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Berkeley LEARNS After School Programs support children in reaching their full potential by providing academic support, recreational activities, and enrichment classes in a safe and structured environment.
Berkeley LEARNS programs provide academic support, cultural enrichment and recreation from the time the traditional school day ends until 6:00pm during the academic year. The programs are in operation at nine elementary school sites (Berkeley Arts Magnet, Cragmont, Emerson, Le Conte, Malcolm X, Oxford, Rosa Parks, Thousand Oaks and Washington), at all three middle schools, and B-Tech.
LEARNS also has morning programs before school at Berkeley Arts Magnet, Cragmont and Rosa Parks.
All BUSD students are eligible to participate in a Berkeley LEARNS After School Program.  Students can ONLY enroll at the program located at the school they attend. Berkeley LEARNS programs are primarily funded by the California Department of Education After School Education and Safety Programs (ASES) grant, 21st Century Community Learning Centers Grants, parent fees based on a sliding scale, and various mini-grants.
The enrichment component offers both traditional and non-traditional activities designed to build knowledge and enhance creative expression. We encourage personal growth through competitive and non-competitive sports by building teamwork and a healthy competitive spirit, developing relationships, and having fun.  Through our partnership with the City of Berkeley we are able to offer our elementary school students an enhanced athletic program. Berkeley LEARNS Programs instill a sense of community among the students that fosters pride in their program, school, and community. Once your student(s) application is received, a spot will be reserved for them in the program or they will be wait-listed depending on space availability.
For Returning Families please attend the Registration for the school your child is enrolled in.
Alternatively, you may complete the “LEARNS Application” and submit it to the LEARNS Coordinator at your student’s school site.
You may download and complete the “Student Update Registration Form” in advance to make the registration process quicker. Berkeley Unified School District intends to submit a grant application to the California Department of Education to expand after school opportunities for students throughout the City of Berkeley through the 21st Century Community Learning Centers (21st CCLC) program for elementary and middle school sites.
The purpose of this grant program is to establish or expand community learning centers that provide students with academic enrichment opportunities and activities designed to complement the students’ regular academic program, assist with literacy and related educational development services for families, and provide a safe environment for students. For information regarding BUSD’s 21st Century grant applications, please contact the BUSD Afterschool Programs Office at 510-883-6146.
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There I was, trying to save time by teaching all of my students social skills at the same time. Rather than try to make my students fit into my group, I have decided that it is much more productive to tailor my groups to the needs of my students. While the form can seem a bit daunting, it serves as a treasure trove of data to drive the development of your counseling program.
This entry was posted in Free Resource, Group Counseling, Response to Intervention, School Counseling, Social Skills, Uncategorized and tagged Planning, Response to Intervention, Social Skills. Students and siblings who are currently enrolled in a program receive priority placement for the following year. Please ensure that you select the correct school site in the designated drop-down menu on the application. At Louisville, student achievement, along with building students’ self-esteem and self-confidence in a safe, caring environment, is our primary focus. I have found that the following form allows me identify specific issues that I can address in a small group setting. If you can gauge the student’s response to intervention by re-administering the checklist after 4-6 weeks of intervention. By means of therapeutic music, we can assist these children to come to maturity in many ways. Students are then enrolled in the program on a space availability basis in the order applications are received.
Please note, all LEARNS families are required to attend a program orientation at the school site in August to secure enrollment and set up their monthly program fee.
It seemed like a good idea at the time, but once my groups got underway it became pretty clear that the children in my groups had very different skill sets. You can also have teachers rate the intensity of the behavior on a 5 point scale to obtain even more detailed information about the student’s progress. Given the scope of this social skills checklist, it is more feasible to use it with select students (Tier II or Tier III) rather than the whole student body. We have found that when children are offered the chance to excel in enrichment activities, their self-esteem and confidence soars, which leads to academic success. Students in first through fifth grades participate in 55-minute (30 minutes for kindergartners) reading instruction blocks. It has been used with persons, of all ages from preschool to late adulthood and with many types of disabilities whether congenital or adventitious.
We also group and regroup students for one-hour math blocks in second through fifth grades.
Our high-quality instructional program has resulted in increased student achievement in all content areas.

Because music is reinforcing, it can be used to motivate movements or structure exercises which are prescribed in physical rehabilitation. Parents support our school in a multitude of ways, from volunteering at school to organizing fun and well-attended school social events. Louisville Elementary has the Green Star School designation from Eco-Cycle for our recycling, composting and special waste reduction activities program. A Music therapy sessions Music therapy sessions incorporate the use of different musical media to achieve individualized treatment goals.
