The State of After School in California€¦ · The State of After School in California Wednesday, April 29, 2015 10:00 am – 12:00 pm Michael Funk, Director, After School Division

The State of After School in California

Wednesday, April 29, 2015 10:00 am – 12:00 pm

Michael Funk, Director, After School Division Heather Williams, Strategic Initiatives Coordinator, After School Division Monroe Howard, Interim ASSETs Coordinator, Sacramento City Unified School District Tom DeLapp, President, Communication Resources for Schools Stephen Nichols, Associate, Communication Resources for Schools

BOOST NATION:

TOWN HALL

WELCOME!!!

KEYNOTE

TRANSITIONS

California is the Top State For

Afterschool

SB 1221

TRANSACTIONS

TRANSFORMATIONS

STRATEGIC PLANNING UPDATE

BACKGROUND: STRATEGIC PLANNING HISTORY & PROCESS

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August 2011: A Blueprint for Great Schools Superintendent Tom Torlakson’s Transition Advisory Team publishes its final report which includes a recommendation for CDE to increase focus on Expanded Learning.

Late 2011: Formation of the CDE After School Division (ASD)

April 2012: Initiation of ASD Strategic Planning process Formation of the Design Team to develop a Statement of Strategic Direction including the ASD Vision, Purpose, Values, and Strategic Initiatives and Goals.

January 2013: Formation of the ASD Implementation Team To develop objectives, indicators of success, and activities for each goal.

January 2014: Release of the ASD Strategic Plan

March 2012: ASD Stakeholder Survey

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September 2012: Completion of the ASD Statement of Strategic Direction

Strategic Planning Timeline

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Design Team •  18 members total from the Field and ASD •  Roles and Responsibilities:

– Support the design of the strategic planning process – Review stakeholder input results (surveys,

interviews) – Review and edit strategic planning materials – Produce a Statement of Strategic Direction with

recommended Vision, Purpose, Values, Strategic Initiatives, and Goals for the ASD

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Statement of Strategic Direction ➢ Vision ➢ Purpose ➢ Core Values ➢ Four Strategic

Initiatives ➢ Goals

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Strategic Implementation Teams

•  Co-Led: ASD and Field Co-Chairs •  80 members total from the Field and ASD •  Jan 2013- Jan 2014: Monthly meetings to develop

recommended Objectives, Activities, Indicators of Success, and Targets

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January 2014: Release of the ASD Strategic Plan


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Strategic Plan

A Vision for Expanded Learning in California

Four Strategic Initiatives

System of Support Grant Administra,on and Policy

Communica,on/ Informa,on Systems

Expanded Learning/ K-‐12 Integra,on

Strategic Initiatives & Goals

System of Support

Grant Administra,on and Policy


Expanded Learning/

K-‐12 Integra,on

Goal 1.1: Strengthen Expanded Learning programs by providing a comprehensive and coordinated system of support.

Goal 1.2: Design and implement a process for guiding TA funding decisions.


System of Support



Expanded Learning/

K-‐12 Integra,on

Goal 1.1: Strengthen Expanded Learning programs by providing a comprehensive and coordinated system of support.

Goal 1.2: Design and implement a process for guiding TA funding decisions.


System of Support



Expanded Learning/

K-‐12 Integra,on

Goal 2.1: ASD develops, implements, and maintains clear policies that support quality programs.

Goal 2.2: ASD develops, implements, and maintains clear and consistent internal opera,onal procedures.

Goal 2.3: ASD ensures ,mely, efficient, and equitable grant award processes that support quality programs.


System of Support



Expanded Learning/

K-‐12 Integra,on

Goal 3.1: ASD communicates informa,on in a clear and ,mely manner using a variety of media.

Goal 3.2: ASD develops and implements a system for fielding ques,ons from, and providing high quality consistent responses to, the field.

Goal 3.3: ASD develops and implements an inclusive system for collec,ng stakeholder feedback and input to inform ASD decisions.


System of Support



Expanded Learning/

K-‐12 Integra,on

Goal 4.1: California Educa,on Leaders promote ‘Expanded Learning.’

Goal 4.2: CDE divisions support Expanded Learning / K-‐12 integra,on.

