Summer Literacy Learning Program and Planning Guide · Summer Literacy Learning Program and Planning Guide Prepared by the Council of Ontario Directors of Education and funded by

Summer Literacy Learning Program

and Planning Guide

Prepared by the Council of Ontario Directors of Education

and funded by the Literacy and Numeracy Secretariat

of the Ontario Ministry of Education.

The Literacy and Numeracy Secretariat

1Summer Literacy Learning Program and Planning Guide

Introduction and Acknowledgements

Development of the Summer Literacy Learning Program and Planning Guide would not have been possible without the commitment, contributions and support of the Boards that participated in both the 2010 and 2011 Summer Literacy Learning Project. Throughout this Guide, their comments, ideas, strategies and successes have been used in order to assist future implementation of the summer program. As well, our sincere thanks and appreciation are extended to the regional leads, lead researchers and lead research assistant. In turn, the Council of Ontario Directors of Education and the lead researchers would like to congratulate the Literacy and Numeracy Secretariat, school boards, parents and community organizations for the successes of the 2010 and 2011 Summer Literacy Learning Programs.

Collaboration, cooperation and partnerships are powerful tools. The Summer Literacy Learning Program demonstrates that when teachers, principals and parents and our communities work together, the outcome is significant and worthwhile.

– The Council of Ontario Directors of Education

2 Summer Literacy Learning Program and Planning Guide

Contents

About This Guide ..................................................................................................... 4

What does this guide do? ............................................................................. 4

Background to the 2012 Summer Literacy Learning Project ..................................... 5

Laying the groundwork: the first Summer Literacy Learning Project .............. 5

2010 Findings ............................................................................................... 5

Building on what was learned: the second Project ........................................ 6

2011 Findings ............................................................................................... 6

Roles and Responsibilities ........................................................................................ 7

Why it’s important ......................................................................................... 7

What it involves ............................................................................................. 7

Regional Lead ............................................................................................... 8

Lead Research Assistant .............................................................................. 8

Superintendent ............................................................................................. 9

Board Coordinator(s) ................................................................................... 10

Site Coordinator .......................................................................................... 11

Teacher ....................................................................................................... 12

Support Staff .............................................................................................. 13

Developing and Implementing the Program ............................................................ 14

Program Planning: Reporting Requirements ........................................................... 15

Why it’s important ....................................................................................... 15

What it involves ........................................................................................... 15

April ............................................................................................................ 16

May ............................................................................................................ 16

June ........................................................................................................... 17

July/ August ................................................................................................ 17

September .................................................................................................. 18


Students ................................................................................................................ 19

Students ..................................................................................................... 19

Identifying and Inviting Primary Students ..................................................... 20

Considerations ............................................................................................ 20

Student Feedback ...................................................................................... 20

Parents .................................................................................................................. 21

Involving Parents and Building Commitment to the Summer

Literacy Learning Program .......................................................................... 21

Home and School Communication and Planning ........................................ 22

Encouraging Parent Participation ................................................................ 23

Building Parent Capacity and Communicating Literacy Strategies ............... 24

Encouraging Children’s Participation ........................................................... 25

Community ............................................................................................................ 26

Community Partnerships and Support ........................................................ 26

Examples of Partnerships that Have Been Identified by Summer

Literacy Learning Boards in 2010 and 2011 ................................................ 27

Research Protocol ................................................................................................. 30

SLLP Research Protocol ............................................................................. 31

Master Excel Spreadsheet .......................................................................... 31

Master Excel Spreadsheet: School Identification ......................................... 32

Master Excel Spreadsheet: Student Identification ........................................ 32

Filling Out 2012 Master Spreadsheet .......................................................... 33

Completing Master Excel Spreadsheet ....................................................... 35

Parent Survey ............................................................................................. 35

Star Testing ................................................................................................. 36

Gathering Information About Summer Programs ......................................... 38

Appendix A: Glossary of Key Research Terms ........................................................ 40

Appendix B: Frequently Asked Questions ............................................................... 41

Appendix C: Resources ......................................................................................... 44


About This Guide

After two years of province-wide SLLP implementation, there was wide-spread recognition of how valuable it would be to have a “roadmap” that all school boards can use. In response to that need, the Summer Literacy Learning Program and Planning Guide has been developed to assist Boards, principals and teachers to implement an effective summer literacy learning program. This Guide is intended to provide information on the key aspects of the summer program and research protocol, and assist in the development of strong connections and partnerships with both parents and the community.

What does this guide do?The Guide provides an overview of successful strategies used by Boards to implement engaging literacy programs while completing the research requirements. As a reference guide for educators charged with implementing, instructing and overseeing the summer program, it outlines in point form a series of tasks, activities and timelines. It is organized into key responsibilities, activities, strategies and timelines, and details why these aspects of a summer program are important – and how they can be brought to life.

In developing this Guide, there was considerable discussion among summer literacy learning regional leads and lead researchers. The success stories and good ideas they shared with the authors (which helped form the content that follows) were based on the valuable data and anecdotal evidence passed along by the many individual Boards that participated.


Background to the 2012 Summer Literacy Learning Project

Laying the groundwork: the first Summer Literacy Learning ProjectFrom the outset, the Summer Literacy Learning Project was designed to examine and determine the effects of a summer literacy program on the reading levels of invited primary students who were experiencing challenges in literacy learning. Consisting of two, integrated components – a Summer Literacy Learning Program for students in grades 1, 2 or 3, and a research protocol focused primarily on the effects of summer learning loss in regards to student literacy achievement – the initial Project was launched with strong support from the many participating Boards in the summer of 2010. The research protocol included a control group and a group of invited students who participated in the Summer Literacy Learning Program. Both the control group and the participating students were tested at the end of June and at the beginning of September to determine changes in reading achievement levels.

2010 Findings• Studentsthatarehighlyvulnerable,suchasthosewithIEP’sandlowPMB/DRAscores,

had substantially decreased learning loss when they attended summer programs – a significant accomplishment.

• Parents,providedwithopportunitiestolearnnewskillstohelptheirchildrensucceed in school, became “active partners” in the program and developed stronger relationships with local schools and teachers.

• Overall,teachersexpressedoverwhelmingsupportforthesummerprogram,andappearedenergizedbytheirstudents’successandconfidence.

The full report on the 2010 Project can be found at http://www.edu.gov.on.ca/eng/literacynumeracy/research/summerliteracy.pdf

http://www.edu.gov.on.ca/eng/literacynumeracy/research/summerliteracy.pdf

http://www.edu.gov.on.ca/eng/literacynumeracy/research/summerliteracy.pdf


Building on what was learned: the second ProjectAs in the first year, the 2011 Summer Literacy Learning Project was designed to study and document the effects of a summer literacy program on the reading levels of invited primary students, while offering these young learners an engaging and teacher-instructed experience. Once again, the Project coupled a qualitative and quantitative research study with a summer literacy instructional program designed for grade 1-3 students in need of early literacy intervention. One clear distinction from the 2010 Project was noted: the sample of summer literacy learning students participating in 2011 appeared to be more academically and socially disadvantaged than their school classmates (the latter formed the representative control group for the research project).

2011 Findings• StudentsattendingbothEnglishandFrenchlanguagesummerprogramsnarrowedliteracygapswiththeirpeers,representingsignificantprogressoverthepreviousyear’sprogram(forEnglishstudents)andasuccessfulcontinuationof2010’sFrenchlanguageprogram

• Teachersandparentsalikeoutlinedspecificexamplesofhowstudentsgainedacademi-cally,whilenotingthesummerprogram’sreinforcementofliteracyskills,positivesocialinteractions and healthy lifestyles.

• Overall,confidenceinthereliabilityoftheSummerLiteracyLearningProjectresults was increased.

The full report on the 2011 Project can be found on www.ontariodirectors.ca


Roles and Responsibilities

A well-planned Summer Literacy Learning Program (SLLP) can accomplish many things: literacy skills are increased, self-confidence is built, students become more engaged in reading and a valuable research component is completed. The success of the 2010 and 2011 Programs in realizing these goals was very much the result of strong Board teams working together and sharing responsibility for specific aspects of the SLLPs. And a helpful strategy to better understand “what needs to be done” and “who does it” is to clarify roles and responsibilities of the Program team.

Critical to the effective implementation of an SLLP is the early engagement of a collaborative board team that has the necessary expertise, background and leadership experience in program development and literacy learning. While experienced primary teachers with backgrounds in literacy learning are essential to a successful summer classroom program, leadership by superintendents and board and site coordinators is also crucial when it comes to developing and implementing summer literacy learning. Support staff and volunteers will add a further dimension to the summer program, offeringsupporttotheteacher(s)andconnectingwithindividualstudents.Regionalleadscan link with board staff and facilitate implementation of the SLLP through ongoing communication with Board coordinators and the lead researcher, the latter also being available to assist Board staff in the completion of the research protocol requirements.

ROLES AND RESPONSIBILITIESWhy it’s important:

• Aneffectiveandengagingsummerliteracyprogramisimplemented

• Acollaborativerelationshipwithparentsisestablished

• Theresearchprotocoliscompletedinatimelymanner

• Studentsummerlearninglossisminimizedoreliminatedorimproved

• Studentsseethemselvesasreaders

• Anactivestudentexperiencewithintheprogramandthecommunityisprovided

• Professionaldevelopmentofteachersisenhanced

What it involves:

• Planningandresourcingacomprehensiveliteracyprogram(45hoursover3weeks)withintegratedparentandcommunitycomponents

• UnderstandingandfollowingthroughontheresearchrequirementsinvolvedwiththecompletionoftheMasterExcelSpreadsheetandSTARtesting


• Assessingandevaluatingindividualstudentgainsfromthebeginningtotheconclusionoftheprogram

• Meetingstudentneedswithastudent-centredprogramthatreflectstheirskilllevelsandinterests

• Activelyplanningandcollaboratingwithparentsandcommunityaspartnersintheimplementation

REGIONAL LEADIs someone who: providesthelinkbetweenschoolboardpersonnel,researchersandCODEthroughfacilitation.

Isresponsiblefor: Bythisdeadline: Howtodoit: Whoelseisincluded? Resources/tips:

Facilitating clear direction and ongoing communi-cation with researchers, Board/site coordinators according to Letter of Agreement and CODE/LNS direction.

Visiting, as decided in consultation with CODE coordinator, each pro-gram site to identify and validate best practice.

Providing ideas regarding resources within estab-lished SLLP guidelines.

