strategies for planning summer school for math intervention
TRANSCRIPT
GEORGE AND VERONICA
PHALEN LEADERSHIP ACADEMIES
School Demographics
2
A little information about Phalen:
School opened doors on August 19, 2013
282 scholars in grades K-3
We add one grade each year, and will ultimately be a K-8 campus
Next year, we will serve over 400 scholars, grades K-4
School will ultimately serve over 600 scholars
89% of our scholars are eligible for free- or reduced-priced lunch
Our school is 93% African-American
We have a total of 37 team members (administrators, teachers and TAs)
Launched a partnership with Early Learning Indiana in 2014
Early Learning Indiana currently serves 30 four-year olds
2
School Model
3
PLA was awarded 10 charters from the Indiana Charter School Board, and will launch a network of schools that will serve 10,000 children. Building on over 20 years of experience in raising student achievement, the school model has the following pillars:
Exceptional teachers and school leaders
Expanded learning time
Longer school year (225 days vs. 180)
Longer school day (8 hrs. vs. 6)
Pre-K through 8th Grade
Best-in-class academic curricula and enrichment classes
Use of technology to complement teacher instruction
Character education
Partnership with parents
3
Outcomes
4
4
Reading
• Overall, our children improved from 56% to 92% at or above grade
level in reading (DIBELS Next assessment); and
• Kindergarten scholars improved from 44% to 99% at or above
grade level in reading (DIBELS).
Math
• Overall, scholars improved from 14% to 84% proficient in math
(mClass Math); and
• Kindergarten scholars improved from 3% to 96% proficient in math
(mClass Math).
Strong Scholar Growth
5
5
Helping Our Children Excel
6
Harnessing the power of summer learning to help all children excel.
8
Need
This information is confidential and was prepared by Bain & Company solely for training purposes; it is not to be relied on by any 3rd party without Bain's prior written consent.
03 - Workplanning_Clean
The Problem: Summer Learning Loss
0
100
200
300
400
Gra
de1
Grade
2
Gra
de3
Grade
4
Gra
de5
Cumulative school year test score gains*
-20
50
120
190
260
330
400400
Cumulative summer test score gains*
Grade
1
Gra
de2
Gra
de3
Grade
4
Grade
5
School Year Summer
*Note: Test scores based on California Achievement Math & Reading Test using a continuous scale that begins in kindergarten and goes through grade 12Source: Entwisle, D., Alexander, K., & Olson, L. 1997. “Children, Schools and Inequality.” Boulder, CO: Westview Press.
Low Socioeconomic Status
High Socioeconomic Status
Low Socioeconomic Status
High Socioeconomic Status
• By the end of 5th
grade, children living
in low-income
communities are 2
years behind their
middle-class peers in
verbal achievement.
• Summer contributes
3.5 months each year
to the achievement
gap between low-
income and middle-
income students.
• Summer learning loss
accounts for over
66% of the
performance gap.
Summer Learning Loss
Important Turnaround Strategy
10
There is over 100 years of evidence that demonstrates the power of
summer learning. Key research findings include:
• All young people experience learning losses when they do not engage in
educational activities during the summer (Downey, von Hippel & Broh,
2004).
• Most students lose about two months of grade level equivalency in
mathematical computation skills over the summer months. Students living in
low-income communities also lose more than two months in reading
achievement. (Cooper, Nye, Charlton, Lindsay & Greathouse, 1996).
• More than half of the achievement gap between lower- and higher-income
youth can be explained by unequal access to summer learning
opportunities. As a result, children living in low-income communities are less
likely to graduate from high school or enter college (Alexander, Entwisle &
Olson, 2007).
• Children in nations that are outcompeting us attend 20-45 more days of
school annually than our students (ed.gov).
Summer Advantage Impact
11
Academic Gains
• 3.8 months grade equivalent skills gain in math and 2.3 months grade equivalent skills gain in reading over the 5-week period. Grade-equivalent scores relate students’ scores to the typical performance of students in specified grades tested in a given month of the school year.
• 6.9 NCE units gain in reading and math, indicating that on average our scholars outpace students nationally. Normal Curve Equivalents (NCE) show a student’s relative position compared to others in the same grade and tested at the same time of year. A gain in NCE units indicates that the student has “grown” more than the norm group.
