after-school programs - a policy proposal

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Running Head: AFTER-SCHOOL PROGRAMS A POLICY PROPOSAL 1 After-School Programs A Policy Proposal Marianne McFadden December 20, 2013 EDG 521: Education & the Common Good: Sociocultural Foundations Instructor: Dr. Michelle Szpara, Cabrini College

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Page 1: AFTER-SCHOOL PROGRAMS - A policy proposal

Running Head: AFTER-SCHOOL PROGRAMS – A POLICY PROPOSAL 1

After-School Programs – A Policy Proposal

Marianne McFadden

December 20, 2013

EDG 521: Education & the Common Good: Sociocultural Foundations

Instructor: Dr. Michelle Szpara, Cabrini College

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After-School Programs – Overview and Purpose

When students and parents/guardians begin to realize that small gatherings of an informal

academic nature can benefit learners (regardless of the present skill level at which the learners

are performing), it makes sense that after-school programs that bring learners together will

certainly benefit these student participants as they communicate and share their learning with

help and supervision. As students share their academics outside the scheduled school day, they

learn from each other, help each other, and learn of each other’s unique habits and learning

styles. This view is supported through research completed in 2012 in a two-year study of a

dozen after-school programs in eight states. It was found that regular, weekly participants

enjoyed successes in addition to improved social interactions. Such benefits found were higher

test scores, improved work habits, and fewer behavior issues (Lauver, 2012).

In addition, students could develop communication skills during these informal after-school

sessions as they share information about their lives at home. This sharing beyond the

classroom could help in students developing an appreciation of others’ ways of life and aid in

understanding cultural differences as well, as evidenced in a study done in California.

California’s expanded learning programs, known as ELPs (another term for after-school

programs), indicated long-term positive effects on regular school attendance, improved English

language fluency, positive social and emotional outcomes, and declining juvenile delinquency

rates and dropout rates as well (Gonzales, Gunderson, & Wold, 2013). Furthermore, in this

informal setting, it is even possible for students to learn of each others’ likes, dislikes, strengths,

and shortcomings. As the staff supervises the informal academic atmosphere, both students

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and teachers benefit as they get to know each other while academic tasks are ‘tackled’ with

success and satisfaction.

After-School Programs – Response to Present Needs

Change is inevitable, and this applies to everyday life as well as trends, technology, and

advances in science. Several years ago, at the end of the school day, students were safely

delivered to their home where, most likely, a parent was waiting for the child’s return.

Normally the children continued their day’s studies by completing homework assignments

while a parent supervised - and sometimes assisted - and made sure assignments were

completed and done well. Few other evening commitments were usually scheduled; once the

rest of the family returned home, the family spent the rest of the evening together at home. As

our society’s lifestyles, demands and responsibilities changed over time, so has the ‘after-school

life’ of our students. Many have no parent/guardian present when they arrive home. De

Kanter verifies this fact as she states that 35% of twelve year-olds are home alone on a regular

basis while their parents are at work in the afternoon, and this fact indicates that there is a real

problem regarding unsupervised youth making poor choices during their parents’ absence (de

Kanter, 2001). Therefore, after-school care is a necessity. Other students may have many

commitments (athletics, clubs, sibling care, part-time jobs) that require dedicating long evening

hours and much energy. So the modern day for students and parents alike is busy with little

“down time”; academic work (homework, review) beyond the scheduled school day is

oftentimes very difficult to accomplish. In her article addressing the after-school needs for

adolescents, de Kanter verifies the fact that both parents and non-parent adults have deep

concerns regarding safety and supervision of children who are left alone during the week

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between the hours of 3pm and 6pm. De Kanter continues to note that this exact timeframe

reflects the peak hours for teens to commit crimes, engage in sexual activity, and participate in

other activities such as smoking, drinking and drug use (de Kanter, 2001). As an experienced

teacher, I have witnessed, over the years, both students and parents expressing how the

demands of everyday life have affected family life and spare time. It is interesting to note that

more and more conversations I’ve had with parents have revealed the need for their children to

be supervised in their absence (due to demanding jobs or multiple jobs); many parents and

students have voiced a need for extra help with daily assignments as well. In her article which

advocates after-school programs (also referred to as ASPs) for their ability to promote school

connectedness (defined as relevance to the regular school day), Anderson-Butcher states that

the majority of ASP participants in her Ohio study were black (84%) and most participants

overall lived in female-headed households (Anderson-Butcher, 2010). This fact verifies that the

need is even greater for specific underserved groups.

After-School Programs – Structure and Benefits

Many teachers, administrators, parents, students, and community leaders realize the

problems that today’s students face in successfully dedicating time to their studies beyond the

school day. Such obstacles have been mentioned earlier in this document. These may include

obligations to supervising younger siblings, the need to work part-time, commitment to extra-

curricular activities that require hours of daily practice, or simply a lack of quiet space to focus

on independent school work. Therefore, it is logical and reasonable to assume that programs

geared towards promoting academic success would be welcomed and implemented without

hesitation in any district that is truly committed to the best interests of its students and their

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futures. Such programs should include an after-school program that is conducted in a less

formal atmosphere than the classroom, but still offers an adult’s supervision with the purpose

of completing homework in school, directly after the school day ends. Some observed ASPs run

twice each week for approximately one and one-half hours after the school day (as focused on

later in this document). Sessions are held within designated rooms in the school building, with

teachers’ supervision and assistance, and with the media center available for students who

request using it. Additionally, some districts offer an ‘activities bus’ which is available after the

program ends for the day, so students don’t need to find their own means to return home.

Over the past few years much literature has been written on the benefits and successes of such

programs. Some generally agreed upon benefits include: increased interest in academics,

improved course grades, better self-image and attitudes towards school, improved attendance

records, increasing standardized test scores, better student relationships, more trusting and

respectful student-teacher relationships, and reduced amounts of discipline issues (Protheroe,

2006). Furthermore, in a detailed discussion on after-school programming, Protheroe also

outlines some useful, necessary components of such programs that both support and expand

the curriculum in providing: homework assistance, literacy and math instruction (now based on

common core), accelerated learning opportunities - especially for at-risk students, fun and

broadening enrichment activities, and the enjoyment of healthy snacks (Protheroe, 2006).

