As summer approaches, expanded learning leaders are devising plans to engage students after the school year ends. The challenge of striking a balance between academics and other educational activities during the summer is more relevant than ever. There’s a simple but transformative step expanded learning program leaders can take: Ask the students themselves what they’d like to do. In the process you’ll also find out what they think they need.
Best practices for summer learning programs seldom attract significant attention at the highest levels of government. State Superintendent Tony Thurmond’s key initiatives for transforming California schools have changed that. The requirement for LEAs to offer students access to Expanded Learning Opportunities Programs (ELO-P) has fueled the conversation and debate over what the priorities should be for students during the summer months. I urge you to consider innovative ways to support students’ academic achievement through fun, relevant activities. ELO-Programs can provide opportunities to experiences that students wouldn’t otherwise have.
We know that it takes a tribe to uplift each child. ELO-P has opened the doors further for districts and charter schools to partner with their local community-based organizations in support of students. The moment we’re in requires hyper collaboration and hypercreativity. Let’s bring people and resources together so we can design quality expanded learning programs that all students deserve to have.
With gratitude,
Liza Flowers
Director, Expanded Learning
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Dr. Gloria E. Ciriza Named Next San Diego County Superintendent of Schools |
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The San Diego County Board of Education announced that Dr. Gloria E. Ciriza, assistant superintendent of Student Services and Programs at SDCOE, is the board’s selection to serve as the next San Diego County superintendent of schools. Dr. Ciriza has more than 30 years of experience in public schools and is a true champion for educational equity. She will be the first female county superintendent in the organization’s 76-year history, an inspiration for young women and people of color, and an advocate for all. Learn more about Dr. Ciriza. |
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Top 5 Expanded Learning Programs Findings
Programs: ASES, 21CCLC, ASSETs
The Policy Committee of the Expanded Learning Division has completed an analysis of the Federal Program Monitoring (FPM) findings for the After School Education and Safety (ASES), 21st Century Community Learning Centers (CCLC), and High School After School Safety and Enrichment for Teens (ASSETs) programs in an effort to communicate the most common findings with the field. The California Department of Education (CDE) has developed a tip sheet that identifies the top five findings and outlines the most common issues that grantees face with each item listed while providing additional resources.
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UPK/TK in Expanded Learning Resources
Programs: ASES, 21CCLC, ELO-P
Universal Prekindergarten (UPK) planning and implementation in California has taken a collaborative approach. As part of this effort, the CDE’s Early Education Division and Expanded Learning Division, in partnership with the California Collaborative for Educational Excellence (CCEE), convened a small team in response to the growing need for ELO-P providers to serve California’s younger children as transitional kindergarten (TK) is fully implemented. Working together with a wide range of stakeholders from both the Early Learning and Expanded Learning fields, including representatives from state agencies, county offices of education, districts, intermediary organizations, and founders, this team created resources to help local educational agencies (LEAs) and their ELO-P partners prepare to effectively serve our youngest learners.
These resources can be found in the “Expanded Learning” subsection of the Universal Pre-Kindergarten and PreKindergarten through Third Grade (UPK/P-3) Group on the California Educators Together website.
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NEW CDE ELO-P Resource
Program: ELO-P
The resource is a PowerPoint that gives an overview of program requirements and other statewide resources. The PowerPoint reflects accurate guidance up to Senate Bill 141. Visit the ELO-P webpage and scroll to the bottom of the landing page to locate the PowerPoint. LEAs and stakeholders that have questions or are seeking technical assistance, should reach out to ExpandedLearning@cde.ca.gov. |
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Expanded Learning Opportunities Program (ELO-P) Emergency Closure Guidance
Program: ELO-P
California Education Code (EC) section (sec.) 46120 (b)(9) was added for LEAs that are temporarily prevented from operating ELO-P due to a school or program site closure due to an emergency condition.
EC sec. 46120 (b)(9) has been amended so that ELO-P LEAs may avoid a fiscal penalty for Expanded Learning program closure due to emergency conditions. LEAs must document a resolution by the LEA’s governing board with documentation substantiating the need for such closure and show that resolution to auditors during the audit in order to meet the 180 instructional days/30 non-instructional day program operation requirement.