• An improvement of 6.95 percentage points in comparison to peers nationwide. Percentile ranks range from a low of 1 to a high of 99, with 50 representing the middle score and denoting average performance.
Impact on State Test Scores
• Third-graders at Lynwood Elementary, the poorest school in Indiana’s Decatur Township, gained nearly 16 percentage points in language arts and 12 percentage points in math on the state standardized exam. One critical factor to this improvement is participation in Summer Advantage.
• Superintendent of Decatur Township, Don Stinson, lauded the improvement and remarked, “Those are real numbers, and Summer Advantage is a huge part of that improvement.”
-4
-3
-2
-1
0
1
2
3
4
Early Summer Late Summer
Withprogram
Withoutprogram
3 months’ gain
3 months’ loss
6 months’
difference
12
Program
When you partner with Summer Advantage, you are joining forces with one of only two summer learning programs* in the country that has been scientifically proven to improve student outcomes.
By participating in Summer Advantage, children increase their knowledge and mastery of reading, writing and math skills while expanding their aspirations for the future. Children make these gains as a result of the following core program components:
Outstanding Staff as Teachers and Mentors Skills-Based Curricula Rigorous Assessment and Evaluation Mentoring Additional Learning Time to Support Student Success Parental Involvement
*The Summer Advantage program model underwent a two-year independent evaluation by Urban Institute and Mathematica. The randomized control group study demonstrated impact on both literacy skill development and parental engagement.
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Evidence-Based Program
Monday-Thursday
8:30am-9am Breakfast and Community Time
9am-11am Literacy Instruction - Houghton Mifflin Summer Success
11am-12pm Math Instruction - Houghton Mifflin Summer Success
12pm-1pm Lunch and Recreation
1pm-2pm Science & Innovation (M/W) – Examples include Engineering is
Elementary, Building Math and/or FIRST Lego League Program
Citizenship, Environment & Society (T/R) – Examples include
Debate, Facing the Future, Peace First, Anti-Bullying and Hate
Crime Prevention Programs
2pm-3pm Health & Physical Fitness (M/W) - Provided by enrichment
teachers and through local sports and fitness partners
Art, Music or Drama (T/R) – Provided by enrichment teachers
and through local partners
Program Model
Friday
8:30am-9am Breakfast and Community Time
9am-10am Guest Speakers: Professionals expose scholars to career
opportunities, demonstrate the path and inspire scholars to
make the right choices; past guest speakers have featured
members of the local law enforcement agency
10am-3pm Field Trips including:
• College campus visits
• Museums and science centers
• Amusement park day
• Company “shadow days”
Service Learning Project: Scholars select and implement a
community service project, i.e. project to help prevent bullying
and juvenile violence in the community
Family Closing Celebration
Program Model
16
Impact
Independent Evaluation
17
In addition to helping children gain reading, writing and math skills
each summer, the Summer Advantage model has also been
scientifically validated in a rigorous independent evaluation by the
Urban Institute:
The Urban Institute study used random assignment, the “gold
standard of evaluation methods”, to measure the effectiveness
of the summer program.
The study found children who attend the summer program
show statistically significant positive gains on reading test
scores.
Parents whose children attended the program showed positive
changes in the degree to which they encouraged their children
to read and the degree to which they read with their children.
Impact
After attending a college field trip hosted by Butler University, a Summer Advantage scholar
joined his family at a July 4th celebration. During the event, he declared to everyone that he was
determined to go to college. In fact, the 9-year-old shared, "I have decided to attend and
graduate from Butler University." There were 43 family members at the cookout, and no
one there had gone to college.
--Summer Advantage Scholar
"My daughter enjoyed the Summer Advantage program. She came home daily excited about
what she learned in class. I think the traditional school system should monitor the teaching
done in Ms. McKay's class because it inspired my daughter to do additional research at
home when she was not required and gave me the opportunity to learn with her. Thank you
for giving us this opportunity and I hope my son gets a chance to experience it next year too."
--Summer Advantage Parent
It only took a few weeks for Winfred Weah to notice something peculiar about his two sons, who
were enrolled in [Summer Advantage] this year. “They would pick a book without being told
to read the book,” Weah said. Weah’s oldest son, Winfred, said he’s glad he completed
the program. “It’s fun. It’s good. You learn stuff. You want to be more.”