After-School Programs – District Focus

This paper will focus on Spartan School District (pseudonym, location in Lancaster County),

and in particular, Spartan Middle School, where help beyond the school day takes on two

forms. First, the after-school program (named ‘academic inspiration’, which is also part of the

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high school program during the study hall/lunch block known as iSpartan) and second, the

structured studies period, which is conducted during eighth period. Through program

information provided by teachers, administrators, counselors, supervisors, and student

participants, attention will be focused on goals of the programs and what specific benefits

result from these programs. Lastly, feedback from teacher coordinators and some student

participants (in the form of personal interviews) will be studied in an effort to make informed

recommendations to the district regarding the development of a strong, sound policy that

could address the future needs and corresponding benefits of the programs.

Spartan School District – Background Information – Mission, Vision, Geographical Area

In order to understand the importance of the placement of an after-school program as an

effective district practice, the district’s mission and vision should be studied so that the after-

school program’s purpose fits in with the district’s beliefs and purpose. The district states on its

website:

Mission Statement "In partnership with family, business and community, we provide an environment in which all persons are empowered to develop the knowledge, skills and character to be life-long contributors and leaders in a rapidly changing world community."

Vision Statement "Inspiring and guiding each student to shape his or her place in the world community." (Spartan School District website, 2013)

About the Area Spartan School District is located in northeast Lancaster County, and has an area of 95 square miles. Three municipalities and one small village are situated in the area which is made up of four townships located within the boundaries of the school district. The district’s population is 30,000 residents; student population is approximately 3,300 students K-12.

The area, originally settled by German farmers, has developed from a rural area to a rural area with urban and modern technological influences. The secondary schools are located in New Holland which is about a 25 minute drive to center city Lancaster. (Spartan School District website, 2013)

(See district map at: http://paayp.emetric.net/District/Map/c36/113362303)

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Spartan School District’s Mission and Goals in Relation to After-School Programming

In an effort to encourage students to develop into life-long learners by empowering them to

believe and act upon their own abilities, implementing a structured, consistent, and supportive

after-school program fits very appropriately in aiding students to realize their own potential. In

doing so, the program would be an asset to the district whose vision is stated as, "Inspiring and

guiding each student to shape his or her place in the world community" (Spartan School District

website, 2013).

In their research, Sheldon, Arbreton, Hopkins, and Grossman emphasize the importance of

after-school staff working alongside regular classroom teachers in obtaining information on

their expectations and methods in building academic skills. With this partnership established

and on-going, the after-school staff can offer student participants relevant assistance as the

students enjoy a relaxed, supportive atmosphere that promotes both academics and character

development in preparation for all types of real world situations (Sheldon, Arbreton, Hopkins, &

Grossman, 2010).

Although Spartan School District does not have a formal policy describing after-school

programming, such a policy developed for consideration should state goals which would

include: a) help students to strengthen basic skills, b) help students build perseverance in

attempting to complete assignments that reflect the student’s true ability, c) assist students in

realizing that increased interest (and subsequent improved grades) in academics leads to a

more productive, satisfying future, and d) help students to improve relationships with their

peers (through continued good example) in an attempt to affect their relationships throughout

their lives.

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In reality, goals cited above cannot be evaluated and graded; they can only be focused on

and made essential through persistence. If a program continuously emphasizes its goals

through the dedication of its teachers and its student participants, then those involved should

be surveyed periodically so the school/district can make relevant revisions as the program

progresses through the school year. In this way, the program can and will grow into a solid

program that will accomplish what it originally set out to achieve: to strongly assist students in

becoming more responsible and successful by improving work habits, communication with

peers and teachers, and by gaining more interest in achievement in order to focus on healthy

future goals in life.

District Facts, Superintendent’s Messages and PSSA Report Cards - Relation to Need for After-

School Programming

General district facts are offered in appendix 1, and some of the statistics indicate that

Spartan district is rather small, housing a little more than 3000 students, with a very small

population increase from 2010 to 2012. Less than half the graduating class of 2012 enrolled in

a four-year college, and about 10% of these graduates deferred post-secondary schooling for

now. Additionally, about 11.6% of the population is living below poverty level (compared to

12.6% in the entire state of Pennsylvania), and the area had about a 25% increase in female-

head households (single-parent) over the past two years (Spartan.org/district.cfm). In viewing

these chosen parts of the district’s comprehensive picture in appendix 1, it is clear that this

small district has some concerns (poverty level, single-parent households increasing, less than

one-half of the most recent graduating class is attending a four-year college). These concerns

will only worsen and cause the quality of life in the area to deteriorate if solid after-school

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programs in the schools and in the community are not formulated and put into action in a

timely manner. A program such as an after-school program will allow students to raise

academic achievements and therefore affect the number of college-bound students and

positively impact the poverty problem in the area.

In studying the Superintendent’s most recent letters and messages in appendix 2, it should

be noted that he is quite proud of the district’s commitment to preparing its students to face

the challenge and demands of a global society, and many programs are set in place to foster the

student’s development. However, he makes one point clear as he states that administration is

disappointed that PSSA results are not higher, even though the entire school community is

working hard. Additionally, he calls for more effort on the part of the students, parents, and

faculty so that improvements can be realized by all (Spartan.org/district.cfm, October 4, 2013).

Proposed Policy – History, Current Description and Details, Analysis of Needs

In considering all the information made available thus far, including the superintendent’s

letters and remarks made on the schools’ most recent PSSA scores, teachers’ and

administrators’ concerns regarding lagging grades, the mediocre attitude of many students

regarding achievement, the changing demographics of the district’s composition, and the

growing demands being made in an increasing technological society, it seems evident that the

Spartan School District is in need of developing a policy which would enable students to

embrace the challenges in their lives as students now so they can more readily develop into

responsible, productive citizens in the future. The after-school program (known as Academic

Inspiration, or AI) and the structured studies study hall have proven, according to both Ms.