Supporting and facilitating a network among summer learning educators.

Ongoing Lead a spring informa-tion session to discuss successful practices and collaboratively identify challenges and valuable strategies.

Offer ideas regarding allocation of resources.

Share information for spreadsheet comple-tion, STAR testing and reporting according to the approved research protocol.

CODE Coordinator

Lead Research Assistant

Superintendent

Board Coordinator

Site Coordinator

Site Principal

Problem-solving and celebrating are shared.

Important:Building relationships and facilitating the research component are key components of the regional lead’s role.

LEAD RESEARCH ASSISTANTIs someone who: hasexpertiseintheareaofspreadsheetcompletionandSTARtesting


Offering direction, assis-tance, and an opportunity to problem-solve with reference to completion of the research protocol.

Ongoing Attending spring informa-tion sessions where possible, to offer support, clarify tasks and answer questions that pertain to the research protocol.

Problem-solving as needed with Board personnel around issues arising with the research protocol, specifically with STAR testing and spread-sheet completion.

Regional Lead

Board Coordinator

Site Coordinator

Problem-solving

Important:Facilitating the SLLP research protocol, from beginning through to completion, is the focus of this role.


SUPERINTENDENTIs someone who: communicatesthevisionofthedirectortothestaffwhowillplanandimplementtheschoolboard’ssummerlearningprogram.


Developing and imple-menting a summer literacy program that is based on the Board’s vision, mission and strategic plan.

Hiring qualified teachers and staff who have a sound foundation in literacy learning.

April to September Identify key components of a student-centered program model

Follow Board policies and procedures to recruit and hire SLLP staff.

Give preference to qualified teachers who have experience in primary education.

Manage budget.

Oversee reporting.

Network with neighbour-ing Boards.

Support planning time for staff before program begins.

Identify participating students and criteria for inviting students to participate.

Identify and define the role of Board Coordinator.

Ensure communication with parents regarding the purpose, expected student outcomes and the logistics of the program.

Ensure programs are offered for a minimum of three weeks with literacy instruction scheduled daily for at least a half day

Organize programs with no fewer than 15 students per class

CODE Coordinator

Board Coordinator

Site Coordinator

Director

Superintendent Colleagues

Principals

CODE Letter of Invitation and Inten-tion received by the Director

Literacy Consultant

Other school boards who have participated in a SLLP

Regional Lead assigned to the Board

Union Representatives

Important:A successful program depends on a collaborative approach among school board, parents and community. Research data will validate the successful elements of the program.

When inviting students it is suggested that preference be given to students experiencing achievement gaps and students who have social and economic challenges. This does not limit Boards from inviting students other than those referenced.


BOARD COORDINATOR(S)*Is someone who: providesleadershiptoallmembersoftheprogramteam.


Joining with site coordina-tor to coordinate, organize and support the develop-ment of a program that is based on a Balanced/Comprehensive literacy model.

Attending regional plan-ning and information sessions.

Making decisions regarding the organization of resources.

Providing clear expecta-tions to the program planning team about goals, assessment for learning, materials and resources.

Identifying a theme that will provide a framework for planning.

Ensuring the literacy pro-gram focus links with the recreational component.

Ensuring the SLLP plan conforms to the Board’s strategic direction and focus.

Ensuring spreadsheet is completed.

April Collect a range of materials including: computer programs, manipulatives, a variety of text forms, levelled texts, picture books and non-fiction materials

Consult attendance policies, emergency health information, permission for photo-graphing students, etc.

*The Board coordinator and site coordinator may be the same individual

Regional Lead


Superintendent

Literacy Consultant

Site Principals and Teachers

Review and consider the Board strategic plan and identified system needs that may include:

• curriculum expectations

• learning goals

• teaching strategies

• culminating tasks

• criteria for success

Consider using tech-nology both to support program development and student learning.

Important:The Board coordinator could be selected in February or March in order to provide leadership to the Summer Literacy Learning Program. As well, they must participate in the spring regional planning and information sessions to benefit from the experiences of other Boards. Ideally, Board coordinators would remain in the position over the summer months and provide the leadership for the overall coordination, organization, structure and problem solving for the Summer Literacy Learning Program.


SITE COORDINATORIs someone who: coordinatestheday-to-dayprogramimplementation,recreationalactivities,collectionofresearchdataandoverallwell-beingofthestudents.


Joining with Planning Team to coordinate, organize and support programming.

Considering the following components:

• curriculum expectations

• learning goals

• teaching strategies

• culminating tasks

• success criteria

• resources

• experiential components

Investigating student profiles before the program commences.

Developing individual program response for each student profile.

April to September Support the purchase and delivery of resources as required.

Establish timetable and routines.

Schedule nutritious meals/snacks and recre-ational physical activity.

Attend program site on an ongoing and regular basis, solve problems, and respond to attendance issues and to parent and community questions.

Ensure communication and coordination with Board literacy experts.

Build on skills learned in previous grades.

Provide consistent contact with regional lead.

Delineate role of support staff.

Consider program identity through naming (Camp Heat) and visible symbols such as water bottles, t-shirts, etc.

Consider technology that stimulates reading, speaking, writing, interviewing, etc.

Use video cams, cameras, skyping, emailing, texting, etc.


Site Principal

Literacy Consultant

Regional Lead

Board Coordinator

Parents

Support Staff

Consider system focus and Board strategic plan.

Teacher aides, senior secondary students, faculty of education, early childhood education students and parent/community volunteers may support the program.

Important:Designated site coordinators provide valuable leadership, staff support, coordination and trouble-shooting critical to the successful implementation of summer programs.


TEACHERIs someone who: coordinates,organizes,supportsandinstructstheon-siteliteracyprogramandcompletionoftheresearchprotocol.


Participating in planning activities before program begins.

Expanding her/his repertoire of literacy teaching strategies and instructional materials.

Offering a wide range of teaching materials and strategies.

Collaborating with colleagues on a daily basis.

Taking daily attendance and maintaining atten-dance records.

Ensuring regular communication with parents.

Developing through ongoing assessment a flexible program that responds to student needs.

Providing timely and constructive feedback to students.

Developing a strategy that connects parent, student and program staff.

Offering the student an opportunity to self-evaluate on personal gains and feelings.

June to August Expand individually or with colleague SLLP teachers a repertoire of literacy strategies and engaging resources, both text and technology.

Coordination of tasks may be assigned to the site teacher.

Consider a home reading program with parents as partners to reinforce program activities.

Develop a daily vehicle for communication with home.

Teachers

Board Coordinator

Site Coordinator

Literacy Consultant

Parents

Students

Expert Panel Report and Ministry Guides to Effective Literacy Instruction. http://www.eworkshop.on.ca/cfmx/edu/core.cfm?p=guides.cfm& navlD=resources&L=1

The Ministry of Ontario Website as it includes a number and variety of literacy resources, podcasts etc. for both educators and parents.

Important:Effective summer literacy learning is closely linked to engaging and focused literacy instruction. Qualified teachers with a background in primary literacy learning who have demonstrated experience in the area of primary school education are more likely to be able to offer a high quality and engaging literacy program to grades 1, 2 and 3 students.

http://www.eworkshop.on.ca/cfmx/edu/core.cfm?p=guides.cfm&navlD=resources&L=1





SUPPORT STAFFIs someone who: contributesinameaningfulandpositivewaytobuildingeachstudent’ssuccess


Participating in plan-ning and implementation where appropriate and when available.

June to August Superintendent, Board coordinators and SLLP teachers will identify the make-up of the support staff team and define clearly the roles and responsibilities of each member.

Members may include educational assistants, senior secondary students, faculty of education students, early childhood educa-tion students, parents, community individuals, volunteers, clerical and custodial staff.

Recognition of the employment and volunteer guidelines within your own Board.

Important:Collaborative, detailed and ongoing communication involving all members of the SLLP team is key to the success of the program.


Developing and Implementing the Program

As in 2010 and 2011, the key expectation for the SLLP is for district school boards to develop and implement an engaging summer literacy program for invited students. Providing rich summer literacy programs helps to reduce summer literacy learning loss and, in some cases, increases student literacy achievement. The key aspects of the SLLP are as follows:

• Provideaprogramforstudents,identifiedbytheirclassroomteacherand/orprincipal,who would benefit from a summer literacy learning program.

• Increaseparentalinvolvementandprovideopportunitiesforparentstolearnmoreabouthow their children learn and how to support literacy learning at home.

• Increasestudentachievementandcloseachievementgapsforparticipatingsummerstudents.

• Developopportunitiesforteacherstogainexpertiseandexperienceinteachingprimaryliteracy expectations and outcomes.

• Developanduselearningresourcesthatbuildliteracyskillsandareappropriatetothelearning levels of the summer students.

Supporting primary students to gain literacy skills is a focus

of the summer literacy learning program. Effective instructional

practices and strategies are essential to its success.

Beginning the process as early as possible will help everyone to be better prepared and ready to implement an effective summer literacy program. Using a team approach and building upon the expertise within the Board is an excellent way to develop an engaging andrewardingexperienceforallstakeholders.Rememberthatreportingontheprogramto parents, the Board, September classroom teachers and CODE is an expectation of the SLLP. This valuable information will assist Boards to plan future programs, enhance existing ones and support students both in summer programs and throughout the school year.


Program Planning: Reporting Requirements

Program Planning: Reporting RequirementsWhy it’s important:

• Thesummerprogramischild-centeredandliteracybased

• Studentsseethemselvesasimprovedreaders

• Summerlearninglossisminimized

• PertinentstudentdataisrecordedontheSLLPspreadsheetinatimelymannerthroughavarietyofmeasures

• Partnershipsbetweenparentsandteachersthatbenefitthechild’sliteracyskillsareencouraged

What it involves:

• Engagingaliteracyteam(includingliteracyconsultant,BoardSLLPcoordinator,sitecoordinator,site

principal,communitypartners)inthefoundationaldetailsoftheSLLPplanleadingtotheoverallsuccess

oftheprogram

• Fosteringarelationshipwithparentsregardingtheirchild’sinvolvementandprogressintheSLLP

• Developingaprofileofthestudent’sinvolvementandgrowthduringthesummerprogram

• CompletingtheprogramandevaluationcyclefortheSLLPwithintherequiredtimelines

• SigningandsubmittingaLetterofAgreementbetweentheBoardandCODE.Completingandsubmittingto

CODEtheBoardSLLPplan.

