Intentionality Engagement Intervention Success

1. 1 Intentionality + Engagement + Intervention = Success Constructing Targeted CLC Tutoring Programs to Help Students Achieve Gains in Reading and Math

2. 2 The Project Construct a Community Learning Center tutoring program that helps struggling students increase reading and math skills

3. 3 Designing Our Plan for Success Step 1: Do the research Step 2: Develop a blueprint Step 3: Choose the right tools Step 4: Gather an all-star design team Step 5: Construct the program Step 6: Hype it up! - Recruit, recruit, recruit Step 7: The Big Reveal � Unveil the program Step 8: Monitor the progress Step 9: Evaluate our work What are students academic needs? What tools do we need to address those needs? What is our plan? Who are the best people to help us implement this plan? Who are What are students academic needs? What tools do we need to address those needs? What is our plan? Who are the best people to help us implement this plan? Who are

4. 4 Planning with Intention What does it mean to program with intentionality? What are the challenges or barriers to programming with intentionality?

5. 5 In afterschool, intentionality consists of � Establishing appropriate goals Identifying key features to reach these goals Determining desired participant outcomes

6. 6 Key questions to ask� What is the purpose of the activity? Does the purpose align with our program�s vision? Will this activity meet the participants� needs? What will the participants learn? What outcomes do you want to achieve? How will this activity help participants develop?

7. 7 Engagement - What is it? How do you know when youth are engaged in learning? How do you know when staff are engaged?

8. 8 Strategies to Engage Learners Activities are hands-on, interactive Learning is project-based Work stations or activity centers Students are offered choice and voice (even if limited or guided)

9. 9 Engaged staff ARE: Energetic Positive Focused Organized Dedicated Engaged staff ARE NOT: Unmotivated Negative Distracted Unorganized Absent

10. 10 Choosing the Best Intervention How do you choose the most effective intervention for your tutoring program? In MPS, we work with District administrators, curriculum specialists, and other support staff to identify an intervention program that not only meets students� academic needs but also fits the structure format of our afterschool programs. Resources we have used: What Works Clearinghouse SEDL Afterschool Training Toolkit

11. 11 Step 1: Do the Research� The Questions: What are students� academic needs? Who are students with the greatest needs? What type of intervention curriculum will best meet those needs? The Answer: Examine student achievement data. Identify students with the greatest academic need. Identify an effective intervention curriculum that will meet students� needs.

12. 12 Step 2: Develop a Blueprint CLC and day school teams work together to examine School Improvement Plan data to determine subject area of greatest need (reading or math) Examine student academic data (WKCE, Benchmark scores, report cards, GPA, etc.), to determine skill deficits Identify specific students with the greatest academic need in reading or math. Students performing below grade level or proficiency level (Minimal or Basic) are targeted for CLC tutoring. Research effective curriculum to meet student academic needs

13. 13 Refining the Design In 2008-09� �Select 20� Program - CLCs required to implement tutoring program. Hours: 2 hours per week. Participation: Must maintain an ADA of 20 per teacher. Allowed to use teacher-designed curriculum or purchase curriculum. CLCs paid for own curriculum and teachers.

14. 14 Our Design Budget CLC Teacher/Tutors Staff: 56 CLC sites (7 high schools, 7 middle schools, 42 elementaryK-8 schools) Over 80 teachers/tutors per elementary/K-8 site (2 teachers per site) 7 middle school, 7 high school teachers (1 teacher per site) Elementary and middle school teachers paid via CLC grant funds High school teachers paid directly by school district $25/hr x 4 hrs/week x 25 weeks Curriculum/Supplies: Elementary math - Mathletics - Approx. $700 per kit Elementary reading - Journeys Reading/Literacy Tool Kit - Approx. $1,000 per kit Middle school reading - Jamestown Reading Navigator - Approx. $1,500 per site Middle school math - AMP Math - Approx. $2,000 per site High school - e2020 - Costs TBD

15. 15 Step 3: Gather an All-Star Design Team Meet Our Excellent Design Team: Enthusiastic CLC Site and Academic Coordinators Energetic, talented CLC teachers/tutors Dedicated in-class CLC support staff and volunteers �Behind-the-scenes� work from day school teachers, administrators, counselors

16. 16 Step 4: Recruit Talent, Build the Program Search for Talent, Build the Program

17. 17 Step 5: Hype It Up! � Recruit, Recruit, Recruit! Great Ways to Get the Word Out: Personal Invitation Send personalized letters home to students and parents touting the benefits of the program Offer an informational meeting to parents. Require that they attend in order for theie child to participate. Student Ambassadors Invite �graduates�of last yaar�s program to help recruit Telephone Messages Using the District�s automated-dialer phone system, schools send out messages about the program encouraging youth to sign up School Homeroom Visits CLC staff, teachers, and former ATP students �hype up� the program to youth during lunch or homeroom periods Regular communication with site coordinators, principals, and CLC staff during staff meetings, via email, notes, etc.

