Chronic Absenteeism: Myths and Causes

Source: www.unsplash.com

By Sam Piha

(Note: Our series of blog posts on chronic school absenteeism
are excerpts from a larger briefing paper entitled, Chronic School Absenteeism and the Role of Afterschool.)

“Once you better understand the ‘why’ then you can consider community resources and other supports that can assist the family and begin to improve school attendance. Developing a supportive relationship and maintaining regular contact will show the family this is about long-term change and that they could on rely on you as a support system. They need to see you working with them as a positive partnership. Your relationship and work with them needs to be seen as an ally.” [i]

 
Myths Of Chronic Absence—And How to Counteract Them
According to an article published by American Institutes for Research (AIR), “Standing in the way of truly addressing chronic absence are three harmful myths. These myths can be counteracted by using evidence-based approaches grounded in the seminal body of knowledge known as the conditions for learning. A safe, supportive and engaging environment for learning buffers against widespread chronic absence, and educators must examine these conditions to appropriately address this issue.

• Myth 1: Invoking legal consequences is an effective response to poor attendance. Counter Action: Refrain from relying on punitive policies that create additional obstacles to attendance.
• Myth 2: Attendance is simply a reflection of how much students and families value education. Counter Action: Get to know your students and their families better.
• Myth 3: Improving student attendance is beyond educators’ sphere of influence. Counter Action: Provide support when possible and counterbalance external factors by creating a supportive school environment.” [ii] 

“Aside from physical illness and bad weather, anxiety is the top reason high school students missed school in the past year, according to the results of a student survey from the EdWeek Research Center. Sixteen percent of students who were absent for at least a day in the past year and missed school for reasons other than physical illness said they didn’t attend because of anxiety, and 12 percent said they felt too sad or depressed to attend.” [iii] 

 
Causes Of Chronic Absenteeism 
There are many causes for absenteeism, and they involve issues concerning the individual child, the school and/or family. “These included barriers like illness, caring for another family member, mental or emotional health issues, involvement with the child welfare or juvenile justice system, difficulties with housing or food, or no safe path or transportation to school; aversions like bullying, bad grades, or ineffective or exclusionary discipline practices; and disengagement factors like lack of engaging or culturally relevant instruction or poor school climate. Moreover, low-income students are four times more likely to be chronically absent.” [iv] (In Chronic School Absenteeism and the Role of Afterschool, see Appendix 1 for an assessment tool to help identify the causes for a young person’s absence.)

When looking at causes for absenteeism, it is important to look at the individual child. Causes include:

• School avoidance- The child may not want to leave home due to various reasons because of a change in their life, such as a new school or just moved or issues cited below.
• Academic struggles
• Disabilities
• Trauma
• Anxiety 
• Safety concerns at school (This could be a result of bullying at school.)
• Social dynamics involving other youth
• Health issues (This could involve emotional health, such as depression or anxiety. Note: Childhood asthma is a leading cause of chronic disease-related school absenteeism in the U.S., associated with over 10 million missed school days annually.)

Source: www.unsplash.com

Issues can be rooted in the family. Causes might include: 

• School safety concern
• History of negative school experiences
• New child (by birth, adoption or placement)
• Illness or death in the family
• Divorce or separation
• Problems with transportation
• Mental or emotional health issues in the household
• Children caring for others (siblings or adults)
• Housing insecurity
• Food insecurity
• Lack of school clothing
• Beliefs that schools can’t be trusted 
• A preference for home schooling
• Cultural or language barriers

Issues can also be rooted in the school. Causes might include: 

• Unwelcoming school climate
• Concerns about physical and emotional safety
• Lack of connectedness and belonging
• Academic challenges
• Lack of social-emotional support

End Notes:
[i] Supporting Attendance Through After School Programming Mini-Guide
[ii] Chronic Absence: Busting Myths and Helping Educators Develop More Effective Responses
[iii] Students Are Missing School Because They’re Too Anxious to Show Up
[iv] Afterschool Focus: The Role of Attendance in Afterschool

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About Chronic School Absenteeism

By Sam Piha 
(Note: Our series of blog posts on chronic school absenteeism
are excerpts from a larger briefing paper entitled, Chronic School Absenteeism and the Role of Afterschool.)

We know that school attendance is key to student success. “Students who attend school regularly are more likely to master academic content, get good grades, feel connected to their community, develop healthy habits, and ultimately graduate from high school.” [i]

Before the pandemic, about 8 million U.S. students were considered chronically absent, according to the research group Attendance Works. By spring 2022, that number had almost doubled to around 14.7 million. (You can read or listen to this NPR piece on absenteeism post-COVID, 3 Years Since the Pandemic Wrecked Attendance Kids Still Aren’t Showing Up to School.)

