You for Youth logo
Online Professional Learning and
Technical Assistance for
21st Century Community Learning Centers
  1. Contact Us
  2. Join
  3. Sign In

Navigation

March 22, 2018

Education has its own language, one that includes lots of acronyms. You’ve probably heard school staff talk about AP (Advanced Placement), EL (English learner) and IEP (Individualized Education Program). In late 2015, federal education law added two new ones: CSI (comprehensive support and improvement) and TSI (targeted support and improvement). Here’s what these terms mean, and why you need to know.
 
What is a CSI school? If you hear someone say a school is a “CSI school,” it means your state education agency has identified it as one of the lowest-performing schools in the state. This is based mostly on students’ academic performance. Also, any high school with a graduation rate of 66 percent or less is a CSI school. 
 
What if your students attend a CSI school? If the students in your program attend a CSI school, they might need extra support in certain academic subjects. The next time you talk with the principal or teachers, ask about subjects where students need the most help, or skills they might need to develop. Chances are, the school will welcome you to the team — and you’ll gain valuable insights into ways to help all the students in your program succeed.
 
What is a TSI school? A TSI school is one where at least one subgroup of students is consistently underperforming in school. It could be English learners, students with disabilities, economically disadvantaged students, migrant students or some other group, depending on which ones your state education agency includes in its accountability system.
 
What if your students attend a TSI school? If your students attend a TSI school, your program may serve students who belong to subgroups that aren’t doing as well, even if most students at the school are performing above average. Talk with the school principal or teachers about which groups of students might need extra help or support. They can share data about subgroup performance, and together you can discuss ways your program can enhance the school’s efforts to support students in low-performing subgroups.
 
Talk with school staff. If you find out your students attend a CSI or TSI school, and you’re hesitant to start a conversation with school staff, here’s something to keep in mind: Once you get past the “alphabet soup” of education acronyms, your program and the school are working toward the same goal — helping children and youth reach their full potential. You can support one another as you move toward your goal. It’s worth starting the conversation!
 
Use Y4Y resources to prepare program staff as they support the school’s efforts. Here are two ideas to get you started: 
  • Use Y4Y’s Trainings to Go to help program staff facilitate effective homework time and incorporate academic content. Why not invite school staff to help you customize and present the training?
  • Use Y4Y’s online courses to help program staff learn new strategies (like project-based learning) and increase their knowledge in academic subject areas such as science, technology, engineering and mathematics (STEM) and literacy


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.


February 23, 2018

Driving Students Toward Success: Project-Based Learning! That’s the title of the next Y4Y Showcase webinar. It’s free, as always, so register now to get it on your calendar. You’ll get insights from frontline 21st CCLC practitioners as Y4Y walks you through the newly updated Project-Based Learning course. You’ll learn about the three phases of a project (introduce and prepare; design and implement; and celebrate, reflect and assess), steps for facilitating an authentic experience that students will enjoy and ways to deal with common challenges.

But wait. Why not invite a colleague (or your entire team) to attend with you? Participating with others is a great way to get more out of the experience. Before the webinar, tell your teammate(s) you’d like to huddle briefly after the webinar to discuss the following questions:  

  • What was new or surprising?
  • What idea would you like to try?
  • What would you like to know more about?

Having these questions up front, and knowing each team member will be called on to contribute to a postwebinar discussion, encourages active listening. That means your team will be more likely to pay attention, take notes and ask their own questions during the webinar. It also sets the expectation that team members will act on what they learn. That 10-minute discussion after the webinar could be the most important part of the experience, as information gets translated into action steps. Like this one, for example (hint, hint):

So yes, register now for the Showcase, but also forward the webinar invitation to your team, along with the three questions listed above, and invite them to join you. After all, driving students toward success is what it’s all about, and project-based learning is a terrific way to do it!



February 23, 2018

Every discovery or invention of our time started with a question: When an apple falls from a tree, what makes it fall down instead of sideways or up? Is there a way to use this weak glue I accidentally created while trying to create a strong adhesive? (The answer to the latter question was yes, and if you’ve ever used a Post-it note, you’ve seen the result!)

“The important thing,” Albert Einstein said, is not to stop questioning. Curiosity has its own reason for existing.”

What are you curious about? What are your students curious about? Y4Y’s newly updated Project-Based Learning course shows, step-by-step, how to tap into students’ natural curiosity by awakening a sense of wonder about people, places and things in the world (indeed, the universe) where they live.

