LIAS Crosswalk and Standards · stakeholders to both the LIAS principles and the CA Quality Standards; 2) offer a comparison as to how the LIAS principles correspond to the CA Quality

BySamPihaandRozelCruz

ACrosswalk:

TheLearninginAfterschool&SummerLearning

Principlesand

CaliforniaQualityStandardsforExpandedLearningPrograms

2

Introduction

Overthelasttwodecades,wehaveseenanextraordinaryincreaseinpublicandprivateinvestmentsinafterschoolandsummerprograms.Astheseinvestmentsandthenumberofafterschoolandsummerprogramsgrew,therewasanincreaseddemandthatprogramsprovideaconsistentlevelofquality.Asaresult,manyafterschoolandsummerresearchersandorganizationsdevelopedtoolsthathelpedprogramsdefineandguideprogramquality.(Afterschoolandsummerprogramsarealsoreferredtoasexpandedlearningprogramsandout-of-schooltimeprograms).In2010,theLearninginAfterschool&Summer(LIAS)projectwaslaunchedtoofferfiveresearchbasedprinciplesthatservesasaguideforprogramswishingtoincreasetheengagement,motivation,andlearningoftheiryoungparticipants.Fouryearslater,theCaliforniaDepartmentofEducation(CDE)/AfterSchoolDivisionreleasedtheCaliforniaQualityStandardsforExpandedLearningPrograms(CAQualityStandards).ManyafterschoolandsummerleadersaskedhowtheLIASlearningprinciplescorrespondtotheCAQualityStandards.Toaddressthisquestion,weofferthiscrosswalkpaper.PleasenotethattheQualityStandardsarefocusedonpointsofdirectservicewithyouth(#1-6)andstandardsthatareintendedtoguideprogrammanagers(#7-12).Thiscrosswalkonlyaddressesthepointsofservicestandards.Theobjectivesofthispaperareto1)introduceafterschoolandsummerprogramstakeholderstoboththeLIASprinciplesandtheCAQualityStandards;2)offeracomparisonastohowtheLIASprinciplescorrespondtotheCAQualityStandards;and3)howbothspeaktothequalityequation.NOTE:Therearemanyprogramqualitystandardsissuedbyotherstatesandorganizations,whicharecurrentlybeingusedinthefield.Inthispaper,wedonotattempttocrosswalktheLIASprincipleswiththemanyotherprogramqualitystandards.

AbouttheLearninginAfterschool&Summer(LIAS)ProjectTheLIASprojectisaneffortbyafterschooladvocatesandleaderstounifythefieldofafterschoolandfocusthemovementonpromotingyoungpeople’slearning.ThesupportersoftheLIASprojectbelievethatifafterschoolandsummerprogramsaretoachievetheirfullpotential,theymustbeknownasimportantplacesoflearningthatexciteyoungpeopleinthebuildingofnewskills,thediscoveryofnewinterests,andopportunitiestoachieveasenseofmastery.TheLIASprojectispromotingfivecorelearningprinciplesthatshoulddefineafterschoolandsummerprograms.Theselearningprinciplesarestronglysupportedbyrecentresearchonbraindevelopment,education,afterschoolprograms,andthegrowingscienceoflearning.Theyarealsowellalignedwiththe21stcenturylearningskillsandworkforceskillsthatyoungpeoplewillneedtosucceedintheyearsahead,aswellaseffortstoincreaseyoungpeople’sinterestinscience,technology,engineering,andmath(STEM).Eachofthelearningprinciples,citedonpage4,supporteachotherandtogetherprovideanimportantframeworkforafterschoolandsummerprogramming.

