Summer Transitions BRIDGES TO HIGH SCHOOL, CONNECTIONS FOR LIFE How Three Community Partnerships are Planning to Enhance and Expand their Summer Transition Programs November 10, 2010

Overview 1.National Summer Learning Association’s Middle to High School Summer Transitions Project 2.Research and Evidence-Base for Summer Transition Programs 3.Characteristics of High-Quality Middle to High School Summer Transition Programs 4.Pilot Sites—Innovative Practices; Targeted Areas for Expansion and Enhancement

NSLA’s Summer Transitions Project  Why Middle to High School Transitions?  Scope of NSLA’s Work: Research and document effective practices for middle-high summer transition programs Research review Survey our network of providers Convene national leaders and innovators Select three high-capacity school district and community partnerships to engage in planning for enhanced or expanded programming Facilitate a professional learning community (PLC) among pilot sites Assist pilot sites with the development of implementation plans for enhanced programming  Projected Outcomes

Research: Summer Learning & The Achievement Gap (draft)  Since 1906, numerous studies have confirmed that children experience learning losses in math and reading without continued opportunities for skill building over the summer (White, Heyns, Cooper, Alexander)  2/3 of the ninth grade achievement gap in reading can be explained by unequal access to summer learning opportunities during the elementary school years (Alexander, Entwisle & Olson, 2007)  Summer learning losses have later life consequences, including high school curriculum placement, high school dropout, and college attendance

Research: Significant Alignment in Findings (draft) Summer a.By the end of fifth grade, lower-SES youth are nearly 3 years behind their higher-SES peers in reading b.At least 2 out of 3 summers of repeated opportunity can increase impact on achievement c.Differences in summer learning experiences during the elementary school years account for 2/3 of the ninth grade achievement gap Alexander, Borman, Balfanz Middle School a.Kids falling off track in the sixth grade tend to have only 1 or 2 off-track indicators; 1) failing either English or Math; 2) having either attendance or behavior issues b.2 out of 3 years of being in a classroom where accelerated learning was the norm increased the likelihood of closing achievement gap c.The earlier students develop off-track indicators, the lower their graduation odds appear to be

Common Indicators of Success (draft)  Regular Attendance & Participation  High Engagement  Motivation to learn / effort  Confidence/ belief in ability to learn  On-time promotion and credit attainment  Adequate grades in core courses, particularly reading and math  Developmentally- / grade-appropriate skills and knowledge  Ability to manage time and behavior  Supportive peer culture  Parental involvement in learning  Strong relationships with teachers and “connected” adults

Effective Summer Transition Program Design Features (draft)  Content – Target both academics and youth development competencies for high school success  Dosage – Deliver 150 contact hours for desired impact  Technology Integration – Utilize technology to reduce costs, increase engagement, and infuse skills  Ownership & Connections Connections between middle and high schools Partnerships between schools and community agencies Connection to school-year supports

Considerations and Challenges (update based on convening- draft) Getting dosage & delivery right! Longitudinal tracking of impact Appropriate measures of success Effective use of partnerships Funding to achieve scale Knowledge of summer loss patterns for older youth

Award Criteria  Evidence that partners currently provide high-quality, high-capacity summer programming  160 hours of programming or more  Demonstrated need and vision for enhanced/expanded programming  Transition strategy is tied to larger district reform agenda  Strong linkages between summer and school year  Demonstrated capacity and clear plan for enhancements that can be objectively measured and evaluated  Clear staffing model  Commitment to utilizing the latest technology to support instructional delivery and assessment  Planning includes middle school and high school faculty  Focus on accelerated learning, enrichment, and skill building

Summer Transitions PLC (placeholder)  Goals of PLC  PLC needs assessment  PLC areas of focus

Portland, Oregon: Open Meadow/Portland Schools Foundation Slides (placeholder)  District Profile  Overview of model  1-2 Innovative Strategies/Best Practices  1 Challenge/Targeted Area to Enhance

Philadelphia, Pennsylvania: Philadelphia Youth Network/School District of Philadelphia (placeholder)  District Profile  Overview of model  1-2 Innovative Strategies/Best Practices  1 Challenge/Targeted Area to Enhance

Springfield, Massachusetts: BELL/Springfield Public Schools (placeholder)  District Profile  Overview of model  1-2 Innovative Strategies/Best Practices  1 Challenge/Targeted Area to Enhance