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The iCAN Project
 

The iCAN Project

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The iCAN Project is a project developed by four Northwestern University students hoping to provide a summer enrichment program to high-potential, low-income students in Evanston and Rogers Park, Ill.

The iCAN Project is a project developed by four Northwestern University students hoping to provide a summer enrichment program to high-potential, low-income students in Evanston and Rogers Park, Ill.

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The iCAN Project The iCAN Project Presentation Transcript

  • The iCAN Project Evanston Northwestern University Office Evanston, Ill. DATE TIME Start-Up Team Matthew Presser Emily Machado Lisa Wang Alex Tate
  • The iCAN Project Evanston iCAN
  • The iCAN Project Evanston iCAN LEARN
  • The iCAN Project Evanston iCAN TEACH
  • The iCAN Project Evanston iCAN ACHIEVE
  • The iCAN Project Evanston iCAN BE MYSELF
  • The iCAN Project Evanston iCAN DO MY BEST
  • The iCAN Project Evanston iCAN WORK HARD
  • The iCAN Project Evanston iCAN GO TO COLLEGE
  • The iCAN Project Evanston iCAN SUCCEED
  • The iCAN Project Evanston
    • The Facts
    • The Solution
    • The Students
    • The Teachers
    • The Details
    • The iCAN Difference
  • The iCAN Project Evanston
    • The Facts
    • The Solution
    • The Students
    • The Teachers
    • The Students
    • The iCAN Difference
  • The Facts
    • All students experience learning losses when they do not engage in educational activities during the summer.
    • On average, students lose approximately 2.6 months of grade level equivalency in mathematical computation skills during the summer months.
  • The Facts
    • Low-income children and youth experience greater summer learning losses than their higher income peers.
    • Summer learning loss contributes to the achievement gap in reading performance between lower and higher income children and youth.
  • The Facts
    • By accessing the wealth of individual resources in our students and local community, we can reverse these educational trends .
    • Research shows that teachers spend between 4-6 weeks re-teaching material that students have forgotten over the summer.
  • The Facts
    • Something must be done.
    1/4 Drop in Math Grade Level Summer Learning Losses Low Income Students Suffer Greater Learning Losses Achievement Gap Grows Teachers Must Re-Teach Old Material
  • The iCAN Project Evanston
    • The Facts
    • The Solution
    • The Students
    • The Teachers
    • The Details
    • The iCAN Difference
  • The iCAN Project Evanston
    • The Facts
    • The Solution
    • The Students
    • The Teachers
    • The Students
    • The iCAN Difference
  • The iCAN Difference
    • Vision
    Children in Evanston and Rogers Park, regardless of race or socioeconomic background, will have access to high-quality educational opportunities and will have the guidance, self-confidence, knowledge and inspiration to succeed in secondary education and beyond. The high school and college students teaching in the program will be inspired to pursue careers in the field of education.
  • The Solution
    • The iCAN Project
    iCAN Summer Institute iCAN Super Saturdays iCAN High School Support
  • The Solution
    • The iCAN Project
    iCAN Summer Institute iCAN Super Saturdays iCAN High School Support
  • The Solution
    • The iCAN Summer Institute
    • Six weeks
    • Daily classes in core subjects and electives
    • 7:1 student-to-teacher ratio
    • Nightly homework
    • High school and college student teachers
    • Experienced mentor teachers
    • No cost to student
    • Hosted at Northwestern University
  • The Solution
    • Typical Day (1 of 2)
    07:30 – Faculty Announcements 08:00 – Students Arrive / Faculty Greets Buses / Students Eat Breakfast / Get Excited! 08:30 – Science Class 09:25 – Math Class 10:15 – 60 Second Dance Party in between Classes 10:16 – Language Arts Class 11:10 – Social Studies Class 12:10 - Lunch
  • The Solution
    • Typical Day (2 of 2)
    1:00 – All School Meeting with Brain Teasers / Skits / Games 1:15 – Elective (ex. Poetry / Art) 2:10 – Students meet in groups w/ teachers for discussions, games, tutoring, etc. 3:05 – Exploratory (ex. Sports / Dance) 4:05 – Students Board Buses 4:15 – Faculty Meeting / Lesson Planning / Grading / H.W.
  • The Solution
    • The iCAN Project
    iCAN Summer Institute iCAN Super Saturdays iCAN High School Support
  • The Solution
    • The iCAN Project
    iCAN Summer Institute iCAN Super Saturdays iCAN High School Support
  • The Solution
    • The iCAN Super Saturdays
    • Bi-monthly
    • Mathematics and Language Arts
    • Elective Classes and Homework Help
    • Continued support throughout middle and high school
  • The Solution
    • The iCAN Project
    iCAN Summer Institute iCAN Super Saturdays iCAN High School Support
  • The Solution
    • The iCAN Project
    iCAN Summer Institute iCAN Super Saturdays iCAN High School Support
  • The Solution
    • iCAN High School Support
    • Support continues after middle school
    • High school selection
    • Extracurricular activities
    • College prep
  • The iCAN Project Evanston
    • The Facts
    • The Solution
    • The Students
    • The Teachers
    • The Details
    • The iCAN Difference
  • The iCAN Project Evanston
    • The Facts
    • The Solution
    • The Students
    • The Teachers
    • The Details
    • The iCAN Difference
  • The Students
    • The iCAN Student Body
    • Beginning June 2008
    • 45 students after 6 th grade
    • Evanston and Rogers Park
    • Students will be selectively recruited by iCAN representatives
    • iCAN will emphasize geographic, cultural, and economic diversity
  • The iCAN Project Evanston
    • The Facts
    • The Solution
    • The Students
    • The Teachers
    • The Details
    • The iCAN Difference
  • The iCAN Project Evanston
    • The Facts
    • The Solution
    • The Students