Afterschool programs are particularly well positioned to reduce chronic absenteeism by focusing efforts on ensuring the quality of their programs and partnering with the school, families, and the community. 

“Leveraging the power of afterschool programs to reduce chronic absence is especially important now given the economic challenges facing communities and schools and the growing number of students at risk of academic failure and dropping out. By having an impact on attendance, afterschool programs can clearly demonstrate how they benefit students and schools and better justify their own funding.” [ii]

Terms And Definitions

The definitions provided here are to assist in understanding some frequently used terms. 

Chronic absenteeism- “Chronic absence is a measure of the total instructional time missed by a student and is defined as individual students missing at least 10 percent of school for any reason. If students miss one day every other week, that’s 18 absences annually, or 10 percent of the year.” [iii]

Source: www.pexels.com

School refusal- “This is a term used to describe the signs of anxiety a school-aged child has and his or her refusal to go to school. It is also called school avoidance or school phobia. It can be seen in different types of situations, including: Young children going to school for the first time.” [iv]

Exclusionary discipline practices- “Exclusionary discipline, which involves removing students from the classroom through punishments such as suspensions and expulsions, deprives students of the opportunity to learn.” [v]

Punitive policies- “Imposed punitive consequences have the effect of shaming and stigmatizing students who have caused harm. Restorative processes offer an opportunity for students who have caused harm to understand the source of their behavior, take responsibility for their choices, and to learn and grow from the experience.” [vi]

Bullying- “The repetitive, intentional hurting of one person or group by another person or group, where the relationship involves an imbalance of power. Bullying can be physical, verbal or psychological. It can happen face-to-face or online.” [vii]

More About Chronic Absenteeism

The Sweetwater Union High School District writes, 

“Chronic Absenteeism:

• Is a primary cause of lower academic achievement, even when the absences are “excused” or understandable.
• Is a powerful predictor of those students who may eventually drop out of school. This affects an estimated five to seven and a half million students each year.
• Can even affect students in preschool, kindergarten, and first grade, who are then much less likely to read at grade level by the end of third grade.
• Is caused by a variety of issues, including chronic health conditions, housing instability, involvement with the juvenile justice system, and unsafe conditions in school, among many others.
• Is particularly prevalent among students who are low-income, students of color, students with disabilities, students who are highly mobile, and/or juvenile justice-involved youth—in other words, those who already tend to face significant challenges and for whom school is particularly beneficial.

Source: www.unsplash.com

• Is particularly prevalent among those students who are homeless or reside in public housing.
• May lead to substance abuse. When students are skipping school, many of them become engaged in risky behavior such as substance abuse and delinquency.
• Affects other students, too. Not only are frequent absences harmful to the absentee, but they also have a negative effect on the achievement of other students in the classroom.
• Can negatively influence future adult health outcomes. Indeed, the mortality rate of high school dropouts is over two times greater than that for adults with some college education.
• Can increase likelihood of involvement with the criminal justice system.
• Is not measured by most states or school districts in this country, which leaves many educators and communities without information they need to identify students who could use additional support to maintain regular attendance.” [viii]

End Notes:

[i] Afterschool Focus: The Role of Attendance in Afterschool
[ii] Building a Culture of Attendance: Schools and Afterschool Programs Together Can and Should Make a Difference!
[iii] Chronic Absence: Busting Myths and Helping Educators Develop More Effective Responses
[iv] School Refusal
[v] Pushed Out: Trends and Disparities in Out-of-School Suspension
[vi] Punitive vs. Restorative Approach to School Discipline
[vii] Our Definition of Bullying
[viii] Chronic Absenteeism

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High School Afterschool Programs: One Size Doesn’t Fit All

Source: FAB Youth Philly

By Guest Blogger: Rebecca Fabiano, MSED, Executive Director of FAB Youth Philly 

(previously published on FAB Youth Philly)

 

For seven years I ran a high school out-of-school time (OST) program that I started from scratch. It was by far one of the most rewarding jobs I’ve ever had. I did a LOT of on the job learning from, and with my students. Here’s what I came to know that helped me to design activities and programs for participants.  

High school students come to our programs for various reasons and they utilize our program in accordance to their developmental needs. This means that we need to develop activities, supports, etc. that intentionally meet those needs, and making sure that staff is adequately trained and supported to meet those needs. 

Here are a few tips that I’m excited to share with you, which you can use to design your high school OST programs: 

Ways OST programs can support 9th graders making the transition to high school. This includes: 

• Developing new friendships (have a buddy or big bro/sister program with older/experienced youth in the OST; workshops on peer pressure, bullying etc.) 
• Developing study & time management skills (offer workshops, games like Minute to Win It, Jeopardy, etc.) 
• Understanding how to ‘be’ a high school student (what classes to take, how to read transcripts through workshops, etc.) 
• Lots of exposure activities (that also involve making new friends- trips, movies, guest speakers, etc.) 