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After School Safety and Enrichment for Teens (ASSETs) Grantees will Receive a One-Time Grant of $60,000 for Fiscal Year 2023-24
Program: ASSETs
The funds will have an effective date of July 1, 2023, to Dec. 31, 2024. We anticipate the grant award notifications will be sent out in the coming weeks. These additional funds should be utilized following the same rules as your base ASSETs funding.
These additional grants were made visible to the recipients in After School Support and Information System (ASSIST) starting at the end of December 2023. The grants will have a separate grant identification number from your base ASSETs grants and will be easily identifiable in ASSIST; the grant ID will end in the suffix 1X.
The one-time funding is available due to use of the Elementary and Secondary School Emergency Relief (ESSER III) after-school set-aside that was not fully expended in 2022-23. The U.S. Department of Education required each state to reserve 1% of the ESSER III funding for after school and an additional 1% for summer programs.
If you have any questions, please reach out to your regional fiscal analyst listed on the EXLD Regional contacts webpage .
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Spring ELO-P Academy Resources Available
The California AfterSchool Network, in partnership with the CDE's Expanded Learning Division, offered the 2024 Spring Expanded Learning Opportunities Program Academy in April. The virtual four-day academy was designed to support California educators with the Expanded Learning Opportunities Programs (ELO-P). The participants were able to connect, learn, strengthen, and hear promising practices. Each day, the focus was on one specific hot topic of ELO-P, based on the overall needs of the field, including ELO-P Nuts and Bolts, Running A Single-Comprehensive Expanded Learning Program, Understanding ELO-P Reporting and Compliance Monitoring, and CBO and LEA Partnerships to Support High-Quality ELO Programs. The workshop recordings and resources are available and can be accessed on the California AfterSchool Network website.
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Integrating ELO-P Voice in LCAP Creation: Enhancing Community Engagement and Educational Equity
During the recent May ELO-P network meeting, Dr. Deborah Hernandez, the Director of Continuous Improvement LCAP for SDCOE, shed light on the significance of incorporating Expanded Learning Opportunities Program voices in the creation of Local Control and Accountability Plans (LCAP). Her presentation underscored the pivotal role of this integration within the framework of the Local Control Funding Formula (LCFF) Priorities, emphasizing the necessity of community input in shaping educational policies.
Dr. Hernandez made clear that the shift in legislation in 2013, encapsulated in the LCFF, was aimed at granting districts the autonomy to allocate funds according to their priorities. However, as part of this autonomy, districts are mandated to solicit input from parents and community partners regarding fund allocation. This strategic emphasis on community involvement underscores a commitment to democratic decision-making and ensures that educational resources are directed toward areas of highest need.
The LCFF priorities delineate three key categories: Conditions of Learning, Engagement, and Pupil Outcomes. Under Conditions of Learning, aspects such as basic services, implementation of state standards, course access, and support for expelled and foster youth are paramount. Engagement encompasses parent involvement, student engagement, and fostering a positive school climate. Lastly, pupil outcomes encapsulate metrics like student achievement and student outcomes.
Moreover, Dr. Hernandez highlighted the regulatory imperative that funds designated for unduplicated pupils should be utilized to enhance or expand services specifically targeted at these students. This provision ensures that resources are allocated equitably, addressing the unique needs of disadvantaged students and striving to mitigate educational disparities. This focus on UPP as the target audience is necessary in both the LCAP and ELO-P plans.
In her presentation, Dr. Hernandez posed critical questions for reflection: How does the ELO-P program align with the LCFF Priorities? And, how does the ELO-P supplement the core program? These inquiries serve as a guiding framework for districts to assess the synergies between their expanded learning initiatives and overarching educational objectives.
Central to Dr. Hernandez's discourse was the assertion that both LCFF and LCAP necessitate community engagement, with ELO-P serving as an integral component of this collaborative process. By harnessing the collective wisdom of their communities, districts can drive meaningful change and ensure that every student receives the support and resources they need to thrive. This collaborative effort is particularly vital as it brings together educational partners who are invested in the success of underserved students, aligning the target audience for LCAP and ELO-P initiatives.
