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2017 Extended Year Summer Reading Program (EYSRP) Carmen Dillard Director of Elementary Education Beaufort County School District EYSRP Basics

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2017 Extended Year Summer Reading Program (EYSRP) Carmen Dillard Director of Elementary Education Beaufort County School District EYSRP Basics 2017 Extended Year Summer Reading Program (EYSRP) Carmen Dillard Director of Elementary Education Beaufort County School District EYSRP Basics • June 1 – 29 (18 days) • Breakfast/lunch/bus transportation provided • Instructional Day – 7:45 am – 2:45 pm • 96 Instructional Hours of Literacy • Related Arts (Art, Dance, Mindfulness [Yoga-type exercises], School Counselor Guidance Lessons, Media Center, Physical Education) • ESOL Support • Community Outreach and Volunteers EYSRP Learning Goals • Specifically identify and work on deficit skills based on district, school, and individual student data • Provide students with strategies to help them become better readers and writers • Develop a motivation and confidence to learn more about areas of interest through reading and research • Each student will establish a Learning Log, set weekly academic and personal goals, and assess progress in these areas through daily/weekly conferences and discussions • Students will be encouraged to continue reading over the remaining summer weeks to prevent “summer slide.” https://www.youtube.com/watch?v=nFaNR0DqpNA Reflective practices that encourage learning (Discussed during teacher/ student conferences each week.) Independent Research – Grades 2-4 • What topic do I want to learn more about and research? • What questions do I have that I want to answer about this topic? • How is this applicable to my life? • What contributions can I provide to others about this topic? • How will I show or demonstrate to others what I have learned about this topic? (K-1 students did an optional class research project.) Interactive Read Alouds - K-1 Ask and Answer Questions (pg 5) Interpret through Performance (pg 29) • Where’s Spot • Don’t Let the Pigeon Drive the Bus! • Owl Moon • Tops and Bottoms • The Relatives Came • Chicka Chicka Boom Boom • No, David! • Goldilocks and the Three Bears • Click, Clack, Moo: Cows that Type • Joseph Had a Little Overcoat • Officer Buckle and Gloria Analyze and Evaluate (pg 17) • Miss Nelson is Missing • When Sophie Gets Angry • Strega Nona • A Chair for My Mother • Sam, Bangs & Moonshine Titles in RED are books students received to take home and keep. Interactive Read Alouds – Grades 2-3 Ask and Answer Questions (pg. 5) Interpret through Performance (pg. 25) • Officer Buckle and Gloria • Snow • Owl Moon • Owl Moon • Grandfather’s Journey • The Great Kapok Tree • Duke Ellington • Jumanji • Annie and the Old One • The Popcorn Book • Knots on a Counting Rope Analyze and Evaluate (pg 17) • Chicken Sunday • Wilma Unlimited • Casey at the Bat • A Chair for My Mother • Martin’s Big Words Titles in BLUE are books that students received to take home and keep. Interactive Read Alouds - 4-5 Form Literal and Interpretive Questions (pg. 7) Interpret (pg. 31) • Cheyenne Again • Mysteries of Harris Burdick, The • Faithful Elephants • Snowflake Bentley • Passage to Freedom • Grandfather’s Journey • Mysteries of Harris Burdick, The • Mirandy and Brother Wind • Wilma Unlimited • Girl Who Loved Wild Horses, The • Sign of the Beaver • Giver, The Analyze Critically (pg 25) • Yellow Star, The • Table Where Rich People Sit, The • So You Want to Be President? • Man Who Walked Between Towers, The Titles in TURQUOISE are books that students received to take home and keep. Leveled Literacy Intervention Kits LLI turns struggling readers into successful readers with engaging leveled books and fast-paced, systematically designed lessons. The LLIsystems are designed to be used with small groups of students who need intensive support to achieve grade level competencies in grades K through 12. It also provides strong support for students who are acquiring English as an additional language and are receiving classroom reading instruction in English. You may also decide to include students who are identified as having special needs if the content of LLImeets the educational program specifications for the student. Celebrations of Learning EYSRP Results by Grade Levels (Percentages) 80 75 74 70 66 66 60 56 50 40 33 30 28 25 20 20 20 11 9 10 6 5 6 0 Kindergarten 1st Grade 2nd Grade 3rd Grade 4th/5th Grade Growth 56 66 75 74 66 Maintained 33 28 20 20 25 Neg. Growth 11 6 5 6 9 Growth Maintained Neg. Growth EYSRP Results by Ethnicity (Percentages) 80 72 69 69 70 68 65 60 50 40 30 20 10 0 All Students Black Hispanic White Other Growth 69 65 72 68 69 Maintained 24 25 23 25 20 Neg. Growth 7 10 5 7 11 Growth Maintained Neg. Growth EYSRP Results (Percentages) – Specific Populations 80 73 69 69 70 68 60 50 40 30 20 10 0 Special SC Ready "Not Met" All Students ESOL Education/504 Students Growth 69 73 68 69 Maintained 24 21 24 20 Neg. Growth 7 6 8 11 Growth Maintained Neg. Growth Average % of Site Attendance Rate During EYSRP WBES 92 SHES 76 RSIA/BRES/JSES 76 RRA 88 PVES 84 OES/RCES 82 MOES/PRES 79 MCRES 88 HHISCA 81 HHIES 84 CES/LIES 86 BLES 86 BES 82 0 10 20 30 40 50 60 70 80 90 100 RSIA/B CES/LI HHISC MOES/ OES/R BES BLES HHIES MCRES PVES RRA RES/JS SHES WBES ES A PRES CES ES % of Student Attendance 82 86 86 84 81 88 79 82 84 88 76 76 92 % of Student Attendance % of Student Attendance (19% had Perfect Attendance for 18 days) 3 2 4 9 56 26 16-18 days 13-15 days 10-12 days 7-9 days 4-6 days 1-3 days Feedback and Stories from the Field • Teacher emailed parents prior to a book coming home. Provided information about book, encouraged parents to let the child read the book to them, and provided discussion ideas for the parent when talking about the book with their child. • Getting student to read at home was very unpleasant for all. After student began bringing home books, she began writing and illustrating her own book. • Students did not want the Summer Reading Program to end. They wanted to keep coming to school throughout the summer. (Some even cried!) • Many teachers have said they want to do this again next year. (60% of the teachers working this year also worked last year.) • Students took great pride in writing their name in the books that they got to keep. Some students did not have many books at home that they could call their own. Next steps….. • Results shared with each principal to review with next year’s classroom teacher and Response to Intervention (RtI) team • Fountas and Pinnell and MAP assessments will be conducted within the first few weeks of school to ascertain current reading levels and areas of needed focus • Resources used during EYSRP are available at each school for further use • We will be conducting Literacy Academic Audits at each elementary and middle school during the 2017-18 school year to determine successes and areas that need improvement..
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