PCLS Extended Learning Plan

Below is information regarding extended learning opportunities through the spring and summer in Painesville City Schools. If you are interested, or if you have any questions, please submit your information through the link below, and a district representative will contact you.

PCLS Extended Learning Interest/Inquiry

“This once-in-a-lifetime pandemic has impacted all of us, so it should be no surprise that it has impacted our children. But we should not panic, nor should we be surprised by the results of assessments. Instead, we should do what Ohioans have always done when facing a challenge – stay calm, roll up our sleeves, and work to solve the problem.”

Governor Mike DeWine, 2/9/21

The COVID-19 pandemic has obviously resulted in a historic disruption to education. Students, teachers, and families were suddenly thrust into new modes of teaching and learning which itself involved a significant learning curve. For many students, school disengagement became a secondary pandemic. The fear is that a substantial portion of students did not learn the same amount of content in 2020-21 as they normally would have in a typical school year, putting them behind moving forward. Further, there is fear that students who already demonstrated gaps in their learning will see these gaps exacerbated.

Recognizing these fears, the state of Ohio has responded by calling upon school districts to develop plans to extend learning opportunities beyond the school year in an effort to stem as much of this potential learning loss as possible. Because districts across the state vary widely in the populations they serve and the resources available to them, it is acknowledged that the specifics of these plans will look different from district to district. District extended learning plans are to be submitted to the General Assembly by April 1.

Achievement data in Painesville City Schools through the winter reveals that, in many ways, student performance this year is similar to that of last year. This is encouraging, indicating that learning loss overall may not be nearly as dramatic as feared. However, student data this year has also revealed very concerning attendance rates and high rates of missing assignments. This means that many of our students did not sufficiently access opportunities for learning, putting them at risk for not entering the next school year prepared for the grade-level curriculum. This, coupled with a reduction of days of direct instruction this school year, requires that a majority of our students access learning opportunities beyond the regular school year in order to be prepared for next year.

The Painesville City Schools Extended Learning Plan includes learning opportunities at all grade levels. While particular students will be targeted and directly contacted for participation in some of these programs, others are available to any student at the given grade levels who has a need for learning recovery. In what follows, a description of the identification of targeted students, the activities included in the program, intended outcomes, and sources of funding are outlined for each program component of the plan.

Program Descriptions

YMCA Summer Learning Loss Prevention Program

Identification of students

This program serves Grade 1 and Grade 2 students, with the intent being to provide additional support to early learners in an effort to provide a more solid foundation upon which literacy skills can be built moving forward. Students scoring in the 25th percentile or lower on the iReady reading diagnostic assessment are targeted. The program’s capacity is about 30 students.

Description of activities

Students receive direct reading instruction from licensed teachers. The program runs five days per week for nine weeks, starting shortly after the end of the regular school year. Student growth and progress is measured utilizing the STAR reading assessment. In an effort to keep students engaged, and to serve the “whole child” needs of participants, game activities and weekly community-based field trips are also included.

Intended outcomes

Through this supplemental instruction, if successful, students will attain at least grade-level skills in literacy. This will allow them to enter the next school year prepared to access the grade-level curriculum without significant intervention, thereby being on a trajectory to continue forward performing at least on grade level.

Funding

The district provides the in-kind contributions of student transportation, facilities, Chromebook computers, and student lunches and snacks. The YMCA provides the services through their organization, thereby requiring no additional spend on the part of the district.

Lake Erie College Summer Reading Program

Identification of students

This program serves students in grades 3-5, with the intent being to provide additional support to early learners in an effort to provide a more solid foundation upon which literacy skills can be built moving forward. Students scoring in the 25th percentile or lower on the iReady reading diagnostic assessment are targeted. The program’s capacity will be between 30 and 60 students.