• SubmittingafinancialreporttoCODEatconclusionofprogram

• Celebratingprogramandindividualstudentsuccesses


APRILFor this month: gainknowledgeabouttheprogramrequirementsandbegintomakeaplan.

Makesureto: Whoelseisincluded? Resources/tips:

Submit signed Letter of Agreement to CODE.

Notify principals, parents and teachers of the proposed summer literacy learning program and provide details.

Identify school sites, grade levels and classes.

Make arrangements with Plant department and principals.

Assign and have team (Board SLLP coordinator, literacy consultant, principal) attend CODE spring regional plan-ning and information session hosted by regional leads.

Identify team member who will coordinate and have responsibility and ownership for spreadsheet.

Director

Superintendent

Board SLLP Coordinator

School Principal

Literacy Consultant

Contact CODE coordinator or regional lead if clarification is required.

Refer to 2011 information and samples posted on the CODE website.

Important:Engage the literacy consultant/Board SLLP coordinator as soon as possible in April. Notify both the school system and parents of the upcoming summer literacy learning program.

MAYFor this month: Startbuildingthespecificsoftheprogram’sstructure.


Prepare a Board plan to be sent to CODE by June 30.

Identify, invite and start to enrol the summer students.

Identify the control groups. These are the peers at the grade level of the students in the research classes of the participating school(s).

Recruit qualified teachers as per school board hiring practices.

Hire/assign staff to carry out STAR testing.

Begin the summer school literacy program planning.

Gather and/or purchase teaching/learning resources as necessary.

Explore partnerships as appropriate with community organizations and agencies in regards to the recreation component of the program.

Email spreadsheet with names of students to regional lead.

Regional lead will email de-identified spreadsheet to lead researchers.

Board SLLP Coordinator

Site Coordinator

Principal

Literacy Consultant

Teachers

Parents

Community Partners

Regional Lead

STAR Tester

Network with Boards who have previous experience with SLLP.

Contact regional lead who can provide assistance regarding the collective knowledge and experiences of many school boards.

Consult Board policies for hiring practices and posting procedures.

Speak with Board human resources department.

Encourage partners to align their recreational activities with program themes.

Important:Attend to the foundational details of the SLLP (outlined above). This will benefit future planning and overall success of the program.


JUNEFor this month: Collectresearchdata


Email the completed Board plan to CODE by June 30.

Become familiar with protocol around the completion of spreadsheets.

Carry out STAR testing for all research and control group students as late in June as possible.

Record spring 2012 PM Benchmark or DRA testing results on spreadsheet.

Begin to enter other requested information into the spreadsheet when available.

Prepare parent surveys for all students (see appendices).

Ensure student ID number is written on survey prior to sending it home.

Record only the student’s first name.

Collect as many parent surveys as possible by the end of June and send by mail to the regional lead.

Board Coordinator

Site Coordinator

Researcher

STAR Personnel

Regional Lead

Parents

Teachers

Consult Board policies for confidentiality guidelines and collection of data procedures.

Contact researchers and STAR personnel for help with tasks regarding issues specific to the Board.

Important:It is critically important in June to input as much data as possible into the spreadsheet.

JULY/ AUGUSTFor these months: studentswillbenefitfromawellplanned,engagingandstudentcenteredSummerLiteracyexperience.


Implement summer school literacy program.

Record attendance to be entered on the spreadsheet.

Record parent and student comments that may be relevant to the teacher questionnaire.

Take photos that can be shared.

Ensure that all board policies and procedures in regard to collecting personal information, parental permission and confidentiality are met.

Complete teacher questionnaire by email and forward to the regional lead at end of program.

Collect remaining parent surveys for those students who attend the program and send by mail to the Regional Lead.

Ensure that all information required for spreadsheet is entered.

Board Coordinator

Site Coordinator

Teachers

Parents

Community Partners

Volunteers

Support Staff

Researcher

Regional Lead

Share program details with regional lead in discussion or during the site visit.

Engage parents in a two-way dialogue about their child’s involvement in the SLLP.

Important:Be sure to celebrate!


SEPTEMBERFor this month: HonourthoseculminatingtaskswhichwilldeterminetheoverallsuccessoftheSLLP2012.


Administer STAR post- tests to all research and control group students as early in September as possible.

Administer PM Benchmark or DRA testing for all research and control group students as early in September as possible.

Complete spreadsheet and email to regional lead.

Complete report for use of program funds to be sent to CODE.

Board Coordinator

Site Coordinator

Teachers

STAR Personnel

STAR Tester

Researcher

Regional Lead

Contact researchers and STAR personnel for help with tasks regarding issues specific to the Board.

Important:Complete the program and evaluation cycle for the SLLP.


Students

Students who experience greater challenges in achieving provincial literacy levels could be considered for the SLLP; in some cases, these students also experience greater socio-economic challenges than their peers. Classroom teachers and principals usually identify students who would benefit most from the summer program, and contact parents to explain all aspects of the SLLP. Student participation in the SLLP is a decision made by parents, so it is important that parents have all the information necessary in order to make the best decision for their son or daughter. Once parents have agreed, then the Board coordinator and summer teachers have a responsibility to maintain ongoing communication with the parents.

One of the main goals when inviting students is to identify those

who would benefit most from an engaging and effective SLLP.

Extending an invitation and confirming participation of students is a decision made by classroom teachers, Board staff and parents.

ENGAGING STUDENTSWhy it’s important: StudentswhoexperiencegreaterchallengesinachievingtheprovincialliteracylevelscouldbeconsideredfortheSummerLiteracyLearningProgram.Insomecases,thesestudentsalsoexperiencegreatersocio-economicchallengesthantheirpeers.ItisimportantthatparentsbethefirstcontactandifagreeabletheirsonordaughterbeinvitedtoparticipateintheSLLP.OneofthemaingoalswheninvitingstudentsistoidentifythosestudentswhowouldbenefitmostfromanengagingandeffectiveSummerLiteracyLearningProgram.

What it involves:

• WorkingwithclassroomteachersandprincipalstoidentifypotentialSLLPstudents.

• EnsuringthatparentshavealltheinformationtheyneedinordertomakeadecisionregardingtheSLLPandcommunicatewithandsupportparentsastheydecidewhetherornottohavetheirsonordaughterparticipate.

• Providingthenecessaryresourcesandsupportsforbothstudentsandteachersofexceptionalstudentswhoareinvitedtoparticipate.

• CollectingandprovidingtotheSLLPteacherinformationregardingparticipatingstudentsandIEPsasappropriate.


IDENTIFYING AND INVITING PRIMARY STUDENTSMakesureto: Bythisdeadline: Identifystudentswho: Howtodoit:

Identify and invite primary students currently enrolled in grades 1, 2 or 3 to participate in the SLLP.

MarchPrincipals and classroom teachers are informed regarding the SLLP and identify possible candidates for the SLLP.

AprilandMayParents are contacted and decisions are made regarding their son or daughter partici-pating in the program.

Student participants are confirmed. SLLP teachers and classroom teachers discuss student profiles.

MayandJuneSLLP teachers and classrooms teachers communicate final details with parents and begin to plan the SLLP.

Would benefit from a rich literacy program.

Require extra support to achieve the Ontario curricular expectations at grade level.

Are struggling to become independent readers.

Would benefit from a small student to adult ratio.

Would profit from a boost in skill development and self-confidence.

Would enjoy the extended activities, recreational opportunities and nutritional support.

Teachers recommend primary students based on the charac-teristics and criteria identified for the SLLP.

Principal and teachers communicate with parents by telephone, in person and by mail in regards to the SLLP.

Some Boards send invitation letters to all primary students and allow for parent referral.

Invite students who attended the previous year.

CONSIDERATIONSTheprimaryfocusfortheSLLPcontinuestobeonimprovingliteracyskillsandincreasingstudentachievementinreading,writing,speakingandlistening.Theprogramisdesignedtosupportthosestudentswhoareexperiencingchallengesinliteracyacquisitionanddonothavethesameopportunitiesastheirpeersforsocialandeconomicalsummeropportunities.WhileBoardshavetheflexibilitytoinvitestudentswhotheybelievewillbenefitmost,itisimportanttonotethatexceptionalstudentsmayrequireadditionalassistance.Boardsthereforehavetheresponsibilitytoensurethattheappropriateandnecessaryresourcesareinplaceforexceptionalstudentsandtheirteachers.

STUDENT FEEDBACKStudentsparticipatinginpreviousSLLPscommentedthatthey:

• learntoactuallylikegoingtoschool

• feelthattheyhavebecomereaders

• begintodowritingindependently,evenathome

• lookforwardtotheschoolday

• havebuiltalargerrepertoireofreadingmaterials;fictionandnon-fiction

• feeltheyhaveaheadstartonnextyear

• feelconfidentaboutgoingtothenextgradeinSeptember

• havemadenewfriends

• hadfun


Parents

Researchtellsusthatwhenparentsareinvolvedintheirchildren’slearning,studentsachieve greater success. One of the goals of the SLLP is to build connections with parents and assist them to help their children achieve greater success in primary literacy. An effective SLLP fosters long-term positive relationships with parents; in fact, teachers of summer literacy learning programs regularly state that the summer program generated opportunities to communicate with parents regularly, and led to more positive parental engagement (along with better parent relationships and improved levels of home support). Interaction with teachers afforded parents the opportunity to learn how to assist their children with acquisition of literacy skills and increased academic achievement. Formal interaction with parents through regular phone calls, information sessions, handouts and activities are just some of the ways parental engagement can be enhanced. When parents were actively involved and received ongoing and clear communication about the summer program, their response to the program was overwhelmingly positive. Several parents expresseddeepgratitudeandnoticedsignificantchangesintheirchildren’sattitude toward school and reading, and in their overall self-confidence.

INVOLVING PARENTS AND BUILDING COMMITMENT TO THE SUMMER LITERACY LEARNING PROGRAM

Why it’s important:

• Buildscapacityforparentstobemoreeffectiveinsupportingtheirchild’sliteracydevelopment

• Engagesparentsinapositiveschoolexperience

• Provideseffectivecommunicationandupdatesregardingthesummerlearningliteracyprogram

• Connectsparentswithotherparentswhohavesimilarexpectationsandstudentneeds

• Helpstransferthispositiveexperiencetothenextschoolyear

What it involves:

• Providingopportunitiesforparentstobeinformedandconnectedtotheprogram

• Offeringinformationandinsightsonhowtheirchildisachieving

• Assistingparentsinunderstandtheimportanceofregularattendance


HOME AND SCHOOL COMMUNICATION AND PLANNINGWhat it means: Awareness,Pre-planning,andRegistration

Whatitinvolves Bythisdeadline: Howtodoit: Whatitdoes:

Create awareness of the Summer Literacy Learning Program in selected school sites.