Source: Beyond Expectations- The Power of High School Afterschool

Ways OST programs can support 10th graders by helping them to build their friendships, explore their identity and other life skills and start to expand their networks towards post-high school goals-college/career. This includes: 

• Health & wellness & sexuality activities (Sept-Dec) 
• Identity exploration through guest speakers (Sept-Dec) 
• Prep for 1st summer job (Jan-June) (bring a nurse on campus to expedite work papers, etc.) 
• Help them develop skills and experiences that will prep them for work including civic engagement/ project based learning activities. 
• Offer PSAT classes 

Ways OST programs can support 11th graders by focusing on college and career exploration via work-readiness clubs, leadership opportunities (this could be the big bro/sister program) and internships; continue with civic engagement activities: 

• Career panels (fall) 
• Career days (fall) 
• Develop a workshop on a fave topic for younger youth (spring) 
• Developing career related documents (cover letter, resume, etc) (spring) 
• Start college tours/hold college spirit days, etc. (spring) 
• College essay writing workshops/games/contests, etc. (spring) 
• Offer SAT classes (fall & spring) 

Ways OST programs can support 12th graders by zooming in on the college prep and post high school process: 

• College tours (fall) 
• College panelists (fall) 
• Essay writing workshops/games/contests, etc. (fall) 
• “Now that you’ve been accepted to college” workshops also: getting along with roommates, developing resistance skills (avoiding peer pressure for drinking, sex, etc.), how to avoid using all your meal plan points in one week, etc. (spring) 

Let us know: How do YOU design programs to intentionally meet the developmental needs of young people? Email your ideas to: info@temescalassociates.com.

[For more information on high school afterschool, check out Temescal Associates High School Afterschool Resources.]

MORE ABOUT…

For nearly 25 years, Rebecca Fabiano has worked in various capacities across nonprofit and youth-serving organizations, served on boards and helped to build solid youth programs that engage, encourage, and create spaces for positive development. As a program leader, she has successfully raised funds and managed program budgets; hired and supervised staff; developed and sustained strong community partnerships and designed award-winning programming.

 

Fab Youth Philly (FYP) has a unique, holistic model for youth development. Their three-pronged approach to youth development is aimed at creating relevant, engaging, and empowering learning opportunities at the individual, professional, and community level. First, they provide innovative, award-winning summer and afterschool programs for teens with a focus on workforce development programming. Second, they connect with youth development professionals working with or on behalf of youth through their Center for Youth Development Professionals (CYDP), which offers competency-based professional development and networking opportunities. Third, they consult with other youth-serving organizations to provide a range of consulting services, ranging from curriculum development to retreats and small

conferences.

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LGBTQ+ Youth Rights

Source: NorCal ACLU 

By Sam Piha

As discrimination against LGBTQ+ youth is on the rise, it’s important to know that there are federal and in some cases, state laws, that protect LGBTQ+ youth from harassment and restrictions. State protections vary from state to state. 

Below is a brief review of LGBTQ+ youth rights and advice to LGBTQ+ youth by the ACLU and GLSEN (last updated May 2018): “You have the right to be yourself! Here is some basic information about LGBTQ students’ legal rights in public schools.

• Freedom of Expression: Some schools try to silence students who express their opinions about LGBTQ issues. If you go to a public school, you have a constitutional right to express your views and identity.
• Gay-Straight Alliances or Gender-Sexuality Alliances (GSAs): A GSA is a noncurricular student-led club -- just like Chess Club or Fellowship of Christian Athletes -- for students with a shared interest in LGBTQ issues. Federal law requires public high schools that allow any other noncurricular clubs to allow GSAs and treat them no differently from other clubs.
• School Dances: Public schools can't stop you from bringing a same-sex date to prom or homecoming who otherwise is allowed to attend, nor can they tell you that you can't dress a certain way or run for prom king/queen because it doesn't fit traditional gender roles.
• Transgender and Gender Nonconforming Students: Transgender and gender nonconforming students often face discrimination over dress codes, access to restrooms and locker rooms, and their chosen names and pronouns. Contact the ACLU LGBT Project if you want help making sure your school treats you with respect and keeps you safe.
• Harassment: If you're being harassed or threatened, go to the principal or another official right away. Keep detailed notes with dates of all incidents. Put the school on notice that it has to protect you.
• Privacy: Schools should not out you to anyone without your permission, even if you're out to some people at school.”