D’Alfonso and Mr. Stella (pseudonyms, see appendices 5 and 6), that more focused, supervised

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atmospheres allow students to complete assignments and improve grades (interview,

November 26, 2013). When interviewing two students who very willingly volunteered their

opinions, both Jordan Baines and Jonah Lewis (pseudonyms, see appendices 7 and 8) evaluated

the AI program as highly effective in getting their grades to improve, and both 8th graders

enjoyed the program because they felt comfortable in asking for help from teachers they knew

from their regular classes (interview, December 5, 2013). Additionally, it was evident that both

students were motivated enough to continue to bring other grades up as well, even though the

other ones weren’t failing scores. Although at this time it was not possible to speak with other

stakeholders (such as parents), both Ms. D’Alfonso and Mr. Stella had had no complaints from

parents up to that point, so they felt fairly confident that parents were happy with their

children’s progress (interview, November 26, 2013).

During some candid, passionate interviews with two administrators (see appendices 3 and

4), Mr. Solaro and Mr. Cull (interview, November 26, 2013), it was noted that “It’s time to get

rid of excuses for failing” and “…the faculty saw a need for the extended support to be put into

place” (interview, November 26, 2013). Interestingly enough, both administrators voiced

similar concerns yet they developed independent programs within their own respective

schools. Both administrators feel that the programs are doing well so far because of their

initiative in getting them started, but they attribute success mostly to the fact that the faculty

has worked so well together to make revisions and recommendations as needed. It is

important also to mention that personal interviews of guidance office staff were attempted at

both the middle and high schools, but both offices strongly suggested that the assistant

principal or principal be contacted since they developed the programs in their entirety and

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were monitoring them as well. In my opinion, I thought it strange and tremendously

unfortunate that the guidance staff had no participation in the forming and implementing of

the programs. In a very informal chat with a friend (December 7, 2013) who is a retired

guidance counselor, it was noted that over the many years she was counselor, the job

description and purpose underwent many changes, many of which had nothing to do with

counseling and/or guiding of the student. Also, she commented that she and the other

counselors very often pleaded with administration to keep them ‘in the know’ with respect to

changes affecting student academics or their well-being. Many times counselors were not kept

up-to-date with these important decisions, and that, she claimed really compromised their job

as counselor.

Realistically, although the immediate educational aims of a proposed policy would

emphasize the improvement of grades, work habits, and interest in studies, the broader aims

would be to develop life-long learners who have gained the ability to persevere in difficult,

challenging situations so as to enjoy success. The superintendent, in his October 2013 letter,

clearly states the need to aim higher than just OK as he states, “Okay is not nearly good

enough” (Spartan.org/district.cfm, October 4, 2013). In keeping with his view, the offering of a

structured program such as Academic Inspiration would have as its intentions the improving of

PSSA scores and course grades. However, it would have a much longer-lasting impact in

promoting a well-rounded learner who is capable of attempting and succeeding in challenging

coursework and difficult, demanding situations in everyday life.

Based on an analysis of the current program’s aims and impacts, it is clear that the district

needs to develop a policy to address the needs of struggling students in order to increase their

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scholastic successes and improve their grades, accomplishments, and relationships with

teachers and other students.

After-School Programming – Reforms – Changes to Produce Lasting Results

The research shows that well-structured, consistent programs require after-school staff to be

qualified, dedicated, and willing to participate in many professional development sessions and

collaborative opportunities with regular classroom teachers (possibly right at the end of the

school day, just before ASP activities begin). Qualified and dedicated staff members - not

necessarily certified - could be youth group leaders, college student-interns, or members of the

community who have had experience in working with instructional strategies with specific age

groups. The research done by Gonzales, et al indicated that a high quality program includes

collaborative planning time between after-school staff and classroom teachers that promotes

“relational bonding” in the process (Gonzales, Gunderson, & Wold, 2013). Furthermore,

Anderson-Butcher calls for an ASP staff that reflects the demographics of the school and

community so that even greater relationships between staff and students are possible

(Anderson-Butcher, 2010). Studies conducted by Sheldon, et al revealed that programs that are

effective normally are evaluated and re-evaluated several times during the school year and

should include targeted trainings, staff coaching, and regular use of data to measure progress

and recommend revisions (Sheldon, Arbreton, Hopkins, & Grossman, 2010). Data can be drawn

from benchmark results, classroom diagnostic tools (or CDTs), and regular course grades. These

numerical indicators can track progress as well as drive specific topics to become points of

discussion for in-services or professional development. Additionally, periodic feedback

(through surveys) from parents and students can also determine appropriate topics for training

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needs. Lastly, classroom teachers and ASP staff who attend parent-teacher conferences and

back to school nights together create a stronger support system for the students who attend

the program, as Anderson-Butcher’s findings show, and claims that Ohio youths participate in

ASPs because of “the relationship they had with caring adults” (Anderson-Butcher, 2010, p. 11).

As far as the offerings of an ASP are concerned, it has been shown that simply doing

homework and projects does not constitute an effective, inviting program. Students need

expanded learning – learning that incorporates and extends what is accomplished in the

classroom by offering challenging and interesting applications. By developing these practices,

students gain a “connectedness” to school and are encouraged to raise achievement and enjoy

academic success (Anderson-Butcher, 2010). Some programs in the studies reviewed describe

activities that use concepts and ideas developed in the regular classroom to create and build

items that are concrete representations of knowledge attained - similar to what gifted

programs and/or STEM programs (Science, Technology, Engineering, and Math) strive to

achieve. Other activities may include smaller projects within the community or mini field trips

to explore the community. In these such experiences, those students who would never have

had the opportunity to explore their surroundings now have the chance to do so (targeted for

low-income students especially, in order to equalize opportunities).

Qualities in After-School Programs that Enhance Long-Lasting Student Success

Qualities discussed thus far describe the structure and delivery techniques within a

successful ASP. Since the purpose of ASPs over the past several years has evolved from simply

providing after-school child care to improving student outcomes and meeting educational

goals, the purpose of today’s ASP is clearly to help close the achievement gap by reinforcing

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skills in creative and enriching ways. The research performed by Gonzales, et al boldly

addresses the Common Core State Standards (CCSS) in relation to ASPs. It is noted that the

main educational goal now is expressed as “developing the habits of the mind” (Gonzales,

Gunderson, & Wold, 2013, p. 20). While implementing CCSS as part of the curriculum,

students are trained to develop these habits: critical thinking methods, problem solving, and

collaborative discussions/learning in demonstrating new skills. These outcomes are essential to

school, career, and life success (Gonzales, Gunderson, & Wold, 2013).

