B LOOMFIELD PUBLIC SCHOOLS Learning and Growing Together B LOOMFIELD PUBLIC SCHOOLS Learning and...

B LOOMFIELD PUBLIC SCHOOLS Learning and Growing TogetherB LOOMFIELD PUBLIC SCHOOLS Learning and Growing Together

James Thompson, Ed. D., Superintendent

Chris Leone, Chief Operations Officer

Ellen Stoltz, Ph.D., Chief Academic Officer

Leon McKinley, Director of School Improvement & Intervention

Bethany Silver, Ph.D., Director of Assessment, Evaluation & Research

Early Start 2012(Summer School)

Students Entering Grades 1-8

for the

2012-2013 School Year

BOE Presentation 2012

B LOOMFIELD PUBLIC SCHOOLS Learning and Growing Together

Table of Contents

BOE Presentation 2012 2

Research………………………………………................... .3-4

Goals …………………………………………......................5

Program Overview…………………………...................6

Schedules…………………………………….....................7-8

Transportation …………………………….....................9

Mandated Students ………………….......................10-12

Non-mandated Students ………….....................13

Curriculum, Instruction, Assessment

and Professional Development..................14

Support Services…………………….........................15

School Functions …………………….……...................16

Central Office Functions………………....................17

Enrichment ………………………………….....................18

Summary ………….……………..……….…...................19


Research

Since 1906, more than 40 studies found strong evidence of a pattern of “summer learning

loss,” particularly for students from low-income families.

Most students lose two months of grade level competency in math over the summer

months. Students from low-income families lose more than two months in reading

competency, while their middle-class peers make slight gains.

Cooper, H. (1996) “The effects of summer vacation on achievement test scores”



BOE Presentation 4-12-2011 4

“By the time the students reached 9th grade, the accumulated learning loss accounted for

two-thirds of the reading achievement gap and played a significant role in whether

students graduated from high school and went on to college.

Alexander, K., (2007). John Hopkins University

Research


Two Early Start Program Goals


• Students entering grades 1-8 will improve in the academic areas of reading,

writing and math as evidenced by the results of Early Start program

assessments.

• Students entering grades 1-8 will have the opportunity to experience a variety

of enrichment activities.


Program Theme and Overview

BOE Presentation 4-12-2011 6

• Dream BIG! Aligned with Prosser Library Summer Reading Program

• Serve students entering grades 1-8

• 5-week program

• Monday through Friday

• July 16th

-August 17th

• Breakfast and lunch available daily

• Small Student-to-Teacher ratio

• Full day programming


Schedules by School


Laurel*: Students entering Grades 1 & 2

• Breakfast 8:00am - 8:30am

• Academics 8:30am - 11:30am

• Lunch 11:30am - 12:00pm

• Enrichment 12:15pm – 3:30pm

Metacomet: Students entering Grades 3 & 4



• Lunch 11:30am - 12:00pm

• Enrichment 12:15pm – 3:30pm*Program located at Metacomet building.



Schedules by School (Continued)

CAIS: Students Entering Grades 5 & 6



• Lunch 11:30am - 12:00pm


CAMS: Students entering Grades 7 & 8



• Lunch 11:30am - 12:00pm



TransportationTransportation will only be provided for students who meet the following criteria:

• Students who live at a distance defined by Bloomfield Board of Education Policy

• Students receiving transportation mandated by IEP

• Students with 504 plans

• Students with medical conditions who meet the medical director’s criteria

• Students who are homeless and reside in sheltersBOE Presentation 2012 9


Mandated Students• All students entering grades 1-4 who score

below goal in reading on the May Developmental Reading Assessment (DRA2)

• All students entering grades 5-8 who score below goal in reading and/or math on the May Cycle 3 Benchmark Assessment

• Students with Individualized Education Programs (IEP) by recommendation



Mandated Students Entering Grades 1-5

Students entering grades

1-5 who scored below goal on the

Developmental Reading Assessment

(DRA2), January, 2012

Sub total:

355 students

Entering Grade 1

School# Below

Goal

Students from:

J.P. Vincent &

WECS

30/35%

Entering Grade 2

School# Below

Goal

Students from:

J.P. Vincent55/45%

Entering Grade 3

School# Below

Goal

Students from:

J.P. Vincent54/45%

Entering Grade 4

School# Below

Goal

Students from:

Metacomet

109/

78%


Entering Grade 5

School# Below

Goal

Students from:

Metacomet

107/

82%


Students entering grades

6-8 who scored below goal in

reading on the December District

Benchmark

Assessment

Sub total:

322 students

Entering Grade 6

School# Below

Goal

Students from:

Carmen Arace

Intermediate

119/

85%

Entering Grade 7

School# Below

Goal

Students from:

Carmen Arace

Intermediate

95/

77%

Entering Grade 8

School# Below

Goal

Students from:

Carmen Arace

Middle

108/

82%

Mandated Students Entering Grades 6-8



Non-mandated Students


Students entering grades 1-8 are also encouraged to attend the 2012

Early Start Program.


Curriculum and Professional Development• Reading, Writing and Math Workshop Format• Targets individual student needs based on recent

assessments• 120 minutes for language arts; 60 minutes to math

instruction.• Instruction will integrate reading, writing and problem

solving through high interest books and centers.• Resources will include authentic literature and math

activities to support theme• GO-Math, Pre- and Post-assessments will gauge student

progress• Teachers for Early Start will receive targeted

professional development on format, materials and expectations.



Support Services

• A nurse will be available on a rotating basis for each school site

• Head Teachers – One per building site.

• Instructional assistants will be available at each site to assist in activities in daily schedule and in the classroom



School Functions• Identification of students

• Identify students for Early Start including students who are mandated by IEP

• Send letters to inform parents (warning letters: March - final letter: May) to include Early Start attendance requirement

• Registration of students for Early Start Program

• Student attendance

• Recognition of students with high attendance



Central Office Functions• Internal postings and hiring of teachers, nurses

and support staff. Hire teachers outside of the district if needed

• Ensure all teachers are certified and highly qualified

• Teacher training• Curriculum focus and supplies• Gather and analyze assessment and attendance

data• Comply with IEPs• Enforce attendance policy with schools• Provide transportation • End of Early Start Celebration



Enrichment Proposals Under Consideration

• Artists Collective• Bloomfield Leisure Services• Hartford Knights• Talcott Mountain Science Center• Prosser Library• Auer Farm• Wintonbury Golf Course



Summary and Next Steps• Present information to parents at PTOs at each school

• 5 week program, Monday through Friday for students entering grades 1-8 (July 16th– August 17th)

• Age appropriate, creative enrichment activities for all Early Start Program participants

• Transportation provided for those students meeting criteria

• Meals provided

• Nurses, Tutors/Instructional aides

• Attendance procedures and celebration at end of program

• Students with IEPs included except by IEP recommendation for specialized programming

• Analyze progress made by all students


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