3

1.LearningthatisActive:Learningandmemoryrecallofnewknowledgeisstrengthenedthroughdifferentexposures–seeing,hearing,touching,anddoing.Afterschoolandsummerlearningshouldbetheresultofactivitiesthatinvolveyoungpeoplein“doing”–activitiesthatallowthemtobephysicallyactive,stimulatetheirinnatecuriosity,andthatarehands-onandproject-based.Hands-onlearninginvolvesthechildinatotallearningexperience,whichenhancesthechild’sabilitytothinkcritically.2.LearningthatisCollaborative:Knowledgeshouldbesociallycentered,ascollaborativelearningprovidesthebestmeanstoexplorenewinformation.Afterschoolandsummerprogramsarewellpositionedtobuildskillsthatallowyoungpeopletolearnasateam.Thisincludeslisteningtoothers,supportinggrouplearninggoals,resolvingdifferencesandconflicts,andmakingroomforeachmembertocontributehisorherindividualtalents.Collaborativelearninghappenswhenlearnersengageinacommontaskwhereeachindividualdependsonandisaccountabletoeachother.3.LearningthatisMeaningful:Youngpeopleareintrinsicallymotivatedwhentheyfindtheirlearningmeaningful.Thismeanshavingownershipoverthelearningtopicandthemeanstoassesstheirownprogress.Motivationisincreasedwhenthelearningisrelevanttotheirowninterests,experiences,andtherealworldinwhichtheylive.Communityandculturalrelevanceisespeciallyimportanttonewimmigrantyouthandthosefromminoritycultures.Ratherthanlearningthatisfocusedonacademicsubjects,youngpeopleinafterschoolandsummercanapplytheiracademicskillstotheirareasofinterestandrealworldproblems.Also,whenlearninginvolvesresponsibility,leadership,andservicetoothers,itisexperiencedasmoremeaningful.4.LearningthatSupportsMastery:Youngpeopletellustheyaremostengagedwhentheyaregivenopportunitiestolearnnewskills.Ifyoungpeoplearetolearntheimportanceandjoyofmastery,theyneedtheopportunitytolearnandpracticeafullsequenceofskillsthatwillallowthemtobecome“reallygoodatsomething.”Afterschoolandsummeractivitiesshouldnotpromotethegatheringofrandomknowledgeandskills.Rather,afterschoolandsummerlearningactivitiesshouldbeexplicitlysequencedanddesignedtopromotethelayeringofskillsthatallowsparticipantstocreateaproductordemonstratemasteryinawaytheycouldn’tdobefore.Programsoftenachievethisbydesigningactivitiesthatleadtoaculminatingeventorproductthatcanbeviewedandcelebratedbypeersandfamilymembers.Forolderyouth,manyprogramsaredependingonapprenticeshipmodelstoassistyouthinachievingasenseofmastery.5.LearningthatExpandsHorizons:Youngpeople,especiallythosefromlow-incomefamiliesandneighborhoods,benefitbylearningopportunitiesthattakethembeyondtheircurrentexperienceandexpandtheirhorizons.Learningaboutnewthingsandnewplacespromotesagreatersenseofpotentialofwhattheycanachieveandbringsasenseofexcitementanddiscoverytothelearningenvironment.Afterschoolandsummerprogramshavetheflexibilitytogobeyondthewallsoftheirfacilities.Theycanusethesurroundingcommunityasaclassroomandbringinindividualsandbusinessesthatyoungpeoplemaynototherwisecomeintocontactwith.Expandingyoungpeople’shorizonsalsoincludeshelpingthemtodevelopaglobalawareness.Thisincludesincreasingtheirknowledgeofotherculturesandplacesandtheirunderstandingoftheissuesandproblemswehaveincommonacrossculturalandpoliticaldivides.