In my personal professional experience and opinion, I thoroughly agree with and advocate a

program that enhances and extends learning opportunities in an effort to raise the

achievement bar and narrow the achievement gap. Additionally, creating more friendly and

accepting classes would be a naturally-occurring and welcomed goal as well. When these goals

remain the focus and a qualified, dedicated staff work tirelessly with students who have

developed a desire to succeed, then results can be both positive and overwhelming. Such

results lead to much improved grades, relationships, self-image, and more promising futures as

well.

After-School Programming – Steps in Influencing Change and Reform

The following points outline steps recommended by the Afterschool Alliance, an organization

described by de Kanter as “a non-profit organization dedicated to providing ‘afterschool for all’

by 2010” (de Kanter, 2001, p. 15-16). This organization has been the guiding force in most of

the research reviewed in this document, and it is committed to offering support to those who

want to start programs or improve existing ones in their communities. Among the essential

steps to take as individuals or communities, the Alliance offers the following suggestions,

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indicated by the (Marketing Afterschool, August 13, 2008). All subtopics in the outline are

personal interpretations or summaries of previous discussion points, unless otherwise noted.

Steps for change/reform:

bring former ASP students from the district to school board meeting to relay ‘his/her story of personal experiences with ASP’ and include other success stories – maybe internet video clips – from various ASPs in the country (see one example below)

district students can relate to community from which he/she has been schooled; parents, board members, and community members more likely to listen to what he/she claims were key influences in gaining academic success

summarize ‘David’s story’ (Staples, 2012): a story about an African American urban student in PA who was likely to fail sophomore year , after having been held back twice before

► student responded to specific literature in ASP that reminded him of his impoverished situation; this led him to take charge of his own destiny and eventually he and other struggling ASP students wrote articles for local newspapers African American woman - ASP staff member working with these students

petition school board to adopt policy OR revise existing policy include facts/figures related to community concerns, like:

► percent increase of children left unsupervised between 3pm and 6pm over the last three years

► percent of juvenile crimes committed between 3 and 6pm

► percent increase of single-parent households over last three years

► percent of middle and high school students struggling with one or more classes (obtain information on number of D’s and F’s)

invite teachers and parents to speak of their present concerns with respect to academic, social, physical, and emotional needs of the district’s students

estimate costs incurred to start/improve the ASP; prepare statement to present to administration and school board, including estimates for:

staffing the ASP, professional development and in-services nutritional snacks during the ASP sessions transportation and building operational costs costs for special mini field trips and/or community projects that require leaving the

school building materials costs for activities engaged in during ASP sessions

alert local media about meeting agenda to promote interest obtain coverage of board meeting on radio (public service announcements) and

television (small news blurb) encourage community to submit letters to local newspaper opinion page

contact local stakeholders in education for financial support, including youth group leaders, business leaders, state senators, local policy makers

arrange a site visit of the district’s schools so stakeholders view firsthand how school procedures and atmosphere currently relate to students’ achievement and progress

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prepare a brochure for community members (use afterschoolalliance.org as a guide – sample provided on website)

encourage parents, students, and other concerned community members to research Afterschool Alliance, 21st Century Community Learning Centers (21st CCLC), America After 3pm, Afterschool for All, STEM, and other programs that support ASPs – find information to include in brochure, data for each state found in Afterschool for All (Afterschool for All, 2013)

► brochure to include quantitative data, stakeholders’ quotes, community needs and program overview, program details, contact information brochures can be designed and developed by middle and high school

graphics arts classes brochures to be distributed in local libraries, community centers, grocery

stores, local theaters, church bulletins, small local businesses

use electronic media like email, linkedIn, facebook, twitter, blogs, etc. to get word out and encourage interest/support

customize media source to target specific audiences; create a network of information for each group

poll/survey parents, students, and teachers about ongoing progress, concerns and needs

performed periodically (every six weeks) to assess progress and determine revisions to be made; principals, guidance counselors, teachers, and ASP staff review polls

As an individual, if employed by Spartan School District, I could participate in speaking about

the benefits of ASPs at a school board meeting as well as take the lead in researching the

Afterschool Alliance website for relevant information. Additionally, I could begin formulating

some poll/survey questions for parents, students, and teachers regarding present concerns and

needs. As for my colleagues and allies, they could do the same, and also begin action in

contacting community stakeholders on this issue that is shared by many. When it is evident

that interest is growing outside the school and community, then it would become more likely

that a policy would develop from the existing (limited) Academic Inspiration practice.

Concluding Remarks and Recommendations

In conclusion, it has been shown in this document that the Spartan School District has taken

the initial step in developing after-school support for students who are struggling, particularly

at the middle school level and somewhat at the high school level (through midday – not after-

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school help). The key problem is that the current practice is not a policy – yet. Although

academic gains have been made, students are served on a voluntary basis (middle school) and

are chosen for mandatory participation based solely on current grades (high school).

Therefore, a stronger, more directed program needs to be developed to address students who

not only carry current academic failures, but also those whose parents see the need for overall

improvement in areas such as: standardized testing, study skills, social, emotional, and physical

development, as well as more exposure to positive role models and better influences.

In the proposed policy for a more structured ASP for middle and high school students, all

needs described above would be addressed through the variety of activities offered. Staff in

the ASP (not district teachers) would clearly have on-going relationships with students and

district faculty as they implement features of the program. Teachers and parents would have

continuous input through polls and surveys and this communication would affect change and

revision to best serve the students.

Most importantly, the policy would call for on-going communication between middle and

high school teachers (through in-services) so that the transition from middle to high school can

be made more easily and with better academic progress. High school staff would be required

to track how former middle school ASP students are doing at the high school level. From these

observations, sound recommendations can be made to the middle school teachers and ASP

staff.

Lastly, the features of the programs (both levels) would be modeled after effective ones that

have been cited in this document and any other researched ones as well. With all these aspects

in place, a strong, structured program with clear goals would be implemented. The results will

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be astounding: student achievement, self-confidence, connectedness, and relationships with

peers and adults will improve dramatically over time to produce the best possible student in

school and the best possible citizen in the years ahead.