Goal 4.3: K-‐12 stakeholders support Expanded Learning and Expanded Learning / K-‐12 integra,on.

Goal 4.4: The CDE and California Expanded Learning advocates champion Expanded Learning at the na,onal level.

Goal 4.5: K-‐12 and Expanded Learning work together to implement strategies that lead to growth (social, emo,onal, behavioral) and learning (cogni,ve) for children and youth.

ASD Realignment

IMPLEMENTATION PHASE

A Brief Timeline of Implementation Activities

•  January 2014: Release of the Strategic Plan: A Vision for Expanded Learning in California.



•  Winter – Spring 2014: Strategic plan shared broadly with the field. Includes presentations to the Before and After School Advisory Committee (April 10) and at BOOST 2014 (April 29-May 2).




•  Spring – Summer 2014: High priority objectives identified for each initiative. Leads from ASD and the field identified to oversee the work of these high priority initiatives.





•  Summer – Winter 2014: Recruitment and formation of teams/workgroups.

Team Formats

Co-Led

• ASD and Field Co-‐Chairs

• Teams with ASD Staff and Field

• Vary in Dura,on

• Open Applica,on Process

ASD-Led

• ASD Staff Leads & Team

• Ongoing Structured Field Input:

➢ Surveys ➢ Focus Groups ➢ Webinars

Information & Recruitment

www.caexpandedlearning.weebly.com





•  Summer – Winter 2014: Recruitment and formation of teams/workgroups.

•  Fall 2014 – Present: Initial and ongoing team/workgroup meetings (in person and conference calls).

Strategic Plan Update

• Overall Update Including Timeline

•  Individual Initiative Updates, including specific team/group updates

• Reference Documents

PAGE 19 OF UPDATE

Updated Website Coming Soon!


K12 & COMMUNICATIONS


Expanded Learning/ K-‐12 Integra,on

Goal 3.1: ASD communica,ons informa,on in a clear and ,mely manner using a a variety of media.

Objec,ve 3.1.1: Create a communica,on plan (standards, tac,cs, and various media sources as determined by messenger and respec,ve audience.

Goal 4.3: K-‐12 stakeholders support Expanded Learning and Expanded Learning/K-‐12 integra,on.

Objec,ve 4.3.3: K-‐12 and Expanded Learning stakeholders advocate for Expanded Learning programs that complement and enhance the impact of K-‐12 systems.

K12 & Communications Plan

Goal 4.3: K-12 stakeholders support Expanded Learning/K-12 Integration. 1. Build Expanded Learning Brand 2. Promote Brand to Stakeholder* Groups 3. K-12 Stakeholders* Become Expanded Learning Partners (Become Advocates – 4.3.3)

K12 & Communications Plan

Goal 4.3: K-12 stakeholders support Expanded Learning/K-12 Integration.

1. Build Expanded Learning Brand: –  White Paper/Definition –  Create message for each stakeholder group

(Communication Resources for Schools) –  Create Media: Print & Film

DRAFT Expanded Learning Definition

Expanded Learning Expanded Learning refers to before and after school, summer, and intersession learning experiences that develop the academic, social, emotional, and physical needs and interests of students. Expanded Learning opportunities should be hands-on, engaging, student-centered, results-driven, involve community partners, and complement learning activities in the regular school day/year.

Other ASD Workshops @

BOOST

(CQI)2 – Where compliance meets quality

Wednesday, April 29, 2015 1:15 – 2:30 pm

Catalina

ELO on Route 101: Mapping the Landscape of Technical

Assistance for California Expanded Learning

opportunities

Friday, May 1, 2015 9:15 – 11:15 am

Sierra

MESSAGING

Delivering Messages that

RESONATE! Presented by Tom DeLapp

President, Communication Resources for Schools 2351 Sunset Blvd. Suite 170-‐#504 Rocklin, CA 95765

E-‐Mail: [email protected] Web Site: www.tomdelapp.com Phone: (916) 315-‐1409 Cell/Text: (916) 765-‐1759 Fax: (916) 315-‐1429

Word of Mouth

• Interests • Groups • Social Media

Entrenched Percep;ons

• Bias • Prejudice • History

Media Clu?er

• Press/Patch • Web sites • Ci,zen Journalists

Polarizing Viewpoints

• Agendas • Blogs • Commentary

Networks

Compe,ng Interests

Stereotypes, Rumors, Myths, Misinforma;on

News Media

The Public Opinion Mix

Penetrating Public Consciousness

•  We are bombarded with messages today –  Gecng through the cluder means we need a clearly defined and memorable message

•  Hard to stake your claim on public awareness –  People need to see immediate relevance to them

•  Awareness is short-‐lived and easily forgo?en –  Use it or lose it! Only 15-‐minutes of fame!

