbooks per student.
Newman, Sanford, et all. "American's Child Care Crisis: A Crime
Prevention Tragedy"; Fight Crime: Invest in Kids, 2000.
The achievement gap that exists between lowincome and high-income children can be
narrowed or even closed simply by giving books
to low-income kids.
Just a dozen books selected by the child, at a total
cost of about $50, can achieve the same
improvements in school performance as $3,000
worth of summer school.
(Richard Allington et al, "Ameliorating summer reading setback among
economically disadvantaged elementary students ", February 2010)
Get books in the
hands of children
and families!
Strategies
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Imagination Library
Book Drives
Ask churches to collect books
Engage with Goodwill to collect books
Put books in backpacks
Ask the local food pantry to offer them
Engage with your local library
Free Little Libraries
How do I make it better?
Strategies
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Think beyond “academics”
Increase the duration (half vs. whole day)
Use your community resources
Ask organizations to come to you
Engage the community in the learning
Brooke County
ONE VOICE, ONE BOOK, ONE JOURNEY, ONE COMMUNITY
PROJECT IDEAS FOR “THE MIRACULOUS JOURNEY
OF EDWARD TULANE” BY AUTHOR, KATE DICAMILLO
Winfield Elementary third-grader Tristan Cote (left) and fourth-grader
Nick McWhorter work with their teammates Tuesday to build a tower
using marshmallows and dry spaghetti during the first after school
STEM learning session sponsored by the Tri-County YMCA. -
June Harless Center
For Rural Educational Research
and Development
College of Education and Professional Development
Jenkins Hall, One John Marshall Drive 25755 / 304.696.2945
To provide leadership in educational
initiatives for WV educators and students,
providing educators and families of
rural WV with a support system that addresses
educational problems, sustains school
improvement and provides positive
growth in all educational factors.
A partnership with Carnegie Mellon
University’s CREATE Lab provides our
network of rural Appalachian schools
access to technologies and ideas
generated at the CREATE Lab in
Pittsburgh.
• Arts and Bots-Robotics (Prek-8th)
• Children’s Innovation Project-Circuitry (Prek4th)
• Gigapan
• Message from Me
• And more!
•
The Flipped Learning program focuses on helping teachers make
optimal use of instructional time. By moving lectures, demonstrations
and presentations outside of the instructional day, teachers are able
to maximize class time for investigations, hands-on projects and
group work.
•
In 2014-2015, teachers from Cabell, Lincoln, Mason and Wayne
Counties met to develop flipped lessons for implementation in their
classrooms. Putnam county teachers will develop lessons for the 20152016 school year.
Professional Development
and Outreach
• Hands-on
Science
• Literacy
• StandardsBased Math
Summer Camps
STEM focus for extended school year
• Arts and Bots
• Shewey Science
• Huntington Museum of
Art
• Transition Camps for
incoming pre-k and
kindergarten children
How do I expand?
Strategies
Share your resources with organizations that
are already providing extended day or
extended year learning (transportation,
personnel, training, supplies)
What are the obstacles?
Transportation
Strategies
• Partner with churches
• Partner with other organizations as a fiscal
agent
• Use trainees
• Pay parents
• Take the opportunity to the children
• WiFi access
What is a community school?
• Both a place and a set of partnerships between the school and other
community resources
• Focus on academics, health and social services, youth and
community development and community engagement
• Leads to improved student learning, stronger families and healthier
communities
• Schools become centers of the community a4nd are open to
everyone – all day, every day, evenings and weekends.
• Provides access to services for students, families and the
community
Community School Policy
Policy 2425 – COMMUNITY SCHOOLS: PROMOTING
HEALTH, SAFETY AND WELLBEING FOR ACADEMIC
SUCCESS OF STUDENTS
The Objectives of the
Community Schools Policy
• to provide a framework for schools as they work to
address the complex needs of students.
• to recognize the needs and understand that schools
cannot meet students’ needs alone . . . schools must
engage the community to ensure that all students’ and
family needs are addressed so they can be healthy and
ready to learn.
• has been prepared as a positive for county boards to
embrace without mandates.
How Do You Determine a “School” is
a “Community School”?
• Each school has a focus on a set of
results
• Strategic alignment
• Community School Coordinator
Congratulations! WV Community Schools
(various levels of development from exploring, emerging, maturing and sustaining)
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Berkeley – Musselman High School
Calhoun – Arnoldsburg Elementary
Clay – H.E. White Community School
Kanawha – Mary C. Snow
Lincoln County - Ranger Elementary and Midway Elementary
McDowell – Southside K-8 & county level
Randolph – County level
Mingo – County level exploration
Communities in Schools - Greenbrier East HS, Eastern
Greenbrier MS, Western Greenbrier MS, Rainelle Elementary,
Ronceverte Elementary and White Sulphur Springs Elementary
– as of August 2015
Resources
WVDE Community Schools Website:
http://wvde.state.wv.us/osp/
Coalition for Community Schools
www.communityschools.org
Paula Fields
WVDE-Community Schools Coordinator
prfields@k12.wv.us
Rebecca King
WVDE- School Health and Section 504
rjking@k12.wv.us
Teresa Mace
WVDHHR-School Health Director
Teresa.L.Mace@wv.gov
Next Steps
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Start planning now for summer
Review the Mid-Term Report Template
Provide feedback for revisions
Utilize your network of support
Send us your Bright Spots
Webinar Series
• December 16, 2015
Promising Practices / Looking at Data to Support School
Readiness
• January 20, 2016
Promising Practices / Looking at Data to Support School
Attendance
• February 17, 2016
Promising Practices / Looking at Data to Support Family
Engagement
• March 16, 2016
Supporting the County Action Plan
• April 20, 2016
Plan Revisions
For assistance:
Ctwebb@k12.wv.us
304-558-9994 (Office)
814-525-9662 (Cell)