using summer learning loss prevention programs to ... · your community school blake dohrn, april...

USINGSUMMERLEARNINGLOSSPREVENTIONPROGRAMSTOTRANSFORMYOURCOMMUNITYSCHOOL

BLAKE DOHRN, APRIL PORTER, SHEILA JAMES

BUILDING POTENTIAL, CLOSING THE GAP

#CloseTheGap#YMCA #CSRising

April Porter

@porter_april

Sheila James

@SljamesMs

Blake Dohrn

www.linkedin.com

WHY THE Y?

3 AFTERSCHOOL SIGNATURE PROGRAM | ©2014 YMCA of the USA

q 10,000 NEIGHBORHOODS q COMMUNITY CENTEREDq BRIDGING THE GAPS

THE ACHIEVEMENT GAP

K 1st 2nd 3rd 4th 5th 6th

GRADE

REA

DIN

G

SKIL

LS

Low-IncomeYouth

Middle- and Upper-Income Youth

OPPORTUNITY WALK

5Building Potential, Closing the Gap| ©2016 YMCA of the USA

To help youth reach

their full potential through school

readiness and school

success

HOW TO ACHIEVE GOAL

PILOTHIGHEST

POTENTIAL MODELS

SCALESIGNATURE PROGRAMS• Youth age

3-14• Low income• Behind or at

risk of falling behind in school

• Located in Y communities

OT

HE

R

BELIEFSInvest in the whole child: Programs are critical enablers of school success

The school system is critical to our efforts: The Y is well positioned for partnerships

• Program fidelity

• Academic improvement

• Positive youth development

Public Policy Collaborations Programmatic Initiatives

WHO

IDENTIFYPROGRAMS

2011 2015+

OUR RESPONSE

Youth Development is the social-emotional, cognitive, andphysical process that all youth uniquely experience from birth to career. A successful development process fulfills children and teens’ innate need to be loved, spiritually grounded, educated, competent, and healthy.

7 |2016 SLLP Program Model Overview Webinar

YOUTH DEVELOPMENT DEFINITION

YOUTH DEVELOPMENT IN 90 SECONDS

YMCA YOUTH DEVELOPMENT ROADMAP SOCIAL-EMOTIONAL

Has positive peer influences

COGNITIVEReads at grade

level by 3rd grade

PHYSICALEngages in positive

physical activity

Cognitive • how a person perceives, thinks, and gains understanding of his or her world

• construction of thought processes, including remembering, problem solving, and decision-making, from childhood through adolescence to adulthood

(Encyclopedia of Children’s Health)

Physical • process that starts in human infancy and continues into late adolescent concentrating on gross and fine motor skills as well as puberty

• includes developing control over the body, particularly muscles and physical coordination

(Livestrong.com)

Social-emotional • process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions

(CASEL)

ROADMAP ACTIVITY

1. Take a moment to think about an experience in your youth that had a significant impact on you.

2. What age were you? Stand next to that area on the roadmap along the wall.

3. Find a partner in your area and share your experience.

Y-USA MODEL

13

[Source: Donald Hernandez,DOUBLEJEOPARDY]

THIRD-GRADE READINGSKILLS predict high school graduation.

Graduationrate among studentswho read proficiently by 3rd grade

Graduationrate among studentswho did not read proficientlyby 3rd grade

14

BOOKS MAKE A DIFFERENCEIN KIDS’ LIVES

In an UPPER-MIDDLE INCOMEcommunity, there are 13 BOOKS per 1CHILD

VS

In a LOWER-INCOMEcommunity, there is1 BOOK per 300 CHILDREN[Source: FIRST BOOK]