LearninginAfterschool&SummerLearningPrinciples

4

AbouttheCaliforniaQualityStandardsforExpandedLearningPrograms

“TheCaliforniaDepartmentofEducationAfterSchoolDivision(CDE-ASDorAfterSchoolDivision)wasformedinlate2011,implementingarecommendationfromSuperintendentofPublicInstructionTomTorlakson’sTransitionAdvisoryTeam’sfinalreport,ABlueprintforGreatSchools.Sinceitsinception,thisnewDivisionhasactivelyengagedmultiplestakeholdersandpractitionerstothestate’sdirection.TheDivisionrecentlyengagedover100stakeholdersandpractitionersinthecreationofanewvisionandstrategicplanforexpandedlearninginCaliforniathrough2016.AcornerstoneofthisstrategicplanisnewQualityStandardsforExpandedLearningPrograms.TheQualityStandardsweredevelopedintwodistinctphases(PhaseIandPhaseII)throughapartnershipbetweentheAfterSchoolDivisionandtheCaliforniaAfterSchoolNetworkQualityCommittee. TheWorkGroupsonQualityStandards(PhaseIandII)createdasetof12QualityStandardsanddescriptionsofwhateachStandardshouldlooklikeinaction(StandardsinAction).StandardsinActionaredescribedattheprogrammatic,staff,andparticipantlevels.Inaddition,ACrosswalkBetweentheQualityStandardsforExpandedLearningandProgramQualityAssessmentTools(Crosswalk)wascreated.ThisCrosswalkoutlinesanumberofavailabletoolsthatcanbeusedforqualityassessmentandimprovement.ThepurposeoftheQualityStandardsistodescribehighlevelsof“Quality”ofaprogramattheprogrammatic,staff,andparticipantlevels.Thequalitystandardsarenotintendedtoserveasacompliancetool,butasthefollowing:

• Aframeworkofclearexpectationsforallstakeholders.• AguidetoinformtheAfterSchoolDivision’sdecision-making,e.g.,technical

assistancedecisions,languageinrequestsforapplication,andpolicydevelopment.• Aguideforprogramproviderstoassesstheirownprogramsinordertohelp

determinewhattheyaredoingwellandwhatneedsimprovement.• Aguideforparentsandyouthtoidentifyqualityprogramming.• Aguideforschoolprincipalsanddistrictsuperintendentstoreinforceandadvance

keypriorities.• AcomplementtootherstandardsintheStateofCaliforniafocusedonquality

improvement,e.g.,LearninginAfterSchoolandSummer,QualitySelf-AssessmentTool,QualitySelf-AssessmentRubric,CenterforYouthProgramQuality,etc.”

NOTE:TheabovetextwasdrawnfromtheQualityStandardsforExpandedLearninginCalifornia:CreatingandImplementingaSharedVisionofQuality,publishedbytheCaliforniaAfterschoolNetwork(CAN),2014.Westronglysuggestthatreadersreviewthisfulldocument:http://www.afterschoolnetwork.org/sites/main/files/file-attachments/quality_standards.pdf.

5

CaliforniaQualityStandardsforExpandedLearningPrograms

Point-of-Service Standards Programmatic Standards

QualitystaffTheprogramrecruitsandretainshighqualitystaffandvolunteerswhoarefocusedoncreatingapositivelearningenvironment,andprovidesongoingprofessionaldevelopmentbasedonassessedstaffneeds.

Clearvision,missionandpurposeTheprogramhasaclearlydefinedvision,mission,goals,andmeasurableoutcomesthatreflectbroadstakeholderinputanddriveprogramdesign,implementationandimprovement.

CollaborativepartnershipsTheprogramintentionallybuildsandsupportscollaborativerelationshipsamonginternalandexternalstakeholders,includingfamilies,schoolsandcommunity,toachieveprogramgoals.

ContinuousqualityimprovementTheprogramusesdatafrommultiplesourcestoassessitsstrengthsandweaknessesinordertocontinuouslyimproveprogramdesign,outcomesandimpact.

ProgrammanagementTheprogramhassoundfiscalandadministrativepracticessupportedbywell-definedanddocumentedpoliciesandproceduresthatmeetgrantrequirements.

SustainabilityTheprogrambuildsenduringpartnershipswiththecommunityandsecurescommitmentsforin-kindandmonetarycontributions.

SafeandsupportiveenvironmentTheprogramprovidesasafeandnurturingenvironmentthatsupportsthedevelopmental,social-emotionalandphysicalneedsofallstudents.

ActiveandengagedlearningProgramdesignandactivitiesreflectactive,meaningfulandengaginglearningmethodsthatpromotecollaborationandexpandstudenthorizons

SkillbuildingTheprogrammaintainshighexpectationsforallstudents,intentionallylinksprogramgoalsandcurriculawith21st-centuryskillsandprovidesactivitiestohelpstudentsachievemastery.

YouthvoiceandleadershipTheprogramprovidesandsupportsintentionalopportunitiesforstudentstoplayameaningfulroleinprogramdesignandimplementation,andprovidesongoingaccesstoauthenticleadershiproles.

