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Out of the Box Summer School
Transcript of Out of the Box Summer School
Coordinated it with 21st Century Summer School program
Scheduling competed with baseball program, swimming lessons, parent work schedules and vacations
The students who really could of benefited from summer school did not attend including those who: left for the summer, didn’t want to get up
early, did not show up and students who lived
out in the country… Our History Guidance on Operating a Title I Summer School Program in a Targeted
Assistance School. (n.d.) Retrieved from http://www.dpi.state.nd.us/title1/springwkshp/summerschool.pdf Group sizes should be kept small. The smaller the group size, the bigger impact Title I services will have on each student. Services for students should be individualized as much as possible.
Research shows that parent involvement plays a huge part in the success of a child in school. Parent involvement should be a component of the summer school program.
Student assessment and reporting the results of these assessments, including identifying the progress of the child in the program to parents should be included in the summer school program. Naturally, a Title I summer school program is going to look different in each district. However, the following components should be a part of all Title I-funded programs:
The program’s main focus should be to raise the academic achievement of participating students.
Teachers should employ research-proven strategies (i.e., use different modes and methods of instruction, provide an environment rich in print, provide exposure to a variety of texts). What should Title 1 Summer School look like? National Summer Learning Association, Research in Brief, More than a Hunch: Kids Lose Learning Skills Over the Summer Months. Retrieved from http://c.ymcdn.com/sites/www.summerlearning.org/resource/collection/CB94AEC5-9C97-496F-B230-1BECDFC2DF8B/Research_Brief_04_-_Cooper.pdf A conversation with Harris Cooper, a professor at Duke University,
who has done research about summer school … Given the findings, what would you recommend that program practitioners and policymakers do to prevent summer learning loss?
We ought to start thinking outside the box about the arrangement of school day and year and try to build in greater flexibility depending upon the child’s and family’s needs.
Summer programs should wrap up close to the beginning of the school year in order to prevent summer learning loss, and summer programs should be well-planned to complement the school year, not necessarily more of the same or an afterthought. Based upon what your research has shown, what are your personal ideas on what constitutes a high-quality summer program?
Small, individualized programs with parental involvement were all associated with greater effectiveness.
Summer affords more freedom to digress from a prescribed curriculum, so you can study at a more leisurely, individualized pace, especially when dealing with younger children.
Also, small programs may be more nimble, making them more efficient at planning, decision-making, and using available resources. This past summer, the problem was we weren’t going to have the 21st Century summer program due to lack of interest…
So how could we run the Title 1 summer school, draw the students in, and make sure that their needs were met?
We really needed to think outside of the box…
And this is what we came up with…... Students would get packets…for a week or so. For example, when mom would drive in for groceries, attend a church meeting, or come in swimming lessons, the student could come in and meet with the Title 1 teacher and receive a new packet.
Could we do it? We called and talked to a few people at the state Title 1 office… and they said YES! OUT of the Box
summer school We looked at NWEA scores, AIMSWeb data, NDSA results and teacher recommendations.
From this data, we complied the group of students that we recommended for summer school (letter)
We sent out 26 letters and 17 students agreed to be a part of summer school
Title 1 teacher met with each student and parent, to communicate the expectations and how the summer school would be conducted So, how did we decide
who would be a part of this? Peggy Rolle, Title 1 teacher, was paid by the hour. The number of hours/week was determined according to budget
She kept a log of the times she met with the students and also when preparing the packets for the students
In previous years, we employed two teachers for the month of June and it was comparable to what we paid Peggy from end of May to middle of August
In order to run it through the whole summer, we had to actually run it over two years’ budgets…2011-2012 budget and 2012-2013 budget Budget To schedule times to meet with the students, Peggy used the following means to get a hold of the parents…
Called land lines and cell phones. If she didn’t get a hold of them, she left messages repeatedly!
Going to their homes
Parent contact Peggy took the assessment data and teacher
input and found activities that directly addressed
their individual needs
Each packet usually contained activity based projects, games, web-site resources, books at their reading level, and/or research-based interventions
Peggy even mailed packets to students who spent the summer out of state and corresponded with their parents on any questions or comments they had.
Peggy kept a spreadsheet of the student’s name, when they met, what they covered and documented when they turned in their packet. She also kept a calendar that included the scheduled time with students.
When a student completed a packet, they were given another one to work on. Most packets were for two weeks.
Small incentives were given when a student completed a packet. (Not purchased with Title 1 funds!) At the end of the summer school session, if the students had reached their goal, they were given a movie pass to our local theater. (Not purchased with Title 1 funds!) Packets They met various days and times for approximately
30 to 60 minutes depending on need and age of student. Eventually she limited the days to Monday through Wednesday. Since times ranged from 10:00am to 8:00pm, this at least helped the scheduling. For example, if a student had swimming lessons at 11:00, they would schedule to meet at 10:00am or if a student had baseball practice at 5:30pm, they would schedule to meet at 4:30pm. She tried to make herself available whenever it was convenient for the families
They utilized the public library and also the school.
When Peggy met with the students, they reviewed questions they had on the packet, she went over directions for the next packet, they worked on areas of student need, and progress monitored
When they met at school, they utilized the NEOs, Dijis,
Nintendo DS, Kindles, Ipads, Promethean Board, and
Peggy utilized a lot of information from our
school website and FCRR When , Where, and What Parents were asked to fill out surveys at the end of the summer.
Here are some of their responses…
I enjoyed working and challenging my child with the work that we
sent home. I was happy that the work that was sent home was
related to what my child struggled with at school. It was good to
work on the work at home and in an easier environment.
You could work around summer schedule.
It was only one day a week.
The individual hour was great. I feel my child got more out of that
time frame than previous years of group activities.
I liked the less driving in and waiting around—I appreciated
the fact that Mrs. Rolle worked around baseball. Parent surveys about
this year’s summer school… Out of the Box Summer School Thank you! We have 110 students in our elementary, K-Gr 6.
We are a high poverty school, with up to 63% free and reduced.
Hebron became a Schoolwide Title 1 school in the 2009-2010 school year.
In 2010-2011, Hebron did not make school and district AYP. We implemented Daily 5, RTI-a and RTI-b schoolwide the next year the elementary made AYP in reading and math but the district did not. So we currently are under program improvement district wide. Parent involvement!!!
The students worked on packets through the whole summer, not just the month of June
Peggy carried out interventions that were started during the school year
Worked with parents’ schedules
Parents were more aware of student difficulties
Title 1 teacher developed relationships with the parents
Texting was a big part of communication with parents
It appeared that the the students progressed with more parental involvement
Several students' NWEA scores increased from the Spring to Fall!
Six out of 17 students participated in summer school that hadn't in the previous years What worked! Schedule time every week, more regular times
Blog with older students on books they are reading
School building was very hot and stuffy—so try schedule time to meet in air conditioned room or the public library. It was difficult working around school’s cleaning schedule
If the amount of students increase, we will have to consider hiring another person. Also a sub should be hired to help fill in for times when Peggy couldn’t meet
Next year, Peggy plans putting less things in the packets and try to find more project based activities—because that’s what the students liked best
Peggy is going to be even more persistent—she’s going to call, text, and pick up students to get them to come. She had more trouble getting the town kids to keep their times than the rural What we would change for next year… Hebron Elementary