Out-of-School Time Forum Dr. Heath E. Morrison Ch Charl rlotte e - - PowerPoint PPT Presentation

Out-of-School Time Forum

• Dr. Heath E. Morrison

Ch Charl rlotte e Me Meck ckle lenb nburg urg Li Libra rary ry Be Beattie ies Fo Ford rd Bra Branc nch

No

• Nov. 22, 201

013

Every child…

…used to mean closing achievement gaps and graduating more students with the promise of college

College 12th grade Kindergarten

Extended Learning Task Force

Recommendation 1: Develop an overarching extended learning strategy that defines the system-wide goals for extended learning, applies learning in new and innovative ways and identifies blended funding models to support it. Recommendation 2: Provide extended- learning specialists. Recommendation 3: Encourage blended staffing.

Extended Learning Task Force

Recommendation 4: Strengthen CMS After-School Enrichment Program. Recommendation 5: Address barriers to integrated partnerships. Recommendation 6: Promote innovative learning opportunities for students in extended learning time. Recommendation 7: Support the strategies of the community-wide Out-

• f-School Time Framework.

How will the recommendations from the task force be used?

Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through technology and strategic school redesign.

Strategic Plan goals to support extended learning

Goal 3: Cultivate partnerships with families, businesses, faith-based groups and community organizations to provide a sustainable system of support and care for each child.

How the goals are implemented:

Plan Elements Example

Goal Maximize academic achievement in a personalized 21st century learning environment to graduate college and career ready Focus Area Focus Area III Access to Rigor Performance Indicator Percentage of graduates successfully completing at least one AP / IB course 2017-2018 Target 60% Milestone Baseline Year 2012-2013 44% Strategy Utilize available tools to identify students for enrollment in higher level classes with support Tactic Each school will utilize PSAT student data to identify students for enrollment in Advanced Placement classes

Goal 3:

Focus areas: Family engagement; communication and outreach; partnership development Key strategies: Ongoing, two-way communication strengthening parent engagement and advocacy; community asset mapping/school needs inventory; strengthen CMS Foundation

Goal 6:

Focus areas: Learning everywhere, all the time; innovation and entrepreneurship; strategic school design; innovative schools Key strategies: 1:1 for all students and anywhere, anytime learning; every child with at least two quality CMS options; portfolio of quality public school options; school redesign and creation of new and innovative schools

Every child….

Every day…

… For a better tomorrow.

A COMMUNITY PERSPECTIVE

OUT-OF-SCHOOL TIME

Brian Collier, Senior Vice President, Community Programs and Civic Leadership Foundation For the Carolinas

Education 24/7

Expanding Learning Opportunities for North Carolina Students to be Career and College Ready

Public School Forum of North Carolina Emma Swift, Senior Research Analyst

Advancing Out-of-School Time in Mecklenburg

• 45 community

partners

• Research informed
• Priority objectives

and strategies

MAKING THE CASE

Out-of-School Time Research Summary

Limitations

• Out-of-school time research is promising

but limited

• Research limitations:
• Few rigorous program evaluations
• Program design and delivery varies widely
• Primarily short-term impacts
• Trend toward aligning OST with academic outcomes

informs what gets evaluated

• Practical Limitation
• Time!

What’s possible?

Developmental Domain Initial Skills, Knowledge, Attitude Intermediate Behavior Change Social/Emotional

• Child self-perceptions
• Social skills
• Civic engagement
• Behavior management skills
• Life skills

↑ Positive social behaviors ↓ Problem behaviors ↑ Scholastic behaviors ↑ Engagement in school and community ↓ Substance abuse ↓ Reproductive risk behavior ↑ Physical activity and food choices Cognitive (Academic)

• Scholastic and academic skills
• Achievement motivation

Physical (Health)

• Substance use knowledge and

refusal skills

• Skills and knowledge that increase

physical health

• Skills and knowledge that reduce

reproductive risk

Children are safe, healthy, educated and prepared

OUT-OF-SCHOOL TIME OUTCOMES

What works?

SHORT ANSWER Research-Informed

Specific goals Structured programming based on sound educational techniques Frequent attendance

LONGER ANSWER Practice-Informed

A clear mission High expectations and positive social norms A safe and healthy environment A supportive emotional climate Small total enrollment Stable, trained personnel Appropriate content and pedagogy Integrated family and community partners Frequent assessment

Source: Apsler, R. A. (2009). Source: Bodilly, S., & Beckett, M. K. (2005).

Potential Impacts

Self-esteem & self-concept Attitudes towards school Positive interactions with others Communication skills Leadership skills Reduced drug use Healthy food choices School grades School attendance Safe place Connection to caring adults Physical activity Aspirations for higher education Reduced risk behaviors Sense of belonging Expression of thoughts & feelings Cultural awareness Understand others Personal responsibility Work habits Career aspirations Community engagement & civic participation And more…

Addressing the need…

Middle School Youth Risk Behavior Survey Question 2007 2009 2011

Youth alone after school without a parent or trusted adult three

• r more hours per average school day

15% 15% 16% Agree or strongly agree that in their community they feel like they matter to people 51% 53% 45% Most of the time get the help they need when they feel sad, empty, hopeless, angry or anxious N/A N/A 35% Definitely/probably will complete a post high school program such as vocational training program, military service, community college, or 4-year college 82% 68% 73%

Source: Charlotte-Mecklenburg Youth Risk Behavior Survey, Middle School Students

Child Population 2012

242,486 158,295 33,203

• Children,

Under 18

• School-age

Children, 6- 17

• School-age

Children in Poverty

Source: U. S. Census, American Community Survey 1-Year Estimates, 2012

OUT OF SCHOOL TIME SECTOR GOAL All children (K-12) have access to out-of-school time experiences that

support learning, enrichment and healthy development.