HealthychoicesandbehaviorsTheprogrampromotesstudentwell-beingthroughopportunitiestolearnaboutandpracticebalancednutrition,physicalactivityandotherhealthychoicesinanenvironmentthatsupportsahealthylifestyle.Diversity,accessandequityTheprogramcreatesanenvironmentinwhichstudentsexperiencevaluesthatembracediversityandequityregardlessofrace,color,religion,sex,age,incomelevel,nationalorigin,physicalability,sexualorientationand/orgenderidentityandexpression.

6

LIASPrinciplesandtheCAQualityStandardsLIASPrinciples CaliforniaQualityStandardsforExpandedLearningPrograms

LearningthatisACTIVE

• 2)Activeandengagedlearning

• 3)Skillbuilding

• 5)Healthychoicesandbehaviors

LearningthatisCOLLABORATIVE

• 1)Safeandsupportiveenvironment


• 3)Skillbuilding

• 6)Diversity,accessandequity

LearningthatisMEANINGFUL


• 3)Skillbuilding

• 4)Youthvoiceandleadership


LearningthatSUPPORTSMASTERY

• 3)Skillbuilding

LearningthatEXPANDSHORIZONS


• 3)Skillbuilding


7

AdditionalResources

Youcanfindmoreinformationandresourcesbyvisiting:

• LIASwebsite:http://learninginafterschool.org/

• Temescalwebsite:http://temescalassociates.com/

• TheCaliforniaAfterschoolNetwork(CAN)website:http://www.afterschoolnetwork.org/

• TheExpandedLearning360°/365Projectwebsite:

http://www.expandedlearning360-365.com/

• CaliforniaExpandedLearningStrategicPlanning2014-16website:http://www.caexpandedlearning.com/index.html

• QualityStandardsforExpandedLearninginCalifornia:CreatingandImplementinga

SharedVisionofQuality:http://www.afterschoolnetwork.org/sites/main/files/file-attachments/quality_standards.pdf.

AbouttheAuthors

SamPihaisthefounderandprincipalofTemescalAssociates,aconsultinggroupdedicatedtobuildingthecapacityofleadersandorganizationsineducationandyouthdevelopment.Sambeganhiscareerin1974asanafterschoolworker,anexperiencethatledto13yearsofclassroomteachingandworkasachildandfamilycounselorandschoolsocialworker.Between1989and2006,Sammanagedschool-basedyouthprogramsattheregionalandnationallevels,includingtheSanFranciscoBeaconInitiative.Samhasservedaseditorandcontributingauthorofseveralimportantpracticeguidesandjournalarticlesonafterschoolprogramming.HeholdsaMastersDegreeinSocialWelfareandisaLicensedClinicalSocialWorker.RozelCruzhasservedasSeniorProjectManagersince2010atTemescalAssociates.Rozelhasco-authoredanumberofarticlesandreportsinthefieldofexpandedlearning.MaxPiha,DirectorofGraphicsandSocialMedia,createdtheblueandwhiteiconsusedinthispaper.MaxisalsoasuccessfulclubDJ,usingthenameDJMackswell,andyoucanviewhisworkandhearuniquemixesbygoingtothislink.

8

WhatExpertsAreSayingAbouttheLIASLearningPrinciples“IusetheLIASprinciplesbecauseIfelttheycapturedmanyofthecoreelementsthatasuccessfulafterschoolprogramshouldhave.Actually,thoseprinciplesshouldbereflectedinclassroomsduringtheregularschooldayaswell.Wespendsomuchtimefocusedon‘achievement’andsolittletimefocusedonhowtomotivatestudentstolearn.TheprinciplesadvocatedbyLearninginAfterschool&Summerstriketherightbalanceandmakesense.TheLIASprinciplespromotesuchanapproach,andifappliedwithfidelity,couldleadtorealimprovementsineducationaloutcomesforkids.”