April and early May Parent information nights

Parent newsletters

Notices on school or Board website

Notices on school bulletin boards

Parent-teacher interviews

Phone calls to parents

Newspaper advertisement

Personal phone calls home by classroom teachers

Parents have a greater under-standing of the goals of the program and the applicability for their child.

Helps support levels of student attendance in the summer literacy learning program.

Provides an opportunity for teachers, parents and Board staff to discuss the summer literacy learning program.

Communicate the benefits of a structured Summer Literacy Learning Program

Invite families to have their son or daughter to participate

April – June Direct contact with parents.

Parent-teacher Interviews.

Invitation by principal and classroom teacher.

Consideration of students who participated in previous years.

School principals, classroom teachers, literacy consultant / lead, Board coordinator and parents.

Students who would benefit from the program are invited.

Classroom teachers and school principals are aware of the summer literacy learning program.

Parents have an opportunity to make an informed decision and commitment to the program.

Important: Itisessentialthatathoroughdialoguetakeplacewithparentsregardingthesuitabilityoftheirchild’sparticipationinthesummerliteracylearningprogram.ItshouldbenotedthatparentshavethefinaldecisionastowhethertheirsonordaughterparticipatesintheSLLP.


ENCOURAGING PARENT PARTICIPATIONWhat it means: ActivitiesdesignedtoinvolveparentsintheSLLP.

Whatitinvolves: When: Descriptionofactivity:

Parental participation in the SLLP

Daily

Time assigned varied from 30 minutes per day to 90 minutes per day

Parents/grandparents/caregivers were invited to attend the first half hour of summer school along with their child. The teacher taught/modeled a literacy strategy or skill through a “Read-a-loud” based on the curricular expectation that had been highlighted for the day e.g., Connecting with the Text.

Parental participation in the SLLP

Parents/grandparents/caregivers were invited to attend the final half hour of summer school each day. At this time, the teachers presented an activity that would become the “At Home Learning Activity” for the day (a child-centered task or game designed to encourage the child to practice the skill or strategy of the day related to the learning focus of the day).

Parents help the child to prepare the game or task and to practice it before taking it home.

Parent Drop-In Program Parents gathered daily in the staff room to drink a beverage provided by the school. It wasn’t long before the parents brought treats to share. Usually there were younger siblings who slept in strollers or bounced on their mother’s knee. The coordinator of the Program saw an opportunity to help expand the mother’s knowledge so asked them to name topics about which they would like to learn more. The topics ranged from safety on the Internet, healthy food, sibling rivalry, etc. The coordinator then brought in speakers to share tips, answer questions and so on. These speakers were usually school board personnel, for example, social workers, information technology experts or dieticians from the community. Mothers were very much a part of the literacy program in that they strongly reinforced their child’s participation and were updated regularly by the coordinator.

Morning Sign-in Process Teachers of the SLLP set up a sign-in book on a pedestal near the entry door to the school. Parents were asked not to drop off their child but rather bring their son or daughter into the classroom. This was reversed at the end of the day. The rationale for this was more than a safe arrival policy. It gave the teachers an opportunity to talk with parents and update them regarding progress or issues.

Important: TheSLLPhasthepotentialtobecomeavaluableopportunitytoinvolveparentsinmeaningfulwaystosupportandencouragetheirchildren.Further,itcandevelopapositiverelationshipwithparentswhichwillcontinueintotheregularschoolyear.


BUILDING PARENT CAPACITY AND COMMUNICATING LITERACY STRATEGIES

What it means: Activitiesdesignedtoassistparentstohelptheirchildrendevelopliteracyskillsathome.


Communication log used daily between summer school and home

Every day A sample communication log is described below:

DailyCommunicationLog:

Date:July 4, 2011

Letters/Words/WordFamilyoftheDay:the ‘at’ and ‘ate’ family

LiteracyFocus:Today we focused on how to make predictions. Before reading a book, we ask the children the question, ‘What do you think this book is going to be about?”

AtHomeLearningActivity: Today’s Make and Take is the Rhyming Chain Game. To play the game, give each player a different rhyming picture and place the remaining cards in a paper bag. Have one player draw a card. If the card rhymes with the card in the player’s hand then that player may use a link to attach the cards together and take another turn. If the card does not rhyme, the player places the card back in the bag and passes it to the next player. Play until each player attaches 6 rhyming cards.

Student’sLearning: Casey worked on the ‘at’ family today at several activity centers.

Teacher’sObservations/Comments:Casey participated well. She responded well with our guided reading.

Newsletters to SLLP Parents First and last day of the SLLP

Newsletters were written by the summer classroom teacher and sent home to parents to let them know about the program, the curricular expectations, the themes and learning activities as well as to provide ideas for follow-up at home.

Newsletters to SLLP Parents Beginning of the SLLP A newsletter was provided to parents at the beginning of summer school outlining the SLLP program goals and learning objectives.

At-home Strategies Conclusion of the SLLP Parents were given a handout of literacy strategies that they could use at home to provide on-going reading and writing support.

Lending Library for Parents Daily A lending library was set up with a number of books for parents to encourage their children to read, as well as the reasons why literacy for a child is critical in a child’s life experience. Included in the library were some wonderful storybooks for parents to borrow. This library was a layered book shelf that was positioned right inside the entry door where parents brought their children into the school site so they passed this both coming in and going out of the school. Parents needed only to sign up that they had borrowed a book, making the lending library easy to use.

Mini Report Card Conclusion of the SLLP A mini report provided a written report about each child’s progress and specific next steps to work on over the summer.


ENCOURAGING CHILDREN’S PARTICIPATIONWhat it means: Activitiestoencouragechildren’sparticipationintheSLLP.


Student Book Bags Daily Students were able to select a book or two to take home each day in their book bag, to read at home and share with parents. Books related to the literacy theme and expectations in the classroom.

Teachers provided a rich selection of levelled books that students could read independently. Non-fiction as well as fiction books were featured.

e.g. There was a daily update informing parents about the day’s prog-ress. Parents were asked to note that they had read to their child and would initial that this had been done. The philosophy and expectation was that parents are partners with the school literacy staff.

Final Day Celebration Conclusion of the SLLP Parents, family members were invited to attend on the final morning of the program to share in a celebration of literacy. A wonderful slide show was shared of the summer program. Students took parents for a walk-about to see the centers and displays of their work, which was beautifully set up in the gym.

Students got up and made presentations, and were then awarded certificates. Refreshments were offered.

Important: Connectingstudents,teachers,andparentsthroughanumberofplannedactivitiesbuildsastrongfoundationforstudentliteracyandparentsupport.


Community

The SLLP provides a dynamic opportunity for Boards to expand existing community partnerships while at the same time identifying and building exciting new ones. Such partnerships have been developed by many Boards, enriching and supporting the Program.

While the SLLP includes a recreation component, many Boards also use the Program to build experiences and context for the students. These experiences can include trips, guest presenters and special activities. Integrating drama, music and the arts into literacy activities is an excellent way to broaden literacy learning into other experiential areas. Generally, community organizations and groups are the most interested in supporting the SLLP through volunteering, financial support and providing either resources or nutrition.Recognitionoftheeffortsofcommunitygroupsisimportantandshould be celebrated.

COMMUNITY PARTNERSHIPS AND SUPPORTWhy it’s important:

• Enhancesthesummerliteracylearningprogramthroughtheinvolvementofcommunitypartners

• Providesawiderrangeofopportunitiesforthestudentsincludingrecreation,dramaandthearts

• Offersthroughcommunitypartnersbreakfastandsnackprogramsandbuildsknowledgeandunderstandingofhealthylifestyles

• Extendsthesupporttothenextschoolyearandthroughoutthestudents’future

What it involves:

• Connectingwithcommunitypartners

• Identifyingrecreationalopportunitiesforthestudents

• Engagingvolunteers,seniorstudents,collegeanduniversitystudents,teachereducationcandidatesetc.

• ConnectingwithearlychildhoodeducatorsandlocalDayCareCenters

• Creatingcommunityawarenessoftheneedtosupportearlylearninginthecriticalprimaryyears


EXAMPLES OF PARTNERSHIPS THAT HAVE BEEN IDENTIFIED BY SUMMER LITERACY LEARNING BOARDS IN 2010 AND 2011

What it means: AspartoftheSLLP,BoardsarerequiredtoofferarecreationalprogramtocomplimentandsupporttheSLLP.Whiletheprimaryfocuscontinuestobeonacquisitionofliteracyskills,studentswillbenefitfromasummerlearningexperiencethatincludesrecreationalactivities.Insomecases,Boardshaveexpandedtheseactivitiestoincludedramaandarts,andconnectedthesecomponentstoliteracyskilldevelopment.

Partnership: Atthistime: DescriptionofPartnership:

Rotary Club Each day The Rotary Club provided and served breakfast to the campers, parents, volunteers and staff.

Boys and Girls Club Varied from program to program. In some cases on a daily basis, in other situations as determined with SLLP teacher and recreation instructor.

Local youth leaders supervised lunch and conducted recreation sessions.

YMCA Weekly Swimming lessons took place at the pool once a week from 1:00 to 3:00 p.m.

YMCA Daily YMCA personnel taught swimming lessons and led activities for 90 minutes per day. SLLP teachers were also present and assisted.

Community Swimming Pool Summer students were bussed to local pool where students participated in swimming activities but also in literacy learning through the use of a variety of plastic letters/words and other strategies to engage the students in literacy learning.

In another situation, the community pool was across the street from the SLLP site and students were taught swimming lessons. This also supported an increased level of water safety for these students.

Community Museum As decided by SLLP teacher

Museum staff organized a session teaching Victorian games for up to two hours per excursion.

Community Library Weekly The library provided an opportunity for students to open a library account and take advantage of community library programs and resources. The visit to the library was up to 90 minutes per week.

Daily The SLLP program was held at a Community Library. Librarians took an active role in supporting the students’ literacy program. As the library was in a central location, it made it easier for students to access the SLLP program.

Daily The local library provided a room for the summer literacy program. The library personnel came to the site and supported literacy learning and also ensured the students became members of the library encouraging future use of the resources.



Community Recreation Centre Several hours each day in the afternoon

The recreation department ran the afternoon program providing a number of physical experiences, games.