Additionally, Dr. Hernandez provided some tips for ELO-P administrators and community members to be participate in the LCAP process:
- Locate the district’s LCAP on the website to understand the district's priorities and plans.
- Join the School Site Council (SSC), English Language Advisory Committee (ELAC), and District English Language Advisory Committee (DELAC) to actively participate in decision-making processes.
- Monitor and attend school board meetings to stay informed about district policies and decisions.
- Establish relationships with school board members, key staff, and community members to advocate for the ELOP and garner support.
- Familiarize themselves with the eight State Priorities and understand how they align with the ELOP to ensure effective implementation and alignment with statewide goals.
We are lucky to have such a strong, knowledgeable resource in Dr. Hernandez and are grateful for her time in presenting.
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California Community Schools Partnership Program Beyond Childcare: Quality Framework-Guided Expanded Learning Programs
The integration of the Quality Standards for Expanded Learning Programs with community schools serves as a cornerstone for holistic child development, marking a significant milestone in educational advancement. The CDE, in partnership with the California Afterschool Network, spearheaded this transformative initiative, collaborating with over 100 educational partners and practitioners to develop these standards.
This comprehensive effort has redefined traditional after-school programs, introducing a quality standard framework aimed at enriching program offerings. While the standards themselves have been established for some time, the potential for integration with community schools signifies a new chapter in educational excellence.
At the heart of these standards lies a commitment to providing a safe and supportive environment, fostering active and engaging learning, nurturing skill development, promoting youth voice and leadership, and encouraging healthy choices and behaviors. Moreover, they underscore the values of diversity, access, and equity, ensuring inclusivity.
Central to the initiative are the Point of Service Quality Standards, designed to empower on-site staff in delivering exceptional services to students and families within their communities. Complementing these are the programmatic quality standards, which encompass criteria such as quality staff, a clear vision, mission and purpose, collaborative partnerships, continuous improvement, effective program management, and sustainability.
These standards serve as guiding principles for program managers, assisting them in defining and achieving excellence in program management. For a deeper understanding of these standards and how they may intersect with the community school frameworks, visit the California Afterschool Network's website.
The integration of the Quality Standard Framework with the Community School Framework signifies a unified approach to supporting holistic child development. It underscores the indispensable role that expanded learning programs play within community schools, emphasizing shared goals and strategies aimed at nurturing the whole child.
For questions regarding how to coordinate expanded learning programs within the community schools framework, please contact Project Specialist Davina Hale.
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Learning is Expanding: ASES and ELO-P Funding Provide Framework for Thinking Differently about Learning
Whether it has been called OST (Out-of-School Time), EL (Extended Learning) or simply Before and Afterschool, Expanded Learning can trace its historical foundations back to the late 19th century. Developing from early “small, idiosyncratic “boys' clubs,” Expanded Learning programs were fueled by changes in the need for child labor concurrent with the development of compulsory schooling (Halpern, 2002).
Schooling itself has gone through many changes from the idea of “common schools” in the early 19th century as a way to benefit the nation, to the Elementary and Secondary Education Act of 1965 focused on equal opportunity, and more recent efforts focusing on closing gaps in academic achievement with No Child Left Behind and the Every Student Succeeds Act.
In California, with a dedicated voter-approved and legislative focus on providing increased opportunities for economically-disadvantaged youth, a vision shared by the U.S. Secretary of Education Miguel Cardona’s focus on extended learning, Expanded Learning has the opportunity to lead the way in re-envisioning the structures of the past for both schooling and before-school and afterschool programs. In fact, Expanded Learning in California provides a framework for thinking differently about concepts of human learning.
Understanding how we learn lies in the discovery of how we have learned; examining current understanding in the fields of anthropology, developmental psychology, neuroscience and brain plasticity, and the cultural contexts in which we learn. The Expanded Learning space can balance the structure of the instructional day, with the developmental jet fuel of carefully crafted play-based, experiential spaces in the expanded learning time. By working together - the instructional space and the expanded learning space - we can create a new way of thinking about learning that brings out the best in both.
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Thinking differently about learning starts with you. When you think about learning, what experiences come to mind? Utilize the videos below to get you started on re-imagining learning.
