5/14/2015 After School Quality Data Collection Process and Objectives Ken Anthony, Ed.D. Marla Berrios Director of Professional Development and Software Support and Training Specialist Research Connecticut After School Network Connecticut After School Network Data Collection Process and Objectives The Quality Advising Process A coaching relationship to develop high quality Cayen AfterSchool21 Database programming and practices for state-funded Designated Data Entry Person After School Grant sites in Connecticut. ◦ 10 hours per week, set-up ◦ 3-5 hours per week, weekly attendance Data Requirements Includes grantee meetings, staff training, site ◦ Daily Attendance visits, observations using the APT tool, email ◦ Student Demographics (*SASID’s) and telephone support. What is the APT? For more information, contact: • Two tools which examine program practices to improve quality and reach outcomes Marla Berrios • APT-Q (Questionnaire): reflects on aspects of quality Software Support and Training Specialist Connecticut After School Network that are not easily observed: “behind the scenes” programming -- planning practices, frequency of (203) 483-9757 offerings, connections with parents/schools mberrios@ctafterschoolnetwork.org • APT-O (Observation): obtains a snap shot of what afterschool programs look like “in action” 1
5/14/2015 What are the Benefits? Stealth Learning Research-based, scientifically field-tested • After School programs have the unique instruments designed specifically for afterschool opportunity to strengthen the learning of the programs school day through “stealth” learning Helps define and communicate desirable practices to – Core academic competencies are reinforced staff through hands on, experiential learning Reflect on how program may be contributing to – These could be theme based with clear linkages youth outcomes to the school day Stimulates discussion regarding strengths and areas – Consider how an “after school style” of learning needing improvement differs from the school day Guides the creation of program improvement goals High Quality Program Design Infusing Academics into Content • Starting Points • Connections to content strands from the state frameworks/pacing guides – What does the community need? • Infused learning through complimentary – What do the students need? – What are the outcomes you hope to achieve? lesson planning – How will the program be delivered? • Boosts academic content of the school day – Who will the program staff be? by engaging the students as active – How does the program link to the school day? participants in the learning Program Content After School Scheduling • High quality programs contain the following: • How many hours per day/week does the program meet? – Rich content that is engaging – Clear linkages to the school • Is there a mix of academic and recreational (relationships/partnerships) activities in the schedule? – Curriculum that is linked to the CT Frameworks • Are there planned transition times – Intentionality in the design and delivery – snack • High quality programs consider: – homework, – How the transitions will be handled – enrichment – A balance of academic, enrichment, and recreational • How is the sign out procedure handled for activities safety? – Effective homework help and tutoring 2
5/14/2015 Scheduling Example 1 Scheduling Example 4 Monday Tuesday Wednesday Thursday Friday 3:30 – 4 Snack (60 Snack (60) Snack (60) Snack (60) No Program Space : Cafeteria students) Staff: 3 teachers; 4 Monday Tuesday Wednesday Thursday Friday HS TA* 4 – 4:30 Grade 6 – 8 Grade 6 – 8 Grade 6 – 8 Grade 6 – 8 3-3:30 Snack Space : Cafeteria + Homework Help Homework Help Homework Help Homework Help pm 1 or 2 classrooms 3:30-4:30 Homework Tutorial 4:30 – 5:30 Grade 6 Grade 6 Grade 6 – 7 Grade 6 pm Space : 1 classroom Paint like Monet Hip Hop Aerobics Painting Seminar Hip Hop Aerobics 4:30-6 Recreation Time & Academic Enrichment pm 4:30 – 5:30 Grade 7 Grade 7 Grade 7 Space : 1 classroom Paint like Picasso Robotics Robotics 4:30 – 5:30 Grade 8 Grade 8 Grade 8 