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Saved by Lynne Feal-Staub
on October 25, 2010 at 11:23:39 am
 

The Nature of Observation 

 

Recently, I hiked partially up the Long Trail near my house.  At about 2000 feet up, we found this little gully, just off the beaten track and looked down over a steep ravine.  Below us was a secret crystal clear pond, ringed by moss and cliffs. So we scampered down the rocks and roots.  Out before us, stretched a perfect oasis, with a wind blowing from the east, creating a kind of tidal flow between the rocks we were now sitting on with a bog behind us.  And then the salamanders came: swimming, being buffeted and turned by the little waves and current. More and more came to the party.  We hadn’t seen so many since we were kids.  One slithered under a rock when my large shadow of death terrified his little pea brain.  Like a boy, I pestered him by flicking bark on the water.  But he was safe.

 

When I was young I wanted to be a marine biologist.  Watching these little creatures reminded me why, although at the time it was whales.  As I sat mesmerized by these primitive pond creatures, I wondered: Do we teach or better yet, how do we allow kids the time to practice the patient art of observation? 

 

I remember in Mongolia visiting the study site of a snow leopard researcher out in the Gobi desert.  He told us stories of his daily hikes, the keeping of logs, and the constant waiting and watching for the world’s most elusive cats. He showed us how to use his telemetry unit and we dragged it to a local summit, waiting for little beeps four thousand feet below us.  None came.

 

So I wonder to what degree observation and sufficient time are allowed to create a great learning experience.  We can’t offer an informed argument unless we take the time to listen.  In our fast paced world, are we getting up out of our screens and into new environments and observing?  Are we giving kids the time, place and space to observe, respond, and just think?  The days between now and rifle season is a great time to get out into nature to do just that.

 

 

School Improvement Grants and Afterschool  

 

One important development to be aware of as extended day programs grow over time are the new School Improvement Grants, which includes around 10 million dollars in Vermont for the next two years, for schools in school improvement’ throughout the state.  One of the grant requirements that all the 10 ‘tier one ‘schools have selected is the’ transformation” model, which includes adding instructional time, which could mean additional tutoring in math and reading, or additional small group targeted work during afterschool or summer hours, or perhaps other models.  It is important to learn how this plays out or may play out at these ten schools, and also for all schools as time evolves. In particular this would be important for you to keep your eye on if any type of new programs are being considered or implemented, driven by this funding source or other needs.   

 

In surveying SIG grant budgets throughout the state, 28 schools, or roughly half of the identified schools that are using SIG funds for extended learning programs (afterschool and summer)  Roughly $550,000, or 12% of the SIG program budgets are going to these activities.  The average amount going to these learning programs is $20,000. These programs take a variety of forms and in order of scope include:  reading and math tutoring afterschool, summer programs, and in one case, an afterschool bus (there are other uses of funds as well)  Most of the SIG Funds are being used for a variety of other uses, primarily on in-school PD and assessment systems. 

 

From this info, it seems that ‘extended day programs” are not being funded at rates much higher then in the past, but are building on the good work in general that tutoring programs have provided and are being built over time.  It is noteworthy that in the scan I did, tutoring was generally requested as opposed to having full classes continue as in the day- what is typically believed to be an extended day model. In Vermont it is not.  Thus at this time, I don’t see a major shift happening quickly except perhaps in some individual cases. 

 

All this being said, I would strongly consider thinking about the following in the context of above as time evolves:  A) Assuring that kids continually have as many choices to access all types of high quality afterschool programs.  B) Continually working to align and build unified system logistics where tutoring and other afterschool programs are considered part of one program.  C) Using the knowledge base of what works afterschool to support all types of ‘afterschool’ ‘extended day’, or ‘whatever name you want to put to it’ programs.   

 

 

Afterschool and Culture

 

Three things happened in the last few weeks that highlight for me how afterschool has taken root  in Vermont and our culture.  The first one was a piece on the radio http://www.vpr.net/episode/49485/ about a new children's book by Vermont author Katherine Paterson; a story about refugee children and their lives and families.  (I haven't read the story yet)  In the story, there is a section that talks about what is important to a young character, and afterschool is highlighted as central to a the character's needs. I thought that is a pretty cool indicator if fictional characters are valuing afterschool, then it must be important, not that I need convincing.  But 'cultural indicators' are powerful markers.   Secondly, the teacher of the year in Vergennes works in a 21C funded afterschool program and this was highlighted in a press release, highlighting the good work she did afterschool.  Again, very cool-#2.   And thirdly, I went to a meeting yesterday about audits that are being done for school improvement schools and one of the "major factors" folks will be looking at is: "Are there pre-school, afterschool, and summer programs available for all students needing more support?"  Again, I was so pleased to see how the importance of using 'out of school' time is being recognized and embedded within the greater system in new ways.  This is very telling that programs are working and valued by many; both at the local and state level.  So let's keep moving forward!

 

21 Grant Competition is open 

Go to http://education.vermont.gov/new/html/pgm_federal/21st_CCLC.html for more info.

First Grantee meeting is October 14th in Stowe.

 

Lights! Camera! Learning!

 

Summer Lights! Awards Presented at Vermont Afterschool Confernece

Congratulations to the following programs for creating award-winning videos capturing summer learning in action:

  • Student-Produced Video: Community Connections
  • People's Choice Award: Burlington Middle School Summer Program/ SHCC-BSD
  • Middle/ High School Program: Tech Savvy Girls
  • Elementary Program: Craftsbury After School REACH!

The winning videos can be viewed online at: http://vermontafterschool.org/lights_camera_learning/video-library-2/winning-videos-for-summer-2010/ 

 

2010-11 Lights! Camera! Learning! Competition Now Open

It's time to capture innovative learning on video and submit it to the next round of Lights! Camera! Learning!  Video are due January 15th and winning videos will be announced at the Vermont Afterschool Legislative Day on February 23rd.  Winning programs will be awarded $1000 and a six-pack of Flip video cameras.  For full details: http://vermontafterschool.org/lights_camera_learning/lights-camera-learning-request-for-videos/

  

 

 

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