18. 18 Bus Driver, Move that Bus! Each CLC must work to ensure that transportation is not a barrier to participation Buses, bus tickets, or bus passes are paid for by CLC sites Transportation challenges: Coordination with other afterschool activities Cost

19. 19 What Works for You? What are some unique ways you have found to effectively recruit youth for your after-school tutoring or academic programs?

20. 20 Step 6: The Big Reveal �Hello, CLC ATP Students!� In late August/early September, begin to promote the CLC ATP to students, staff, and parents Invite day school staff to participate in the program Gather ideas and support Set up a schedule of regular planning meetings Kick off the program in Sept/October- with lots of excitement!

21. 21 Step 7: Monitor the Progress Special Projects� Review and approve the blueprint (CLC Program Plan) Provide initial training and ongoing support for ATP teachers Program �Inspections� Day school, CLC, Lead Agency, and District staff observe the ATP program (Site Visit Observations) ATP teachers monitor student academic progress (Summative assessments and continuous progree monitoring) CLC Mid-Year Reviews (February/March) Ongoing meetings between day school, CLC staff, and ATP teachers to gather feedback

22. 22 Step 8: Evaluate Our Work In 2008-09� 52 CLC sites Minimum ADA of 20 students per teacher Approx. 1,000 students participated in CLC �Select 20� Tutoring Program District reading and math Benchmark data show �Select 20� students made significant improvement In 2009-10� 54 CLC sites Minimum ADA of 10 students per teacher at elementary and K-8 sites (20 total) Minimum ADA of 20 students per teacher at MS and HS sites Approx. 1,100 students participated in �Select 20� Academic Tutoring Program Anecdotal ATP teacher feedback (mid-year and year-end surveys and debrief sessions) suggests gains in reading and math skills per District Benchmark Analysis of student Benchmark data and embedded CLC assessments is currently being completed In 2010-11� 56 CLC sites Smaller class sizes/ratios Projected to serve 1,100 students

23. 23 Making Progress in 2008-09� Table 8 shows the gains in Math and Reading scale scores throughout the school year. By the end of the academic year (May 2009), the Select 20 students earned, on average, higher gains in Math (21.26) and Reading (15.46) scale scores compared to their day school peers and other CLC participants not in the Select 20 (S-20) program. This pattern is especially true for students who started the school year (September 2008) at the minimal or basic level in Math and Reading - (not shown, but available upon request). These findings hold great promise for the anticipated changes in the Select 20 program that are planned for the 2009-10 school year. The intent is to increase the number of days that students will be in the Select 20 program and provide certified teachers in the Select 20 classroom. These changes should show further gains in both Math and Reading for the Select 20 students. Table 8 shows the gains in Math and Reading scale scores throughout the school year. By the end of the academic year (May 2009), the Select 20 students earned, on average, higher gains in Math (21.26) and Reading (15.46) scale scores compared to their day school peers and other CLC participants not in the Select 20 (S-20) program. This pattern is especially true for students who started the school year (September 2008) at the minimal or basic level in Math and Reading - (not shown, but available upon request). These findings hold great promise for the anticipated changes in the Select 20 program that are planned for the 2009-10 school year. The intent is to increase the number of days that students will be in the Select 20 program and provide certified teachers in the Select 20 classroom. These changes should show further gains in both Math and Reading for the Select 20 students.

24. 24 Making Progress in 2008-09

25. 25 According to CLC ATP Teachers/Tutors: Successes: Enthusiasm of the students for learning new skills Observed positive growth in students� skills and confidence Rewarding to see the sense of pride in students when they learned skills Appreciated access to and support from CLC staff, day school, and parents Challenges: Wanted more time (more weeks) to run the camps Transportation - Late buses, buses breaking down More communication with CLC staff about the language barriers and special education needs of students Desired more consistency in student attendance Larger class sizes tend to be more challenging (especially with hands-on learning) Coordination and competition with other afterschool tutoring programs (such as SES)

26. 26 According to CLC Site and Academic Coordinators: Successes: Expanded and enhanced remediation programming for youth Knowledge and enthusiasm of caring, patient instructors made the experience fun for youth Saw an increase in positive behaviors by youth Youth excited to learn new skill and gained new interests Challenges: Transportation � early buses, late buses, buses breaking down Inconsistent student attendance Turn-over of ATP staff (avoiding teacher burn-out) Coordination and competition with other afterschool tutoring programs (such as SES)

27. 27 Got Questions?...Contact the CLC Project Team! Beth-marie Kurtz (414) 475-8869 beth@MilwaukeeRecreation.net Helen Hamilton (414) 475-8569 helen@MilwaukeeRecreation.net Tammy Belton-Davis (414) 475-8637 davista@milwaukee.k12.wi.us Ashley Adsit (414) 475-8116 ashley@MilwaukeeRecreation.net Mailing Address: Milwaukee Public Schools Division of Recreation 5225 W. Vliet Street Rm. 163 Milwaukee, WI 53208

28. 28 For more information about about Milwaukee�s Community Learning Centers, call (414) 475-8180 or visit www.MilwaukeeRecreation.net