Source: www.pexels.com

The NORCAL ACLU adds: 

“If you suspect that your school is mistreating you because of your sexual orientation or gender identity, here are some basic rules to help you out:

• Be respectful and follow the rules!
• Don't give your school any excuses for treating you badly by behaving badly yourself. This can make things harder to solve in the long run. Explain your grievances in a mature, respectable and respectful manner.
• Document everything!
• Keep a record of the ‘Six W’s” each time you are harassed:
• WHO was involved,
• WHAT happened,
• WHERE it happened,
• WHEN it happened,
• WHO you reported it to, whether they did anything about it, and when,
• And if there were any WITNESSES.

Keep copies of anything in writing that you file with the school and be sure to write down the date (or even better, ask them to stamp it as received, with the date). Also take notes about any additional conversations you have with school administrators and any actions they take (or fail to take) and be sure to write down the dates for those too.

File a complaint! Your school is required by law to have a clear and publicized process for filing complaints of harassment. If the process is not posted around campus like it should be, ask what this process is, and follow it—you may also remind your school of their obligation to post these materials. Your school must keep your identity confidential and protect you from retaliation.”

For more information or assistance, you can contact your local and/or the national ACLU.

In an effort to speak out against recent political attacks on LGBTQ+ youth, we have posted several LIAS blogs and authored a briefing paper entitled, Supporting LGBTQ+ Youth in Afterschool Programs and Opposing Anti-LGBTQ+ Attacks. Feel free to share these resources with your network. 

Lights On Afterschool 

Join more than 8,000 communities and 1 million Americans in celebrating afterschool programs for this year's Lights On Afterschool! This nationwide event, organized by the Afterschool Alliance, calls attention to the importance of afterschool programs and the resources required to keep the lights on and the doors open.  Everything you need to plan a successful event, from case studies to sample materials, is available in the Lights On Afterschool Planning Kit.

To learn more about Lights On Afterschool, register an event, access event planning tools, or to find out what’s going on in your area, visit afterschoolalliance.org.

Integem Talks About AI for Youth

Source: Integem

By Sam Piha

Dr. Eliza Du is the CEO and co-founder of Integem. Integem creates a cutting-edge AI-driven Holographic AR platform and educational programs, empowering people, including young students, to design and innovate using future technologies. We interviewed her to learn more about AI. We also developed a briefing paper on AI and afterschool which can be viewed here.

Q: Can you define AI?

A: Artificial Intelligence (AI) refers to the simulation of human intelligence in machines that are programmed to think and learn like a human. It encompasses a variety of technologies, including machine learning, natural language processing, computer vision, and robotics. [No changes needed, your definition is clear and concise.]

Q: Can you describe AI literacy offerings in your program?

A: Our program offers a comprehensive AI education, covering topics from the basics of how AI works to advanced project-based learning. This includes courses on machine learning, AI application design, robotics, Augmented Reality (AR), and ethical considerations surrounding AI. 

Q: Are there partners you have enlisted?

A: We have collaborated with numerous AI companies and platforms, including the Google AI platform, NVIDIA AI hardware, ChatGPT, and the IBM AI Cloud platform, among others. These partnerships enrich our curriculum and provide students with exposure to real-world AI tools and systems 

Q: Do you use a curriculum developed by others or have you created your own?

A: Our group of Ph.D. level engineers along with experienced K-12 educators work together and develop our own comprehensive, tailored curriculum that emphasizes hands-on AI experiences and projects. This curriculum is continually updated to reflect the latest advancements in AI technology and pedagogy.

Source: Integem

Q: Are there any resources you recommend for other afterschool programs that are interested in this?

A: We are eager to collaborate with afterschool programs and provide them with curricula and teacher training to teach AI to their students. We offer turnkey-ready AI curricula with hands-on projects for students ages 5-18. No prior knowledge is needed for either teachers or students. We can train the teachers starting from the basics, empowering them to effectively teach AI.

Q: Does your organization offer curriculum or training to prepare afterschool staff to have AI discussions?

A: Yes, we offer professional development and training programs for school and afterschool program staff, ensuring that they are well-prepared to guide students through the complexities of AI in an engaging and informative manner.

MORE ABOUT…

Dr. Eliza Du is the CEO and co-founder of Integem, where she leads the development of the next-generation Holographic AR platform. Previously, she served as a tenured engineering professor and Ph.D. advisor at Purdue University and was an Engineering Director at Qualcomm. Dr. Du's technical expertise spans artificial intelligence (AI), computer vision, sensor fusion, and education. She has authored over 100 top-tier peer-reviewed journal articles and international conference papers and holds more than 30 patents.

