Chapter 3: Implementing With Fidelity

Designed to meet the unique educational needs of one child, who may be disabled, as defined by federal regulations.

A term often used to describe programs that offer student instruction and enrichment activities during nonschool hours (see also:  out-of-school time, increased learning time)

A process for making sure out-of-school academic curricula acddress concepts embodied in national, state and local content standards

State-set goals for English language arts and math proficiency that are set annually, increasing each year.

To complete rather than replicate; for example, a trip to the zoo can complement a classroom lesson on animal habitats without replicating the lesson

Out-of-school learning activities that focus more on exploration and inspiring curiosity rather than on mastery or review of specific academic content; such activities complement formal learning by building students' background knowledge, introducing new ideas and sparking curiosity

Collecting, analyzing, and using information such as test scores, attendance data and survey results to make decisions about instruction or some other aspect of education

Written goals for what students should know and be able to do, broken out into academic subject and grade level. Educational standards help teachers plan curriculum and set expectations for students. The Common Core State Standards, adopted by 48 states, cover English Language Arts and Mathematics, and prepare students for college and career readiness.

Investment in an effort or experience as shown by positive attitude, active participation, effort or ownership of results

Activities that supplement or expand existing knowledge, skills, or resources

A strategy that integrates out-of-school time with school-day programs to promote shared learning goals and a seamless day of learning for some or all students in a given school.

Federal legislation that protects a student's personally identifiable information (PII)

The Elementary and Secondary Education Act requires that every school district and every school receiving Title I dollars must have a written parent engagement policy and must build school capacity to effectively implement the policy.  The policy must be developed jointly with, approved by, and distributed to parents of participating children and the local community.  As a school partner, a 21st CCLC program can be very important to implementing and sustaining the parent engagement plan.  Copies of the plan should be available from school and district offices, and may be available on their websites.  

Programs and curriculum are implemented with fidelity when educators are careful to deliver them in the same way they were designed to be used and delivered.

Concerned with the whole of something rather than a single part; for example, holistic education is concerned not only with academic learning but also with students' social, emotional and physical development

The strategy of using a longer school day, week or year to significantly increase the total number of school hours dedicated to instruction in core academic subjects, enrichment activities, and teacher collaboration and professional development

Designed to meet the unique educational needs of one child, who may be disabled, as defined by federal regulations.

Classification term similar to English Learner and English Language Learner used to place students for classes and English language learning supports.

Requires states to develop assessments in basic skills to be given to all students in certain grades, if those states are to receive federal funding for schools

Hours outside of the regular school day, and they are often used for student enrichment activities that augment regular school-time instruction. Out-of-school time can occur before or after school, or in the summer.

Positive youth development is an intentional, prosocial approach that engages youth within their communities, schools, organizations, peer groups and families in a manner that is productive and constructive; recognizes, uses and enhances youths' strengths; and promotes positive outcomes for young people by providing opportunities, fostering positive relationships and furnishing the support needed to build on their leadership strengths.

Various classifications for schools that do not meet state specified academic goals. Continual failure to meet these goals could result in state takeover of the school.

Students are invited to express opinions and make choices about planning and implementing their own learning experiences

Out-of-school activities that support academic learning by deliberately aligning with school content and academic standards in a way that's engaging and appropriate to informal learning

Federal funding for schools with approximately 40% or more of students coming from families that qualify under the U.S. Census as low-income.

The combined aspects of a child, including the intellectual, social, emotional and physical attributes that contribute to a child's well-being and healthy development. The whole child concept focuses on long-term development and success for young people and requires integration between schools, families and communities.