Aligning Afterschool
Programs with School
Jaynemarie E. Angbah, Ed.M.
Education Director, CAS
Workshop Objectives
 Understand expanded learning time and its
connection to common core aligned
programming.
 Define and review Common Core State Standards
(CCSS.)
 Understand how afterschool program activities
can support the achievement of CCSS.
 Identify the structures and supports necessary for
staff to incorporate and implement standardsbased programming.
Pair and Share Activity
 Think about an afterschool activity from your
program in which young people were/are
engaged in a meaningful learning experience.
 Working in partners, briefly describe the
activity and what students learned.
 Report back
Afterschool Programs and Student
Learning
 NCLB and a national focus on closing the
achievement gap have led to increased
expectations for afterschool programs to provide
academic support and enrichment.
 Afterschool programs have always cared about
supporting youth cognitive development as part
of positive youth development (Dev. Domains.)
 Now, however, we must become more intentional
about the link between afterschool and student
learning and clearly articulate this link to key
stakeholders (parents, funders, school partners.)
Why do we need ELT?
“Could someone help me with these?
I’m late for math class.”
Scott Spencer
Definition of Expanded Learning Time
 Expanded Learning Time (ELT) programs add
time to the school day, week or year
 ELT programs are an example of Expanded
Learning Opportunities (ELO), a framework
which includes before-school, afterschool and
summer learning programs
“…expanded learning time programs should go
beyond simply adding additional time to the
school day and incorporate successful
afterschool practices: engaging students in
their own education by providing hands-on,
experiential learning opportunities through
community partnerships that build on—but do
not replicate—learning that happens during
the school day. ”
-The Afterschool Alliance
Key Principles of ELOs
 School/Community Partnerships
 Engaged Learning
 Family Engagement
 Intentional Programming
 Diverse, Prepared Staff
 Participation & Access
 Safety, Health & Wellness
 Ongoing Assessment & Improvement
*Afterschool Alliance, Principles of Effective Expanded Learning Programs,
January 2012
ELT Strategies for 21st CCLCs
 Education Coordinators to help with
school/afterschool alignment and integration
 Targeted programming
 Blended staffing patterns (classroom teachers
and youth developers)
 Joint planning and professional development
(school and afterschool staff)
 Partners develop shared goals and systems for
sharing of relevant child/youth data
Common Core State Standards
 Historically, state departments of education developed
their own academic standards.
 In 2009, governors and state commissioners of education
from 48 states, 2 territories and the District of Columbia
(D.C.) committed to developing the Common Core State
Standards (CCSS) for proficiency in English-language arts
and Mathematics for grades K-12 .
 The CCSS define the knowledge and skills students should
have within their K-12 education, so that they will graduate
from high school college and career ready.
 To date, 45 states and D.C. have adopted the CCSS.
 New state tests aligned with the CCSS will be rolled out in
the 2014-2015 school year.
Common Core State Standards in New
York State
 In January 2011, the Board of Regents approved
the New York State P-12 Common Core Learning
Standards (CCLS), which are the compilation of
the Common Core State Standards (CCSS) and the
additional standards developed by the NY State
Department of Education (NYSED.)
 In order to prepare students and teachers over
the next three years for the Common Corealigned state assessments of 2014-2015, The New
York State Education Department (NYSED) is
starting to align their summative assessments to
the CCLS in 2012-2013.
What does it mean to be college
and career ready?
Students who meet the ELA standards
will be able to:
• Demonstrate independence.
• Build strong content knowledge.
• Respond to the varying demands of audience, task,
purpose, and discipline.
• Comprehend, as well as critique information.
• Value evidence.
• Use technology and digital media strategically and
capably.
• Come to understand other perspectives and cultures.
Students who meet the Math standards
will be able to:
• Make sense of problems and persevere in solving them.
• Reason abstractly and quantitatively.
• Construct viable arguments and critique the reasoning of
others.
• Model with mathematics.
• Use appropriate tools strategically.
• Attend to precision.
• Look for and make use of structure.
• Look for and express regularity in repeated reasoning.
