Common use of Collaboration Requirements Clause in Contracts

Collaboration Requirements. The CLC team (Lead Agency, Principal, Site Coordinator, Academic Coordinator and a core group of day school teachers) shall ensure CLC academic activities are closely aligned with the School’s Improvement Plan and Common Core State Standards for Mathematics, Reading, and English Language Arts. CLC math and literacy based enrichment activities must align with day school instructional strategies and best practices and support the achievement of students with the greatest academic needs as identified by day school and CLC staff. CLC literacy and math enrichment may integrate other core academic content such as science, social studies, technology, and humanities. CLC enrichment programming must be diversified and encompass the following characteristics: ▪ Intentionally designed to meet the specific learning outcomes that are aligned with the schools’ standards/goals ▪ Organized scope and sequence of learning activities ▪ Engaging activities involving active learning High quality academic enrichment activities are: • Intentionally designed to meet specific learning outcomes that are aligned with the current School Improvement Plan and the schools’ standards/goals • Driven by an organized scope and sequence of learning activities • Differentiated; learners have multiple ways to engage in activities for active learning • Interactive and hands-on to keep youth motivated and challenged, as through learning centers or learning stations • Rich with opportunities for learners to practice critical thinking and problem-solving skills • Developmental; units of instruction are connected; the instructor should understand and be able to explain how activities build upon each other • Often project-based, experiential, or theme-based High quality academic enrichment activities are NOT: • silent reading programs • worksheet-driven • focused on seatwork that is not interactive • too broadly focused (i.e., “open” computer lab) • unvaried; same activities are offered each day with little variety Examples of high quality academic enrichment activities include but are NOT LIMITED to the following: • book or reading clubs • math exploration • chess • Science exploration (i.e., robotics, engineering.) • service-learning • computer programming • writing (i.e., newspaper, newsletter) • technology (i.e., website design, video production) • entrepreneurial programs MANDATED ACADEMIC CURRICULA

Collaboration Requirements. The CLC team (Lead Agency, Principal, Site Coordinator, Academic Coordinator and a core group of day school teachers) shall ensure CLC academic activities are closely aligned with the School’s Improvement Plan and Common Core State Standards for Mathematics, Reading, and English Language Arts. CLC math and literacy based enrichment activities must align with day school instructional strategies and best practices and support the achievement of students with the greatest academic needs as identified by day school and CLC staff. CLC literacy and math enrichment may integrate other core academic content such as science, social studies, technology, and humanities. CLC enrichment programming must be diversified and encompass the following characteristics: ▪  Intentionally designed to meet the specific learning outcomes that are aligned with the schools’ standards/goals ▪  Organized scope and sequence of learning activities ▪  Engaging activities involving active learning High quality academic enrichment activities are: • Intentionally designed to meet specific learning outcomes that are aligned with the current School Improvement Plan and the schools’ standards/goals • Driven by an organized scope and sequence of learning activities • Differentiated; learners have multiple ways to engage in activities for active learning • Interactive and hands-on to keep youth motivated and challenged, as through learning centers or learning stations • Rich with opportunities for learners to practice critical thinking and problem-solving skills • Developmental; units of instruction are connected; the instructor should understand and be able to explain how activities build upon each other • Often project-based, experiential, or theme-based High quality academic enrichment activities are NOT: • silent reading programs • worksheet-driven • focused on seatwork that is not interactive • too broadly focused (i.e., “open” computer lab) • unvaried; same activities are offered each day with little variety Examples of high quality academic enrichment activities include but are NOT LIMITED to the following: • book or reading clubs • math exploration • chess • Science exploration (i.e., robotics, engineering.) • service-learning • computer programming • writing (i.e., newspaper, newsletter) • technology (i.e., website design, video production) • entrepreneurial programs MANDATED ACADEMIC CURRICULA

Collaboration Requirements. The CLC team (Lead Agency, Principal, Site Coordinator, Academic Coordinator and a core group of day school teachers) shall ensure CLC academic activities are closely aligned with the School’s Improvement Plan and Common Core State Standards for Mathematics, Reading, and English Language Arts. CLC math and literacy based enrichment activities must align with day school instructional strategies and best practices and support the achievement of students with the greatest academic needs as identified by day school and CLC staff. CLC literacy and math enrichment may integrate other core academic content such as science, social studies, technology, and humanities. CLC enrichment programming must be diversified and encompass the following characteristics: ▪ • Intentionally designed to meet the specific learning outcomes that are aligned with the schools’ standards/goals ▪ • Organized scope and sequence of learning activities ▪ • Engaging activities involving active learning High quality academic enrichment activities are: • Intentionally designed to meet specific learning outcomes that are aligned with the current School Improvement Plan and the schools’ standards/goals • Driven by an organized scope and sequence of learning activities • Differentiated; learners have multiple ways to engage in activities for active learning • Interactive and hands-on to keep youth motivated and challenged, as through learning centers or learning stations • Rich with opportunities for learners to practice critical thinking and problem-solving skills • Developmental; units of instruction are connected; the instructor should understand and be able to explain how activities build upon each other • Often project-based, experiential, or theme-based High quality academic enrichment activities are NOT: • silent reading programs • worksheet-driven • focused on seatwork that is not interactive • too broadly focused (i.e., “open” computer lab) • unvaried; same activities are offered each day with little variety Examples of high quality academic enrichment activities include but are NOT LIMITED to the following: • book or reading clubs • math exploration • chess • Science science exploration (i.e., robotics, engineering., Engineering Adventures) • service-learning • computer programming programming/coding (i.e., Hour of Code) • writing (i.e., newspaper, newsletter) • technology (i.e., website design, video production) • entrepreneurial programs MANDATED ACADEMIC CURRICULAprograms

Collaboration Requirements. The CLC team (Lead Agency, Principal, Site Coordinator, Academic Coordinator and a core group of day school teachers) shall ensure CLC academic activities are closely aligned closelyaligned with the School’s Improvement Plan and Common Core State Standards for Mathematics, Reading, and English Language Arts. CLC math and literacy based enrichment activities must align with day school instructional strategies and best practices and support the achievement of students with the greatest academic needs as identified by day school and CLC staff. CLC literacy and math enrichment may integrate other core academic content such as science, social studies, technology, and humanities. CLC enrichment programming must be diversified and encompass the following characteristics: ▪  Intentionally designed to meet the specific learning outcomes that are aligned with the schools’ standards/goals ▪  Organized scope and sequence of learning activities ▪  Engaging activities involving active learning High quality academic enrichment activities are: • Intentionally designed to meet specific learning outcomes that are aligned with the current School Improvement Plan and the schools’ standards/goals • Driven by an organized scope and sequence of learning activities • Differentiated; learners have multiple ways to engage in activities for active learning • Interactive and hands-on to keep youth motivated and challenged, as through learning centers or learning stations • Rich with opportunities for learners to practice critical thinking and problem-solving skills • Developmental; units of instruction are connected; the instructor should understand and be able to explain how activities build upon each other • Often project-based, experiential, or theme-based High quality academic enrichment activities are NOT: • silent reading programs • worksheet-driven • focused on seatwork that is not interactive • too broadly focused (i.e., “open” computer lab) • unvaried; same activities are offered each day with little variety Examples of high quality academic enrichment activities include but are NOT LIMITED to the following: • book or reading clubs • math exploration • chess • Science exploration (i.e., robotics, engineering.) • service-learning • computer programming • writing (i.e., newspaper, newsletter) • technology (i.e., website design, video production) • entrepreneurial programs MANDATED ACADEMIC CURRICULA