Integem is headquartered at Silicon Valley, the innovation center of the world. We were founded in 2015 with the vision to empower people to turn their imagination into reality through the power of Holographic AR. Our founder Dr. Eliza Du’s extensive experience and expertise in the field of artificial intelligence (AI) and computer vision fueled her passion and capability to lead Integem to develop innovative Holographic AR technology, products, and services. We are a group of enthusiastic engineers, designers, and creators. After successfully launching our flagship products iPlayer® and iCreator®, we have introduced Holographic AR education services, and Holographic AR marketing services.

Lights On Afterschool 

Join more than 8,000 communities and 1 million Americans in celebrating afterschool programs for this year's Lights On Afterschool! This nationwide event, organized by the Afterschool Alliance, calls attention to the importance of afterschool programs and the resources required to keep the lights on and the doors open.  Everything you need to plan a successful event, from case studies to sample materials, is available in the Lights On Afterschool Planning Kit.

To learn more about Lights On Afterschool, register an event, access event planning tools, or to find out what’s going on in your area, visit afterschoolalliance.org.

Artificial Intelligence: Terms and Definitions

By Sam Piha

Source: www.pexels.com

Almost every day there is a piece in the news about the opportunities and dangers of Artificial Intelligence (AI). Many young people, even those who are very tech savvy, know little about this topic. Adults, including those in afterschool programs, know even less. Yet, AI is all around us and is being used by companies more and more. 

We believe that youth need to understand more about AI, and afterschool is a perfect place to do this. But are afterschool leaders equipped for this? See our briefing paper on AI and afterschool here.

“It’s important for educators to understand AI so they can help their youth make sense of a technological development that is predicted to be a huge force in the world, experts say. It’s crucial for educators to be AI literate, to be able to explain what it is, and to understand its powers and limitations.” [1]

Below are some common and more esoteric AI terms and definitions that may be helpful.

Artificial Intelligence (AI) - AI is a machine’s ability to perform the cognitive functions we associate with human minds, such as perceiving, reasoning, learning, interacting with an environment, problem solving, and even exercising creativity. You’ve probably interacted with AI even if you didn’t realize it—voice assistants like Siri and Alexa are founded on AI technology, as are some customer service chatbots that pop up to help you navigate websites. [2]

Algorithm - a procedure used for solving a problem or performing a computation. Algorithms act as an exact list of instructions that conduct specified actions step by step in either hardware- or software-based routines. Algorithms are widely used throughout all areas of IT. In mathematics and computer science, an algorithm usually refers to a small procedure that solves a recurrent problem. Algorithms are also used as specifications for performing data processing and play a major role in automated systems. [3]

Deepfake - A deepfake is an image, or a video or audio recording, that has been edited using an algorithm to replace the person in the original with someone else (especially a public figure) in a way that makes it look authentic. [4] 

Strong AI - also known as artificial general intelligence, is a machine that can solve problems it’s never been trained to work on — much like a human can. This is the kind of AI we see in movies, like the robots from Westworld or the character Data from Star Trek: The Next Generation. This type of AI doesn’t actually exist yet. [5] 

Weak AI - sometimes referred to as narrow AI or specialized AI, operates within a limited context and is a simulation of human intelligence applied to a narrowly defined problem (like driving a car, transcribing human speech or curating content on a website). Weak AI is often focused on performing a single task extremely well. While these machines may seem intelligent, they operate under far more constraints and limitations than even the most basic human intelligence. Weak AI examples include: Siri, Alexa and other smart assistants, self-driving cars, Google search, email spam filters, and Netflix’s recommendations. [6]

Machine Learning (ML) - A machine learning algorithm is fed data by a computer and uses statistical techniques to help it “learn” how to get progressively better at a task, without necessarily having been specifically programmed for that task. Instead, ML algorithms use historical data as input to predict new output values. [7] 

Deep Learning - a type of machine learning that runs inputs through a biologically inspired neural network architecture. The neural networks contain a number of hidden layers through which the data is processed, allowing the machine to go “deep” in its learning, making connections and weighing input for the best results. [8]

The Four Types of AI - AI can be divided into four categories, based on the type and complexity of the tasks a system is able to perform. They are reactive machines, limited memory, theory of mind, and self-awareness. [9]

Source: www.pexels.com 

Reactive Machines - A reactive machine follows the most basic of AI principles and, as its name implies, is capable of only using its intelligence to perceive and react to the world in front of it. A reactive machine cannot store a memory and, as a result, cannot rely on past experiences to inform decision making in real time. Perceiving the world directly means that reactive machines are designed to complete only a limited number of specialized duties. Reactive Machine examples include Deep Blue, which was designed by IBM in the 1990s as a chess-playing supercomputer and defeated international grandmaster Gary Kasparov in a game. [10]