SLLP students took part in recreation at the community centre such as swimming, horticulture, walking excursions and art.

Community Day Care Centre One session SLLP teachers connected with the local Day Care Center and planned a joint visit to a Reptile Zoo.

City Recreation Staff Daily as needed Extended daycare was provided to SLLP students whose parents requested it.

Outdoor Education Centre One afternoon SLLP staff and students used this excursion to support their environmental theme.

National Park Weekly The nearby National Park paid for the transportation costs of bussing the students to the park and the staff at the park led the full day program which was held once per week.

Local Mining Operation As decided by SLLP teacher

The local mine personnel came in and talked about open pit mining with the students. This activity occurred once during the SLLP program.

“Science in Schools”

“Mad Science”

“Reptile Man”

Each group came once to the summer program

Groups came to school site to entertain and educate SLLP students. Presentations were linked to SLLP themes.

Activities (i.e.: mini Golf, zumba classes, trip to old jailhouse, activities in community park, local Martial Arts leaders)

As decided by SLLP teacher

Recreational activities were offered to broaden the experiences of the students and took place during the afternoon as determined by the teacher.

Guest Presenters ( i.e. Dog Trainer)

As determined by SLLP teacher

A local dog trainer visited the school and taught the students about the training of dogs to assist persons with disabilities.

Local Farming Operation As determined by SLLP teacher

Supported by a local farmer, students hatched chickens in the classroom.

Nutrition Advisory Council Each day Grant dollars from this community agency were accessed to buy food and materials. The V.P. of the school where the SLLP was held was also the SLLP coordinator. She made a hot breakfast and lunch each day for the 35 students in the program using the funds from the above community resource/partner.

Local Food Bank Each day Kawartha Food Share was a partner in providing snacks and drinks for the students.



Secondary School Students Daily Secondary school students took part as classroom assistants in the summer literacy program.

Students provided childcare for preschool children of parents who were participating in the information sessions.

Secondary School students were able to count this time toward their community involvement hours.

University Teacher Education Candidates

Every day Teacher candidates were valuable as teacher assistants in the classrooms.

Volunteer Educational Assistants

On a regular basis Volunteer educational assistants were valuable as assistants in the classrooms.

Lakehead University On-going The president of Lakehead University wanted to give back to the community and so he chose this group of SLLP students to begin a new program. Each year these children pass a grade or participate in extra-curricular activities the university will put money into a fund for them. This will continue up to grade 12 graduation so that these students will have a maximum of $4000 saved for them for post secondary education. The students will have up to 10 years after secondary graduation to use these funds. Each year from now on the university is going to choose another group of students to support through this new fund.

Native Friendship Centre Inviting First Nation, Métis and Inuit guest speakers and coordinating activities such as drumming, medicine wheels and making dream catchers.

Important: Asanintegralpartofthesummerliteracylearningprogram,Boardsareexpectedtoprovidearecreationcomponent.Boardsmayalso,butarenotrequiredto,enterintoapartnershipwithalocalnotforprofitagencyororganization(e.g.YMCA,BoysandGirlsClub,Municipalityetc.)AnumberofBoardsexpandedtherecreationcomponenttoincludedramaandartswhichaddedvarietytothesummerliteracylearningprogramandintegratedanumberofessentialliteracyskills.


Research Protocol

The summer program and the research protocol have the same objective: to aid in the development of exceptional summer programs that benefit students and reduce learning literacy losses. Similar research studies from other countries have demonstrated how summer programs reduce summer setback, and help children with social, economic or other challenges. These studies have not only shown that summer programs play a critical role in closing achievement gaps, but also provide policy-makers with critical information. In the context of growing calls for evidence-based policy, teachers and researchers are increasingly working together to develop programs such as the SLLP.

With the help of all SLLP stakeholders, this research protocol acquires relevant data needed for strong evidenced-based policy making. And while the summer program and its teachers are an essential part of helping struggling readers, the research component of the SLLP generates rigorous measures of summer learning and estimates the effectiveness of summer literacy programs in Ontario. Data generated from this project has demonstrated achievement gaps that emerge over the summer, and shines a light on which students are most affected by summer learning literacy losses. Mostimportantly,thisdataisusedtoidentifylearninggainsandlosses,alongwiththeimmediate and secondary benefits of summer programs in Ontario. Together, these data have illuminated the contours of summer learning losses and have helped guide best practices.Thereisstillmuchtolearn,however;datafromthisyear’sresearchstudy will allow for examination of the longer term impact of summer programs, and assist in further enhancing the development of high quality summer programs in Ontario.

It is important to note that STAR testing has been used to measure

growth on a standardized assessment of literacy and/or numeracy

and not to measure literacy growth. Assessing literacy growth

requires an array of assessments of various types.


SLLP Research ProtocolWhy it’s important: Themaingoalsofthisresearchprotocolaretoidentify:

• Achievementgapsamongvariouscategoriesofstudents

• Learningduringsummermonths,includinganysummerlearningloss

• Immediateandlongertermimpactsofsummerprograms

• SecondarybenefitsofsummerprogramsinOntario

What it involves: Theresearchprotocolhastwomaindatacollectioncomponents.

Measuringstudentlearninggainsandlossesusing:

• MasterExcelSpreadsheet

• ParentSurvey

• JuneandSeptemberSTARtesting

Gatheringinformationaboutthesummerprogramsusing:

• SiteVisits

• AnInventoryofSummerProgramCharacteristics

• SummerProgramTeacherFeedbackSurvey

Ethics Clearance: ThisprotocolhasreceivedclearancefromtheMcMasterUniversityResearchEthicsBoardandtheUniversityofWaterlooOfficeofResearchEthics.Foracopyoftheapprovals,pleasecontacttheleadresearchers.

MASTER EXCEL SPREADSHEETResearchcomponent:

Bythisdeadline:

Howtodoit:

Whoelseisincluded?

Resources/tips:

MasterExcelSpreadsheet:CreationThroughCompletion

April through September

All participating schools will be identified to researchers (see School Identification below).

Designated personnel will identify students (see Student Identification below).

Designated Board personnel will compile and input student data into the Master Excel Spreadsheet (see Filling Out Master Spread-sheet below).

Researchers

Designated Board Personnel

Regional Leads

Regional Leads and Lead Research Assistant.

Contextualizes students` summer learning gains and losses and STAR testing information.

Important: MasterExcelSpreadsheetcontainingavarietyofmeasuresforeachstudentincludingreportcardinformation,2011PMbenchmarksorDRAscores,andifstudentwasinvitedtothesummerprogram.


MASTER EXCEL SPREADSHEET: SCHOOL IDENTIFICATIONResearchcomponent:

Bythisdeadline:

Howtodoit:

Whoelseisincluded?

Resources/tips:

IdentifyParticipatingSchools

May 1 Identify participating schools. All schools participating in the research protocol.

Regional Leads and Researchers

May 7 Send researchers via regional leads a list of participating schools.

Regional Leads Regional Leads and Researchers

Important: ThisinformationwillbeusedbytheresearcherstocreatethenewMasterExcelSpreadsheets.

MASTER EXCEL SPREADSHEET: STUDENT IDENTIFICATIONResearchcomponent:

Bythisdeadline:

Howtodoit:

Whoelseisincluded?

Resources/tips:

StudentIdentification May 15 Researchers will generate new 2012 Student Identification Numbers and enter new IDs into the “New Student” section of the 2012 Master Excel Spreadsheet.

Researchers will distribute the 2012 Master Excel Spreadsheet to regional leads.

Regional leads will distribute 2012 Master Excel Spreadsheet to designated Board personnel.

New and returning summer program students and their classmates (control group)

Researchers

Regional Leads

IDs found on 2012 Master Excel Spreadsheet.

Maintains confiden-tiality of all partici-pating students and allows researchers to link spreadsheet, survey and testing data.

Important: • Includingsummerprogramparticipantsandtheirclassmates(controlgroup)iscriticalforexaminingtheeffectsof

summerprograms• Thenew2012MasterExcelSpreadsheetcontainsuniquestudentidentificationnumbersforeachstudent• Includesinformationonreturningstudents(summerprogramparticipantsandtheirclassmates)• Includesaddedrowsfornewstudents(summerprogramparticipantsandtheirclassmates)

AssignReturningStudentsIdentifica-tionNumbers

June 1 Designated Board personnel will identify students that are returning. (Returning students participated in the 2011 SLLP research protocol.)

Designated Board personnel will assign returning students the same ID as in 2011, by entering the student’s name and 2011 ID into the designated “Returning Student” section rows of the 2012 Master Excel Spreadsheet.

Returning Summer Program and Control Students

Designated School Board Personnel

Regional Leads

Refer to 2011 Master Excel Spreadsheet.

Track learning losses and gains over several years and longer-term benefits of summer programs.

Important: DesignatedBoardpersonnelwillassignreturningstudentsthesamestudentIDaslastyearusingtheinformationfromthe2011MasterExcelSpreadsheet.


AssignNewStudentsIdentificationNumber

June 1 Designated Board personnel will assign new students unassigned Student IDs.

For new students, designated Board personnel will enter the student’s name in the “New Student” section of the 2012 Master Excel Spreadsheet, containing (until now) unassigned ID numbers.

New Summer Program and Control Students


Regional Leads

Refer to 2012 Master Excel Spreadsheet.

Important: DesignatedBoardpersonnelwillassignnewstudentsunassignedIDsfoundon2012MasterExcelSpreadsheet.• OncereturningandnewstudentsareassignedIDs,designatedBoardpersonnelwillemailtheupdated2012MasterExcel

SpreadsheettotheregionalleadbyJune1.• This“identified”spreadsheet–nowcontainingstudentfirstandlastnames,andIDs–willserveasthe2012MasterExcel

Spreadsheet.

FILLING OUT 2012 MASTER EXCEL SPREADSHEETResearchcomponent:

Bythisdeadline:

Howtodoit:

Whoelseisincluded?

Resources/tips:

FillingOutMasterExcelSpreadsheet

June- September

Designated Board personnel will begin to compile student data required for the Master Excel Spreadsheet.

Spreadsheet rows contain a series of blank columns for entering new 2012 information for all students, new and returning.

Returning students will have the same ID as last year. For new students, designated Board personnel will assign the (until now) unassigned IDs by entering new students’ name into the designated columns of the 2012 spreadsheet.

Email completed spreadsheet to regional lead.


Regional Leads

New and Return-ing Summer Program and Control Students

Regional Leads and Lead Research Assistant.

