The Philomath School District’s expanded summer learning program delivered strong results for its most vulnerable readers in its first year under a new state grant, Clemens Primary School Principal Abby Moser told the School Board at its Sept. 17 meeting.
“The kids we knew that were coming in that were already struggling in reading, 100% of those kids either met or exceeded,” said Moser, who led the program.
Moser said the program came together on a tight timeline.
“We had to come up and write a grant extremely quickly after the Department of Education raised the expectations,” Moser said. “So I quickly wrote a grant, and thankfully we got a three-year grant, roughly just under $700,000.”
Presenting results to the board is one of the grant’s requirements.
The district originally planned to serve 120 students in kindergarten through fifth grade. As it turned out, the district received less funding than it was allotted, which required changes to the original plan. In the end, 84 students in grades K-3 were in the program, which ran for six weeks from mid-July until teachers returned at the end of August. Students attended full school days, Monday through Friday.
From the original 84 students, Moser said nine withdrew during the summer and most of those spots were filled from grade-level waiting lists. Students were selected using assessment data and teacher recommendations with priority given to those who were struggling in reading or math. Moser estimated about two-thirds of the students invited to attend enrolled.
Mornings focused on reading and math with afternoons devoted to STEAM activities built around weekly themes such as “ocean week,” which Moser said students loved. Field trips took place on Fridays and the summer wrapped up with a water day featuring sprinklers on the school field.
Most classrooms were staffed by two teachers who split the day, along with an instructional assistant. A reading specialist and behavioral specialist were also in the building, along with Moser and office staff.
The program also provided breakfast, a snack and lunch each day through a partnership with the district’s nutrition services.
The program’s primary goal was for at least 80% of participating students to maintain or improve their reading scores. Moser said 78% of regular attenders met that goal, just shy of the target. Across all participants, including those who did not attend regularly, 60% maintained or improved.
Attendance was the program’s biggest challenge. The state expects students to attend at least 90% of program days, but only 61% of participants met that mark.
“That is very, very lofty during the school year, let alone summertime,” Moser said.
She said the program told families that those able to commit to 90% attendance would receive priority, but in practice staff chose to remain inclusive. Moser noted that families also value their summer time together.
Moser shared results from surveys sent to staff and families. Of roughly 20 staff members, nine responded. Asked whether the Monday-through-Friday schedule supported instructional goals, 33% said it worked well, 44% said it was acceptable but could be improved and 22% said something different was needed.
Teachers suggested a four-day week or half-day model, smaller class sizes than this year’s cap of 20 students because of behavior challenges, more planning time before the program begins and more local field trips with shorter bus rides. The gym used for afternoon team activities was also uncomfortably hot, she said.
Families, on the other hand, were generally satisfied with the full-day schedule.
“The biggest thing was the social interaction with peers and next was interest,” Moser said. “Those were the highlights that the parents said.”
Parents asked for weekly progress reports, clearer schedules, earlier permission slips and midweek field trips.
One board member suggested surveying families on whether a four-day week, allowing for three-day weekends, might actually boost attendance by making it easier for families to schedule summer trips. Moser said she had the same thought.
“Ideally, we want 120 students for next year — that’s what the grant was written for, but staffing was challenging and the number of students was challenging,” Moser said.
Moser acknowledged the program was assembled quickly, including field trips that were sometimes arranged the same week, and said she is looking forward to more planning time next year.
Superintendent Susan Halliday credited Moser with making the program happen. Halliday said funding from the state arrived late and she had been prepared to skip applying altogether.
