Summer learning-overview

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  • Student-ctred, school-aligned, results-focus; teachers/staff co-developing/co-delivering programming
  • # of stu updated, school number updated, logos updated – 2010-now growth
  • SAYO - measures changes in intermediary youth outcomes linked with long-term healthy development and educational success – be more explicit about skill development to aid with program planning
  • -Be more explicit for program planning; will be covered in depth on 6/2
  • National study, BELL middle schools
  • Explain cap “distinct partnership”
  • Recap goals, leads us to timeline for SLP, this has been checked needs to be read over though for grammar.
  • Summer learning-overview

    1. 1. Summer Learning Project 1
    2. 2. A Vision for Summer Learning in Boston Students are Through a variety of summer In order that connected to programs that: students returnsummer learning to school in the& developmental Fall:experiences that: Reinforce BPS academic standards & complement/activate classroom learning Address their specific Grade ready academic & Motivate and engage students through socio-emotional relevant, hands-on experiences outside needs of school Poised to achieve Build the skills proficiency or Seamlessly integrate academic correlated with better on year- instruction, skill building and success in school end MCAS enrichment experiences Demonstrating Meet and Are co-developed, co-managed and co- strong ACT- stimulate their delivered by BPS and community aligned skills & interests partners behaviors 2
    3. 3. Summer Learning Project 2012 1,600 Students Grades 3-12, 40 BPS SchoolsFunders & Partners Evaluation 3
    4. 4. Common outcomes address both individual and program development – and contribute to robust evaluationAddressing academic Building power skillspower standards and consistent with success countering summer in school, college and learning loss work Improving partnership Addressing social- development and emotional needs program practice 4
    5. 5. Student Skill Development• Initiative: Youth exhibit genuine motivation, persistence and goal directed behavior.• Engagement in Learning: Youth show interest, and are actively involved in school or afterschool program activities.• Communication Skills: Youth are able to effectively express themselves, share their thoughts and ideas with others. Youth are good listeners of other people’s ideas.• Relations with Adults: Youth engage positively with adults and gain their support. 5
    6. 6. Program Quality• Support for academic learning• Effective instructional strategies• Positive socio-emotional environment• Effective content & structure of all activities• Positive relationship building between & among staff, teachers, students• Effective use of informal program times*See Appendix 1 in operational guide/work plan for program quality rubric for more specifics. 6
    7. 7. Summer Learning Project Sites Driven by an Integrate academics & Utilize high quality & essential question skill development hands-on approachesEssential questions Program quality domainspromote: ACHIEVING include:•Inquiry-based •Support for academic CON G Student learninglearning IN success •Positive socio-emotional NE•Collaboration with RIV CTIpeers and adults environment TH NG•Connection of all •Promotion of adult & peerprogram activities relationship building
    8. 8. Context for Summer Learning Project Summer Learning Project sites share: •common outcome goals •academic standards •assessment tools •training “Summer Institute” •program strategies Various funding streams result in different requirements and operational features for some sites. Differences in student eligibility, site staffing, curricular requirements, and qualitative evaluation 8
    9. 9. SLP Program Development & Coaching Resources Locally funded partnerships National study partnerships
    10. 10. Summer Institute Schedule• June 2, 9 am – 4 pm, Madison Park High SchoolTheme: Program Quality Attendance Cap: 8 persons per distinct partnership• June 9, 9 am – 4 pm, Madison Park High SchoolTheme: Integration of Academics & Skill Development Attendance Cap: 8 persons per distinct partnership• Pre-summer, on-site planning• July 20 “Save the Date”Site management check-in; goal: to discuss common issues and share best practices from Summer 2012 thus far. For non-profit leads and/or BPS site coordinators only.To Do:• Each non-profit lead contact is responsible for disseminating Summer Institute schedule to hired coordinators, teachers, paras, and staff. Communicate RSVPs to dmcauley@bostonbeyond.org week of the session.• Non-profit leads/BPS site coordinators should utilize work plan as “working document” to help with Summer Institute common planning time. 10
    11. 11. Summer Learning Project Summer Institute for teachers & partners. On-site planning scheduled by partnerships. SLP implementation -NIOST, RAND evaluations underway Partnerships hire final -Partnerships complete daily student attendance, teachers, submit final BPS personnel timesheets via Dropbox SLP consent forms.May June July August Sept -Sites complete: Partnerships funding and Partnerships submit final expense tracker; submit 1st work plan. Ongoing, “on-call support” from data collection draft of work Signed BASB, BPS, PEAR, & other template plan plus MOUs centralized vendors. July 20th budget. MOUs passed in. “save the date” session included. -BPS administers developed. fall predictive BPS administers “end of year” spring 11 benchmark
    12. 12. Summer Learning ProjectSLP partnershipsNameOrganization/School(Partner organizations) 1-2 sentences on mission of organization(Teachers ) 1-2 sentences on your role in your schoolOthersNameOrganization 12

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