2 nd Annual Trainers’ Toolbox October 6, 2008

1. 2nd Annual Trainers’ Toolbox October 6, 2008

2. Connecticut After School Network Training & Consultation Service

3. 2008 – 2009 Conference Call Topics and Dates • November 3, 2008 - Parent Involvement: Planning for Family Interaction in Your Program • December 1, 2008 - Staffing: Models for Enrichment Programming • January 5, 2009 - Health and Wellness: Tackling Obesity Through Healthy Snacks and Activities • February 2, 2009 - Accreditation: Professionalizing After School Programs (staff qualifications and hiring) • March 2, 2009 - Programming: Best Ideas on Using Stealth Learning in Your Program • April 6, 2009 - Special Needs: Inclusion 101 (staffing, reasonable accommodations and more) • May 4, 2009 - Technology and Collaboration: What resources are in Your Community to Enhance Your Programs?

4. Understanding State Frameworks, Standards and Assessments:An Overview For Afterschool Programmers

5. Fast Frameworks Facts • Describe what all students should know and be able to do at each grade level. • Published for most subject areas in 2004-2006. • Developed by committees of educators and state department consultants. • Posted at www.sde.ct.gov

6. The Power of Frameworks • Establish consistent educational guidelines for ALL students in EVERY school district. • Assure high expectations for all. • Influence curriculum, instruction, selection of materials, professional development, etc.

7. State Assessments: CMT and CAPT • ACCOUNTABILITY: State tests yield data about how well students are meeting standards established in frameworks. • CMT Reading: Gr. 3-8 • CMT Writing: Gr. 3-8 • CMT Math: Gr. 3-8 • CMT Science: Gr. 5 (elementary) and Gr. 8 (middle grades) • CAPT Reading Across the Disciplines (Gr. 10) • CAPT Writing Across the Disciplines (Gr. 10) • CAPT Mathematics (Gr. 10) • CAPT Science (Gr. 10)

8. Science Framework Vision An Invitation for Students and Teachers to Explore Science and Its Role in Society • Goal 1: Science Literacy – understand fundamental science ideas (e.g., cells, heredity, force/motion) and how scientists form tentative conclusions based on empirical evidence. • Goal 2: Science Relevance - place academic science in a context of contemporary issues and technologies. • Goal 3: Science Inquiry – engage students in creative problem-solving, experimentation and critical thinking – science is more than just a body of facts to be memorized. • Goal 4: Science Inspiration – provide a sound foundation and motivation for advanced studies and careers in science.

9. Tour of the Science Framework • Conceptual theme development • Coding system • Scientific inquiry expected performances (primary, elementary, middle and high school) • Content Standards – “core” curriculum guidelines • Expected Performances – assessment guidelines • K-8: 3 learning units + real world application • High school: 5 strands (integrated physical sciences (3) + biology (2)

10. After-School Network Opportunities • Reinforce, enrich, or go beyond framework concepts • Research projects • Science competitions: • Science Olympiad http://soinc.org/start_a_team • Invention Convention www.ctinventionconvention.org/ • Craftsman/NSTA Young Inventors Programwww.nsta.org/programs/craftsman/ • ExploraVision Awardswww.exploravision.org • National Engineers Week Future City Competitionwww.futurecity.org • Odyssey of the Mindwww.odysseyofthemind.com/learn_more.php

11. Grade-Level Expectations • Available for Language Arts, Science, Mathematics • Describe what students should be able to DO as a result of instruction at each grade level. • Subset of framework expected performances. • Full range of intellectual challenge (Bloom’s Taxonomy). • Scientific inquiry abilities connected to specific content knowledge.

12. Language Arts Framework and GLEs • 4 categories (content standards): reading and responding, exploring literature, communicating in different styles, English language conventions. • Component statements: more specific • GLEs: most specific for each grade • Sample lessons

13. Mathematics Framework and GLEs • 4 categories (content standards): algebraic reasoning, numerical and proportional reasoning, geometry and measurement, working with data. • Component statements – more specific • GLEs – most specific • Sample lessons – Model for Curriculum

14. Ideas for Connecting After-School Programming to State Frameworks LANGUAGE ARTS: • Drama clubs • Poetry clubs • Creative writing clubs • Book clubs • Journalism clubs, community newsletters • ?

15. Ideas for Connecting After-School Programming to State Frameworks MATHEMATICS: • Cooking • Woodworking projects • Sudoku • Origami, tesselations • ?

16. After-School Programming Guidelines U.S. DEPARTMENT OF EDUCATION • Afterschool Training Toolkit for all subject areas - www.sedl.org/afterschool/toolkits/index.html

17. State Department of Education Contacts Language Arts: Patty Foley – patricia.foley@ct.gov (elementary) Amy Radikas – amy.radikas@ct.gov (primary) Jennifer Bork – jennifer.bork@ct.gov (secondary) Mathematics: Charlene Tate-Nichols – charlene.tate.nichols@ct.gov (K-8) Science: Elizabeth Buttner – elizabeth.buttner@ct.gov (K-8) Social Studies: Dan Gregg – daniel.gregg@ct.gov Visual & Performing Arts: Scott Shuler – scott.shuler@ct.gov

18. Next Steps • Currently taking submissions for the November/December Trainer Newsletter • Next Trainer Conference Call in January. Date TBD. The topic, “Examining Training Designs” • Thank you for your participation. The presentation will be available on our Web site www.ctafterschoolnetwork.org soon!