Limited Memory - Limited memory AI has the ability to store previous data and predictions when gathering information and weighing potential decisions — essentially looking into the past for clues on what may come next. Limited memory AI is more complex and presents greater possibilities than reactive machines. [11]

Theory of Mind - Theory of mind is just that — theoretical. We have not yet achieved the technological and scientific capabilities necessary to reach this next level of AI. The concept is based on the psychological premise of understanding that other living things have thoughts and emotions that affect the behavior of one’s self. In terms of AI machines, this would mean that AI could comprehend how humans, animals and other machines feel and make decisions through self-reflection and determination, and then utilize that information to make decisions of their own. Essentially, machines would have to be able to grasp and process the concept of “mind,” the fluctuations of emotions in decision-making and a litany of other psychological concepts in real time, creating a two-way relationship between people and AI. [12]

Self-Awareness -  Once theory of mind can be established, sometime well into the future of AI, the final step will be for AI to become self-aware. This kind of AI possesses human-level consciousness and understands its own existence in the world, as well as the presence and emotional state of others. It would be able to understand what others may need based on not just what they communicate to them but how they communicate it. Self-awareness in AI relies both on human researchers understanding the premise of consciousness and then learning how to replicate that so it can be built into machines. [13] 

Stay tuned to the LIAS Blog for more on the topic of AI. 

 

END NOTES

[1] Inspirit Scholars, What is AI for Kids? An Introduction to Artificial Intelligence for Kids, https://www.inspiritscholars.com/blog/what-is-ai-for-kids/ 

[2] McKinsey & Company, What is AI?, https://www.mckinsey.com/featured-insights/mckinsey-explainers/what-is-ai

[3] Alexander S. Gillis, algorithm, https://www.techtarget.com/whatis/definition/algorithm

[4] Mirriam- Webster, deepfake, https://www.merriam-webster.com/dictionary/deepfake#h1

[5] Alyssa Schroer, What is Artificial Intelligence?, https://builtin.com/artificial-intelligence

[6]-[13] IBID.

Lights On Afterschool 

Join more than 8,000 communities and 1 million Americans in celebrating afterschool programs for this year's Lights On Afterschool! This nationwide event, organized by the Afterschool Alliance, calls attention to the importance of afterschool programs and the resources required to keep the lights on and the doors open.  Everything you need to plan a successful event, from case studies to sample materials, is available in the Lights On Afterschool Planning Kit.

To learn more about Lights On Afterschool, register an event, access event planning tools, or to find out what’s going on in your area, visit afterschoolalliance.org.

What Afterschool Leaders and Kids Need to Know About AI

Source: www.pexels.com

By Sam Piha

Almost every day there is a piece in the news about Artificial Intelligence (AI) and its dangers. AI is all around us, and whether or not you realize it, people use artificial intelligence every single day. Many young people, even those who are very tech savvy, know little about this topic. Adults, including those in afterschool programs, know even less. Yet, AI is being used by companies more and more. 

We believe that youth need to understand more about AI, and afterschool is a perfect place to do this. But are afterschool leaders equipped for this? See our briefing paper on AI and afterschool here.

WHAT IS AI?
According to Inspirit Scholars, Artificial Intelligence (AI) is the ability for a computer to think and learn. 

In Teachers Need PD on Artificial Intelligence. What It Should Look Like, author Lauraine Langreo writes “AI technology:

• Refers to computers or machines that are programmed to perform tasks that we usually think only humans can do – by copying human thought or behaviour. The technology is used to predict things (e.g. how a virus may spread), make recommendations (e.g. what online videos to watch next), or make decisions (e.g. how an essay should be graded). 
• Replicates human-like intelligence by training machines and computer systems to do tasks that simulate some of what the human brain can do. It relies on systems that can actually learn, usually by analyzing vast quantities of data and searching out new patterns and relationships. These systems can actually improve over time, becoming more complex and accurate as they take in more information.”

To learn more about introducing AI to young people, check out this brief video by Inspirit Scholars entitled, What is AI for Kids? An Introduction to Artificial Intelligence for Kids.

Source: Inspirit Scholars

EXAMPLES OF AI TECHNOLOGY
All of these examples, below, use artificial intelligence. Many AI computers can perform tasks that are typically done by people, including processing language, problem-solving, and learning. Artificial intelligence examples include:

• Self-driving cars
• “Alexa” or Apple’s “Siri”
• iPhone’s face recognition
• Movie Recommendations: If you have ever streamed a movie on Netflix, for example, you will receive recommendations for other movies based on what you have watched already. That’s because of AI! 
• Chatbots: Many websites have chatbots that help answer your questions. Most are run by AI.
• Search Engines: Search engines, like Google use AI to rank websites in your search results. 