-PedroNoguera,DistinguishedProfessorofEducation,

UniversityofCaliforniaatLosAngeles“ThereisconsiderableoverlapbetweentheLIASprinciplesandwhatwemeanbysocial-emotionallearning.Sometimesonlythetermsaredifferent.Forexample,learningthatisactiveandthatsupportsmasteryrelatestoboththe‘A’and‘F’ofourSAFEacronyminthatstudentsneedtopracticenewskillandwemustdevotesufficienttimeandattentiontofosterstudentmastery.TheLIASprinciplesofcollaboration,meaningfulness,andexpandedhorizonsareeachconsistentwiththetypesofskillsthatcomposeSELsuchasskillsrelatingtomanagingone’semotions,developingandmaintainingsatisfactoryrelationshipswithothers,andenhancingself-awareness.Ingeneral,theLIASprinciplesandthefiveSELdomainsallowsflexibilityandadaptationstooccurforworkwithdifferenttypesofyouthatdifferentdevelopmentalstages,andwithdifferentneedsandinterests.”

- JosephDurlak,EmeritusProfessorofClinicalPsychologyLoyolaUniversity,Chicago

“AttheCoalitionforScienceAfterSchool,wefindthatthereisalotofconfusionandmisunderstandingastowhathigh-qualitySTEMprogrammingafterschoolmeans.ButonceweapplyLIASprinciplestoexaminescienceafterschool,wecanquicklyidentifywhatqualityshouldlooklikeandwhichpromisingpracticesweshouldsupportthatmayleadtoincreasedyouthinterestandengagementinSTEM.LIASprinciplesoutlinetheprogramcharacteristicsmostlikelytofosterscientificinquiryandsense-makinginyouthandhelpthemrecognizetherelevanceofscienceandtechnologytotheirfuture.LIASprincipleshelpclarifywhathigh-qualityscienceinout-of-schoolsettingsshouldlooklikeandmakesSTEMaccessibletoyouthdevelopmentandafterschoolstaff.WhatIlikebestaboutLIASisthatitallowsOSTprofessionalstoviewSTEMasawaytoachievetheiryouthoutcomesusingexistingbestpracticesinyouthdevelopment--scienceafterschoolisseenaspartofgoodyouthdevelopment,ratherthananaddedburdenonafterschoolprogramstaff.”

- CarolTang,ExecutiveDirector,Children’sCreativityMuseumofSanFrancisco

“IthinktheLearninginAfterschool&Summerguidingprinciplesareessential.Ithinkitissoimportanttohaveasetofcoreideasthatyoucanworkaround.Theguidingprinciplesandthewaythey’vebeencompiledbytheLIASprojectarereallyimportant.Obviously,theworkofbeinginrelationshipswithpeople,workingdeeplyonstuff–stuffthatyoucareabout-thatmatters.Thethingthatisfundamentallyimportanttomeisexpandinghorizons-theopportunityforyoungpeopletoseepossiblefutures.Sometimesyoungpeopledon’thavefolksaroundthemtohelpthemunderstandwhat’spossibleforthem.”

- TonySmith,IllinoisStateSuperintendentofEducation“Astheneuroimagingevidencehasshown,themoreastudentisengagedinalearningactivity,especiallyonewithmultiplesensorymodalities,themorepartsofhis/herbrainareactivelystimulated.Whenthisoccursinapositiveemotionalsetting,withoutstressandanxiety,theresultisgreaterlong-term,relational,andretrievablelearning.”

- JudyWillis,M.D.,M.Ed.,Board-CertifiedNeurologist, GraduateSchoolofEducation,UniversityofCalifornia,SantaBarbara

“Muchoftheschooldayisreallyspentinlearningasetofmaterial,sowe’regoingtoneedtogetawayfromthat.NowpartoftheCommonCoreStandardsisreallypointinginthisdirection,ofproblembasedlearning,workinginteams,amoresequentialanddeeperlearning.Ithinkthatafterschoolandsummerlearning,areaboutthesamethings,andIthinkwearegoingtobeabletohelpschoolsseesomenew waysoflearning.”

- DeborahVandell,FoundingDeanoftheSchoolofEducation,UniversityofCaliforniaatIrvine

Documents

LIAS Crosswalk and Standards · stakeholders to both the LIAS principles and the CA Quality Standards; 2) offer a comparison as to how the LIAS principles correspond to the CA Quality