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 Kindergarten 12 th grade College
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- of-School Time Framework.
How will the recommendations from the task force be used?
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. Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through technology and strategic school redesign.
How the goals are implemented: Plan Elements Example Maximize academic achievement in a personalized 21 st century learning Goal environment to graduate college and career ready Focus Area Focus Area III Access to Rigor Percentage of graduates successfully Performance Indicator completing at least one AP / IB course 2017-2018 Target 60% Baseline Year 2012-2013 Milestone 44% Utilize available tools to identify Strategy students for enrollment in higher level classes with support Each school will utilize PSAT student Tactic 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? Children are safe, healthy, educated and prepared OUT-OF-SCHOOL TIME OUTCOMES Initial Intermediate Developmental Domain Skills, Knowledge, Attitude Behavior Change ↑ • Child self-perceptions Positive social behaviors • Social skills ↓ • Civic engagement Problem behaviors Social/Emotional • Behavior management skills ↑ • Life skills Scholastic behaviors ↑ • Scholastic and academic skills Engagement in school and Cognitive (Academic) • Achievement motivation community • Substance use knowledge and ↓ Substance abuse refusal skills • Skills and knowledge that increase ↓ Reproductive risk behavior Physical physical health • (Health) Skills and knowledge that reduce ↑ Physical activity and food reproductive risk choices
What works? SHORT ANSWER LONGER ANSWER Research-Informed Practice-Informed Specific goals A clear mission Structured programming based on sound High expectations and positive social norms educational techniques Frequent attendance 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 Expression of thoughts & feelings Sense of belonging Aspirations for higher education Self-esteem & self-concept Safe place Cultural awareness Connection to caring adults Attitudes towards school Career aspirations Personal responsibility Leadership skills Communication skills Physical activity Positive interactions with others Reduced drug use Understand others Work habits School attendance School grades Reduced risk behaviors Healthy food choices 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 or 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, 82% 68% 73% community college, or 4-year college Source: Charlotte-Mecklenburg Youth Risk Behavior Survey, Middle School Students
Child Population 2012 • Children, 242,486 Under 18 • School-age 158,295 Children, 6- 17 • School-age 33,203 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 Program Quality • Promote practice of continuous quality improvement • Support alignment of activities with individual program goals • Equip all staff to provide effective programming and to create an Professional environment that supports healthy development. • Develop a system of coordinated professional development that is aligned Development with program and sector needs • Raise professional standing of OST workforce • Provide data and information to inform provider practice, guide family choices, and communicate the impact of out-of-school time to Data & community stakeholders. • Provide accurate and timely information about OST programs Information • Develop a system to track program participation and child outcomes • Increase provider access to research, best practice and community data
DATA AND INFORMATION WORKGROUP Pamela McCarter, Library Outreach Coordinator Charlotte Mecklenburg Library
DATA AND INFORMATION 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 Identify partners and host Provide accurate and timely Conduct needs assessment entity for program information about OST programs among identified users information tool Identify a community tool to Create work group to collect and disseminate program conduct review of national information models and recommend local data system Develop a system to track program Define sector outcomes and participation and child outcomes measurement tools Define a process for collecting and tracking information Increase provider access to Develop a clearinghouse of best research, best practice and practices and OST resources community data Identify and track strengths- based indicators for OST sector
PROFESSIONAL DEVELOPMENT WORKGROUP Eric Rowles, President/CEO Leading to Change
2013 Professional Development Expand Learning: Building a Framework for Out-of-School Time
2013 Professional Development Why not just ANYONE can be an OST provider! Expand Learning: Building a Framework for Out-of-School Time
2013 Professional Development Expand Learning: Building a Framework for Out-of-School Time
2013 Professional Development Expand Learning: Building a Framework for Out-of-School Time
2013 Professional Development Expand Learning: Building a Framework for Out-of-School Time
2013 Professional Development Expand Learning: Building a Framework for Out-of-School Time
2013 Professional Development Expand Learning: Building a Framework for Out-of-School Time
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