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The Learning is Expanded Lab (LEXL) is a collaboration between the San Diego County Office of Education and the University of California at San Diego. The LEXL is coordinated by Lisa Johnson Davis, Ph.D., with support from Morgan Appel, Ph.D., UCSD Extended Studies.
If you would like to learn more about the first LEXL Fellows cohort, contact Lisa Johnson Davis, Coordinator .
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Full STEAM Ahead: Elevating STEAM Learning Through Songwriting
One of the ways in which the System of Support for Expanded Learning (SSEL) supports LEA's is by promoting STEAM education. The “A” in STEAM opens the way for a different approach in learning that encourages creativity in problem solving. We encourage expanded learning programs to foster music education to elevate STEAM learning opportunities.
This year, expanded learning program staff had an opportunity to attend a “Songwriting 101” workshop at the 2024 San Diego Festival of Science and Engineering Expo at Snapdragon Stadium in March. The expanded learning program staff in attendance learned about songwriting and, within their small groups, were able to write a song and perform their creations during the workshop led by Musicnotes. During the 2024-25 school year the SSEL, in partnership with Musicnotes, aims to bring this experience to students in expanded learning programs by building staff capacity to lead this work through the facilitation of songwriting clubs during out-of-school time.
This opportunity is one of many ways the SSEL supports the California Expanded Learning STEAM Hub Initiative, to inspire staff to lead innovative and authentic STEAM learning that ignites students’ imagination and passion to decode challenges and thrive.
Resources:
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ELO-P Network
The ELO-P Network is a monthly session for district/charter leadership to deepen their understanding of expanded learning programming and Education Code, share resources and promising practices, and engage in communal learning. The ELO-P Network is facilitated by the System of Support for Expanded Learning at SDCOE.
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Dates: Monthly (second Wednesday), 8:30 to 10 a.m.
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Audience: District/charter leadership designing/leading expanded learning programs
- Register here to join the network
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Elevate and Empower: Youth Voice and Leadership
Explore an enriching professional development opportunity designed exclusively for expanded learning program staff. We will engage in collaborative sessions to discover best practices and learn strategies for fostering the creation of programs that amplify student voice and cultivate leadership skills.
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Virtual Site Leadership Training 2.0
Creating a Positive Culture in Your Expanded Learning Program
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Feaster Charter Braids Funding Sources to Elevate Student Opportunities |
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In an ambitious move to optimize expanded learning opportunities for its students, Feaster Charter has successfully merged two previously separate programs into a single, robust program known as the Falcon Accelerate Program. This strategic shift was prompted by Roel Mislan, the school’s Expanded Learning Opportunity Program coordinator, who identified the need to braid funding sources to better serve the community and enhance student learning experiences.
Originally, Feaster Charter operated two distinct programs funded by the ASES grant and ELO-P apportionment. However, Mislan quickly realized the potential for a more impactful program through integration and collaboration with local educational partners. By fostering relationships with district partners, community school coordinators, and community-based organizations, a comprehensive and well-rounded program was established.
Under the leadership of Mislan and with the support of the local district, who facilitated the transition, the Falcon Accelerate Program now serves approximately 270 students daily after school. The program not only offers engaging and skill-building opportunities but also aims to provide access to all students, particularly those who might not otherwise have such opportunities.
The success of this initiative has positioned Feaster Charter as a leader in program innovation, prompting the San Diego County Office of Education's System of Support team to facilitate the first charter/district site observation event. This event brought together 18 participants from seven districts and charter schools to observe, learn, and share best practices from the Falcon Accelerate Program. Participants were encouraged to provide input that could further enhance the program at Feaster Charter as well.
Kudos to Feaster Charter as they continue to refine and develop this unified program! Their commitment to community collaboration and student engagement sets a noteworthy example for other districts and charters aiming to enhance their own expanded learning opportunities.
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What is your district or school site doing that pushes learning and engagement beyond our traditional norms? We would love to learn from you. Please email Jackie Linenberger to share unique ideas or more stories from the field. |
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If you have any questions or comments regarding Expanding Possibilities, please contact Jackie Linenberger.
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Get up-to-the-minute information about what's happening at SDCOE and in our districts across the county. |
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