• Provide intentional programming in a safe, supportive, and engaging

environment.

• Adopt shared definition of program quality
• Promote practice of continuous quality improvement
• Support alignment of activities with individual program goals

Program Quality

• Equip all staff to provide effective programming and to create an

environment that supports healthy development.

• Develop a system of coordinated professional development that is aligned

with program and sector needs

• Raise professional standing of OST workforce

Professional Development

• Provide data and information to inform provider practice, guide family

choices, and communicate the impact of out-of-school time to community stakeholders.

• Provide accurate and timely information about OST programs
• Develop a system to track program participation and child outcomes
• Increase provider access to research, best practice and community data

Data & Information

DATA AND INFORMATION WORKGROUP

Pamela McCarter, Library Outreach Coordinator Charlotte Mecklenburg Library

Provide data and information to inform provider practice, guide family choices, and communicate the impact of out-of-school time to community stakeholders.

Objectives Strategies Next Steps

Provide accurate and timely information about OST programs  Conduct needs assessment among identified users  Identify a community tool to collect and disseminate program information  Identify partners and host entity for program information tool  Create work group to conduct review of national models and recommend local data system Develop a system to track program participation and child outcomes  Define sector outcomes and measurement tools  Define a process for collecting and tracking information Increase provider access to research, best practice and community data  Develop a clearinghouse of best practices and OST resources  Identify and track strengths- based indicators for OST sector

DATA AND INFORMATION

PROFESSIONAL DEVELOPMENT WORKGROUP

Eric Rowles, President/CEO Leading to Change

2013

Expand Learning: Building a Framework for Out-of-School Time

Professional Development

2013

Expand Learning: Building a Framework for Out-of-School Time

Professional Development

Why not just ANYONE can be an OST provider!

2013

Expand Learning: Building a Framework for Out-of-School Time

Professional Development

2013

Expand Learning: Building a Framework for Out-of-School Time

Professional Development

2013

Expand Learning: Building a Framework for Out-of-School Time

Professional Development

2013

Expand Learning: Building a Framework for Out-of-School Time

Professional Development

2013

Expand Learning: Building a Framework for Out-of-School Time

Professional Development

PROGRAM QUALITY WORKGROUP

Jake House, Executive Director North Carolina Citizen Schools Tom Warshauer, Community Engagement Manager City of Charlotte – Neighborhood and Business Services

Why does Quality Matter?

A community with program quality and standards

• Blur the line between out-of-school and

in-school time

• Measure outputs instead of inputs
• Collectively hold ourselves accountable

for student success and achievement

A community without program quality and standards

• Low expectations for students and

providers

• Lack of innovation
• Inability to assess what works, what

doesn’t and what needs support

The Out of School Time Framework For Charlotte-Mecklenburg:

A Vision For Program Quality

Provide intentional programming in a safe, supportive and engaging environment Define clear

• bjectives,

strategies, and concrete next steps to advance the work

All children (K- 12) will have access to out-of- school time experiences that support learning, enrichment and healthy development

Our Approach To The Work

• As a cross-functional group representing different entities,

we came together to develop a research based approach to out-of-school time. Our mission was to:

• Create engaging out-of-school time environments where children

can thrive

• Establish a common language and shared understanding of out-of-

school time for all stakeholders

• Inform professional development for out-of-school time staff
• Provide a context for fundraising and public policy efforts
• Increase public recognition of out-of-school time as a professional

field that plays an important role in the lives of children and families

The Program Quality Approach

• Create a slide with the Program Quality grid—

Objectives/Strategies/Next Steps

• State that the group evolved the work to create a draft of

standards

Objectives Strategies Next Steps Adopt shared definition of program quality

• Define quality standards
• Communicate quality standards to

providers, families and funders

• Create quality

standards work group to review national examples and recommend local standards (already completed)

• Establish

Learning Collaboratives for outcomes training and logic model review Promote practice

• f continuous

quality improvement

• Identify a range of compatible tools to

assess and improve program quality

• Provide professional development,

technical assistance, and

• rganizational capacity building to

improve programs

• Support implementation of evidence-

based and best practices

• Advocate for financial incentives for

programs engaged in quality improvement Align activities with individual program goals

• Support providers in setting

achievable goals and outcome measures

Turning Strategy Into Action:

Defining Quality Standards

• Research informed best

practices to promote positive

• utcomes for OST programs
• A model of excellence that

providers can seek to achieve

• ver time

Quality Standards Are…

• A mandate for program design
• r curriculum

Quality Standards Are Not…

Quality Standards

Summary of Guiding Principles

Management and Administration Staffing, Volunteers and Professional Development Healthy & Safe Environment Supportive Relationships Learning Experiences Child and Youth Involvement Family & Community Partnerships Continuous Improvement

How To Use The Standards

• Framework to

inform investment decisions

• Foundation for a

system of accountability & support for quality improvement

• Guide to

assess their

• wn programs
• Use as a tool

to understand what quality looks like Children & Families Program Providers Funders & Policymakers The OST Sector

MOVING FORWARD

Implementation

Communicate quality standards to providers, families and funders.

Professional Development:

What’s Next?

Identify Core Competencies Needs assessment for providers and practitioners Institute for Professional Development

Thank you City of Charlotte & MMA

Register to receive training information by emailing mma@charlottenc.gov

CFCR Implementation Strategies

Learning Collaborative Program Evaluation Trainings

Program Quality

Best practice Community data and indicators

Data & Information

Q & A

Expand Learning: Building a Framework for OST

All children deserve to be safe, healthy and educated.