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References

Afterschool Alliance (2013). Afterschool for all. Retrieved from

http://afterschoolalliance.org/a4a.cfm

Afterschool Alliance (August 13, 2008). Marketing afterschool. Retrieved from

http://afterschoolalliance.org/marketing.cfm

Anderson-Butcher, D. (2010). The promise of afterschool programs for promoting school

connectedness. Prevention Researcher, 17(3), 11-14.

de Kanter, A. (2001). After-school programs for adolescents. National Association of Secondary

School Principals.NASSP Bulletin, 85(626), 12-21.

District Report Card (2013). Retrieved from http://www,paschoolperformance.org

Gonzales, L., Gunderson, J., & Wold, M. (2013). Linking common core and expanded learning.

Leadership, 42(3), 18-22.

Lauver, S. (2012). Supporting student success through after-school and expanded learning

programs. District Administration, 48(3), 40-43.

Protheroe, N. (2006). Successful after-school programs. Principal, 85(5), 34-37.

Sheldon, J., Arbreton, A., Hopkins, L., & Grossman, J. B. (2010). Investing in success: key

strategies for building quality in after-school programs. American Journal of Community

Psychology, 45(3-4), 394-404.

Spartan School District (2013). General district facts. Retrieved from

http://www.spartan.org

Spartan School District (2013). Superintendent’s corner. Retrieved from

http://www.spartan.org

Staples, J. M. (2012). ‘Niggaz dyin’ don’t make no news’: exploring the intellectual work of an

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African American urban adolescent boy in an after-school program. Educational Action

Research, 20(1), 55-73.

United States Census Bureau (2010). District borough demographics [Data file]. Retrieved from

http://www.factfinder2.census.gov

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APPENDIX 1. General District Facts - from district website (Spartan.org/district.cfm)

2013-14 - District Fact Sheet

Total Student Population: 3246 Elementary School 1: 632 Elementary School 2: 483 Elementary School 3: 555 Spartan Middle School: 526 Spartan High School: 1050 Spartan Virtual Academy: 45

Aid Ratio: .2882 Per Student Expenditures: $14,360.25 Tuition rate:

Elementary $9,051.58 Secondary $9,515.25

Class of 2013 stats: 262 students, Senior Survey Summary:

College: 43% (4 years);12% (2 years) Trade/Technical School: 7% Deferred Post-Secondary: 10% Military: 3% Permanent Employment: 25%

Miscellaneous: Total school buildings in the district: 5 Average number of lunches served per day: 2300 Total number of buses: 48 Total number of buses servicing the after-school program: 1 Total number of vans: 4 Average miles traveled by buses for pick-up/drop-off per week: 20,830 Number of students transported for non-public schools: 444 Average # of miles traveled per week for extracurricular activities: 270 Total teachers with advanced degrees (Master’s and above): 151

Number of Employees:

Professional: 256 Administration: 15 Support Staff: 83

Community Population: 30,059; sq mi: 95

Financial Information: Mileage: 13.841 Total Assessed Property Value: $2,058,269,700

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Total Budget 2012-13: $44,265,811 Total Salaries for bargaining unit: $13,688,030.14 Average teacher salary: $59,851.46 Starting teacher salary: $43,548

Additional Demographics from United States Census Bureau, 2010 (factfinder2.census.gov)

DEMOGRAPHICS – FACTS AND FIGURES

Fact Figures Fact Figures

2010 census population 13,811 residents number of housing units 5,302

population increase (from 2010 to 2012)

.6% increase median value of

housing unit $171,600

population - under 5 yrs old 6.6% homeownership rate 58.4%

population - 65 yrs old and older

17.7% (PA = 15.4%)

single-parent (female) household (2000 to 2010)

increased by 24.65%

population - median age 41.0 yrs old median income $53,695/yr

female population 51.7%

below poverty level approx 11.6% (PA = 12.6%)

number of veterans 864 foreign born (borough) approx 11.3%

high school grad or higher (age 25 or older)

85.6% bachelor’s degree or

higher (age 25 or older) 18.9%

ETHNIC MAKEUP AND LANGUAGE

white (only) 84.2% black (only) 3.1%

Hispanic/Latino (only) 8.2% two or more races 2.4%

Asian (only) 3.1% language at home

other than English 18.5%

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APPENDIX 2. Superintendent’s Messages and PSSA Report Cards

Superintendent’s Message (portions) to Parents, Students, and Teachers from district website (Spartan.org/district.cfm, August, 2013)

… moderately-sized rural school district with suburban and urban influences. We

recognize that our beliefs, our values, and all that makes us a unique community is in

fact a part of the larger global-community. As such, we are keenly aware that school

can’t look or feel like the schools that many of us experienced only a decade or a few

decades ago. Our graduates need to be “global-ready” so that they can successfully

participate in the world economy and act responsibly with insight regarding the politics, cultural, and social issues of our time and of our future.

... boldly charting a course that sets student achievement levels far above the level

established by the Commonwealth in the form of the Pennsylvania System of School

Assessment (PSSA). While we value a great deal all that is measured by the PSSA, we

also recognize that true student success will depend on broader 21st -century skill sets

and global-readiness competencies which we embed in our curriculum and daily learning activities.

Supporting these abilities, the inherent work ethic and culture of the community is

demonstrated every day in classrooms. Student work ethic is high and achievement

results are high as a result of the efforts of students, faculty, staff, administrators, and

parents. Parent support is paramount and uncharacteristically positive. Students in the

district are learning in up to date facilities with state of the art technology. High quality

teachers are employed by the district and professional growth and training is a major

focus and continuous. The academic program for students is enhanced and made

complete through a wide array of extra-curricular activities. The characteristics of

teamwork, self-discipline, self-respect, and determination are further woven into students’ fabric through these academic and athletic activities.

… our team of professional faculty and support staff members understands the

seriousness of their mission and embraces the challenges that come with engaging with their students in 21st -century schools.

Education is in the midst of many changes. It looks different than the way it looked for

many of us when we attended school years ago. Changes occurring in the delivery model,

curriculum content, and student/teacher relationship are historic. At times these changes

can be overwhelming, ambiguous, and create anxiety for the adults…both teachers and

parents alike, yet students seem to thrive. While the “new look” of education can be

unfamiliar, it also brings enormous and unprecedented opportunities to the classroom.

The access to information for both students and teachers make facilitating more

authentic learning activities, which motivate students and connect them to other students

in ways not previously imagined.

