Dr' Sylvia E' Lyles

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Dr. Sylvia E. Lyles US Department of
Education Office of Elementary and Secondary
Education Albany, New York 21st CCLC
Afterschool Programs May 28, 2009
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Afterschool Programs21st CCLC

• AGENDA
• The State of the Afterschool Program
• Reports to OMB and Congress
• Research findings and results
• 2009/2010 Program Funding
• American Recovery and Reinvestment Act of 2009
• Overview of program
• Ramification for the afterschool community
• New Yorks status
• Future of the program
• Lights On Afterschool across the nation
• 21st CCLC Summer Institute
• Questions and Answers

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The State of the Afterschool Program Reports to
OMB and Congress

• Overview of several key RESULTS - PPICS report
• v Centers that offer mostly tutoring activities
  showed a significant increase in mathematics
  grades than centers with little or no tutoring
  activities
• v Of these centers, 40 percent are non-school
  based and used mostly teachers to deliver
  tutoring and other academic related activities
• v Across all measures of mathematics
  achievement, non-school-based centers
  demonstrated a higher percentage of regular
  attendees demonstrating improvement
• v During the 2005-2006 reporting period,
  reading language arts achievement (grades)
  increased/improved at school-based programs

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The State of the Afterschool Program

• The program, as a whole, continues to fall
  slightly below the established targeted
  performance measures
• Breakdown of activities offered by centers
• v Mostly academic enrichment 27
• v Mostly recreation 20
• v Mostly tutoring 13
• v Mostly homework help 11

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HOLD THAT THOUGHT
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Research findings and results

• Research suggests that successful programs must
  
• v Operate at least 4 days a week and has some
  level of programming during weekends
• v Creatively blend academic component with
  enrichment activities
• v Respond to students needs (total community)
• v Connects across the community to engage strong
  partners the program (CBOs, churches, higher
  education institutions, local businesses, court
  system, etc.)
• v Have consistent and high-quality communications
  with school day administrators, teachers,
  volunteers, etc.
• v Hire professionals with content knowledge and
  experience in implementing high-quality
  instructional strategies
• v Show program success through documented,
  consistent, and accurate data and performance
  results
• v Offer timely and appropriate training and
  professional development activities

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HOLD THAT THOUGHT
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The State of the 21 CCLC Afterschool Program
(contd)2009/2010 Program Funding

• So, what happened to a substantial increase in
  funding for the program in 2009 and 2010?
• v The Federal process what actually happens
• v The role of the Federal staff

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Historical FundingStream

• 2010 Proposed 2009 level funding
• 2009
• Appropriations 1,131,166
• 2008 Appropriation 981,180,000Average New
  Award 17,213,684Range of New Awards
  4,807,782127,687,050
• 2007 Appropriation 981,180,000Average New
  Award 17,213,684Range of New Awards
  4,807,782127,687,050
• 2006
• Appropriation 981,166,230Average New Award
  17,000,000Range of New Awards
  4,807,715131,000,000

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Take it OffHoldthe new thought process

• ?Contradictions
• 1010
• v The programs focus is on kids with the most
  need many (if not all) States must implement
  strategies that will allow the funds to go as far
  as possible
• v Create programs that look different from the
  school day but focus on academic achievementhigh
  costs to do business
• v Connect to the school-day
  environmentunfortunately, every school
  administrator and teachers do not have the time
  to support the afterschool program
• v Incorporate high quality instructional
  strategieshigh-quality programming is costly
• v Collect and synthesize high-quality program
  performance data and relate it to academic
  achievementin a 2-3 hour afterschool program, we
  are expected to offer activities that result in
  significant academic improvement

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Closing out the thought process

• So, the questions are
• How do we connect all of the dots?
• What must we do to remain relevant and how do we
  do it?
• When must we do it?
• What happens if we do not do it?
• Who should be involved in doing it?
• What is the WIIFM?

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American Recovery and Reinvestment Act of 2009

• Types of funds
• State Fiscal Stabilization Fund
• Title I Grants to LEAs
• School Improvement Grants
• Technology State Grants
• Education for Homeless Children and Youth
• Website for more information www.ed.gov/policy/ge
  n/leg/recovery

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American Recovery and Reinvestment Act (ARRA) of
2009

• Purpose (53.6 Billion
• 48.6B to Governors for education reform
• Programs at the early learning through
  post-secondary education
• Develop college and career standards
• Recruit and retain quality teachers
• Increase teacher effectiveness by ensuring an
  equitable distribution of qualified teachers
• Requirements
• Spend money quickly to save jobs
• Increase rigor in the classroom
• Establish data systems that track program
  improvement
• Focus on low performing school
• 5B will be used for Race to the Top
• Ramifications of ARRA for the 21st CCLC
  Afterschool Program

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The Future of the 21st CCLC Program

• Support for the program will continue through the
  current administrations time in office
• An increase in funding will require that we
  re-brand the program to speak the language that
  is accepted and understood by decision makers
• Re-branding of the program will cause everyone to
  think differently about the purpose of the 21st
  CCLC particularly, and about afterschool
  programming generally
• The need for a national curriculum or set of
  standards are part of the Federal discussions on
  the afterschool program
• Focus on accountability and transparency of the
  program will come soon and fast, resulting in
  clear guidance from leadership
• Some discussion around student stipends
• Technology will play a more inclusive role
• The role of the total community will need to be
  clearly defined and incorporated into the
  afterschool business plan and process

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Upcoming Events

• Lights On Afterschool across the nation
• Collaboration between partners
• 2009 21st CCLC Summer Institute
• Design of agenda
• Summer Institute sub-committees
• Pre-conference
• Grantees as vendors

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Nomination ForAssistant Secretary, Office of
Elementary and Secondary Education

• Thelma Melendez
• Superintendent of Pomona
• Unified School District, CA
• Served as
• Deputy Superintendent and
• Chief Academic Officer for 5 years
• Bilingual classroom teacher, middle school
• Assistant Principle for curriculum and
  instruction
• Director of Instruction Pasadena Unified School
  District