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March 22, 2018

The  term “well-rounded education” occurs 24 times in federal education law (the Every Student Succeeds Act, or ESSA). What does it mean, and how is it related to 21st CCLC activities? 
 
A Well-Rounded Education Includes Many Subjects and Experiences
First, let’s see how ESSA defines the term: 
 
"WELL-ROUNDED EDUCATION — The term ‘well-rounded education’ means courses, activities, and programming in subjects such as English, reading or language arts, writing, science, technology, engineering, mathematics, foreign languages, civics and government, economics, arts, history, geography, computer science, music, career and technical education, health, physical education, and any other subject, as determined by the State or local educational agency, with the purpose of providing all students access to an enriched curriculum and educational experience.’’ 
 
The ESSA list of subjects includes many that are already part of 21st CCLC programming, and it opens the door to potential areas of collaboration with schools. As you work with the school to identify high-priority student needs, look for ways to enhance what the school is already doing. Could your program use music and arts to explore mathematics, or use Reader’s Theater to expand students’ knowledge of history and other subjects? Could your students increase their own knowledge about exercise and nutrition by organizing a community health fair? Y4Y courses and resources offer many possibilities. Here are links to just a few:
Every Student Deserves a Well-Rounded Education
The title of the federal legislation (ESSA) refers to “every student,” and the definition of “well-rounded education” includes “all students.” That means every ethnicity, every socioeconomic group and every ability. An intentionally designed 21st CCLC program targets specific academic needs within specific grade levels. In many cases, students with disabilities will be among the students with the greatest needs and you can encourage these students to apply. They can benefit from the academic enrichment and social development experiences your program offers. Including students with disabilities can be easier and more rewarding than you might imagine. See these Y4Y resources: 

User-friendly, topic-focused guides and webinars provide strategies and best practices from experts and practitioners.

Start Planning Now
Add the above Y4Y resources to your current favorites, and use it as you plan student recruitment, projects and activities for your next program session.


November 20, 2017

The idea of aligning out-of-school time learning with school-day learning is a topic of frequent discussion among 21st CCLC program leaders. At the same time, a 21st CCLC program is expected to differ from the school day in significant ways. Where do these apparent opposites meet?

The short answer is “on the playing field of continuous education.”

Continuous education goes beyond alignment of topics covered in and out of school. It’s a coordinated effort to sustain student learning in out-of-school time. To make this happen, 21st CCLC program leaders team with school-day leaders, families, students and community partners. First, they determine students’ academic, social, emotional and behavioral needs. Then, 21st CCLC program leaders use this information to intentionally design program activities that will help students gain the knowledge and skills they need for success.

To use a sports analogy…

Both the school and the program have a big, common goal: winning. For them, “winning” means preparing all students for success. Just as a winning sports team needs skilled players at each position (have you ever seen a baseball team win the World Series with nine pitchers but no catcher?), school and program staff are on the same “continuous education” team, with each playing a different position.

For example, suppose your needs assessment indicates that students lack skills in analyzing, synthesizing and presenting information. In school, the math teacher might engage students in an interesting activity that’s relevant to their experience, such as tracking the success of the school’s football team. In the 21st CCLC program, staff might take a different approach (see example below). Because 21st CCLC programs have more flexibility than subject-matter teachers in school, the program has greater freedom to allow for student choice, and more time for students to go deeper into topics that interest them. Same goal, different approaches.

Ready to take your “continuous learning team” players to the next level in the rewarding game of ensuring student success? You’ll find more examples like the one above in Y4Y’s forthcoming online course, “Continuous Education Through 21st CCLC Activities.” There you’ll also find ideas, resources and step-by-step guidance on implementing the six key components of continuous education. This new course will replace Y4Y's “Aligning With the School Day”. Mark your calendar for Jan. 2, 2018, when the new course will be available, and block out some time to get started. (Remember: You don’t have to do it all at once.)

Go, team!