WEBVTT

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[Music] Welcome to the overview
on Organizing Instruction

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in Out-of-School Programs.

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Research has shown that the most
effective academic programs are

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those that provide
individualized instruction

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that is tailored
to student needs

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and geared toward
student interests.

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Instruction can be tailored to
fit different learning styles

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and degrees of academic
progress.

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Many aspects of instruction can
be individualized, such as: -

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the pace of instruction; - the
difficulty of the content; -

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the types of learning aids used,
such as graphic organizers,

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step-by-step instructions, and
use of manipulatives; and -

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the way feedback is
given to students.

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Individualized instruction
presents a complex set

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of challenges for teachers.

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It is important to
identify the sub-skills

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that particular students need
help with, as well as the form

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of instruction that each student
is likely to respond well to.

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Assessing students'
strengths, weaknesses,

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and learning styles
helps teachers

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individualize instruction.

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This kind of assessment
can be conducted

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when students enter the
program for the first time,

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and then revisited before and
after new skills are taught

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as well as during lessons.

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Students who are at risk

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of academic failure often have
difficulties learning well

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in traditional classrooms
or in larger groups.

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Program instructors
can provide students

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with more individual attention
by working with small groups

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of students or dedicating
time for tutoring.

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When there are not
enough teachers

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to provide one-on-one attention
to students, trained volunteers,

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educational software aids,

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and small-group cooperative
learning strategies can help

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to individualize instruction.

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Research has clearly
shown that strategies

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to increase student engagement
can also increase academic

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effort and test scores.

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Strategies to promote student
engagement may include: -

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Providing hands-on
practice opportunities; -

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Incorporating innovative
projects, field trips,

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and guest speakers; -
Using games, manipulatives,

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and computers, especially
with younger students; -

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Forging connections to students'
everyday life experiences,

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interests, and hobbies; -
Having students work in pairs

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or small groups; - Hiring staff
with backgrounds and interests

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that complement those
of their students; and -

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Cultivating a classroom climate

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in which students feel
supported and cared for.

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There are several concrete
things that districts can do

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to help before and
after school, weekend,

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and summer programs support
high-quality instruction

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that is both individualized
and engaging.

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Districts can provide
resources and develop tools

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to enhance the quality of
instruction in the program.

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They are also the primary source
for access to data systems,

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professional development,
funding, and resources.

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By accessing data systems,

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program instructors can use the
results of standardized tests

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and periodic assessments,

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as well as other student
information such as attendance

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and special needs data,
to plan instruction

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that better serves
their students.

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Additionally, districts can
provide tools, guidelines,

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and supports for
analyzing student data.

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For example, districts can
provide training and/or

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step-by-step guidance for using
data to organize instruction.

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Districts can allow program
instructors to register

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for existing districtwide
professional development

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opportunities, such
as those available

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for regular school teachers.

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These might include trainings
on using assessment data

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in instruction, lesson planning,
individualized instruction,

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and learning about
instructional strategies

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for different subject areas.

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Professional literature,
sample lesson plans,

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and other materials can help
program instructors match

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educational strategies
to their program's goals

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and students' needs.

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Program staff may have
significantly varied levels

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of experience.

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Districts can help match
appropriate training

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opportunities with teachers'
knowledge and skill levels.

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Proper pairing of amount
and frequency of training

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and coaching to teachers'
experience helps to ensure

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that district resources are used
to their maximum efficiency.

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Inexperienced instructors
should be observed and coached

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by more experienced colleagues
during the initial stages

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of teaching in order
to monitor quality

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and to identify whether any
additional training is needed.

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When considering
the cost associated

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with organizing academic
instruction,

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factors to consider include: -

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the time of program staff
(both instructional time

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and time spent in
professional development); -

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the cost of textbooks and
educational software; and -

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the time of coaches,
specialists,

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or experts who will provide
professional development,

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technical assistance, and
ongoing observation and support.

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Some of these costs may
be reduced by building

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on existing professional
development opportunities;

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utilizing experienced staff
to mentor non-certified

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or new teachers; and
sharing materials, equipment,

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and facilities with the school.

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Continuous efforts
to apply for grants

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and enlist local businesses
and community support

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for out-of-school
programs are key

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to ensuring the sustainability
of the programs.

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In working with school staff
and program instructors,

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districts can emphasize both the
role that student interest plays

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in academic progress,
and the need

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to continually explore new ways

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of implementing innovative
teaching strategies

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in order to engage students.

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Districts can also
play a vital role

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in communicating the
importance of using data

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to identify student needs

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and to effectively align
instructional strategies with them.

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To learn more about
Organizing Instruction

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in Out-of-School Programs,

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please see the additional
resources

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on the Doing What Works website.
[Music]