While politics, diverse student needs, and economic difficulties have resulted in some

tough times for public schools, I truly believe…truly believe, that our district is

successfully meeting these challenges. In the last few years, we have increased the

number of credits required for graduation (and our graduation rate remains one of the

highest in the county), expanded our technology distribution to students exponentially (nearly every student will have his or her own device in the coming school year) and fully

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maintained the extracurricular programming that has proudly been in place for many years here.

Superintendent’s Letter, portions (Spartan.org/district.cfm, October 4, 2013)

District Report Card (paschoolperformance.org)

… Pennsylvania Department of Education (PDE) has been developing a School Report

Card that attempts to measure some, but not all, of the important elements contributing

to student achievement and future success. The report cards for each individual school in

Pennsylvania are scheduled for release by PDE today. Results for our schools are:

Spartan Elementary 1 – 82.8%; Spartan Elementary 2 – 88.5%; Spartan Elementary 3 –

79.4%; Spartan Middle School – 82.6%; Spartan High School –79.1%. While the

individual scores for the schools are not failing, we are disappointed that results are not

higher. We know students, faculty, and parents are working hard, but clearly more effort

and new ideas (including curriculum and teaching methods) are needed if we are to improve our service to our students and our community.

In the last year we implemented numerous initiatives to begin addressing this anticipated

shortfall in performance. Some of these include: a new language arts curriculum and

reading program at the elementary level and differentiated teaching models and

technology investments district-wide. The School Report Card (Profile) has highlighted

additional areas that require our analysis and additional effort. Some of these discussions

began today with teachers during the professional development time afforded by the early dismissal this afternoon.

… “Okay” is not nearly good enough and We the District are rededicating ourselves with more focus, frank discussions, and new enthusiasm to meet the challenges before us.

Middle School (PSSA) Report Cards for 2011-2012 – results viewed at:

http://paayp.emetric.net/School/Overview/c36/113362303/7209 (overview)

http://paayp.emetric.net/Content/reportcards/RC12S113362303000007209.PDF

(school report card)

http://paayp.emetric.net/School/DataTable/c36/113362303/7209 (data table)

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APPENDIX 3. Interview #1

AFTER-SCHOOL PROGRAMMING – INTERVIEW – ADMINISTRATOR

Name (pseudonym): Jeremy Solaro

Title: Spartan Middle School principal

date(s): November 26, 2013

1. Why was the after-school program (Academic Inspiration) developed?

We saw a need here at the middle school to provide a structured environment for

students to get homework done since many homes are not providing a quiet

place for work to be done. The program requires a parent’s permission to

participate, and some parents have requested to have their child enrolled, even if

there aren’t any failing grades. Additionally, students were carrying more failures

than we expected, and many were failing because they were not completing and

handing in assignments.

2. Why was the structured studies period placed in the students’ scheduled day?

The period was placed in students’ schedules to provide an opportunity to catch

up and obtain help in the process.

3. When were these programs implemented?

Academic Inspiration began in January 2013 and structured studies started in 2012-13 school year.

4. Did you experience a ‘teacher buy-in response’ or were most teachers in favor of

offering these extra help programs?

Since the advisory team and teacher leaders (facilitators) all saw a need for offering students extra assistance, no ‘buy-in’ was necessary.

5. How are students recommended/assigned to the programs?

For structured studies, it’s the teachers’ discretion – teams agree who should be placed in the study hall, and it is monitored by content area teachers (Math, LA) from the same grade level as the students assigned to him/her. For Academic Inspiration, parents are contacted when a student is failing two or more classes and the recommendation is made for participation, with the availability of a late bus in order to return home.

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6. Rate the following on a scale of: 1 (low/disagree) to 5 (high/agree)

a) satisfied with results so far □ 1 □ 2 □ 3 ▉ 4 □ 5

b) students’ grades improving □ 1 □ 2 □ 3 □ 4 ▉ 5

c) students’ interest in school improving □ 1 □ 2 ▉ 3 □ 4 □ 5

d) student relationships improving □ 1 □ 2 □ 3 ▉ 4 □ 5

e) less school discipline issues □ 1 □ 2 □ 3 ▉ 4 □ 5

f) improved focusing/attention in class □ 1 □ 2 □ 3 □ 4 □ 5

g) improved PSSA/Keystone scores □ 1 □ 2 □ 3 ▉ 4 □ 5 h) other: increased teacher faith in the ability for hard-to-reach kids to produce work □ 1 □ 2 □ 3 ▉ 4 □ 5

7. After observing the programs in action, offer suggestions on improving the

programs overall:

We will evaluate the programs’ impact and consider feedback from teachers, parents, and the students in order to make revisions that are relevant.

8. How do you compensate your teachers for the time and dedication they give to

the program?

Teachers who participate in the Academic Inspiration program are paid for their time through building money, not a grant.

9. Other comments on any aspects of the program:

At mid-quarter, students here were carrying 35 failures, but after participating in

the programs, the number of failures was reduced to 5 by the end of the first

quarter.

Teachers running the program take it upon themselves to sign up on a shared

google doc that I created to schedule teacher help, and they know they are

responsible to find a replacement if they are not available after committing to an

afternoon. They have been successful in running the program themselves

thusfar.

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APPENDIX 4. Interview #2

AFTER-SCHOOL PROGRAMMING – INTERVIEW – ADMINISTRATOR

Name (pseudonym): Edward Cull

title: Spartan High School, Assistant Principal

date(s): November 26, 2013 and December 6, 2013

1. Why was the Academic Inspiration program developed?

There was a need to address the large number of students who didn’t care if they were

carrying failing grades and we no longer wanted to accept excuses for failures (like the

class is too hard) that encouraged a lack of effort to complete work.

2. How was it determined which teachers would participate in the program?

ALL teachers are involved since all teachers should teach the motivated and the

unmotivated as well. If a teacher has an Academic Inspiration class during iSpartan

(homeroom/lunch, at midday) in the first semester, then he/she will have an enrichment

class in iSpartan during the second semester (and vice versa).

3. When was the program implemented?

This year, but it was first piloted in February, 2013.

4. Did you experience a ‘teacher buy-in response’ or were most teachers in favor of

offering this extra help program?