-- Excerpt from Indy Star, Summer Advantage parent
TIME Features
Summer Advantage
Selected Excerpts
It was during a summer vacation from
Harvard Law School that Earl Martin
Phalen had his first teaching
experience, as a volunteer at an
impoverished school in Jamaica. He
says he knew immediately that “this was
what I wanted to do with my life.”
I wasn’t there five minutes before a boy
looked me in the eye and announced,
“I’m going to be an aeronautical
engineer.”
Scholars who spend three seasons with
Summer Advantage will raise their
scores from an average baseline in the
low 30th percentiles into the 70th
percentiles in math and reading.
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Partnership
21
Potential Partnership Overview
Year 2015 2016 2017
Scholars 1,000 2,000 4,000
Grades K-8
Hours Per Day 6.5 hours per day
Program Length 25 additional days of high quality learning*
Professional Development> 30 hours of training which includes e-learning and in-
person workshops
OutcomesOver 1 month gain in reading, writing math grade equivalent
skills based on a nationally-normed diagnostic tool
Partnership Overview
*Program length and outcomes vary based on partner choice (see Slide #17 below).
We offer several program models to meet our partners’ needs.
Our partners also provide food, facilities and transportation in-
kind. Below you can find the pricing for each model.
22
Program Cost
ModelCost Per
ScholarProjected Outcomes
5-Week Full-Day $1,400 2.5 months gain in reading and math
5-Week Half-Day $1,200 2 months gain in reading and math
4-Week Full-Day $1,200 1.5 months gain in reading and math
4-Week Half-Day $1,000 1 month gain in reading and math
3-Week Full-Day $800 0.5 months gain in reading and math
3-Week Half-Day $700 0.5 months gain in reading
2-Week Full-Day $650On track/no summer learning loss in reading and
math
2-Week Half-Day $595 On track/no summer learning loss in reading
Title I, 21st CCLC, School Improvement Grants, Summer School funds and
philanthropy pay for the program.
Strong Outcomes for Scholars: Scholars will gain over 2 months of academic skills. In the fall, scholars will perform better in their classes and on standardized tests.
Academics and Enrichment: Scholars receive breakfast/lunch; rigorous morning academics; daily physical fitness; afternoon enrichment; and Friday field trips.
Ability to Hire the Best: The best certified teachers and college students serve as staff. Small class ratios include 1 Teacher and 1 TA for each class of 20-24 scholars.
Professional Development for Staff: Over 30 hours of training; professional mentoring; all staff reenergized by culture and mission.
Low Cost: Evidence-based program that can leverage public and private funds.
High Community Satisfaction: Over 90% of scholars, teachers, parents, and principals report a high level of satisfaction.
Data Availability: Evaluation reports showing pre- and post-test data and performance against state and national standards will be available.
23
Benefits of Partnering
24
The impact of our initiatives and the strength of our leadership have
earned recognition from a wide range of public and private entities:
Endorsements
Please don’t hesitate to reach out with further questions.
Jeremy Baugh – Founding Principal
317-333-6989
www.phalenacademies.org
25
Thank You
Expectation
of
Excellence…
Achievement,
Attitude,
Actions
SIMMONS MODEL
SIMMONS MODEL
Stations and Small Groups
Individualized to
Meet and
Monitor
Ongoing
Needs and
Strengths
TRECA R & D
1. Personalization
2. Student Growth
3. Engagement
DATA
HOW WE ARE DIFFERENT
● Environment
● Chromebooks
● Goals/Celebrations
● Individualized Small
Group Instruction
● Student Growth
● Data Driven
PARENT INVOLVEMENT
● Parent Accounts
● Homework Option
SELECTING DIGITAL
CURRICULA TO SUPPORT
GOALS
● Identify Goal
● Adaptive and Individualized
● Data and Reports
● Intervention Lessons
● Feedback
● Engaging
http://www.treca.org/Page/7
77
For more information, check out my iBook at the
link below:
Lindsey SimmonsOlentangy Local School
Alum Creek Elementary
Lewis Center, Ohio
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