Summer Acceleration Plan Office name goes here Office of Pathways - - PowerPoint PPT Presentation

Office name goes here Office of Pathways to College and Career May 8, 2012

Achievement Academy Program Closure

Summer Acceleration Plan

Summer Acceleration Rationale

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• Achievement Academy Program Closure
• Students who would have traditionally entered Achievement Academies will now

enter their neighborhood high schools along with all 9th grade students

• Receiving schools will be provided with a menu of potential supports that they

can provide for students along with a portfolio of best practices that have been implemented in Achievement Academies

• Summer Acceleration Program
• Serves as a transition to high school for elementary school students who will

turn 15 by September 1, 2012 (“over-age” students)

• The program will provide supports in the following areas:
• Literacy
• Mathematics with a focus on pre-requisite Algebra skills
• Social Emotional Learning

The ultimate goal of this process is for all incoming 9th grade students to have the supports they need in order to graduate high school college and career ready.

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Enrollment Determination

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Overview of Data Across Schools

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All program students, breakout by needs count % of total Students without disabilities 1,420 91% Students with 504 plans 26 2% Students with IEPs 109 7% total 1555 100%

Most schools only have 1

• verage student with an IEP
• r 504

77 14 6 1 1 schools with 1 student schools with 2 students schools with 3 students schools with 4 students schools with 5

• r more

students

91% 2% 7%

All program students, breakout by needs

Students without disabilities Students with 504 plans Students with IEPs

Overview of Student Level Data

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Primary Disability Count % of Total 504 plan 26 19% Students with IEPs 109 81%

• Speech/language

7

• Learning disability

72

• Other health impairment (ADHD)

1

• Emotional Disability

18

• Autism spectrum

1

• Mild intellectual disability (EMH)

7

• Severe intellectual disability (SPH)

2

• Moderate intellectual disability (TMH)

1 Total 135 100%

19% 5% 53% 1% 13% 1% 5% 2% 1%

Primary Disability

504 plan Speech/language Learning disability Other health impairment Emotional Disability Autism spectrum Mild intellectual disability (EMH) Severe intellectual disability (SPH) Moderate intellectual disability (TMH)

Grade Level Count % of Total 6th grade 3 2% 7th grade 65 48% 8th grade 67 50% total 135 100%

2% 48% 50%

Grade level of SWD

6th 7th 8th

Program Structure

Academic and Social Emotional Learning Focus

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• Classes focused around Literacy, Mathematics, and Social Emotional Learning
• Literacy course will focus on preparing students for high school reading and writing
• Mathematics curriculum will be based on existing 8th grade Summer Bridge curriculum and

will leverage students existing Math skills while exposing them to pre-requisite Algebra skills

• Social Emotional Learning course will utilize Freshman Connection counselors curriculum

and will also infuse service learning projects designed to support literacy and mathematic skills while helping students to develop strategies related to conflict resolution, time management, team-work and high school readiness skills

• Personalization
• Advisory-Based Structure
• 20 Students per advisory
• 1 Teacher or Counselor serves as a an advisor
• 1 College Counselor Intern
• 1 High School Ambassador per advisory
• 1 Parent Representative
• Tasks and Activities in Advisory
• Develop and implement a service-learning project
• Plan a portion of the end of the summer convocation
• Maintain a bulletin board that charts weekly progress of fellow advisory members

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Potential Model Schedule

Time Monday Tuesday Wednesday Thursday Friday

8:00 – 8:30

B R E A K F A S T

8:33 – 8:53 (20 mins)

Morning Meeting Morning Meeting Morning Meeting Morning Meeting Morning Meeting

8:56 – 10:26 (80 mins)

Literacy or Math Literacy or Math Literacy or Math Literacy or Math Literacy or Math

10:29 – 11:29 (60 mins)

Freshman Connection

• Service Learning Debrief and Prep
• Homework Help
• High School Prep
• Bulletin Board Upkeep
• Convocation Planning
• Goal Setting
• ILP Development

11:32 – 11:52 (20 mins)

Advisory Advisory Advisory Advisory Advisory

11:55 – 12:15

L U N C H

12:18 – 1:38 (80 mins)

Literacy or Math Literacy or Math Literacy or Math Literacy or Math Literacy or Math

1:41 – 2:30 (50 mins)

Service Learning and Goal Setting Service Learning and Goal Setting Service Learning and Goal Setting Service Learning and Goal Setting Weekend Goal Setting

