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CES Portfolio Artifact Submission

Submitter: Intervention (Sandy Burger) Title of Artifact: Saber Tooth Tiger and Math Academies Format (video, photo, lesson plan, etc): Description Which CES Benchmark(s) does this activity primarily reflect? (highlight all that apply)
Student Achievement Classroom Practice Organizational Practice Community Connections Leadership # 1 Students Using Their Minds Well # 2 Less is More # 3 Goals Apply to All Students # 4 Personalization # 5 Student as Worker, Teacher as Coach # 6 Exhibitions of Learning # 7 Tone of Decency # 8 Teachers as Generalists # 9 Use of Resources #10 Democracy and Equity

Which CES Common Principle(s) does this activity primarily reflect? (highlight all that apply)

WHAT? Description of the Artifact (What did I do? What am I working on?)
The Saber Tooth Tiger (kindergarten) and Math (Grade 1-5) Academies were extended day learning experiences for students who were not performing at their grade level in reading and/or math. Students were invited to participate based on data from MSA, MAP, and Facts tests, as well as teacher recommendation. Kindergarten students focused on reading and math, while Grades 1-5 focused on math since Intervention provided the extra support in reading during the school day. This year the money allotted funded the program from November 27, 2012 through January 31, 2013. Groups were held either 2 days per week (15 hours) or 3 days per week (27 hours) of extra support in math and/or reading. As a co-coordinator of the Academies, I took on the responsibility for gathering data on students along with teacher recommendations to determine who to invite, recruiting a teaching staff, preparing a variety of home communications, submitting names to Board for bus transportation, creating a budget, maintaining a financial record of expenditures, etc.

SO WHAT?

(Why is this important to me?)

Salem has a significant population of students who are not meeting grade level proficiency in reading and/or math. These struggling students need extra support that is not always available outside of the school day. Our extended day program provides these children with the opportunity to close the gap between their current level and what is expected of them.

NOW WHAT? (Think of this as possible next steps.)


With budget constraints what they are, lengthening the number of weeks the Academies are held probably cannot happen. As an alternative, we might want to think about limiting the Academy to the primary grades to provide early intervention, supporting this segment of our student population before they fall so far behind. Although all grade levels have struggling students, I believe early intervention in the primary grades may be of more benefit than stretching our budget to accommodate primary and intermediate grades. Parent Communication: Although every effort was made to communicate schedule changes, etc. to parents, there were still issues that arose due to the fact that students were responsible for getting the communication piece home to parents and some communication needed to be kept by parents as a reference throughout the academy session. To assure that students have delivered correspondence, a return slip verifying receipt of the communication would be a helpful. Parent Support: Parents often are not sure how they can help at home. Perhaps offering a parent workshop would assist parents and/or encourage them to work with their child at home.

Reflection on Artifact
How does this experience reach out to a variety of underrepresented family/community members (ELL, FARM, etc.)? Many times our FARM and ELL students, as well as our general student population cannot stay after school for programs due to transportation issues. Since bus transportation is provided, this enables those children to receive this extra support. A light meal is supplied before the program to ensure that children are not hungry and are able to concentrate.

How did this teaching/learning experience impact students?


The groups are kept small and focus on student needs as determined by classroom performance and data from a variety of sources. Teachers are able to develop a relationship with students in which the students feel valued and respected as learners. This program of helps students develop selfconfidence, often lacking prior to the program, due to the extra support in their area(s) of weakness. The program gives students the opportunity to close the gap between where they are and where they are expected to be.

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