Facilitate the record-ing and compiling of student information.

Provide contextual information about summer programs and crucial informa-tion for measuring student literacy learning.

Provide a central reference for school board personnel (e.g., STAR login information).


Important tip: • StudentdataistobecompiledandenteredintotheMasterExcelSpreadsheet.• Thefollowingstudentinformationisrequired:

Column ColumnHeading

J Grade (1,2,3)

N In last year’s protocol? (“yes” or “no”)

O Gender (“f” or “m”)

R IEP in Reading (“yes” or “no”)

S Spring 2012 PMB/DRA

T Date of Spring 2012 PMB/DRA testing

U Final 2011-12 Reading Grade

V Final 2011-12 Writing Grade

W Final 2011-12 Oral Comprehension Grade

X Final 2011-12 Math Sense and Numeration

Y 2011-2012 Total Days Late From Final Report Card

Z 2011-2012 Total Days Absent

AA Invited to 2011 Summer Program?

AC Attended 2012 Summer Program?

AE 2012 Summer Days Absent

AF Name of 2012 Summer School Site

• Manyofthecolumnsarethesameaslastyear.Thefollowingcolumnsarenewthisyear: – Column“F,”“G,”“L”and“M”identifyaBoard-specificSTARtesterloginusernameandpassword,aswellasstudent

STARloginpasswordsandusernames.Note the student STAR login username is the same as student’s identification number in the research protocol.

– Column“AB”and“AD”identify“WhyInvitedtoSummerProgram?”and“IfDeclinedInvitation,Why?”toassisttheassessmentofsummerprograms.

Column ColumnHeading Example

F STAR Tester Login: Username School Board STAR

G STAR Tester Login: Password 123abc

L Student STAR Login: Username 3610110

M Student STAR Login: Password Abc123

AB Why Invited to Summer Program? Behind in reading

AD If Declined Invitation, Why? Transportation issue

• FromJunethroughSeptember,designatedschoolboardpersonnelwillfill-inspreadsheetcolumnswithinformationfornewandreturningsummerprogramandcontrolstudents.


COMPLETING MASTER EXCEL SPREADSHEETResearchcomponent:

Bythisdeadline:

Howtodoit:

Whoelseisincluded?

Resources/tips:

CompleteMasterExcelSpreadsheet

September 30

Designated Board personnel will input all outstanding student information into the 2012 Master Excel Spreadsheets.

Email completed version to regional leads by September 30.

Regional leads will de-identify excel spread-sheets (by removing student last names) and email them to researchers.


Regional Leads

Regional Leads and Lead Research Assistant

LinkingDataandAnalysis

October 31 Merging all data sources and data analysis. All available data

Researchers

PARENT SURVEYResearchcomponent:

Bythisdeadline:

Howtodoit:

Whoelseisincluded?

Resources/tips:

ParentSurvey Beginning of June

Distribute 2012 parent surveys to designated Board personnel

Regional Leads Parent survey is linked to each student’s excel data and STAR testing results

Contextualizes STAR data

Board personnel begin to distribute parent survey:

• Parents of new and returning summer program and control students complete a survey

• Only students/parents who didnotfill out a survey in 2010 or 2011 will be given a survey (see Master Excel Spreadsheet)

• On the 2012 Master spreadsheet provided by the regional or Board lead, record which students have handed in a survey (see column “Q”).

• Write each student’s unique ID on the front the survey (see “Office Use Only: Student ID#” on the first page of the survey)

• Parent surveys and information letters should be distributed at the same time

Designated Board personnel will collect surveys completed in June and send them to regional lead.


Parents of New and Returning Summer Program and Control Students

2012 Master Excel Spreadsheet contains:

• Students’ SLLP student IDs, to be recorded on survey before distributed to parents

• Column “Q” of the 2012 Master Excel Spreadsheet indicates which parents have already filled out a survey

Spreadsheet indicates which parents have already filled out a survey


July through September

Designated Board personnel will again dis-tribute surveys in July and August during the summer program, and again in September

Before handing out the survey, write each student’s unique SLLP ID on the front of the survey in the box provided. Donot write students’ name on the survey.

On the 2012 Master spreadsheet provided by the regional or Board lead, record which students have handed in a survey (see column “Q”).

Designated Board personnel will collect com-pleted surveys and send them to regional lead


New and Returning Summer Program and Control Students

Goal is to survey as many parents as possible

Important: Parentsurveycontaininganumberofdemographicandotherrelativequestions.• DesignatedBoardpersonnelwilldistributeparentsurveytoparticipatingparents,collectcompletedsurveysandsend

themtoregionallead.• Ensureeachstudent’suniqueSLLPIDisrecordedonsurveybeforedistributingsurveytoparents.

STAR TESTINGResearchcomponent:

Bythisdeadline:

Howtodoit:

Whoelseisincluded?

Resources/tips:

JuneSTARTesting

SeptemberSTARTesting

June 15-30

September 1-30

Test new and returning summer program and control students in June and September.

June and September STAR testing follow the exact same process.

Each designated school board has a 2012 Master Excel Spreadsheet containing students’ names and their unique student IDs.

Students login to STAR using assigned student IDs found on 2012 Master Excel Spreadsheet.

A single STAR tester login user name and password has been generated specifically for each school board, and is identified in column “F” and “G” of the 2012 Master Excel Spreadsheet.

STAR Professional Development is available for all Boards. School boards will contact the regional lead to schedule the STAR training sessions which will: be in a webinar format; provide additional useful information (e.g., logging in and testing procedures); and be interactive with opportunities for questions answered.



STAR Tech Support Office Hours 8:00 am – 4:30 pm CST. Phone: (800) 526-8847

Customer Service Hours 6:30 am – 6:30 pm CST. (800) 338-4204

June test provides a baseline measure of students’ skills.

September test pro-vides a post-summer measure of students’ skills.

Comparing June and September tests is critical for measuring each participating student’s summer learning gains and losses.


Software Requirements: Adobe Flash Player and Adobe Reader • To see if a computer has this necessary

software, click “Check Software Require-ments” on the bottom left of the hosted site welcome page: https://hosted238.renlearn.com/2517178/

• If the computer does not meet the software requirements you will be notified and you will be able to install software needed

Boards can print various STAR testing reports such as test activity reports, student progress and monitoring reports. Reports can be generated by: 1) going to the STAR home page, 2) under the “STAR Reading” tab, select “Reports,” and 3) selecting the report desired.

Comparing summer program participants and their classmates (control group) is critical for examining the effects of summer programs.

For research purposes, STAR provides a time and cost efficient tool that is consistent across sites.

AdministeringSTARTesting

June 15 to 30

September 1 to 30

Test new and returning summer program and control students

Tester Login: • Go to the following URL: https://hosted238.

renlearn.com/2517178/ • Login as “Teacher/Administrator”: A

single STAR tester login user name and password has been generated specifically for each school board, and will be identified in column “F” and “G” of the 2012 Master Excel Spreadsheet for easy access and reference. This login information can be used by any tester in the Board and provides Board-restricted access to student testing information.

• Note, when contacting STAR, school personnel will be asked for their “STAR Cluster ID#.” This cluster specific STAR ID# is identified on each Board Master Excel Spreadsheet and can also be provided to you by regional leads

Testing Students: a) Student Login: – On the hosted site welcome page,

login as “student” – Enter the student’s user name and

password. Individual student STAR login passwords and usernames are provided in column “L” and “M” of the 2012 spreadsheet

– Click “Log In”



STAR Tech Support Office Hours 8:00 am – 4:30 pm CST. Phone: (800) 526-8847

Customer Service Hours 6:30 am – 6:30 pm CST. (800) 338-4204

https://hosted238.renlearn.com/2517178/





b) On the student’s Home page, click “Take a Test” under the STAR Reading tab

c) If the student is asked to choose the class (referring to school name), click the school name

d) On the next page, click “Start” e) The practices session will start and ask

students a few questions. If the student passes the practice session, the actual test will begin. The program will notify the student when the test is over and will log the student out

Important: Testnewandreturningsummerprogramandcontrolstudents.• STARReading(www.renlearn.com/sr/)isanonlineserviceusedtomeasurestudentreadinglevels.Thesoftwareauto-

maticallygeneratesreliablereadingscores,includinggradeequivalents,percentileranks,andnormalcurveequivalents• “STARReading”willbeusedtomeasurestudents’literacyskillsbeforeandafterthesummer• TheSTARtesttakes15-20minutesandwillbeconductedbyateacherduringregularschoolhours• Tip:Inpreviousyears,schoolboardsbenefitedfromhavingone,ormore,designatedtester(s)inchargeofadministering

allSTARtests

GATHERING INFORMATION ABOUT SUMMER PROGRAMSResearchcomponent:

Bythisdeadline:

Howtodoit:

Whoelseisincluded?

Resources/tips:

SiteVisits July and August

Visit summer program and generate written feedback.

Regional Leads

CODE Coordinator

Participating summer programs.

Provides information about the qualitative dimensions of summer programs.

Generates informa-tion for designing optimal summer programs and problem-solving strategies.

Description: WrittenfeedbacktoresearchersfromsitevisitsofsummerprogramsorphoneinterviewswithparticipatingsummerprogramteachersorBoardcoordinators


TeacherFeedbackSurvey

July and August

Email completed surveys by September 7

Regional leads will email designated summer program teachers and Board coordinators the teacher feedback survey.

Survey is voluntary.

Send completed survey to regional lead or researchers.

Voluntary participation of Summer Program Teachers and Designated Board Coordinators

Regional Leads

Provides a mecha-nism for teachers to share their experiences, optimal summer program characteristics and problem-solving strategies

Important: Teachersurveycontainingopen-endedquestions.

InventoryofSummerPrograms

By September 7

Input data on new School-Level Excel Spreadsheet.

All Participat-ing Summer Programs

Regional Leads

Generates data on optimal summer program characteristics.

Contextualizes other data

Important: ExcelSpreadsheetcontainingdescriptivecharacteristicsofsummerprogram.


Appendix A: Glossary of Key Research Terms

Control Group – The classmates of the summer program participants.

“Export Grade” and “Assessment Grade” – The grade in which the student was enrolledinJune2011.Thisyear’sscorewillreflecttheirenrolmentlevelinJune2012.

“GE” (grade equivalent) – Expresses reading scores as the average for students in a certain school-year month and grade. For instance, a score of “2.2” indicates a reading level of the average student in October of grade 2. That is, if a grade 3 student wrote a test in September and received a score of 3.1, they are reading at an expected level.