Grade 8 Space : Service Learning I Service Learning Service Learning I Service Learning II II 5:30 – 6 Wrap up Wrap up Wrap up Wrap up Space : Cafeteria Staff: 1 teacher Scheduling Example 2 The keys to a high quality program Monday Tuesday Wednesday Thursday Friday 3:30 – 4 Snack (60 Snack (60) Snack (60) Snack (60) Snack (60) • Choose the right activities Space : Cafeteria students) Staff: 3 teachers; 4 HS TA* 4 – 4:30 K-5 K-5 K-5 K-5 K-5 Space : Cafeteria + H/W help (60) H/W help (60) Field Trips, H/W help (60) H/W help (60) 1 or 2 classrooms Staff: 3 teachers; 4 Games or Arts & • Choose the right mix of staff HS TA Crafts, 4:30 – 5:30 K-2 Enrichment K-2 Enrichment Free yard play (60) K-2 Enrichment K-2 Enrichment Space : 1 (20) (20) Staff: 3 teachers; (20) (20) classroom Staff:1 teacher; 2 4 HS TA HS TA • Create clear linkages to the school day to 4:30 – 5:30 3-5 3-5 3-5 3-5 reinforce the learning Space : 1 Art (20) Dance (20) Art (20 Dance (20) classroom Staff: 1 teacher; 1 HS TA 4:30 – 5:30 3-5 3-5 Student Council 3-5 3-5 Space : Sports (20) Sports (20) (10) Sports (20) Sports (20) Staff: 1 teacher; 1 HS TA 5:30 – 6 Wrap up Wrap up Wrap up Wrap up Wrap up Space : Cafeteria Staff: 1 teacher Scheduling Example 3 Important Points to Consider Time Monday Tuesday Wednesday Thursday Friday 1:40- Snack Program Design After School Teachers 2:00 2:00- Yard/Board ◦ Do you get input from the children? Games 3:00 After School Teachers ◦ Is your schedule balanced (multiple options/activities)? 2:40- Snack Snack Snack Snack 3:00 After School After School After School After School ◦ Are there opportunities for growth and exploration (for Teachers Teachers Teachers Teachers 3:00- Homework & Homework & Homework & Homework & Science Friday 4:00 Literacy activity Literacy activity Literacy activity Literacy activity UC Berkeley both staff and children)? After School After School After School After School ◦ How are you involving families? Teachers Teachers Teachers Teachers 3:00- Tutoring group Tutoring group Tutoring group Tutoring group Games and art ◦ What are you doing for Professional Development? 4:00 UC Berkeley UC Berkeley UC Berkeley UC Berkeley UC Berkeley BUILDS BUILDS BUILDS BUILDS BUILDS 4:00- Computer Martial Arts Art Dance Art 4 – 5 th grades 4-5 th grades 1 st -3 rd Grade 4-5 th grades 1-3 rd switch 5:00 Joel Miranda Destiny Arts Sally Brown Destiny Arts Sally Brown 4:00- Sport Sports Sports Sports Sports 5:00 and Rec and Rec and Rec and Rec and Rec 5:00- Closing activity Closing activity Closing activity Closing activity Closing activity 5:45 5:45- Dismissal Dismissal Dismissal Dismissal Dismissal 6:00 3
5/14/2015 What does the CT After School Network offer? Staffing, Partnerships and Parent Involvement • Annual Fall Conference - November After School • Childhood Conversations - April • Summer Staff Kick-off - June • CLASP: Coaching and Learning for After School Michelle Doucette Cunningham Professionals - 4 full days Executive Director Connecticut After School Network • Seminars: Professional Development What does the CT After School Staffing After School Network offer? • Best practice nationwide for staff to student • Seminars: Professional Development ratio is 1:10 • Resource Library – sent to you by mail • Established role of a Site Coordinator • Monthly Webinars – Linkages to the school • Training and Consultation Service – on-site – Hiring/firing of staff – Connections with parents • Website www.ctafterschoolnetwork.org • Staff Credentials • Literacy Strategies Guide on Resources page Staffing Considerations For more information, contact: • Does your program have consistent staff? Ken Anthony, Ed. D. Director of Professional Development • Does your program rely on consultants and and Research contractors to deliver the core content of Connecticut After School Network the program? What are their qualifications? (860) 730-2942 kanthony@ctafterschoolnetwork.org • Does your staff have opportunities to showcase their talents and passions to the children? 4
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