WEBVTT

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My name is Megan Beckett.

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I am a social scientist

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with RAND Corporation
in Santa Monica.

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One thing that the
accountability movement has

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taught us is that too many

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of our students are not
achieving academically

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at the level that they
need to achieve in order

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to become productive
working adults.

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Many parents are able to
support their children,

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but many other parents
are unable to.

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They are working, they
are too exhausted,

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or they simply don't know how

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to adequately support
their children at home.

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Therefore, one can look
to other opportunities,

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such as out-of-school time and
out-of-school-time programs.

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Our audience for the
practice guide consists

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of those educators
and administrators

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and decision makers
who are responsible

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for selecting highest-quality,
or out-of-school-time programs

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that are likely to offer
the highest-quality academic

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experiences to their students.

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It is intended to help them
identify those characteristics

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of out-of-school-time programs
that are most important

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for benefiting students
academically.

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It is also intended for
administrators and educators

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who are charged with designing

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or improving existing
out-of-school-time programs

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to strengthen the academic
component of these programs

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so that they can most benefit
the students that are targeted.

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Recommendation number
one is critical

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to the subsequent
recommendations.

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It has to do with aligning,

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making sure the
out-of-school-time program

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and its mission are aligned
with what is happening

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in the school day-that it
is aligned with the state

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and local standards
and that it is aligned

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with the school curriculum.

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Recommendation number two has to
do with identifying and ensuring

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that the students
who are targeted

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by the out-of-school-time
program-that is, the students

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who can benefit most
from participating

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in the out-of-school-time
program-have been identified

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and that they and their parents
are encouraged to participate

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in the program and that they do

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so consistently once
they enroll.

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Recommendations three
and four each have to do

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with the instructional
content of the program.

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Recommendation three is that the
out-of-school-time program take

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advantage of the opportunity
in out-of-school-time programs

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to provide individualized
or small-group instruction,

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which teachers often are unable
to do in the regular classroom

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and which have been shown

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in many situations
to benefit students.

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Recommendation four focuses

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on structuring the learning
opportunity and experiences

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so that they are engaging.

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Students are coming

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into out-of-school-time
programs often fatigued

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from the regular school day.

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They are tired after school.

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During the summer, they are
tired from the full year

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of school and they will
pay attention to something

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that is different, engaging,
and interesting to them.

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Therefore we strongly recommend

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that out-of-school-time
experiences be made

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as engaging as possible.

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Recommendation five is
targeted to the administrators

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and educators who are
responsible for overseeing

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that the out-of-school-time
program is best meeting the

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academic needs of
their students.

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And it has to do with monitoring

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and evaluating the
implementation and the outcomes

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of the program to make sure that
it is doing what it is designed

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to do and that it is
achieving the outcomes

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that it is intended to achieve.

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Our recommendations apply to
extended learning time programs

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in general, for instance,
afterschool programs,

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summer learning programs.

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Some of the recommendations
also apply to a subset

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of extended-learning-time
programs

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such as extended day programs,
which typically add or tack

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on two hours of instructional
time

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to the regular classroom day,

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and it often involves
the same teacher

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with the same group of students.

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Even in these circumstances, the
two recommendations that have

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to do with the instructional
content and the structure

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of the instructional
experiences will pertain.

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In particular, this extended
learning time, we recommend

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that it be structured
so that teachers

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and students can take advantage
of the opportunity to engage

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in small-group or one-on-one
learning opportunities.

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This may involve bringing in
volunteers or additional staff

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who aren't usually present
in the regular classroom,

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and that the instructional
experiences also be

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made engaging.

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The issue of student fatigue
would still apply during this

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extra two hours,
and teacher fatigue,

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and therefore it
will be critical

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that these additional
learning experiences be made

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as interesting and engaging and,

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in many cases, hands-on
as possible.

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As schools and school
districts are well aware,

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providing a high-quality
learning experience

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to students is expensive.

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It takes enormous resources.

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It takes expertise.

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It takes professional
development.

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It takes books.

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It takes space.

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It takes time.

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It takes energy to
make sure that students

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who can most benefit
are there and present

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and participating regularly.

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Therefore, we recognize
these costs

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and we strongly urge
schools and districts

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to consider targeting the
program and the services

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to those students
who can benefit most,

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to the struggling
students who need the extra

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and intensive services.