Transcript Achieving, Connecting and Thriving Skills Prepare Students

STEM and Expanded Learning
in Providence
NATIONAL ACADEMY OF ENGINEERING
NATIONAL RESEARCH COUNCIL — BOARD ON SCIENCE EDUCATION
Committee on Integrated STEM Education
Washington, D.C.
July 11, 2012
Expanded Learning Opportunities in Rhode Island:
Intentionally building toward
grade-level, college, and
career readiness
Focusing on and
Incorporating
assess a broad set
youth voice,
of youth outcomes
choice, and
– social,
inquiry
emotional,
creative, civic,
academic
Building on the
Linking school and
shared belief that
community educators
quality learning can What are the essential
as equal partners in the
happen anytime,
teaching and learning
characteristics?
anywhere
process
Blending
intellectual rigor
with real-world
relevance, utilizing
informal settings
Requiring
investments in a
system of crosssector planning and
shared leadership
Strengthening
family
connections to
youth learning
DRAFT: November 30, 2011
Expanded Learning Opportunities in Rhode Island:
Creatively bridging the ways youth
learn to create a full day,
full year of learning
School-facilitated:
 Focus primarily on
academic outcomes
 Led primarily by
school staff; can
incorporate communityled activities
Community-facilitated:
SchoolCommunityFacilitated
What are Facilitated
the
primary options?
Blended:
 Focus on an array of
social, emotional and
learning outcomes
 Led primarily by
community educators,
with an emphasis on
experiential learning
Blended
 Focus on academic and
broader outcomes
simultaneously
 Led jointly by community
educators and teachers,
following intensive planning
DRAFT: November 30, 2011
The Providence
Context:
Building on the
success of the
AfterZones
– 44% of middle school youth citywide
voluntarily participating in
“campuses” of after-school activities
– Mixture of sports, arts, and skillbuilding; over 50% of participants are
boys
– Above average #s of students with
IEPs, who are English language
learners, are in violation of
attendance policy, and who are
free/reduced lunch
– Statistically significant impact:
•
•
•
•
Attendance and tardiness
Physical activity
Connection to school and adults
Important academic outcomes
4
AfterZone Outcomes
Public/Private Ventures Quasi-Experimental AfterZone Evaluation
2-year findings
On average, relative to comparison youth, AfterZone participants:
• Had 25% fewer school absences
• Had math grades that were one-half grade higher (e.g., a B- to a B+)
Those who attend 32 or more days of the AfterZone per year:
• Had higher scores on state standardized math test
• Had higher math, ELA and science GPA
• Reported greater school connectedness
Those who report high levels of engagement in the AfterZone:
• Thought more about their future
• Had better social skills
• Demonstrated more positive behavior
Expanded Learning Elements for
Providence Middle Schools
Programs jointly
designed and led by
community
educators and
classroom
teachers, with
academic
components
woven into
hands-on
exploration
On-going programs with
defined curricula in arts,
sports, and general
skill-building
Blended
Practice
“AfterZone Scholars”
– Summer
–School Year)
serving
Youth
Development
Programs
Ongoing
youth
development
programs led by
Nationally recognized model
educators taking
part in professional
as the central experience and lynchpin
learning communities
for expanded learning efforts
defining essential
learning skills / strategies;
includes high-quality STEM,
English language arts, and
academic skill-building curricula
implemented by AmeriCorps members
Inquiry-Based
Programs
The Critical Components
• Distilling the essential elements of inquiry-based training
• Program Quality Assessment and coaching
(Weikart Center, Ypsilanti, MI)
• Communities of Practice
(David Kolb, Experiential Learning)
• Critical higher education partnerships
(RI College, RI STEM Center, RI EPSCoR)
• Co-inquiry and pre-service teacher preparation
(Robert Tai, University of Virginia)
www.mypasa.org
High School
Expanded Learning Opportunities
“Learning happens anytime, anywhere
(…for credit toward graduation).”
Patrick Duhon
Director of Expanded Learning
[email protected]
401-241-6202 mobile
www.mypasa.org
www.hubprov.com
www.youtube.com/mypasaorg