    • The Teachers
    • The Details
    • The iCAN Difference
  • The Teachers
    • The iCAN Teachers
    • 12 local high school and college students from diverse backgrounds
    • Advised by mentor teachers
    • Training institute and volunteer requirement
    • Teachers will learn: course planning, classroom management, and teamwork skills
    • Committed to closing the achievement gap
  • The iCAN Project Evanston
    • The Facts
    • The Solution
    • The Students
    • The Teachers
    • The Details
    • The iCAN Difference
  • The iCAN Project Evanston
    • The Facts
    • The Solution
    • The Students
    • The Teachers
    • The Details
    • The iCAN Difference
  • The Details
    • Administration
    • Northwestern University affiliated program
    • Student directed, faculty advised
    • Sustainable
    • Funding
    First Year Budget: (June 2008 - June 2009) The Details
  • The iCAN Project Evanston
    • The Facts
    • The Solution
    • The Students
    • The Teachers
    • The Details
    • The iCAN Difference
  • The iCAN Project Evanston
    • The Facts
    • The Solution
    • The Students
    • The Teachers
    • The Students
    • The iCAN Difference
  • The iCAN Difference
    • Benefits
    Community Benefits Northwestern Benefits
  • The iCAN Difference
    • Benefits
    Community Benefits Northwestern Benefits
  • The iCAN Difference
    • The iCAN Difference (Part One)
  • The iCAN Difference
    • The iCAN Difference (Part Two)
  • The iCAN Difference
    • Community Benefits
    The Start-Up Team envisions that summer institute participants will return to the program during high school to serve as volunteers, and later, as teachers. Local internship or iCAN Teacher Local internship or iCAN volunteer iCAN Leader-ship Training iCAN Student Summer before twelfth grade Summers before tenth and eleventh grades Summer before ninth grade Summers before seventh and eighth grades
  • The iCAN Difference
    • Community Benefits
    The iCAN Project will help motivated students in our local communities. Through enrichment programs that complement what students are learning in their regular schools, we believe local schools will experience higher college matriculation rates , better test scores , and a higher interest in middle school coursework and beyond .
  • The iCAN Difference
    • Community Benefits
    The iCAN Project takes an asset-based community development approach, by harnessing the many assets of our community, such as its proximity to a renowned university, supportive teachers and a wealth of motivated college students.
  • The iCAN Difference
    • Community Benefits
    In its 2006-07 goals, Evanston Township High School identifies providing academic and social support, and increasing the percentage of black, Latino, and low-income students meeting or exceeding reading and math standards, completing advanced courses and graduating on time.
  • The iCAN Difference
    • Community Benefits
    In its 2006-07 goals, Evanston/Skokie School District 65 identifies “making programmatic efforts to improve middle school education,” in addition to more academic enrichment programs and improving student academic achievement.
  • The iCAN Difference
    • Community Benefits
    As a member of the Minority Student Achievement Advisory Committee, both Evanston school districts are “committed to eliminating racial differences in academic achievement.” Furthermore, a goal of the MSAAC is to “find programs and strategies to help students meet standards.”
  • The iCAN Difference
    • Benefits
    Community Benefits Northwestern Benefits
  • The iCAN Difference
    • Benefits
    Community Benefits Northwestern Benefits
  • The iCAN Difference
    • Northwestern Benefits
    • Northwestern University has demonstrated an interest in bringing in students of color from neighboring communities .
    • In addition, the mission of the School of Education and Social Policy is to “understand and improve learning communities, schools, and classrooms, workplace settings, families, and neighborhoods; to study lifelong learning and improve lives through policy. …”
  • The iCAN Difference
    • Northwestern Benefits
    • Current Northwestern University undergraduates will run and participate in the program as teachers.
    • Community students will be exposed to Northwestern’s amenities and resources
    • Fosters collaboration between Northwestern and the city of Evanston
  • The iCAN Difference
    • Similar Programs in Action
    The iCAN Project is modeled after a number of similarly designed programs currently working in cities across the country: Raleigh, N.C. Wake Summerbridge 27 Sites Breakthrough Collaborative Ross, Calif. Making Waves Riverside, Calif. UC-Riverside Summer Bridge Boston, Mass. Building Educated Learners for Life Baltimore, Md. Teach Baltimore / SuperKids Camp Durham, N.C. Student U
  • The iCAN Difference
    • Success Sample
    BELL Scholars gain an average of six-months-grade-equivalent-skills in reading and math. 83% of parents reported improvements in their children’s self-esteem, motivation to learn, and other areas. Among Breakthrough students nationally, 57% took algebra or geometry in the eighth grade (25% nationally) and over 80% of graduates believe Breakthrough helped them to become better students.
  • The iCAN Difference
    • It Can Happen Here Too
    Our hope: To provide middle school students in our community with the educational, emotional, and intellectual support to excel in high school and college. Our goal: To focus on students’ immense capabilities by fostering and bringing out the positive skills in every child.
  • The iCAN Project Evanston iCAN
  • The iCAN Project Evanston iCAN LEARN
  • The iCAN Project Evanston iCAN TEACH
  • The iCAN Project Evanston iCAN ACHIEVE
  • The iCAN Project Evanston iCAN BE MYSELF
  • The iCAN Project Evanston iCAN DO MY BEST
  • The iCAN Project Evanston iCAN WORK HARD
  • The iCAN Project Evanston iCAN GO TO COLLEGE
  • The iCAN Project Evanston iCAN SUCCEED