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CREATING A UNIQUE SUMMER
PROGRAM CULTURE
Mary Jo Ginty, After School Regional Lead Emily Tay, Program Activities Specialist Los Angeles County Office of Education (LACOE) After School Technical Assistance Unit (ASTAU)
M A Y 1 , 2 0 1 5
AGENDA
• Welcome • Objectives • Presentation
• Hands-on Activity • Share out • Resources • Questions, Wrap Up, and Evaluations
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OBJECTIVES Participants will : • Leaving with an understanding of the importance of summer learning and
impact of summer learning loss • Leave with an understanding of how to develop an intentional summer program • Leave with an understanding of the Learning in Afterschool and Summer (LIAS)
principles • Develop a basic model of a unique summer camp • Receive information on resources available to utilize for program planning
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Impact Of Summer Learning Loss
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Importance of summer learning
QUALITY IMPROVEMENT CYCLE
Plan
Train/ Implement
Assess
Reflect
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LIAS
PRINCIPLES
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ACTIVE
COLLABORATIVE
MEANINGFUL
SUPPORTS MASTERY
EXPANDS HORIZONS
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Broadens youth
horizons
Includes a wide variety of activities
Helps youth build mastery
Fosters
cooperative learning
Promotes healthy habits
Lasts at least one month
6 SIGNS OF A GREAT SUMMER LEARNING PROGRAM
S.M.A.R.T. GOALS SPECIFIC Who, what, when, where, why, how?
MEASURABLE How will you know when you are done?
ATTAINABLE Is the goal realistic?
RELEVANT How does this fit into your life now?
TIME-BOUND What is your deadline?
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Example: Raise the reading level in 2 months for 80% of the students, 20% remain at baseline level
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PREPARING STAFF FOR SUMMER • Determine the skills and expertise your program needs • Assess your staff against these skills and expertise • Build your staff development calendar based on identified needs • Implement your calendar, collecting feedback along the way • Review State’s Quality Standards with staff
• California Quality Standards for Expanded Learning Programs and A Crosswalk Between the Quality Standards for Expanded Learning and Program Quality Assessment Tools • http://www.afterschoolnetwork.org/post/quality-standards-
expanded-learning-california
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STAFF DEVELOPMENT APPROACHES • Stand up training • Reading assignments • Visiting model camps • Collaborative training and planning • Workshops
• Conference calls • Online discussion boards • Webinars
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IMPLEMENTATION • Detailed overall camp calendar • Detailed daily schedule • Check-in at the end of the first two days and at the end of each week
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ASSESSING PROGRAM AND PARTICIPANTS
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• QUICK Comprehensive Assessment of Summer Programs (Quick CASP): • http://summermatters2you.net/program-providers/
• Comprehensive Assessment of Summer Programs (CASP) • Participants
• Examples: from student assessments
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HOW DID WE DO? • Gather feedback from stakeholders
• Debrief staff
• Analyze data
• Reflection and planning
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CREATING A CAMP/PROGRAM CULTURE
1. Terminology 2. Camp agreements 3. Culture
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TERMINOLOGY • Afterschool terminology vs. summer terminology
Activity • With your table partners, use the flip chart paper to come up with
terminology that will be specific to your summer camp • Think of everyday terms and spice them up for summer
• Example: Classrooms=Cabins
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CAMP AGREEMENTS
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• Get youth involved • 5-8 camp agreements
SPIRIT, SONGS, CHANTS AND TRADITIONS
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ENVIRONMENT
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CREATE A CAMP • Theme • Physical environment • Goals – at least 1 SMART Goal • Terminology • Program activities
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QUESTIONS, WRAP UP, AND EVALUATION
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CLOSING CIRCLE
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THANK YOU Thank you for joining us today, and more importantly, for the work you do with students.
Mary Jo Ginty Ginty_MaryJo@lacoe.edu Emily Tay Tay_Emily@lacoe.edu
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