The program was presented to the faculty last school year and all were informed it was going to be put into place during the iSpartan/lunch/study hall time.

5. How are students recommended/assigned to the program?

Students who have any D’s and/or F’s are assigned to an Academic Inspiration class (25 students to 1 teacher). We run a 10-day cycle. Eight of those days are dedicated to the Academic Inspiration (AI) program and the other two days are used to return to homeroom to review placement in another AI class or a regular homeroom, depending on current grades. Grades are reviewed every day 5 for progress, and if a student still is carrying D’s or F’s, then he/she is placed in another AI class where supervision and strict guidelines are observed (see ‘point sheet’ at the end of this survey). I will note that some students who have good grades for certain teachers often play on those teachers’ sympathies in an attempt to get them to plead their case with me (to remove them from AI). When this happens, I normally view academic records with the sympathetic teachers and show them that the student(s) in question certainly do have grades to improve upon (normally more than one course as well) so they should change their sympathetic nature

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to a support for the placement in the AI program (and encourage the student to put effort into the days he/she is participating in the program).

6. Rate the following on a scale of: 1 (low/disagree) to 5 (high/agree)

a) satisfied with results so far □ 1 □ 2 ▉ 3 □ 4 □ 5

b) students’ grades improving □ 1 □ 2 ▉ 3 □ 4 □ 5

c) students’ interest in school improving □ 1 □ 2 ▉ 3 □ 4 □ 5

d) student relationships improving □ 1 □ 2 □ 3 ▉ 4 □ 5

e) less school discipline issues □ 1 □ 2 □ 3 □ 4 ▉ 5

f) improved focusing/attention in class □ 1 □ 2 □ 3 ▉ 4 □ 5

g) improved PSSA/Keystone scores □ 1 □ 2 □ 3 □ 4 □ 5 h) other: culture/climate change in order to show we

(teachers & admin) value students’ learning □ 1 □ 2 □ 3 ▉ 4 □ 5

7. How is progress and/or student cooperation monitored during the academic

inspiration period?

Each AI monitor is given a ‘point sheet’ (see attached) and points are deducted if a

student is not following guidelines outlined by the program. One of our goals is to

promote structure and routine by this AI placement; we’re not singling out students,

we’re trying to assist them in becoming more responsible for their own academic

progress.

8. After observing the programs in action, offer suggestions on improving the

program overall:

We need all teachers on board as well as parents. The staff needs to stand strong on classroom procedures (teaching bell to bell, allowing less relaxation time, not allowing students to pack up early) and show students that class time is to be used wisely. Parents need to realize that programs such as this are implemented to aid the student gain academic success, and it is not to be viewed as a punishment (a conversation with a parent revealed that her 16 year-old son/daughter had not earned a single credit in high school as of yet). With some parents and teachers alike academic goals need to be clearly defined and adhered to so the student can gain success in any and all classes.

9. Are your teachers compensated for the time and dedication they give to the

program?

Since the program is part of the homeroom/study hall time, teachers do not receive any extra monetary compensation.

10. Other comments on any aspects of the program:

Some comments related to the goals/aims of the program - how it is connected to life

outside of school -

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We need to continuously demonstrate to students that:

We generally gain more freedoms when we prove we can take care of business

Teachers, admin, and parents must show kids that there is accountability to life,

so we must help them realize there is a need to do work in order to learn

In changing the culture and climate of our school, we are demonstrating that we

as teachers and administrators value students’ learning and we are working as a

community towards academic achievement.

Academic Inspiration Point sheet:

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APPENDIX 5. Interview #3

AFTER-SCHOOL PROGRAMMING – INTERVIEW - TEACHER/COORDINATOR

Name (pseudonym): Katherine D’Alfonso, second year at Spartan MS

grade/department: grade 7/Mathematics

date(s): November 26, 2013

1. Why was the after-school program (Academic Inspiration) developed?

In order to address the need to reduce the number of failing grades, the

Academic Inspiration program was developed. Since the district now has a 1 to 1

program (one laptop for each student) and there are a number of students who

do not have internet access at home, the district needed to make access fair and

equitable to all students by providing an opportunity to complete assignments

with the use of the internet.

2. Why was the structured studies period placed in the students’ scheduled day?

Structured Studies is a study hall designed for students who are struggling. As a

class, students having problems are assigned a mandatory study hall with a

grade level teacher’s supervision. The teacher offers help and encouragement

during the period to the students who are assigned so students can complete

assignments and obtain help during the school day. The study hall replaces club

activities. Teachers of students in the study hall are to email work/assignments

to structured studies moderators for their students to complete in order to

improve grades.

3. When were these programs implemented?

Academic Inspiration is new this year (2013-14) and the structured studies eighth period was in operation last year, my first year here at Spartan MS.

4. Were most teachers in favor of offering these extra help programs?

YES, teachers overall clearly saw the need for a given time to be set for students to complete work with a teacher’s supervision/help.

5. How are students recommended/assigned to the programs?

If a student is failing 2 or more classes then he/she is assigned the Academic Inspiration program – a letter is sent to the parent/guardian and clarifies the assignment, but there are no repercussions if the student doesn’t attend the

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program. Parents are made aware that a 4pm late bus is available to transport the student home. Assignment in the Structured Studies program is team teachers’ discussion and consensus; it is MANDATORY for the student to attend until improvement is shown.

6. Rate the following on a scale of: 1 (low/disagree) to 5 (high/agree)

a) satisfied with results so far □ 1 □ 2 □ 3 ▉ 4 □ 5

b) students’ grades improving □ 1 □ 2 □ 3 ▉ 4 □ 5

c) students’ interest in school improving □ 1 ▉ 2 □ 3 □ 4 □ 5

d) student relationships improving □ 1 □ 2 ▉ 3 □ 4 □ 5

e) less school discipline issues ▉ 1 □ 2 □ 3 □ 4 □ 5

f) improved focusing/attention in class ▉ 1 □ 2 □ 3 □ 4 □ 5

g) improved PSSA/Keystone scores □ 1 □ 2 □ 3 □ 4 □ 5

h) other: build relationships/get work done □ 1 □ 2 □ 3 ▉ 4 □ 5

7. In helping with the program, have you been able to adjust/revise lesson plans in

response to what (and how) is accomplished (or struggled with) during an after-

school session or structured studies period?

explain: Yes, since the structured studies class is grade based, by working more closely with students during this period, I have been able to and have found it necessary to re-structure plans as needed, according to problems and successes of students during the period.