•  People see issues through polarized lenses –  Poli,cally, economically, philosophically, and socially

People Can Stop Listening

•  When misinforma,on embeds, people stop listening and fall back on stereotypes and self-‐fulfilling rumors

•  Set the “mental furniture” for stakeholders about key messages and issues by communica,ng to them first

The Public’s “Mental Furniture”

We need to get past the presump;ons — •  STEREOTYPES

“Ajer school programs are recrea,on or custodial child care”

•  NEGATIVITY Lack of civility, distrust of large ins,tu,ons, and cynicism

•  EXPECTATIONS Expanded learning isn’t “real” educa,on and anyone can do it

•  CONFUSION Expanded learning is simply extending school day hours

We need more message discipline! Frequently we don’t speak with one clear voice

What did we hear? Noise!

Now, simultaneously repeat these words as a group:

“Achievement, leverage, op;ons, equity, enrichment, relevance,

standards, safety, quality, success!” Now what did we hear? One clear uniform message!

Find a partner. In 30 seconds, simultaneously tell each other the three best thing about expanded learning opportuni,es. In other words, both talk at the same ,me you are trying to listen.

Create Sticky Messages •  Memorable

•  Understandable

•  Believable

•  Credible

•  Repeatable without distor,on

•  Transportable and translate well Can they be “planted” across the en,re grassroots network?

We Leave No Child Behind

Creating Memorable Messages •  Four steps to developing a message

– Brief thema,c statement

– Backed up by evidence, data, indicators – Analogies, case study examples, stories

– Conclusion to reinforce the message

•  Your message should prove your point

•  We understand ,ght messages beder

Crafting a High-Impact Message

What you should believe. . .

Based on this evidence . . .

And success stories . . .

So you can take this ac;on . . .

Keys to Communicating With Impact

•  Connect We need to make the message real to each person’s situa,on. Do we pass their reality check?

•  Convince Don’t just inform people, we need to prove ourselves.

•  Confidence Do they trust us to get the job done?

Message Development

•  Brainstorming key message points

– General concerns & issues

– Major big ideas or themes

– Adack the biggest stereotypes

– Consequences & desired impacts

•  Can we give a 3-‐minute elevator speech?

Your Task Today

•  Create Sticky Messages

•  Brainstorming Big Points

•  Testing Our Top Messages

•  Delivering an “Elevator Speech”

Messages Expanded Learning Opportunities help schools and educational organizations… • Leverage additional resources to provide more support services for students. • Contribute to growth in student achievement by keeping students engaged in relevant activities and lessons that add value to classroom instruction. • By optimizing collaborative efforts with partner organizations in enhancing LEA goals for student outcomes • Practice Adopted Quality Standards to maximize efficiency and effectiveness of programs, ensuring high quality learning experiences for children. • Support the Local Control Accountability Plan’s objectives to increase pupil achievement and engagement, and parent involvement.

Instructions Using an assigned message, each table will create a 90 second pitch/elevator speech to convince a key stakeholder group that Expanded Learning should be an integral part of a child’s education. •  Participants not at a table should join a table. •  Each table will be assigned only one message (Tables 1&2:

Message 1, Tables 3&4, Message 2, etc.). •  At the table the group will quickly decide which stakeholder

group they will present to: (School Board, Superintendents, Principals, Teachers, or Education Foundations)

•  Pick one person to present the pitch. •  Draw on all the shared knowledge about Expanded Learning at

the table to develop the message and prepare to present. •  Be sure to include your name and organization at the start of

your pitch.

MESSAGE PRESENTATIONS

MESSAGE FEEDBACK

WRAP UP

Connect With Us

@CaELPrograms

www.facebook.com/CaliforniaExpandedLearningPrograms


[email protected]

916-‐319-‐0923