Constructing Afterschool Interventions Through College – School Partnerships

1. Constructing Afterschool Interventions Through College – School Partnerships Jordan Kinn, Clorinda Tharp, Michael Slavkin Manchester College Presentation at the 2012 Indiana Summit on Out-of-School Learning

2. Objectives • Participants will gain information about how to partner with a college to form an after school program. • Participants will learn strategies and concepts that ensure the success of after school tutoring programs. • Participants will apply what they learned to their work by gathering tools and resources they can use in training and working with preservice teachers in an after school tutoring situation.

3. Changing Times • Accountability pressures with high stakes assessment have increased over the last decade, making field placement challenging • Increased evaluative pressures • Merit based decisions • Job performance tied to student performance • Race to the Top and other funding streams

4. NCATE Blue Ribbon Panel Report Field Experiences • National expert panel revamping programs to place clinical practice at the center of teacher preparation. • Principal goal is to improve student learning. • There must be an intense focus on developing teaching practice and P-12 student learning • clinical practice the centerpiece of the curriculum • interweaving opportunities for teaching experience with academic content and professional courses • States and accreditation agencies must strengthen their scrutiny, • States should help ensure that future teachers are prepared to fill the staffing needs of P-12 schools • Federal agencies should support a clearly defined research agenda to document and provide evidence of the impact of practices in clinical preparation on teacher effectiveness.

5. Changing Times • Why would practicing teachers want our preservice teachers in their school?

6. Partners in Learning • Who do you work with? Local IHE … • Long standing partnership with Manchester College and Manchester Elementary School (1968??) • After school tutoring • Third and Fourth Graders (teacher nominated) • Struggling with one or more basic skills (reading and math generally) • Tend to be approximately 1 year behind in subject area (“margin learners”) • Target students prior to referral for services • Some kids involved for support/mentoring/attention

7. Partners in Learning Cognitive Implications of Intervention • Content and skill building • Some cases – homework completion • Basic worksheets, math problems, checking spelling • ISEA CLASS Grant – Kindle Use (Reading) - $1000 • Some cases – skill development • Differences between sound patterns (Versatiles) • Specific skills targeted with some teachers (Mrs. Clark) • Help students with application of material learned that week

8. Partners in Learning Emotional Implications of Intervention • Alex – Patriotism and America • Girls – Shyness in the Commons • Cameron – “I don’t need the help.” • Issues with attending individually/with the group • Mrs. Clark’s kids – “I want to come with a friend.” • Janel – Librarian’s kid – wanting to be with other kids • Kids’ Perspective on PIL – What the kids think • Mentoring – Someone to talk to/with about life

9. Partners in Learning Social/Behavioral Implications of Intervention • Issues with Classroom Behavior – targeted during PIL • Motivation to do behaviors not interested in • Adam’s 3rd Grader – Reading • Josh’s 4th Grader – Grandmother’s Principle • Management Issues – Redirection • Tomahawk Story – “Sometimes it’s okay to kick/hit” • Lying and Being Deceitful – Moral & Values Education

10. Materials and Resources • Reading • Fluency – Fluency Assessment/Rigby Kit • Comprehension – Guided Reading • Phonemic Awareness - NAMES • Mathematics • Acuity Data • Problems/Applications • Marcy Cook tiles • Manipulatives

11. Questions? Information for Presenters: • Jordan Kinn – jlkinn@spartans.manchester.edu • Clorinda Tharp – cetharp@spartans.manchester.edu • Michael Slavkin – mlslavkin@manchester.edu