Participants – Includes the summer program participants and their classmates (control group).

Participating schools – Schools selected for the research protocol. Classes in those schools will contain those students who will become summer program participants; their June classmates will form the control group. Both summer participants and the control group are included in each aspect of the research protocol; i.e., all students in those classes should be tested, surveyed, and have spreadsheet data.

“PR” (percentile rank)–Readingscoresasarankingamongstudentsatagradelevel.It is measured as a percentile, with 100 representing the top and 1 representing the bottom. For instance, a score of “99” indicates that the student is reading at the very top level, with approximately 98% of students scoring below that student; a score of “50” indicates that the student is reading at an average level.

Itisrecommendedthatschoolpsychologistsexaminethesescores,andusethe“PR”score when assessing students. During the duration of the site license, teachers can downloadsuchreportsfromtheRenaissanceLearningwebsite.Regionalleadswill provide login information to teachers.


Appendix B: Frequently Asked Questions

Program: Frequently Asked Questions

Are we obligated to provide a recreational component as part of our summer literacy program?Yes, however, many Boards make it easier and more interesting by entering into a successfulpartnershipwithlocal,not-for-profitorganizationssuchastheYMCA, Boys and Girls Club. See the “Community” section of this booklet.

Are we able to use OFIP tutoring funds to support the summer literacy program?A Board with tutoring funds remaining can use up to 25% of the allocation to expand and enhance their SLLP. This may allow Boards to offer more classes and provide additional support to the students who are participating.

Who is responsible for the translation of documents that need to be sent home?Translation must be done at the Board level. Feel free to use SLLP funds for this purpose.

What are the circumstances under which kindergarten students can be included in the SLLP?

The Summer Literacy Learning Program (SLLP) is for students registered in Grade 1, 2 or 3 during the current school year. Students attending Kindergarten are not the intended participants for the SLLP.

Summer ProgrammingAll aspects of summer programming, including its duration, the hours devoted to literacy and so forth should be referred to the CODE Coordinator.

Research Protocol: Frequently Asked Questions

Adjusting STAR settingsSinceSTARisbeingusedforresearchpurposes,allstudentsshouldbetestedwiththesamepreferences.STARtestingisnotdesignedtoguidecurriculanordesigninstructionalstrategies.STARallowsIEPstudentstoadjusttestingpreferencesandallowstudentsextra time. However, the results would be difficult to compare to national norms which are based on shorter time periods, and hence higher levels of difficulty.


Is it possible for Board personnel to retrieve STAR testing results?Yes.BoardscanprintvariousSTARtestingreportssuchastestactivityreports, studentprogressandmonitoringreports.Reportscanbegeneratedby:1)going totheSTARhomepage,2)underthe“STARReading”tab,select“Reports,”and3)selectingthereportdesired.Forfurtherdetail,seetheResearchProtocolsectionofthis booklet.

Who do we contact if we have difficulty with STAR testing?YourfirstcontactshouldbetheSTARCustomerService(Hours6:30am-6:30pmCS(800) 338-4204). If you require further assistance, please contact the lead research assistant or regional lead.

Why are students tested twice, in June and September? Testing students two times (June and September) is critical for the research protocol. Junetestingprovidesabaselinescoreandiscomparedtostudents’Septembertestscore.Comparing June and September provides critical information about whether students experienced summer literacy learning gains and losses.

What happens if students are not tested twice, in June and September? Withouta‘before’and‘after’summerlearningliteracyscore,theresearchersareunableto determine whether students gained or lost literacy skills over the summer months (which is the ultimate goal of this research protocol).

As a Board, how can we be assured that the confidentiality piece has been honoured?Participating students are only identified by their unique student IDs. The researchers do not have access to the names of participating students. The research protocol has receivedethicsclearancefromMcMasterUniversityandtheUniversityofWaterlooresearchethics’boards.

Control Groups and Summer ParticipantsBoth summer participants and control groups (the June classmates of the summer participants) are included in all aspects of the protocol. Both groups should be tested in June and September, surveyed and have report card data collected.

Which students are participating?The project is aimed at students who are currently completing Grades 1-3 as of June 2012. In a few cases, some current grade 4 students are participating in the project as they are returning from the previous year. Both the summer program participants and their classmates are included in the research protocol.


Who is surveyed?Participants in selected classrooms who did not complete a survey in 2010 or 2011. Students with completed surveys from 2010 and 2011 do not need to be re-surveyed. Column Qofthe2012MasterExcelSpreadsheetindicateswhichstudentshavebeensurveyed. “Participants” include new and returning students participating in the summer program and their classmates (control group)

When are surveys sent to parents? There are three opportunities to survey parents. Surveys will be sent home in June to parents whose children are in participating classrooms. Summer program teachers have the opportunity to give parents of children participating in the summer program a survey, for those who did not complete one in June, 2010 or 2011.Teachers in September have an opportunity to distribute the survey to any parent who has not filled out a survey.

How will I know which students have been surveyed? Column“Q”ofthe2012MasterExcelSpreadsheetwillindicatewhichstudentshave a completed survey. These students will not be given another survey this year.

What do I need to do before I distribute the surveys? Beforehandingoutthesurvey,writeeachstudent’suniqueSLLPIDonthefrontof thesurveyintheboxprovided.Donotwritestudents’nameonthesurvey.

What are some tips for distributing the survey to parents? Several Boards attached an envelope to the parent survey with the name of the student on the outside of the envelope (not on the survey). Once they completed the survey, parents were asked to place it in the envelope, seal it, and send back to the school. This practice allowed teachers to record which students handed in a completed survey, while ensuring the survey remained confidential. Board contacts may want to draft a letter to explain this to parents and participating teachers.

What should I do with the returned surveys? Onthe2012MasterExcelSpreadsheetprovidedbytheregionalorBoardlead,recordwhich students have handed in a survey (see column “Q”).


Appendix C: Resources

Introduction: To support the implementation of summer literacy learning, a number of helpful websites and resources have been indentified, and are detailed below. This list is not meant to be exhaustive, and is provided for information purposes only. There are alsoadditionalresourcesavailablethroughdistrictschoolboardsandtheMinistryofEducation.

Organization of Resources: The resources and websites listed in this document are organized according to key areas for successful implementation of summer literacy learning. These include program, parents, students, community and reporting.

A number of the resources in this appendix have been developed by the Ontario Ministry of Education and are recommended as supports to the Summer Literacy Learning Program. Resources not developed by the Ontario Ministry of Education are not specifically endorsed by the Council of Ontario Directors of Education and are intended to be used at the boards’ discretion to assist with the implementation of the summer literacy learning program.

PROGRAMTeachers who have a sound foundation in literacy learning, including curriculum and instructional practices, are essential to a quality Summer Literacy Learning Program. The importance of planning and learning together prior to the beginning of the SLLP (and throughout the program) has been identified as key to successful summer literacy studentlearning.ReferencesincludekeyliteracyresourcesfromtheLiteracyand NumeracySecretariat,theOntarioMinistryofEducationaswellasassociatedresourcesand websites.

AdescriptionofaqualityliteracyprogramcanbefoundintheExpertPanelReport andMinistryGuidestoEffectiveLiteracyInstruction.

e-workshop. 2012. “Online teaching resource.” (http://www.eworkshop.on.ca/cfmx/edu/core.cfm?p=guides.cfm&navID=resources&L=1)

The Expert Panel Reports are available at:

OntarioMinistryofEducation.2011.“Teachers:LiteracyandNumeracyStrategy”(http://www.edu.gov.on.ca/eng/literacynumeracy/index.html)


OntarioMinistryofEducation.2010.“SchoolEffectivenessFrameworkK-12: A support for school improvement and student success.” http://www.edu.gov.on.ca/eng/literacynumeracy/framework.html

OntarioMinistryofEducation.2007.“ProfessionalLearningCommunities:AModelfor Ontario Schools” The Literacy and Numeracy Secretariat: Capacity Building Series. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/PLC.pdf

#10 – Let’s Talk About Listening OntarioMinistryofEducation.2009.“Let’sTalkAboutListening”TheLiteracyandNumeracy Secretariat: Capacity Building Series. (www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Talk_about_listening.pdf)

#11 – A World of Words- Enhancing Vocabulary Development for English Language Learners OntarioMinistryofEducation.2009.“AWorldofWords-EnhancingVocabularyDevelopment for English Language Learners” The Literacy and Numeracy Secretariat: Capacity Building Series. (www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/world_of_words.pdf)

#12 – Reading Fluency – Building Capacity for Comprehension OntarioMinistryofEducation.2010.“ReadingFluency:BuildingCapacityfor Comprehension” The Literacy and Numeracy Secretariat: Capacity Building Series. RetrievedMarch10,2012 (www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/reading_fluency.pdf)

#15 – Primary Assessment – Lessons Learned from Kindergarten/Grade 1 Collaborative Inquiry OntarioMinistryofEducation.2010.“PrimaryAssessment–LessonsLearnedfromKindergarten/Grade1CollaborativeInquiry”TheLiteracyandNumeracySecretariat:Capacity Building Series. (www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_primaryassessment.pdf)

#18 – Grand Conversations in Primary Classrooms OntarioMinistryofEducation.2011.“GrandConversationsinPrimaryClassrooms”The Literacy and Numeracy Secretariat: Capacity Building Series(www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_Grand_Conversations.pdf)


#24 – Getting Started with Student Inquiry OntarioMinistryofEducation.2011.“GettingStartedwithStudentInquiry” The Literacy and Numeracy Secretariat: Capacity Building Series. (www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_StudentInquiry.pdf)

OntarioMinistryofEducation.2007.“ProfessionalLearningCommunities:AModelfor Ontario Schools” The Literacy and Numeracy Secretariat: Capacity Building Series. (http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/PLC.pdf)

#5 – Promoting Literacy in Multilingual Contests OntarioMinistryofEducation.2007.“PromotingLiteracyinMultilingualContexts” The Literacy and Numeracy Secretariat: Capacity Building Series. www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Cummins.pdf

#7 – Poetry: A Powerful Medium for Literacy and Technology Development How can teachers tap into the literacy enhancing power of poetry? OntarioMinistryofEducation.2007.“Poetry:APowerfulMediumforLiteracyandTechnology Development” The Literacy and Numeracy Secretariat: Capacity Building Series. www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Hughes.pdf