Through movement to music and dance routines, movements may become more controlled, fluid and purposeful.
Live music offers increased flexibility and adaptability to match and guide physical movements elicited by the client. Musical instruments may be used to work on range of motion, handgrasp strength, and non-verbal self-expression.
These instruments are often adapted to fit the specific physical capabilities of each client. The use of computer-aided and electronic musical equipment also allows severely physically disabled clients to reach their fullest creative potential.
The act of singing may assist in the maintenance and improvement of oral motor skills and pulmonary functioning. Singing provides opportunities to improve breath-control, rate of speech,A articulation and pronunciation skills. Discussion of lyrics and songwriting may provide opportunities to discuss and share personal thoughts and experiences.
Music therapy can increase an individual's level of independence, and enhance feelings of self-confidence, self-worth and self-esteem. Facilitate relaxationRelaxation is an important component in achieving increased range of motion and flexibility. Music experiences that can promote relaxation include listening to carefully chosen music, instrumental improvisation and music-assisted relaxation exercises. Although most people may find sedative music effective in achieving a relaxed state, this may not be true in all cases. The music therapist is able to recognize and monitor the effects of the presented music on the individual. Increase motor coordinationMotor coordination can be improved through many musical experiences. The use of selected instruments can improve range of motion as well as fine and gross motor skills through strategically, placing instruments around the individual or using instruments that require the use of specific muscle groups or, body parts. Eye hand coordination can also be improved through the use of instruments that require increased precision in physical motion.
The use of rhythmic auditory stimuli has been shown to increase independent, even control of ambulation in individuals with uneven or arrhythmic gait patterns and to facilate temporal and quantitative muscular control in children with gross motor dysfunction.3. Reinforce and provide motivation for physical exerciseThe use of music in therapy provides a positive and enjoyable atmosphere for persons with physical disabilities to experience success. Through providing live background music, adaptability and flexibility is maintained so that the music therapist can more easily match the individual's motions in tempo, style and rhythm. Music can help provide distraction and diversion from exercises that may be difficult for the individual, provide motivation to maintain participation and make a regular exercise routine seem less tedious.4. Foster independence, self-confidence- and self-esteemAs physical abilities improve, and persons have increased opportunities to practice and acquire new skills and abilities, independence can be fostered and self-confidence and self-esteem enhanced.
A positive self-image and self-concept can be developed through music therapy interventions and music therapy activities can be adapted according to the individual's needs and capabilities.
Develop functional speech and communication abilitiesSinging and speech have many commonalities.
The use of vocal exercises used in singing can enhance oral motor skills such as articulation, breath control, and vocal intensity.
Through manipulating tempo and rhythm, clarity of speech can be enhanced and the rate of speech can be modified to provide increased communication abilities for the individual.
Melodic intonation therapy involves the sung intonation of propositional sentences in such a way that the intoned pattern is similar to the natural prosodic pattern of a sentence when it is spoken.
This technique has been shown to be effective in improving word-morpheme performance levels, sentence lengths, articulation skills and intelligibility for language delayed apraxic children and has been an effective treatment for some persons with severe aphasia . Music has also been effective as a stimulus to promote spontaneous speech with physically challenged children and to promote non-verbal communication through bliss symbols or sign language.6. Motivate interaction with othersPersons with physical disabilities may encounter decreased opportunities and motivation for social interaction. Music therapy can provide opportunities to interact with peers through a shared experience. Group ensembles provide opportunities to develop peer relationships, develop social interaction skills and provide opportunities for cooperation and working together as a group toward a common goal. Group music therapy sessions can also provide opportunities to share personal experiences with others and provide a means and an outlet for appropriate self-expression.A Music therapy and children with autism Music Therapy is particularly useful with autistic children owing in part to the nonverbal, non threatening nature of the medium.
Parallel music activities are designed to support the objectives of the child as observed by the therapist or as indicated by a parent, teacher or other professional.

A music therapist might observe, for instance, the child's need to socially interact with others.
