In this chapter, you will explore the meaning of “summer learning”; learn about summer learning loss; identify two benefits a summer learning program could create for the sites you serve; and identify four ways summer learning fits into your 21st CCLC program.
In this chapter, you will identify important components for planning a successful summer learning program; describe different learning approaches for summer learning programs; and identify ways to recruit staff and students for your summer learning program.
In this chapter, you will define the continuous improvement process; begin to apply the cycle of continuous improvement to your summer learning program; identify the connection between setting goals, using a logic model and continuous improvement; and use a logic model to illustrate your summer learning plan.
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A teaching and learning approach that can take many forms as it blends Internet and digital media with in-person teacher facilitation; most variations give students some control of learning pace, time and path.
Ongoing review and adjustment of program activities aimed at refining or revising delivery and improving outcomes. Continuous improvement models focus on steps that address planning, implementation, assessment and revision, with each relying on or supporting adjacent steps in a cyclical process.
Applying a learning approach, targeted intervention or process faithfully and consistently with its design to create an environment that supports student success. Checking for fidelity of implementation is part of assessment in the continuous improvement process.
The process of assessing student needs; designing a set of delivery strategies, interventions and activities that will engage those students while helping them build skills and knowledge they need to succeed; and recruiting the targeted students for which the activities were designed.
Goals crafted to address five specific areas so that all stakeholders understand what the program aims to do, how progress will be measured, and when results should occur. The five areas provide the SMART acronym: specific, measurable, achievable, relevant and time bound.
The loss of skills, especially in reading and math, that can happen if students don’t use the skills during the summer academic break. Students can also lose self-management skills such as following directions and working with others. These losses can accumulate over time if they aren’t addressed, and can result in achievement gaps that disproportionately affect students from disadvantaged backgrounds.
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