Chapter 1, “Introduce and Prepare,” provides a proven strategy for tapping into students’ questions or “wonders” to get them excited and prepared for project-based learning. Here’s a quick snapshot of the strategy:

  • Mind mapping helps students identify what they already know about a topic (for example, zoo animals).
  • Brainstorming helps them identify things they wonder about (for example, whether putting endangered species in zoos helps the species survive, or where zoos get food for all the different animals). Even if your students’ curiosity seems as dormant as an inactive volcano, this activity can get their thoughts flowing. As their questions or “wonders” erupt, don’t be surprised if they overflow the whiteboard or chart paper as they write them down!
  • Voting is a democratic approach for agreeing on a topic or issue to explore.
  • Discussing the topic helps students drill deeper into why they selected the topic and what aspects they’d like to explore through a project. Guiding questions such as “What interests you about…? Have you ever…? Why do you think it’s important to…?” facilitate the conversation and help students connect their “wonders” to real-life experiences.

That’s the strategy, in a nutshell, for preparing students to write a strong driving question that will focus inquiry throughout the project. The course walks you through the strategy with an example to show exactly how it works.

 

Curious about other strategies for using project-based learning to awaken an Einstein-like sense of wonder in your students? Check out the updated course. You and your students will be glad you did!



February 23, 2018

Guest blogger: David Mazza, Y4Y Educational Technology Specialist

Twitter, Facebook Live, Instagram Live, MapQuest, Snapchat Stories, Skype, Google Hangouts, Google Duo, Periscope, Vine, Peeks Social — these are a few of the many apps available today. I’m often asked, “Should we use these apps for educational activities?” It sounds like a yes-or-no question, but it’s not. Here are two important follow-up questions that can help you decide.

Will technology enhance your activity, or be a distraction?

The first thing to consider is whether technology is appropriate for the activity you’re planning. Sometimes it seems that young people, not to mention adults, stare at screens or use mobile devices day and night. On city sidewalks, it’s common to pass one person after another who’s texting or talking on their phone. Hopefully you’ve avoided getting run over by these distracted pedestrians! On elevators, have you ever responded to a “hello” only to realize the stranger next to you wasn’t talking to you, but was on a cell phone? In restaurants, have you noticed families or groups sitting together at a table but interacting with their devices instead of with each other?

Technology is part of our lives, but as these examples show, there are trade-offs. What are we missing when we bring technology along as we walk outdoors, engage in everyday activities, and visit with friends and family? You can apply this question as you consider whether to make technology part of any activity you’re planning for students. What benefits might technology bring to the activity? What might students miss by bringing technology along? Will it enhance your activity, or be a distraction?

If your goal is to have students learn about forest management, and you plan to engage a forest ranger from a remote location to provide expertise, the answer could be Zoom, Google Hangouts or Skype. (See this Y4Y blog post for ideas on videoconferencing.) If your activity is a walk in the forest, however, and the goal is to help students sharpen their observation skills, it might be best to leave technology behind and have them “take pictures” mentally.

What are the options for apps that will enhance the activity and be enjoyable for students to use?

A multitude of free apps are available, but if you don’t know about them or haven’t used them, how can you determine which ones might work well? Here are a few tips to get you started.

Ask around. You can always do a Google search to get started. First, though, ask family, friends, colleagues and students about their favorite apps and their uses. Most people love sharing their favorites. Asking students can help you learn about apps they already like and use. Here are a few of my favs for skywatching:

  • MyScript Calculator
  • Meteor Shower Calendar
  • Phases of the Moon
  • Sky Map
  • EQInfo

Play around. Start with a suggested app that looks interesting to you. Download it and spend some time playing with the app. Consider possible ways to integrate it into an activity. For example, could students use Facebook Live or Periscope to present a project they’ve done, or to let a homebound family member watch as they perform an original skit, song, dance or story?

Try it with your students! If your students are struggling with mathematical concepts, you might use Skype to have a local carpet installer show how they calculate the area of a room to make sure they order the right amount of carpet. Or an auto mechanic might show how they calculate angles for pipe bending. These examples show real-world applications of concepts taught in math classes. Skyping with experts from various fields can also introduce students to careers they otherwise might not consider.

I’d be happy to discuss more about using apps effectively with students. I’d also love to hear about your favorite apps and how you use them. Leave a reply below!