SISI - Standards and Indicators

Standard 1 - Academic Performance - Curriculum
1.1e The school curriculum provides specific links to continuing education, life, and career options.

Standard 3 - Academic Performance - Instruction
3.1c Instructional stategies and activities are consistently monitored and aligned with the changing needs of a diverse student population to ensure various learning approaches and learning styles are addressed.

Standard 4 - Learning Environment - School Culture
4.1j There is evidence that student achievement is highly valued and publicly celebrated (e.g. displays of student work, assemblies, etc).

Standard 5 - Learning Environment - Student, Family and Community Support
5.1d Students are provided with a variety of opportunities to receive additional assistance to support their learning,beyond the initial classroom instruction.

Scenario

Mary and Jane were talking about the new music and drama club. They decided that they would talk with Ms. French the music teacher at school. Both girls were interested in how they might learn more about becoming part of a drama team.

Ms. French offered them an opportunity to sing in the school chorus. The girls also helped with the school speech and drama festival. As a result of their interest and participation, a music and drama club was organized for the elementary students.

 Many students were interested in extra-curricular activities so the band director, decided to offer students interested in music and band the opportunity to form a glee club and dance band that would meet after school. This group would be available to play at special school events.

Introduction

• Why are extra-curricular activities important for elementary students?
• When should administrators, teachers and parents begin encouraging students to become involved in extra-curricular activities?

Studies show that students who participate in extra curricular activities at an early age find meaning for staying in school. As a result, the dropout rate is lower when students reach high school age (Mahoney & Cairns, 1997).

Extra curricular activities in the elementary school help students to become more connected to school. Elementary extracurricular activities are less high profile than secondary and, therefore, have not received the same level of public attention.

In order for extra curricular activities to be available to students, special teachers such as art, music, physical education, and technology must be willing to participate. Community groups that have similar disciplines and school administrators need to support teachers and volunteers that are vital to program development. (http://www.negp.gov/page%203-1.htm)

Some examples are:

• Computer Club
• Science Fair
• Scholar Bowl
• School Newspaper
• Leadership Team
• Readers Theater

Extra curricular activities are an extension of the school day. Students are given individual attention, instruction, and support that are generally not given during a six-hour school day. Support such as this improves: ·

• Self-esteem
• School attendance
• Grades in school
• Goal setting
• Discipline and citizenship

Extra curricular activities are not a part of the school curriculum or program of studies. Instead, they are activities that students can participate in such as club, scouts, sports, youth groups, support groups, and prevention (drug and alcohol) groups.

 Some examples might include:

•  Music - glee club, chorus, band
• Sports- basketball, baseball, soccer, football, track and etc.
• Academic - Beta club, junior achievement, student council, library club, and news team
• Fine Arts- drama club, art club, 4-H ·
• Prevention Programs-DARE, GREAT, and PTSO
• Community Support Groups - dance, printing, graphic arts
• Academic Team

Senior citizen groups in the community are a wonderful resource. They are experts in their chosen profession and have the time to volunteer their time and talents to students that are participating in extracurricular activities.

Return to Top

Strategies

Identifying at-risk students with the potential of dropping out of school is a key component in the development of programs for dropout prevention. Likewise, designing extracurricular activities that are interesting and challenging is vital to the success of the extended school programs at the elementary level.

Teachers and volunteers must strive to provide a program that will challenge and encourage the students involved. Peer relationships offer students the opportunity to learn group participation, sharing, and social enrichment.

Many times, students are able to work together preparing for competition. This might provide times for cooperative learning that will benefit inside and outside the classroom. School officials in some areas have found that peer mediation is very successful as a part of the extracurricular activities . (http://Schools.scusd.edu/owerlewine/admin/extra-curr-activities.htm)

 Students that become active in extracurricular activities often increase friendships and become secure in the school environment. Social and communication skills are taught and integrated into the activities. This offers students the opportunity to learn how to work/play with peers both inside the classroom and in the neighborhood.

 Activities that would help develop social skills:

• Ice Cream Social ·
• Skating Party
• Pizza Party
• A Dance
• An Old Fashion Spelling Bee
• Birthday Parties

Positive relationships with peers will help students again the security and self worth that is necessary to succeed in a school environment and society (Zill, Nord, 7 Loomis, 1995). At an early age students develop the perception that school is not important to their future.

When positive relationships with teachers, administrator, and community leaders are built the student learn the importance of mastering academic skills.

Return to Top

Barriers

When extra-curricular activities are introduced into the school, administrators, teachers, parents, and peers often challenge them. Financing and preparation as well as sponsorship seem to be barriers to these programs. Identified students for programs such as this do not have the funds to participate in activities that require money. Also, students may not have transportation to and from programs that are offered after school hours. Due to other obligations parents may not be willing or able to provide extra transportation for elementary students.
Return to Top

Resources

Kentucky Resources:

 Ballard County Elementary 3383 Paducah Road Barlow, Kentucky 42038 270-665-8400 ex.32

Heath Elementary 4365 Metropolis Lake Road West Paducah, Kentucky 42086 270-538-4060

Reidland Elementary 5741 Benton Road Paducah, Kentucky 41002

Resources

Zill, N., Nord, C.W., & Loomis, L.S. (1995) Adolescent time use, risky behavior, and outcomes: An analysis of National Data. Westat, Inc. Retrieved June 6, 2002, from the http://aspe.hhs.gov/hsp/cyp/xstimuse.htm

Sites From the World Wide Web to explore:

 http://www.extracurricular-elementary/ LETO Issues and Concerns, Future Directions (www.leto.ca/issue-2.html)

www.students.dsu.edu/gantl/Family-found.html

this web site gives ideas on family involvement in extracurricular activities

http://www.Schools.scusd.edu/owerlewine/admin/extra-curr-activities.htm

this particular web site includes the responsibility of school administrators

 www.stmarysannapolis.org/Elem/clubs.html

this is a good resource for clubs that are elementary school appropriate

 http: www.newrules.org/journal/nrsum00schools.htm

 

Return to Top

Key Words

extracurricular activities, co-curricular activties, Career & Technical Education, student organizations, clubs, student engagement

Return to Top