epic program impact study_alachua county public schools

1

Alachua County Public Schools

21st CCLC EPIC Summer Camp

and Learning Programs By Matthew Ohlson, Ph.D. Summer 2015


21st CCLC EPIC Summer Camp and Learning Programs

Impact Study: Alachua County Public Schools

21st CCLC EPIC Summer Camp and Learning

Programs

By Matthew Ohlson, Ph.D.

Summer 2015

Introduction

An impact study was conducted to examine the effectiveness and observed best

practices of summer programs at locations in three Alachua County Schools, Florida.

Interviews and classroom walkthroughs were used to examine program effectiveness

and measure student engagement, collaboration, and deeper knowledge of academic

content. The study serves to illustrate the best practices, and offers suggestions and

strategies to improve the fidelity of implementation for current and future programs.

The findings suggest a level of student engagement that far surpasses national averages,

clear evidence of the “Essential 3” instructional practices being implemented with

fidelity, positive testimonials from students and staff related to the activities, and

tangible strategies to improve policies and outcomes.



The Research

There are three main areas being examined within this study that align directly to the

instructional shifts within the new Florida Standards: Deeper Knowledge, Collaboration,

and Engagement. These three areas, termed the “Essential 3” are currently being used

in more than 20 districts throughout the state. These areas of focus are grounded in the

following research.

Engagement

Engagement and academic success

—regardless of the definition,

research links higher levels of

engagement in school with

improved performance.

Researchers have found student

engagement a robust predictor of

student achievement and behavior

in school, regardless of

socioeconomic status.

Students engaged in school are

more likely to earn higher grades In contrast, students with low levels of

engagement are at risk for a variety of long-term adverse consequences, including

disruptive behavior in class, absenteeism, and dropping out of school.

Deal & Peterson (1999), contend that higher achieving schools were those that

demonstrated cultures that fostered engagement and the school principals

interviewed demonstrated numerous strategies and practices instrumental in

leading their schools towards these goals.

Collaboration

Deeper Knowledge

Engagement

Essential 3 Instructional Shifts



Klem and Connell (2004) provide a frightening statistic in this regard, noting that by

high school, as many as 40% to 60% of all students—urban, suburban, and rural—

are chronically disengaged from school.

Collaboration

Deal & Peterson (1999), contend that higher achieving schools were those that

demonstrated cultures that fostered collaboration, empowerment, and

engagement. In contrast, schools with toxic cultures with little stakeholder

collaboration were more likely to produce poor academic achievement.

Leithwood and Seashore-Louis (1998) suggest that successful schools are more

capable of increasing student achievement when the culture shares common

characteristics including a commitment to the students, respect for shared decision

making, a collective belief in the importance of professional growth, collective

celebrations of success, and a mission grounded in the ideal that all students can

achieve.

The findings revealed that as teacher collaboration increased, student suspensions

would decrease by 6.709% (Ohlson, 2009).

Deeper Knowledge

The Hewlett Foundation, found that “deeper learning” schools graduate high

schoolers on time at rates 9% higher than other schools.

Graduates of the “deeper learning” schools were over 4% more likely to enroll in

four-year colleges, and they were slightly more likely to attend selective schools.

http://www.hewlett.org/programs/education



The Observation Tools

The Instructional Practices Inventory is a

teacher-led process for collecting data

about student cognitive engagement during

class time, for organizing the data into user-

friendly profiles, and for faculty

collaborative study of the data so classroom

teachers can more effectively design and

implement quality learning experiences for

their students (Valentine, 1996). Along with

measuring student engagement, the IPI tool

allows the research to document the

presence of various practices such as the

use of technology, collaborative learning, or

differentiation of instruction. For this study,

the researcher noted instances of student

collaboration within the IPI tool along with

the traditional areas of measurement.

The researcher conducted interviews with

students and staff to examine the level of deeper knowledge and understanding of

language arts, STEM, and problem solving strategies addressed within the curriculum.

Data: Observations and Analysis

Instructional Practice Inventory

The IPI observation data revealed extremely positive results in the areas of student

engagement and collaboration including a level of student engagement more than twice

the national averages. The observed levels of high engagement (Level 5 Student

Learning Conversation and Level 6 Student Active Engaged Learning) were at 82% for

the three Alachua County School sites, and the observed level of student collaboration



was 94%. This is in stark contrast to national IPI trends that show the level of high

engagement observed in only 25-40% of classroom instruction (Valentine, 2010). The

observed classroom activities prompted students to work with others to complete a

task, encouraged various roles to be played by all students, and allowed for students to

take ownership of their learning and have a “voice” in the topics, products, and

strategies implemented within each activity/lesson. Included in the observations were

direct statements made by teachers and students.

Students Teachers

“Come on, we can do this. I believe.”

— 4th Grader

“How could we improve upon this process?”

“This is the best thing I’ve ever made.”

— 5th Grader

“What did that group do well?”

“What does a good leader do?

In traditional classrooms, the teacher leads nearly half of all classroom instruction. The

observations documented less than 10% of instructional time was “teacher led

instruction.” The observed teachers spent much of the instruction time facilitating small

group work, highlighting student work, and asking questions. The opportunity to

increase student’s deeper knowledge was evident in each classroom observation with

activities that facilitated a prototyping process. This process allowed students to reflect

upon their own growth and understanding and improve upon their process and product

as a group. There was no observed Level 1 (complete disengagement), which serves as

the strongest predictor of student suspensions and academic failure.



Interviews

Successes

The interviews revealed numerous successes and powerful testimonials supporting the

effectiveness and impact of the program.

Teacher Student

This program offers more engagement and

lots of teamwork.

We practice and make things. It

makes us feel good about ourselves.

The activities include all supplies and

materials, which helps to make our job that

much easier.

You get to test out what you’ve

created …then see how to make it

better

These students need anything to

create/celebrate/be proud of – this affords

them that opportunity

This is not like our regular school

work – we get to create things.

The kids enjoyed making something, seeing it

work and seeing what their peers were doing.

We are not just sitting down and

doing work.

These activities prompt them to build a

community – they are communicating more

and starting to open up to the ideas of others.

It’s not just about science, it’s about each

other… their leadership development.



Challenges

The numerous themes that emerged from the extensive interviews with teachers and

staff including:

Allowing staff the opportunity to review materials with significant time beforehand

enhances teachers’ ability to differentiate instruction based on prior knowledge of

their academic strengths and various grade levels, abilities within the classrooms.

This challenge was felt strongest by those unable to attend staff training.

o Future policy suggestions included mandatory attendance and training

for all staff

Two teachers requested the opportunity to select the activities and plan the weekly

sessions along with school and district staff.

The opportunity to teach students about leadership and teamwork (infusing

athletics and/or fitness) before immersing them in an activity. Harnessing leadership

skills is such a new concept to them that they often don’t know how to work with

others.

o The need for additional leadership training for staff and students was

mentioned at each site



Observation Photographs

Testing their catapult creations



Hands-on collaborative teamwork



Protyping/revising the process



Teamwork – learning from peers



Teamwork in action



Building a strong collaborative culture



High level of engagement from all students



Observation Videos

https://www.youtube.com/watch?v=N3Ex921vffs&feature=youtu.be

Joy of success





Teacher as facilitator



www.publicconsultinggroup.com

epic program impact study_alachua county public schools

Documents