Implementing
Common Core
Standards
Sandra Alberti
Student Achievement Partners
September 26, 2011
ELA/Literacy: 6 shifts*
1. Gr. K-5: Balance of fiction and informational
texts.
2. Gr. 6-12: More non-fiction in English class and
incorporating reading/writing into other subject
areas (e.g. science)
3. Reading grade-level appropriate texts
4. Asking questions the answers to which can
only be found in a deep reading of the text
5. Writing to inform or argue using evidence
6. Academic Vocabulary
*Adapted from Sandra Alberti, Student Achievement
Partners, 2011
Mathematics
•
•
•
•
•
•
•
•
FOCUS
FOCUS
FOCUS
Coherence
Fluency
Deep Understanding
Application
Intensity
Priorities in Mathematics
Grade
K–2
3–5
6
7
8
Priorities in Support of Rich Instruction and Expectations of
Fluency and Conceptual Understanding
Addition and subtraction, measurement using
whole number quantities
Multiplication and division of whole numbers and
fractions
Ratios and proportional reasoning; early
expressions and equations
Ratios and proportional reasoning; arithmetic of
rational numbers
Linear algebra
Key Fluencies
Grade
Required Fluency
K
Add/subtract within 5
1
Add/subtract within 10
2
3
4
5
6
Add/subtract within 20
Add/subtract within 100 (pencil and paper)
Multiply/divide within 100
Add/subtract within 1000
Add/subtract within 1,000,000
Multi-digit multiplication
Multi-digit division
7
Multi-digit decimal operations
Solve px + q = r, p(x + q) = r
8
Solve simple 22 systems by inspection
Activity #1:
CCSS in Afterschool
 Reflect on the ELA “shift” to more informational
texts and the increased Math focus on fluency.
 In groups of 3-4, have each person share one
activity from their program that would give
children the opportunity to work in either of
these two areas.
 *Tip: Consider activities that would have children
reading/discussing/writing non-fiction or building
their speed & accuracy with math facts
How Can Afterschool Programs
Support the CCSS Initiative?
 Design afterschool activities and create lesson
plans that reinforce CCSS.
 Share information with families on CCSS.
*Parent Guides available NYCDOE
Common Core webpage and National PTA
 Help families understand their critical role in
supporting learning in the home.
Going Deeper:
CCSS for English Language Arts
ELA Anchor Standards exist for:
 Reading
 Writing
 Language
 Speaking and listening
How do you evaluate student
learning?
 Final product
 Self, peer and instructor assessment
(reflection sheets, instructor observation)
 Class discussions
 Writing samples
 Portfolios
 Public presentations
 Rubrics
Structures and Supports for Success
What structures and supports help afterschool programs
incorporate and align with academic standards?
 Education Coordinator and Director
 Staff training (joining school staff PD)
 Lesson plans that reference standards
 Collaborative lesson-planning (peer support)
 Standards-based curricula
 Thematic Learning & Project-based learning (content
aligned w/standards)
 Publishers Criteria (ELA)
Common Core Aligned Curricula
Literacy
 Afterschool KidzLit
S.T.E.M
Grades K-5
• Afterschool KidzMath
• Afterschool KidzScience
• Lego Mindstorm (Robotics)
• Scratch Ed Animation
Grades 6-8
• Robotics (Lego Program)
• Scratch Ed
Common Core Aligned Curricula
Fitness and Nutrition
 Boys and Girls Clubs of America Triple Play curricula
http://www.bgca.net/Programs/TriplePlay/ body.aspx
(first log in to BGCA.net)
 Project Adventure’s Adventure Curriculum for Physical
Education
 The New York City Department of Education’s Move to
Improve Fitness Curriculum:
http://schools.nyc.gov/Academics/FitnessandHealth/M
oveImprove/default.htm
 SPARK www.sparkpe.org/after-school
Additional Resources
 Official Common Core State Standards
website:
http://www.corestandards.org/the-standards
 NYCDOE website Common Core Resource
Page (includes Parent Guides in 9 languages):
http://schools.nyc.gov/Academics/CommonCore
Library/default.htm
 National PTA – CCSS Parent Guide:
www.pta.org/parentguides
nationalcenterforcommunityschools.org