Description of activities

Students receive direct reading instruction from Lake Erie College students pursuing education degrees. The program runs four days per week for nine weeks, starting shortly after the end of the regular school year. Students will meet at Lake Erie College two days per week and at the Lake Erie Equestrian Center two days per week. In addition to reading activities, students will participate in games, with incentives available.

Intended outcomes

Funding

The district provides the in-kind contributions of student transportation and student lunches. Lake Erie College provides the services (supported by grant funding), thereby requiring no additional spend on the part of the district.

iReady Personalized Learning Pathways

Identification of students

Every student in grades K-8 has an iReady account, so this is available to every K-8 student at all times throughout the summer, regardless of their performance level.

Description of activities

iReady is a computer-based program that supports instruction in K-8 reading and math. It provides lessons, practice, and assessment. As an adaptive program, it can meet students at their given performance level, and provide instruction at that level. It is designed to provide a level of rigor appropriate to generate new learning, while at the same time maintaining an accessible level to keep students engaged. Based on a student’s performance on the diagnostic assessment, the program generates lessons and activities to move the student forward from that level.

Intended outcomes

Participating students will demonstrate growth beyond their starting performance level. Whether they begin below, at, or above grade level, they will display measured improvement concurrent with their engagement.

Funding

iReady is an existing curricular program, already purchased through the general fund (no additional cost for summer).

PCLS Summer XP Program

Identification of students

This program is available to all children in the community. However, intentional ongoing efforts will be made to reach out to and invite elementary students who are on attendance intervention plans, who have scored in the 25th percentile or lower on iReady math and reading diagnostic assessments, and/or for whom limited evidence of academic performance is available.

Description of activities

This program is the centerpiece of the PCLS extended learning effort, as it is widely available to all, flexible to individual student/family needs, community-based and family-focused, highly accessible, and “whole child” focused. The program will be linked with the PCLS Lunch Box (the mobile food truck program which serves student lunches throughout the community throughout the summer). The Summer XP program will be delivered at a different Lunch Box community stop each day of the week in conjunction with the lunch delivery. This means that it will operate Monday through Friday each week throughout the entire summer, two hours per day.

At a different location within the community each day, the program will provide four “stations”: literacy support/instruction, math/science support/instruction, family games, and a “featured” activity (facilitated by different community partners). The academic and game stations will be facilitated by PCLS teachers and staff who know the students. Because our students have been so saturated with computer use this year, activities will be “hands-on”, utilizing non-digital materials. Take-home learning materials will be routinely provided. While all activities offered each day are important to support students in different ways, it is important that students participate in the academic activities each time. In order to best ensure this, participating in the academic stations will be necessary in order to participate in the games and other activities. This participation is also incentivized through the program’s reward system.

The program is based on a video game theme. Students earn “experience points (XP)” in order to “level up” over the summer. Points are earned through participation in the activities offered, as well as through completing activities at home. Points are tracked utilizing Class Dojo. This app allows not only for tracking student points but also for family communication and ongoing promotion of the program. Through the points students accumulate, they will earn small prizes along the way (donated by various educational publishing companies), as well as the opportunity to earn larger prizes at the conclusion of the program (donated by local businesses).

The design of the program provides a location very proximal (walking distance) to every student at least once per week, but students are welcomed and encouraged to participate as many days as they want. The hope is that the reward system will incentivize student participation multiple times per week.

Additionally, parental support will be provided each day. Services will be provided to assist parents with technology, with accessing their students’ grades and progress online, with new student enrollment, and any other needs which might be served through the district’s Family Resource Center. Families will be encouraged to attend the program with their children.

Partners in delivering this program include: Scholastic, YMCA, Morley Library, McGraw Hill, Curriculum Associates, Phonics in Motion, COSI, City of Painesville, Grand Canyon University, Pioneer Water Park, United Skates, Lake Erie College, Crossroads, Holden Arboretum, Painesville Credit Union, Scholastic, First Books, Catalyst Ministry

Intended outcomes

While teachers will be able to target instruction for individual students to some extent, the central instructional purpose of the program is to provide supplemental and enrichment experience, keeping students positively engaged with learning between the end of this school year through the beginning of the next.