WHAT SHOULD EDUCATORS KNOW ABOUT AI?
It’s important for educators to understand AI so they can help their youth make sense of a technological development that is predicted to be a huge force in the world, experts say. It’s crucial for educators to be AI literate, to be able to explain what it is, and to understand its powers and limitations.

“If students are going to be learning about it, then teachers need to be learning about it.” - Daniela Ganelin, a Stanford University doctoral student who recently co-wrote an educator guide to AI.

ARTIFICIAL INTELLIGENCE COMES WITH RISKS
According to Bernard Marr (Forbes) in The 15 Biggest Risks Of Artificial Intelligence, “AI does present some significant dangers — from job displacement to security and privacy concerns — and encouraging awareness of issues helps us engage in conversations about AI's legal, ethical, and societal implications. 

Marr describes the biggest risks of artificial intelligence:

• Lack of Transparency
• Bias and Discrimination
• Privacy Concerns
• Ethical Dilemmas
• Security Risks
• Concentration of Power
• Dependence on AI
• Job Displacement
• Economic Inequality
• Legal and Regulatory Challenges
• AI Arms Race
• Loss of Human Connection
• Misinformation and Manipulation
• Unintended Consequences
• Existential Risks

Many believe that the best way to mitigate the risks of artificial intelligence is to develop national and international regulations.

Source: www.pexels.com

DISCUSSION QUESTIONS FOR ADULTS AND KIDS
In her article, What is AI for Kids? An Introduction to Artificial Intelligence for Kids, author Maddie Bradshaw presents some discussion questions that are appropriate for adults and youth:

• What do you think of when someone says AI? 
• How are AI technologies already a part of your daily life? 
• What excites and worries you about AI? 
• What more would you like to learn about AI? 

TO LEARN MORE 

In addition to the articles that are linked above, we list some links below that may be helpful. 

• AI Guide for Teens

• The A-Z of AI

• The Impact of Artificial Intelligence on Kids and Teens

• What is Artificial Intelligence? AI for Kids and Teens

• Adolescent Perspectives on Artificial Intelligence

• AI Literacy, Explained

• Artificial Intelligence (AI): What is AI and How Does It Work?

WEBSITES FOR INFORMATION, CURRICULUM MATERIALS, ETC.:

• Inspirit AI

• The AI Education Project

• Day of AI

VIDEOS FOR KIDS

• What is AI for Kids? An Introduction to Artificial Intelligence for Kids 

• What is Artificial Intelligence for Kids?

• What is Artificial Intelligence?

• Artificial Intelligence (AI) & Robotics for Kids

The Power of Work and Afterschool (Part 2)

Source: A World Fit for Kids

By Sam Piha

In his book, The Means to Grow Up: Reinventing Apprenticeship as a Developmental Support in Adolescence, author Robert Halpern describes the developmental tasks of older youth. Halpern’s descriptions of these tasks include:

• Asserting control over their lives and the forces that affect them and their communities, 
• Beginning to think about the adult world, how it works, make sense of it, and discern their role 
• Ability to carry out more complex tasks: to plan, apportion time, sustain attention and effort, gather and organize information, and monitor one’s work.
• Forging a sense of identity and voice as someone who has power, can positively impact others, and can demonstrate real accomplishment and achievement that has meaning. 

We believe that afterschool programs can play an essential role in workforce development and providing opportunities for older youth to work. We think that youth employment can help address the developmental tasks of older youth as described above. To learn more about this we interview Bill Fennessy, who is an expert on workforce development in afterschool, educational researcher, Regie Stites and Normandie Nigh, Chief Executive Officer and Founder of A World Fit For Kids!.

Q: Do you think young people's engagement in work provides special benefits? 

Bill Fennessy

A: There is no question that young people’s engagement in work provides benefits, and that engagement could be pivotal to their success in life. Most of our students will need a to know how to get job after high school to support themselves or contribute financially to the household. They will also need a job to financially be positioned to be able to attend college and other post-secondary educational opportunities.

Engagement in work is especially important for our students of color. Gallup results show that 65% of students of color will follow the educational and career advice from someone in the workplace, over the advice from their parents, teachers, and counselors combined.

Normandie Nigh

A: (Normandie Nigh) Absolutely! When young people join the workforce they benefit in so many ways, including earning a pay check and experiencing the pride that comes with having a job and learning a variety of skills such as writing a resume, interviewing, expectations, responsibility, punctuality and workplace professionalism. For many of our students they’re also grateful to be able to contribute to their families or save towards their education. At A World Fit For Kids! we believe that it is also important to assist students in learning financial management, time management, safety protocols & procedures, and laws pertaining to teen employment.