8. Offer any suggestions on improving the programs overall:

1. Find a way to make the Academic Inspiration (AI) program mandatory for students who need the time and assistance to complete assignments.

2. Make sure students don’t use AI as a crutch – waste time in class because they believe they will catch up with the individualized attention during AI.

9. How are you compensated for your time given to the program?

Teachers who assist during AI are paid for their time through building money, not grant money.

10. Other comments on any aspects of the program and/or its participants:

Overall, the programs have greatly impacted grades in that many students’

grades are improving, due to the fact that they are spending the time necessary

to complete their work.

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APPENDIX 6. Interview #4

AFTER-SCHOOL PROGRAMMING – INTERVIEW - TEACHER/COORDINATOR

Name (pseudonym): Zane Stella, first year at Spartan MS

grade/department: grade 7/Mathematics

date(s): November 26, 2013

1. Why was the after-school program (Academic Inspiration) developed?

Students needed a more structured environment in which to COMPLETE

assignments, where internet and all supplies needed are available, with the help

of a teacher.

2. Why was the structured studies period placed in the students’ scheduled day?

A MANDATORY class period was agreed upon as necessary for students to

attend, instead of clubs, in order to get work done, with a teacher’s help and

‘encouragement’.

3. When were these programs implemented?

This is Academic Inspiration’s first year and I’m told that Structured Studies was part of a struggling student’s schedule last year.

4. Were most teachers in favor of offering these extra help programs?

Yes, since we all saw a need to collaborate and make good decisions on who would benefit from these offerings.

5. How are students recommended/assigned to the program?

(agreed with Katherine’s description of placement in the programs)

6. Rate the following on a scale of: 1 (low/disagree) to 5 (high/agree)

a) satisfied with results so far □ 1 □ 2 □ 3 ▉ 4 □ 5

b) students’ grades improving □ 1 □ 2 □ 3 ▉ 4 □ 5

c) students’ interest in school improving □ 1 ▉ 2 □ 3 □ 4 □ 5

d) student relationships improving □ 1 □ 2 ▉ 3 □ 4 □ 5

e) less school discipline issues □ 1 □ 2 □ 3 □ 4 □ 5

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f) improved focusing/attention in class ▉ 1 □ 2 □ 3 □ 4 □ 5

g) improved PSSA/Keystone scores ▉ 1 □ 2 □ 3 □ 4 □ 5 h) other: opportunity to talk individually with struggling students to suggest a plan □ 1 □ 2 ▉ 3 □ 4 □ 5

7. In helping with the program, have you been able to adjust/revise lesson plans in

response to what (and how) is accomplished (or struggled with) during an after-

school session or structured studies period?

explain: Yes, sometime I see areas that need more practice or I see areas where students can move on, so I can adjust accordingly.

8. Offer any suggestions on improving the programs overall:

In the structured studies period, we need to develop an incentive to offer – we need to define a level of progress that will allow the student to be released from the study hall.

9. How are you compensated for your time given to the program?

We are paid to supervise the Academic Inspiration program.

10. Other comments on any aspects of the programs and/or its participants:

Some students wait until Academic Inspiration or structured studies to obtain

one-on-one help, so they end up being less cooperative in class when expected

to work independently, and this is a concern. Otherwise, the programs help

students greatly.

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APPENDIX 7. Interview #5

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Name (pseudonym): Jordan Baines, 8th grade, Spartan MS

date(s): December 5, 2013

Please answer the following as best and as honestly as you can!

1. Rate the following on a scale of: 1 (low/disagree) to 5 (high/agree)

a) satisfied with results so far □ 1 □ 2 □ 3 ▉ 4 □ 5

b) students’ grades improving □ 1 □ 2 ▉ 3 □ 4 □ 5

c) students’ interest in school improving ▉ 1 □ 2 □ 3 □ 4 □ 5

d) student relationships improving □ 1 ▉ 2 □ 3 □ 4 □ 5

e) less school discipline issues □ 1 □ 2 □ 3 ▉ 4 □ 5

f) improved focusing/attention in class ▉ 1 □ 2 □ 3 □ 4 □ 5

g) improved PSSA/Keystone scores □ 1 □ 2 □ 3 □ 4 □ 5 h) other: helped me to raise my 3 F’s to now 2 F’s and I am working on getting them to passing grades

□ 1 □ 2 □ 3 □ 4 ▉ 5

2. Do you like participating in this program?

Yes, I feel comfortable asking the teachers for help.

3. Have you benefitted from this program and if so, how?

Yes, it helps me get all my homework done before I go home.

4. How can the program be revised to best fit your needs?

I wish more kids would come and get help, too.

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APPENDIX 8. Interview #6

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Name (pseudonym): Jonah Lewis, 8th grade, Spartan MS

date(s): December 5, 2013

Please answer the following as best and as honestly as you can!

1. Rate the following on a scale of: 1 (low/disagree) to 5 (high/agree)

a) satisfied with results so far □ 1 □ 2 ▉ 3 □ 4 □ 5

b) students’ grades improving □ 1 □ 2 ▉ 3 □ 4 □ 5

c) students’ interest in school improving □ 1 □ 2 □ 3 □ 4 □ 5

d) student relationships improving □ 1 □ 2 □ 3 □ 4 □ 5

e) less school discipline issues □ 1 □ 2 □ 3 □ 4 □ 5

f) improved focusing/attention in class □ 1 □ 2 □ 3 ▉ 4 □ 5

g) improved PSSA/Keystone scores □ 1 □ 2 □ 3 □ 4 □ 5 h) other: helps me improve my grades (now have one C only)

□ 1 □ 2 □ 3 ▉ 4 □ 5

2. Do you like participating in this program?

Yes, I like getting the teachers’ help during AI.

3. Have you benefitted from this program and if so, how?

Yes, I usually get mostly everything done in AI. My grades have gotten better and I want to get my Math and History grades up, too (to B’s)..

4. How can the program be revised to best fit your needs?

It’s boring at times, but mostly fun. I learn more in school now and I make myself

better in school.