THE SLLP MODEL


Literacy

Family EngagementEnrichment

Guided Reading

Self-Selected Reading

Working with

WordsWriting

Art/Music Character Development

Moderate-to-intense Fitness

ActivityField Trips Nutrition

Education

Orientation

Workshops

Parent / Caregiver

Pledge

A TYPICAL DAY

16

MORNING CURRICULUM TIMINGWelcome, Breakfast, Attendance 30 minutes

Guided Reading 40 minutes

Self-Selected Reading 40 minutes

Brain Break 15 minutes

Writing 40 minutes

Working with Words 30 minutes

Brain Break, Transition Time 15 minutes

AFTERNOON CURRICULUM TIMINGLunch 30 minutes

Physical Activity 60 minutes, Daily

Art/Music Enrichment Activity 60 minutes, 2x per week

Snack 15 minutes

Character Development 60 minutes, 1x per week

Enrichment Activity 30 minutes

Nutrition Education 60 minutes, 1x per week

Dismissal, Family Communication 15+ minutes

2016 SLLP Program Alignment & Family Engagement Webinar

TRANSFORMATION THROUGH

ALIGNMENT

CAPACITY AND RESOURCE CONSIDERATIONS

StrongStaffTeam

AcademicFocus

Data-DrivenPractices

StrongSchoolPartnerships

FamilyEngagement

Finances&Sustainability

19 2016 SLLP Program Alignment & Family Engagement Webinar

PLANNING CONSIDERATIONS

20

Strong Staff Team

Academic Focus

Data Driven Practices

Strong School Partnership

Family Engagement

Finances & Sustainability

2016 SLLP Program Alignment & Family Engagement Webinar

STRONG STAFF TEAM


HIRING BASED ON COMPETENCIESTRAINING AND SUPPORTCOMMUNICATION AND SHARING

ACADEMIC FOCUS


LESSON PLANNINGEVIDENCE-BASED LITERACY CURRICULUMTHEMATIC LEARNINGUSE OF LEVELED READERSFOCUS ON ATTENDANCEHOME LITERACY CULTURE

DATA DRIVEN PRACTICES


FIDELITY AND QUALITY MARKERSLITERACY ASSESSMENT AND SURVEYSCULTURE OF DATA USECULTURE OF DATA SHARINGENGAGE STAKEHOLDERSLEARNING AGENDA

STRONG SCHOOL PARTNERSHIPS


SCHOOL PARTNER AGREEMENTINTENTIONAL RECRUITMENT PROCESSRELATIONSHIP BUILDINGCOMMON AGENDA

FAMILY ENGAGEMENT


SUPPORTIVE ENVIRONMENTORIENTATION AND WORKSHOP(S)FOCUS ON ATTENDANCEHOME LITERACY CULTURESTAFF TOOLKIT

FINANCES AND SUSTAINABILITY


BUILD PROGRAM LEVEL CAPACITYBUILD COMMUNITY LEVEL CAPACITYENGAGE STAKEHOLDERSSHARE DATATELL THE STORY

BRIGHT SPOT

YMCA OF CENTRAL OHIO

Summer Learning Loss Prevention

Partnership with Stiles Elementary

Southwest City Schools

28 Building Potential, Closing the Gap| ©2016 YMCA of the USA

STILES ELEMENTARYSOUTH-WESTERN CITY SCHOOLS

Jessica Cahill, Principal

540 Students

97% Economically Disadvantaged

68% LEP (Hispanic, Somali, Chin & Ukrainian)

5% Students with Disabilities

• Highest Poverty and LEP population out of 16 Elementary schools in SWCS.

• Use Literacy Collaborative as a framework to teach reading and use Fountas & Pinnell Guided Reading Levels to monitor student reading progress.

• Entering 2nd year of Stiles Students participating in YMCA summer program.

YMCA STILES SUMMER LEARNING LOSS PROGRAM

• Focus on 16 rising first graders and 16 rising second graders• Academic in the morning, youth development in the afternoon• District offset other operating costs• Title 1 Resources for materials & supplies• Using district facilities• Training the staff

Transformation Must Be:Measured – Intentional - Modeled

HOW DO WE MEASURE IMPACT?

What We Will Be Evaluating How We Will Gather DataYouth enrollment/demographics Enrollment form/youth

demographicsAttendance Attendance formsProgram fidelity Program fidelity checklistsProgram quality Program quality checklistsYouth academic outcomes STAR assessmentsYouth development outcomes SurveysCaregiver satisfaction Surveys


We use a Program Data Management (PDM) system to record and submit data.

SUMMER LEARNING LOSS PREVENTION


ENROLLMENT OUTCOMES

3,349

2,944

Actual

Goal

96

92

Actual

Goal

This summer program helps elementary student reading below grade level. The program focuses on phonics, writing and reading to boost literacy skills with enrichment activities to also support physical and social development.

Average Grade Equivalent Gains in Months

Average Summer Learning Loss, Disadvantaged Students without Summer Learning Opportunities

-2 -1 0 1 2 3 4 5

-2 -1 0 1 2 3 4 5

1st

2nd

3rd

SITES ACROSS 29 STATES

THANK YOU!

THANK YOU

April Porter, Project [email protected]

Blake Dohrn, Technical [email protected] James, Technical

[email protected]

using summer learning loss prevention programs to ... · your community school blake dohrn, april...

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