Program Staffing

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• 160 Students per Site (maximum)
• Far South – 1 site
• South – 2 site
• West – 3 sites
• Southwest – 3 sites
• North/Northwest – 2 sites
• 20:1 (maximum) Student to Teacher Ratio
• Staff Members per site
• 1 Special Education teacher per Network or more as needed
• 3 Literacy Teachers
• 3 Mathematics Teacher
• 1 Counselor
• 3 Counselor Interns
• 6 High School Ambassadors

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Additional Considerations and Supports for Students with Disabilities

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• All overage students with IEPs should have double grids!
• Students will be transitioning and need to have transition plans and

double grids in their IEPs

• Consideration of supports that may be needed for students

with disabilities to successfully participate in the program

• For some students this may be simply accommodations/

modifications or it may be the HS IEP goals the team has prepared

• IEP access will need to be facilitated
• Minimally each site will have an assigned special education teacher

and school leaders will have IMPACT access

Potential Counselor Position Roles and Responsibilities

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• Teach Freshman Connection materials
• Develop structure for Morning Meetings
• Develop Individual Learning Plans for each student
• Identify supports that the students will need at their receiving

high school

• Identify what out of school time supports can be leveraged to
• ffer both intervention and remediation
• Oversee Counselor Interns
• Communicate with counselors at receiving high schools to

develop an appropriate schedule that will allow for the academic supports needed in order for the student to attain success.

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Elementary School Counselor Responsibilities during the school year

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• Project 6th, 7th, and 8th grade students whose birthday is on or

before September 1, 1997 to their neighborhood high school

• Work with Special Education Teachers to ensure that students

IEP goals are updated for high school

• Communicate with families and students regarding the

students transition to high school

• Serve as a support for families through the transition process

at the end of the school year

• Communicate any challenges at the school level with Central

Office staff in order to ensure that all student needs are met

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Frequently Asked Questions

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• Why is Summer Acceleration mandatory?
• Students are being given the opportunity to accelerate their learning and academic

success by moving to high school with the appropriate supports they need. We want to ensure that students are given every possible opportunity to attain success and we are committed to providing the supports necessary to achieve that goal.

• How will students transition from elementary to high school?
• Students will participate in a Summer Acceleration program that will include

academic support and will also provide them with the skills needed to enter a high

• school. Students will be taught by both elementary and high school teachers who

can help them understand what they need to do in order to be successful in high school.

• Will students participate in 8th grade “graduation”?
• Students will participate in a closing ceremony at the end of the acceleration

program to celebrate their entry into high school. They will not participate in 8th grade graduation.

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FAQs continued

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• What support will be provided for students during the school year?
• Students will participate in progress check-in meetings every five weeks with school

support staff. Additionally, students will have a schedule that has been tailored to their individual academic needs and will include after school academic supports and enrichment based on their interests.

• Where will students go to school?
• Students will attend their neighborhood high school.
• What if I want the student wants to transfer to a different school?
• Students will follow the usual transfer process and if they are transferring to a

traditional Chicago Public school. Students may only transfer to selective enrollment schools if they meet the selective enrollment school’s requirements after their 9th grade year of high school.

FAQs continued

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• Does it matter that my child will not receive an 8th grade diploma?
• Your child will not receive an 8th grade diploma. They will receive a certificate of

completion of the Summer Acceleration program in addition to their Elementary School transcript.

• What if my child cannot attend the summer acceleration?
• The Summer Acceleration program is mandatory. If you have extenuating

circumstances, please call 773-553-2060 or email summeracceleration@cps.k12.il.us and an Academic Learning and Supports team member will work with you to determine next steps for your child.

Important Dates

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• April 30, 2012 – Project students to their neighborhood high

school

• May 7th – May 11th, 2012 – Apply for Positions on HR4U
• May 11, 2012 – Parents will begin to receive notification letters of

the Achievement Academy Program Closure and Summer Acceleration Program

• June 4, 2012 – Parents will receive official notification of Summer

Bridge or Summer Acceleration placement

• June 18, 2012 – PD for Summer Acceleration employees
• June 19th – July 13th, 2012 – Summer Acceleration Program
• July 16th – July 20th, 2012 – Make-up week

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THANK YOU!

Office of Pathways to College and Career 16

For more information please contact:

• Michelle C. Russell, 773-553-3913, mcrussell1@cps.k12.il.us