WELCOME TO EXTENDED LEARNING OPPORTUNITIES SESSION C5

1. WELCOME TO EXTENDED LEARNING OPPORTUNITIES SESSION C5 Presented by Thayer Central Community Schools of Hebron, NE

2. The Cast for This Session • Deb Craig – School Board Member (2 years) • Jane Dodes – Elem. Teacher/Summer Program Leader • Kurk Wiedel – Elementary Principal • Tom Kiburz – High School Principal • Drew Harris – Superintendent

3. Today we will share information regarding programs we have in our school; maybe you’ll see something you’ll like, but no guarantee. • “Jump Start” – a summer program • MS/HS After-school Tutoring • Odysseyware Courses • ASP – the After School Program • Summer Learning Camps (our next endeavor?) To Begin: A short educational history review

4. The Industrial Model of Education Time is the constant

5. The Industrial Model of Education Time is the constant • 180 Days

6. The Industrial Model of Education Time is the constant • 180 Days • 7.5 Hours per day

7. The Industrial Model of Education Time is the constant • 180 Days • 7.5 Hours per day • 55 minute class periods (or possibly a longer block)

8. The Industrial Model of Education Time is the constant • 180 Days • 7.5 Hours per day • 55 minute class periods (or possibly a longer block) • Bells to move students down the line

9. The Industrial Model of Education Time is the constant • 180 Days • 7.5 Hours per day • 55 minute class periods (or possibly a longer block) • Bells to move students down the line • All students have similar needs and abilities

10. The Industrial Model of Education Time is the constant • 180 Days • 7.5 Hours per day • 55 minute class periods (or possibly a longer block) • Bells to move students down the line • All students have similar needs and abilities WELCOME TO THE 1950’s

11. Thayer Central Schools Help Desk

12. OUR QUEST To find a way to make LEARNING the CONSTANT and TIME the VARIABLE.

13. So we asked ourselves: How do we provide more learning opportunities, not to punish kids because they didn’t learn it as fast as some of their peers, but to provide them with an education without holes in it? How do we motivate kids to try and to want to succeed the first time so they don’t just fail due to their own apathy? How do we provide opportunities for our best students to continue to grow academically?

14. Traditional Summer School • Held in early June • Majority of kids hate it • Sick of school, they just got out • Identifies them, only poor students attend • It feels like a punishment • Still have a month off for regression Our Solution: JUMP START

15. JUMP START Jane Dodes JumpStart Enrichment Program1.pptx

16. Class of 2019, currently in 3rd grade. Given the NWEA-MAP (Measures of Academic Progress) assessment in the spring of 09 at the end of 2nd grade and again at the beginning of 3rd grade. Disaggregated by Jump Start attendance. JUMP START RESULTS

17. JUMP START RESULTS • In Reading, JS attendees scored an average of .36 pts higher, while non-attendees regressed 1.47 points. • In Language Arts, JS attendees scored an average of .79 points higher, while non-attendees regressed 1.89 points. • In Math, JS attendees scored an average of .57 points higher, while non-attendees scored .95 points higher. ???? We noted a need to change our format.

18. JUMP START FINANCE We utilized General Fund Poverty Money for our program; however Title Funds would be another possible partial funding source.

19. After School Tutoring & Odysseyware Tom Kiburz NASB Kiburz.pptx

20. After School Tutoring & Odysseyware Finance Poverty Funds, could use some Title

21. ASP Kurk Wiedel NASB Thayer Central Afterschool Program.pptx

22. ASP FINANCE • The cost of this program had previously been paid for through community grant funding; this is the first year the program has been funded through the district. • We estimate the program expense for staff, food, and supplies at $12,500. • Student fees should cover nearly the entire cost of the program. • $2,500 was budgeted in the poverty account of the general fund.

23. Summer Camps(on the horizon) • Week-long learning camps in: • Reading • Math • Science • Six-week stretch learning clusters • 2 days per week for 6 weeks • Book study groups • Weekly book studies

24. Summer Camp Finance Poverty Funds, could use some Title or HAL

25. Board Perspective • Quality • Quality Indicators • Learning Styles • Retention of knowledge • Business/Community Partnership

27. QUESTIONS?

28. CONCLUSION • Kids are not all the same • All kids can learn, but they probably won’t learn it on the same day • Not all homes are created equal • Some kids need more learning opportunities just to keep up • Some kids want more learning opportunities to excel • Most kids will regress, given an opportunity • If it’s truly important, you can find the money • You just have to decide what your local priorities are

29. Thayer Central Schools NASB Presentation.wmv

30. Contact Information • Deb Craig – debcraig@windstream.net • Jane Dodes – jane.dodes@thayercentral.org • Kurk Wiedel – kurk.wiedel@thayercentral.org • Tom Kiburz – tom.kiburz@thayercentral.org • Drew Harris – drew.harris@thayercentral.org Please feel free to contact any of us if we can provide any additional information.Thanks for being here!