Just as important, the program will support student socio-emotional well-being. After a school year of relative or complete isolation, our students need the opportunity to re-establish some normalcy around interaction with others. This program represents not only a student-support but also community-building effort.

Funding

Title: Family & community engagement

CARES

School Quality Grant

HMS Summer Extended Learning

Identification of students

All students in grades 6-8 students who have failed ELA and/or math will be directed to attend.

Description of activities

Students will receive 2 hours of daily direct instruction for a period of two weeks, beginning June 1. Teachers will focus on the “essential standards” necessary for accessing the math and/or ELA grade-level curriculum for next year. As with other programs in this plan, this instruction will not be technology-driven, as that approach was not successful with these students. Additionally, Crossroads counseling staff will provide activities for socio-emotional development and support.

Intended outcomes

If successful, participating students will demonstrate at least a basic level of knowledge and skill with grade-level math and ELA curriculum. This will allow them to be promoted to the next grade level, and better position them to be better able to attain at least grade-level skills in literacy moving forward.

Funding

General Fund

HHS Spring Saturday Learning Recovery

Identification of students

Students who failed to meet standards to pass a given course or courses through the first semester of the 2020-21 school year are targeted for participation.

Description of activities

The purpose of this program is to provide students in danger of failing in-progress courses with the opportunity to recover and pass. Several students have lost hope with regards to the prospects of their passing this year due to their performance in the first semester, contributing to disengagement. With the opportunity to rectify their prior performance, they can pass their courses if they engage through the remainder of the year.

Students will meet with teachers on Saturday through May 8th for 2 hours per session. Teachers will provide students with learning activities and direct instruction based on the demonstrated “gaps” in their learning in the first semester. Teachers will assess student learning in a variety of ways in order to determine whether or not they have demonstrated passing standards.

Intended outcomes

Successful participating students will earn passing grades for the first two quarters in the core classes they are currently failing, thus providing the opportunity to pass the courses for the year.

Funding

Expanding Opportunities grant

Title 4 Grant

HHS Summer Direct Instruction Credit Recovery

Identification of students

Targeted students are those who have not passed the requisite number of credits in order to remain “on track” with their cohort at the conclusion of the 2020-21 school year.

Description of activities

Students will receive direct instruction from teachers, in-person, to acquire the knowledge/skills necessary to demonstrate “passing” standard in core courses they failed during the regular school year. Teachers will work flexibly with students to provide instruction and activities tailored to their learning gaps in the content. Students may exit as soon as they demonstrate “passing” ability, as assessed by the teacher. During the period of the program, students may participate in credit recovery for multiple core subjects if necessary. Teachers will work together to maximize credit recovery opportunities for students throughout the program period. Crossroads counseling staff will be available to provide socio-emotional activities/supports. This program will operate from June 1 through June 22 for 4 hours per day.

Intended outcomes

Successful students will earn passing grades for all of the credits they need in order to progress to the next grade level (or graduate).

Funding

General fund

HHS Summer Extended Credit Recovery

Identification of students

As with the Direct Instruction program, targeted students are those who have not passed the requisite number of credits in order to remain “on track” with their cohort at the conclusion of the 2020-21 school year.

Description of activities

Different from the Direct Instruction program, this “last chance” credit recovery opportunity will utilize an online course platform (PLATO). This opportunity will extend from June 1 through August 1. The intent is to get as many students engaged with credit recovery in-person as possible before making this online opportunity available, as direct instruction is more effective for these struggling learners than online instruction. However, this online option will ultimately be made available to students in an effort to provide absolutely as many credit recovery opportunities as possible.

Intended outcomes

Successful students will earn passing grades for all of the credits they need in order to progress to the next grade level (or graduate).

Funding

Title fund