Q: How did you discover the power of work for older youth? 

A: (Bill Fennessy) The discovery started with the belief that our programs must be student-driven both in content and delivery, and with we adults serving as facilitators. From there I took the opportunity to require the student leadership to participate in employment skills and position specific trainings to be able to attain those leadership positions. The level of student interest, despite the required training, was incredibly high. So, students that wanted these opportunities, also learned how to get a job.

I also strongly believe that students should be encouraged and supported in looking at what career or careers they are interested in. With that information, students, parents, and counselors can make decisions on the student’s education based, both secondary and post-secondary, on the relevancy to that career. The value of workforce opportunities such as Work Exploration, Work Experience, Internships, Apprenticeships, and Employment is immeasurably positive and will support life changing success.

A: (Normandie Nigh) When I starting working with inner-city teens in Los Angeles in 1994 I saw first hand the power of providing training, requiring community service and then allowing students to apply and get a job in our afterschool programs where they coached and mentored elementary kids. It truly changed both lives in the process!

Q: Do you think that the out-of-school setting is a good place to prepare youth for success in work and career?

Regie Stites

A: (Regie Stites) The simple answer is yes, the out-of-school setting is essential for preparing youth for work and career success. This is so because out-of-school programs can play a key role in supporting the types of integrated learning activities that connect school learning to real-world applications of knowledge and skills. For many young people, especially young people from low-income neighborhoods, one of the most important keys to educational engagement, persistence, and success is relevance. 

Simple common sense (and research) supports the notion that young people who can clearly see the relevance of what they are learning to their own lives and futures are more likely to persist and be successful in education and, as a result, are more likely to be ready for career success. The best methods for connecting school learning to real-world applications of knowledge and skills are well known. These methods include project-based learning, experiential learning, service learning, and a range of work-based learning activities. Some of these integrated learning activities, such as project-based learning and some forms of work-based learning may not require an out-of-school setting, but they are stronger when they do.

A: (Bill Fennessy) Absolutely! The Expanded Learning setting (afterschool) is where young people can feel comfortable to learn and practice the skills they want to experience, in this case “Employability Skills Workshops”. Work is something many of them are curious about or are already very interested in, so it is a very relevant activity for them. For those high school students that will serve at the elementary school Expanded Learning programs, the relationships they have with their own Expanded Learning program staff gives them the great opportunity to watch someone they trust model what would be expected when they work with elementary students. They also are implicitly introduced to the thought of an actual Expanded Learning job after high school, and they will likely need a job if they plan to attend college.

MORE ABOUT…

Regie Stites, Ph.D., is an author, social science researcher, and family historian. He served for twenty years at SRI International as a senior researcher and program manager. He conducted research on policies and practices designed to improve educational quality and outcomes for all students, but particularly for linguistic and racial minority students and for students living in poverty. 

Bill Fennessy currently serves with the California AfterSchool Network (CAN) as a Program Specialist on Equity, Quality and Workforce Development. In 2004 at Blair IB School in Pasadena, CA, Bill launched California’s first ASSETs pilot programs. Bill is recognized as a pioneer, innovator, exemplary practitioner, and thought leader in High School Expanded Learning nationwide. During the pandemic, Bill served as the Director of High School Programs for “A World Fit for Kids!”. 

Normandie Nigh is the Chief Executive Officer and Founder of A World Fit For Kids! (WFIT), a leading youth development organization that has been providing healthy behaviors and self-empowerment programs and training for inner-city youth and their families since 1994. She is an active advocate on behalf of healthy kids, families and communities and is an authority in the program development and training. She currently serves on many distinctive boards and steering committees that influence public policy in regards to physical education, physical activity, nutrition education, workforce development and additional aspects of developing the emotional, mental and physical well-being of kids.

Below are two briefing papers and three webinar recordings you should check out on the topic of youth workforce development in afterschool. 

• Engaging Youth as Workers in Afterschool Programs
• Engaging Youth as Workers Within High School Afterschool Programs

• Employing Youth and Workforce Development in Afterschool
• Preparing Youth in Afterschool for the Workforce and Building Your Own Youth Worker Pipeline
• Engaging Youth as Workers in Afterschool

[New Briefing Paper]

Restorative Justice Practices in Afterschool Programs

Restorative justice is a values-based practice. It creates a safe environment and builds trusting relationships, which are critical features of quality afterschool programs. These are the foundation on which afterschool programs can integrate restorative justice practices.

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This paper is designed to raise understanding and awareness of restorative justice practices and identify ways afterschool leaders can integrate them. We recommend that program leaders share this paper with organizational leaders and program staff and consider the best ways to respond to personal harm and conflicts among youth participants.

To view and download this paper, click here.