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The School District of Philadelphia Dr. Arlene C. Ackerman, Superintendent Summer Learning and More (S.L.A.M.) 2010 The School District of Philadelphia.

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Presentation on theme: "The School District of Philadelphia Dr. Arlene C. Ackerman, Superintendent Summer Learning and More (S.L.A.M.) 2010 The School District of Philadelphia."— Presentation transcript:

1 The School District of Philadelphia Dr. Arlene C. Ackerman, Superintendent Summer Learning and More (S.L.A.M.) 2010 The School District of Philadelphia Penny Nixon Associate Superintendent for Schools David Weiner Associate Superintendent Academics, Curriculum and Accountability Tomas Hanna Associate Superintendent for Academic Support

2 The School District of Philadelphia Dr. Arlene C. Ackerman, Superintendent The overall purpose of Summer Learning and More (S.L.A.M.) was to provide skills development, credit recovery in core subject areas, and enrichment opportunities, resulting in an increase in student achievement, mitigation of summer learning loss, and an increase in promotion and graduation rates. The Vision

3 The School District of Philadelphia Dr. Arlene C. Ackerman, Superintendent Summer Scope  Summer Academy High Needs schools (Empowerment, Renaissance Eligible and Renaissance Alert Schools)  Summer Program Non-High Needs schools (Non-Empowerment and Vanguard Schools)  Extended School Year (ESY) Low incidence special education students  Summer Bridge Transition Program 8 th Grade students transitioning to 9 th grade Elementary students transitioning to middle school buildings

4 The School District of Philadelphia Dr. Arlene C. Ackerman, Superintendent Summer Overview  127 sites 109 High Needs Elementary, Middle and High Schools 18 Non-High Needs Elementary/Middle schools – strategically placed  58,511 students in grades PreK through 12 participated in this year’s summer programs - 33% of total enrollment Summer 2009 - 23,758 participants -14% of total enrollment Participants mirrored the diversity of the District  3,400 Teachers Including grade teachers, high school content teachers, and specialist teachers Student teacher ratio 20:1

5 The School District of Philadelphia Dr. Arlene C. Ackerman, Superintendent Program Participants  18.3% were identified as having an active IEP*.  9.9% were identified as English Language Learners*.  Almost one quarter (22.2%) of high school program participants were first-time 9 th grade students in 2009-2010. *These proportions are higher than the District-wide proportions.

6 The School District of Philadelphia Dr. Arlene C. Ackerman, Superintendent 2010 S.L.A.M. Program Attendance 1 Grade LevelNumber of ParticipantsAverage Daily Attendance PreK82773.0% K3,17579.9% 14,41082.0% 24,01982.8% 33,64182.5% 43,26681.7% 53,27881.4% 62,81278.9% 73,08779.3% 1 These data are based on participants who attended at least 5 days of the program.

7 The School District of Philadelphia Dr. Arlene C. Ackerman, Superintendent 2010 S.L.A.M. Program Attendance 1 Grade LevelNumber of ParticipantsAverage Daily Attendance 82,22080.2% 93,24379.3% 102,87881.3% 112,22583.2% 1298982.7% 1 These data are based on participants who attended at least 5 days of the program.

8 The School District of Philadelphia Dr. Arlene C. Ackerman, Superintendent Program Outcomes: Grades 3-8 1  Scores on the May and October Predictive Assessments were standardized by converting them to Normal Curve Equivalents (NCEs) to allow for comparisons in performance from pre- to post-summer.  The 2010 S.L.A.M. Program was effective in mitigating summer learning loss among participants.  Program participants in both Empowerment and Non- Empowerment schools evidenced significantly greater gains in reading and math achievement than matched comparison peers who did not participate in summer programming. 1 These data are based on participants who attended at least 16 days of the program.

9 The School District of Philadelphia Dr. Arlene C. Ackerman, Superintendent Program Outcomes: Reading Empowerment Grades 3-8 1 1 These data are based on participants who attended at least 16 days of the program. *Group differences were statistically significant.

10 The School District of Philadelphia Dr. Arlene C. Ackerman, Superintendent Program Outcomes: Math Empowerment Grades 3-8 1 1 These data are based on participants who attended at least 16 days of the program. *Group differences were statistically significant.

11 The School District of Philadelphia Dr. Arlene C. Ackerman, Superintendent Program Outcomes: Reading Non-Empowerment Grades 3-8 1 1 These data are based on participants who attended at least 16 days of the program. *Group differences were statistically significant.

12 The School District of Philadelphia Dr. Arlene C. Ackerman, Superintendent Program Outcomes: Math Non-Empowerment Grades 3-8 1 1 These data are based on participants who attended at least 16 days of the program. *Group differences were statistically significant.

13 The School District of Philadelphia Dr. Arlene C. Ackerman, Superintendent Program Outcomes: Grade 8 1  66.8% of 8 th grade participants earned 1 credit.  Another 5.4% earned 0.5 credit. 1 These data are based on participants who attended at least 5 days of the program.

14 The School District of Philadelphia Dr. Arlene C. Ackerman, Superintendent Program Outcomes: Grades 9 - 12  This summer, high school students were afforded an opportunity to earn up to 3 credits during S.L.A.M.  On average, participants earned an additional 2 credits toward graduation. 37.4% of participants earned 1 to 1.5 credits toward graduation. 27.8% of participants earned 2 credits toward graduation. 19.3% of participants earned 3 credits toward graduation.  A total of 597 students graduated as a result of their participation in the 2010 S.L.A.M. Program.

15 The School District of Philadelphia Dr. Arlene C. Ackerman, Superintendent Parent and Student Beliefs about SLAM  Over 80% of high school students reported that the courses offered at their school were aligned with student needs.  Overall, 78.6% of parents/guardians reported that they were satisfied with the academic component of summer school and that participation was helpful in preparing their child for the next grade.  72.8% of parents/guardians rated the enrichment/elective component as “good” or “excellent”.

16 The School District of Philadelphia Dr. Arlene C. Ackerman, Superintendent Parent and Student Beliefs about SLAM  A large majority of students (87.7%) reported that teachers in the S.L.A.M. program helped them understand the course material.  Over three-quarters of students reported that through their participation in enrichment programming they learned new skills and discovered new talents  Over three-quarters of principals and teachers rated academic programs for rising 9 th graders to be effective for those students who successfully completed the necessary requirements to pass 8 th grade.


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