Musical games like passing a ball back and forth to music or playing sticks and cymbals with another person might be used to foster this interaction. Eye contact might be encouraged with imitative clapping games near the eyes or with activities which focus attention on an instrument played near the face. Preferred music may be used contingently for a wide variety of cooperative social behaviors like sitting in a chair or staying with a group of other children in a circle.A Music Therapy is particularly effective in the development and remediation of speech. The severe deficit in communication observed among autistic children includes expressive speech which may be nonexistent or impersonal. Speech can range from complete mutism to grunts, cries, explosive shrieks, guttural sounds, and humming. There may be musically intoned vocalizations with some consonant-vowel combinations, a sophisticated babbling interspersed with vaguely recognizable word-like sounds, or a seemingly foreign sounding jargon. Higher level autistic speech may involve echolalia, delayed echolalia or pronominal reversal, while some children may progress to appropriate phrases, sentences, and longer sentences with non expressive or monotonic speech. Since autistic children are often mainstreamed into music classes in the public schools, a music teacher may experience the rewards of having an autistic child involved in music activities while assisting with language.It has been often noted that autistic children evidence unusual sensitivities to music. Some have perfect pitch, while many have been noted to play instruments with exceptional musicality. Music therapists traditionally work with autistic children because of this unusual responsiveness which is adaptable to non-music goals Some children have unusual sensitivities only to certain sounds. One boy, after playing a xylophone bar, would spontaneously sing up the harmonic series from the fundamental pitch. Through careful structuring, syllable sounds were paired with his singing of the harmonics and the boy began incorporating consonant-vowel sounds into his vocal play. Soon simple 2-3 note tunes were played on the xylophone by the therapist who modeled more complex verbalizations, and the child gradually began imitating them.Since autistic children sometimes sing when they may not speak, music therapists and music educators can work systematically on speech through vocal music activities. In the music classroom, songs with simple words, repetitive phrases, and even repetitive nonsense syllables can assist the autistic child's language.
Meaningful word phrases and songs presented with visual and tactile cues can facilitate this process even further. Parents and teachers alike can assist the child in remembering these prosodic features of speech by prompting the child with the song.While composing specialized songs is time consuming for the teacher with a classroom full of other children, it should be remembered that the repertoire of elementary songs are generally repetitive in nature.
Even in higher level elementary vocal method books, repetition of simple phrases is common. While the words in such books may not seem critical for the autistic child's survival at the moment, simply increasing the capacity to put words together is a vitally important beginning for these children.For those teachers whose time is limited to large groups, almost all singing experiences are invaluable to the autistic child when songs are presented slowly, clearly, and with careful focusing of the child's attention to the ongoing activity. To hear an autistic child leave a class quietly singing a song with all the words is a pleasant occurrence. To hear the same child attempt to use these words in conversation outside of the music class is to have made a very special contribution to the language potential of this child. Music is effective because it is a nonverbal form of communication, it is a natural reinforcer, it is immediate in time, provides motivation for practicing nonmusical skills, and is successful because almost everyone responds positively to at least some kind of music.A Music therapists work in a variety of settings, including medicine, rehabilitation, psychiatric care, special education, correctional facilities, state schools, community-based health care, and private practice.
For example, the therapist and client might compose songs for the purpose of expression of feelings; one client might learn to play the piano for the purpose of improving fine motor skills, while another client might use instruments to improvise unspoken emotions. Following coursework, students complete a six-month full time clinical internship and a written board certification exam. Music therapy can increase an individual's level of independence, and enhance feelings of self-confidence, self-worth and self-esteem. Through providing live background music, adaptability and flexibility is maintained so that the music therapist can more easily match the individual's motions in tempo, style and rhythm. A positive self-image and self-concept can be developed through music therapy interventions and music therapy activities can be adapted according to the individual's needs and capabilities. A music therapist might observe, for instance, the child's need to socially interact with others. In the music classroom, songs with simple words, repetitive phrases, and even repetitive nonsense syllables can assist the autistic child's language. Music therapy with young children is the functional use of musical interactions to enhance and develop socialisation, communication, self-expression, and sensory-motor skills.Who is a registered music therapist (RMT)?Registered Music Therapists (RMTs) are skilled and qualified musicians and therapists who assess, design and implement programs to meet the needs of young children.
When applied therapeutically by a RMT, music becomes a pleasurable therapeutic medium that facilitates advancement toward articulated and often multi-purpose goals and objectives.
Music therapy can address several needs simultaneously and is highly transferable to the home environment.
Furthermore, as young children with delay in development are not necessarily delayed in their music skills, music therapy allows them to experience a sense of success and fun whilepursuing other non-musical goals. The Music Therapy Process Specific music therapy goals are determined by the RMT through initial music therapy assessment and ongoing review of the child.

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