#11 – Integrating Aboriginal Teaching and Values into the Classroom How can schools support Aboriginal student success? OntarioMinistryofEducation.2008.“IntegratingAboriginalTeachingandValuesintothe Classroom.” The Literacy and Numeracy Secretariat: Capacity Building Series. www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Toulouse.pdf

#15 – Using Data to Improve Student Achievement

OntarioMinistryofEducation.2008.“UsingDatatoImproveStudentAchievement”The Literacy and Numeracy Secretariat: Capacity Building Series. www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Using_Data.pdf

#18 – Early Identification and Intervention for At-Risk Readers in French Immersion: How can early French Immersion teachers prevent struggling readers from experiencing persistent reading problems? OntarioMinistryofEducation.2009.“EarlyIdentificationandInterventionfor At-RiskReadersinFrenchImmersion”TheLiteracyandNumeracySecretariat: Capacity Building Series. www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/At_Risk_Readers_en.pdf


#20 – Story Telling and Story Writing: “Using a Different Kind Of Pencil”. How can teachers make writing fun and motivating, so that even reluctant writers want to write? OntarioMinistryofEducation.2009.“StoryTellingandStoryWriting:‘UsingaDifferent KindOfPencil’”TheLiteracyandNumeracySecretariat:CapacityBuildingSeries.www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Storytelling.pdf

#24 – Approximate Spelling in the Primary Division: Fostering Written Language Acquisition (available in French only) OntarioMinistryofEducation.2009.“ApproximateSpellinginthePrimaryDivision:Fostering Written Language Acquisition (available in French only)” The Literacy and Numeracy Secretariat: Capacity Building Series. www.edu.gov.on.ca/fre/ literacynumeracy/inspire/research/WW_orthographes_primaire.pdf

#26 – Science and Literacy in the Elementary Classroom OntarioMinistryofEducation.2010.“ScienceandLiteracyintheElementary Classroom” The Literacy and Numeracy Secretariat: Capacity Building Series. www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_science_literacy.pdf

#27 – Word Study Instruction. Enhancing Reading Comprehension. Why is word study important and how should it be taught? OntarioMinistryofEducation.2010.“WordStudyInstruction.EnhancingReadingComprehension.” The Literacy and Numeracy Secretariat: Capacity Building Series. www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Word_Study.pdf

#29 – Improving Student Writing. How can feedback be used as a teaching tool to support students’ writing development? OntarioMinistryofEducation.2010.“ImprovingStudentWriting.”TheLiteracy and Numeracy Secretariat: Capacity Building Series. www.edu.gov.on.ca/eng/ literacynumeracy/inspire/research/WW_Improving_Student_Writing.pdf

#37 – Supporting Early Language and Literacy. How can parents and educators support young language learners OntarioMinistryofEducation.2011.“SupportingEarlyLanguageandLiteracy.” The Literacy and Numeracy Secretariat: Capacity Building Series. www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Early_Language.pdf

www.edu.gov.on.ca/fre/literacynumeracy/inspire/research/WW_orthographes_primaire.pdf

www.edu.gov.on.ca/fre/literacynumeracy/inspire/research/WW_orthographes_primaire.pdf

www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Improving_Student_Writing.pdf

www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Improving_Student_Writing.pdf


OntarioMinistryofEducation.2011.“ResourcesandPublications.LNSResources…Print,MultimediaandOnline.”TheLiteracyandNumeracySecretariat. http://www.edu.gov.on.ca/eng/literacynumeracy/publications.html

2005-2006 DifferentiatedInstruction,Dr.JefferyWilhelm

2005-2006 RethinkingClassroomAssessmentwithPurposeinMind,Dr.LornaEarl

2005-2006 UnlockingthePotentialofAboriginalStudents,HelenRaham

2006-2007 EffectiveInstructioninReadingComprehension,DianeSnowballandRuthScott

2008 High Yield Strategies to Improve Student Learning

2008 Non-Fiction Writing

2009 Teaching for Understanding: Summarization

2010 Word Study in Action

2011 Precision Teaching in the Primary Classroom

2011 Learning is the Work

2011 ThinkingAboutThinking:SettingtheStageforIndependentReading

OntarioMinistryofEducation.2011.“Curriculum.”Teachers: http://www.edu.gov.on.ca/eng/teachers/curriculum.html

OntarioMinistryofEducation.2010.“SpecialEducation.”Administrators: http://www.edu.gov.on.ca/eng/policyfunding/speced.html

Curriculum Services Canada. “Home.” http://www.curriculum.org/index2.shtml

NationalSummerLearningAssociationsResearchinBrief.2010“HowtoMake SummerReadingEffective.”http://www.summerlearning.org

InternationalReadingAssociation.2012.“HomePage.”http://www.reading.org

Brookhard,S.2007/2008.“FeedbackThatFits.”EducationLeadership65(4). http://www.ascd.org/publications/educational-leadership/dec07/vol65/num04/ Feedback-That-Fits.aspx

Cooper,Harris.2009.“MoreThanaHunch:KidsLoseLearningSkillsOverthe SummerMonths”NationalSummerLearningAssociation.www.summerlearning.org/ resource/collection/CB94AEC5-9C97-496F-B230-1BECDFC2DF8B/Research_Brief_04_-_Cooper.pdf

http://www.ascd.org/publications/educational-leadership/dec07/vol65/num04/Feedback-That-Fits.aspx

http://www.ascd.org/publications/educational-leadership/dec07/vol65/num04/Feedback-That-Fits.aspx

www.summerlearning.org/resource/collection/CB94AEC5-9C97-496F-B230-1BECDFC2DF8B/Research_Brief_04_-_Cooper.pdf




PARENTSParental involvement is an important component of the Summer Literacy Learning Program. Opportunities for parents to learn about literacy strategies prior to the SLLP program – and during the summer sessions – provide home-support strategies for the child throughout the year. Direct contact and communication with parents throughout the program sets a positive stage for successful learning. The references below offer a selection of LNS resources, as well as a variety of articles to support Board parent sessions and summer communications.

Literacy and Numeracy Secretariat

Helping Your Child with Reading and Writing- A Guide for Parents Kindergarten to Grade 6

OntarioMinistryofEducation.2007.“HelpingYourChildwithReadingandWriting–AGuideforParentsKindergartentoGrade6.”TheLiteracyandNumeracySecretariat.www.edu.gov.on.ca/eng/literacynumeracy/parentGuideLit.pdf

Supporting Your Child’s Learning (webcast)

CurriculumServicesCanada.2007.“SupportingYourChild’sLearning” http://resources.curriculum.org/secretariat/SYCL.shtml

Supporting Early Language and Literacy: How can parents and educators support young language learners?

OntarioMinistryofEducation.2011.“HelpingYourChildwithReadingandWriting–AGuideforParentsKindergartentoGrade6.”TheLiteracyandNumeracySecretariat.www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Early_Language.pdf

What Works? ResearchIntoPractice,monograph#37

Same Source as Above

MinistryofEducationwebsiteforparents,http://www.edu.gov.on.ca/eng/parents

MinistryofEducation(2010)Parents in Partnership: A Parent Engagement Policy for Ontario Schools, http://www.cpco.on.ca/ResourceLibrary/Ministry/ParentEng.pdf

Council of Ontario Directors of Education (2011) Planning Parent Engagement: A Guidebook for Parents and Schools, Parent Tool Kit, http://www.ontariodirectors.ca/Parent_Engagement/Parent_Engagement.html


Mraz,MaryannandTimothyRasinski.2007.“SummerReadingLoss.” http://www.ldonline.org/article/15218/

Literacy advice for families

Literacy tips for early readers

Literacy tips for more advanced readers

Today’sParent.2012.“Pregnancy,Baby,ToddlerAdviceforCanadianParents.” http://www.todaysparent.com

Trendall-Jenson,Peggy.2006.“Gettingintotheirgoodbooks:helpingstruggling readers.”Today’sParent:http://www.todaysparent.com/tweens-teens/education/ getting-their-good-books-helping-struggling-readers

Cornell,Camilla.2008.“Howtoraiseareader.Fosteryourchild’sloveofthewrittenwordwithourage-by-agereadingguide.”Today’sParent: http://www.todaysparent.com/parenting/education/how-to-raise-a-reader

Spicer,Susan.2011.“Badmarksinschool.Isyourchildstrugglinginschool?Stayingpositiveandmakingtimetohelpcouldinspirealoveoflearning.”Today’sParent: http://www.todaysparent.com/school-age/ages-and-stages/bad-marks-school

FamilyEducation.2012.“ReadingTipsforParents.” http://school.familyeducation.com/reading-tips/parents-and-school/33582.html

16 Fun Brain Boosting Games, Ways to Boost your child’s math, science and reading skills when school’s out for the summer

Rowley,Barbara.2012.“16FunBrainBoostingGames”Parenting:

http://www.parenting.com/article/16-fun-brain-boosting-games?cid=searchresult

Stop Summer Learning Loss

Rowley,Barbara.2012.“StopSummerLearningLoss”Parenting:

http://www.parenting.com/article/stop-summer-learning-loss?cid=searchresult

Summer Learning Loss-Kids Educational Activities

Same Source as Above

http://www.todaysparent.com/tweens-teens/education/getting-their-good-books-helping-struggling-readers

http://www.todaysparent.com/tweens-teens/education/getting-their-good-books-helping-struggling-readers


STUDENTSOntarioMinistryofEducation.2010.“GrowingSuccess:AssessmentEvaluation andReportinginOntarioSchools” http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf

OntarioMinistryofEducation.2007.“PracticalStrategiesforStudentAchievement.”The Literacy and Numeracy Secretariat. www.inspirelearning.ca

COMMUNITYConservation Ontario. 2012. “Conservation Authority Outdoor Education Programs.” http://www.conservationontario.ca/about/programs.html

YMCA.2012.“YMCACommunitySchoolPrograms” http://www.ymcawo.ca/community.html

Libraries and Library Organizations. 2012. “Libraries and Library Organizations” http://www.sols.org/links/libraries/organizations.htm

Environmental Education Network, The Ontario Trillium Foundation. 2012. “Links” http://www.environmentaleducationnetwork.ca/links.htm

Ecokids, Earth Day Canada. 2012. “Home”http://www.ecokids.ca/pub/index.cfm games, activities, reprintable pages and information for kids and teachers about wildlife, science and nature, energy and environmental issues

Printed on recycled paper

Documents

Summer Literacy Learning Program and Planning Guide · Summer Literacy Learning Program and Planning Guide Prepared by the Council of Ontario Directors of Education and funded by