experienceBELL.org
Summer Learning Partnership Report
BOSTON PUBLIC SCHOOLS
2014
Smarter Summers: Expanding Learning Time to Increase Student Achievement
784 Scholars Served
4-8 Grades Served
144 Total Hours of
Summer Learning
86% Average Daily Attendance
+3.1 Average Grade-Equivalent
Reading Gain, in Months,
Underperforming Scholars**
+5.9 Average Grade-Equivalent
Math Gain, in Months,
Underperforming Scholars**
77% Teachers reporting that
scholars increased their
self-confidence
89% Parents reporting that
scholars enjoyed their
summer learning
experience
89% Parents reporting they
became more involved in
their scholar’s education
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* BELL also partnered with Boston Public Schools to strengthen
summer learning opportunities for English language learners in
2014.
** “Underperforming” scholars score in the lowest quartile on STAR
assessments at the start of the summer: Urgent Intervention (1-10th
percentile) or Intervention (11-25th percentile).
Partnership Design
BELL is a Boston-based nonprofit organization that
partners with schools and community organizations to
expand learning time for students in grades K-8. Since
1992, BELL has worked to transform the academic
achievements, self-confidence, and life trajectories of
children living in under-resourced, urban communities.
Summer learning activities play an important role in a
child’s academic success, as well as their social, physical,
and emotional development. Without structured summer
learning activities children lose two months of reading
and math skills. By the time a child completes the 8th
grade, this summer learning loss is responsible for
approximately 66% of the academic achievement gap
between children from low-income families and their
higher-income peers. In addition, children who lack
structured summer learning activities tend to gain weight
and be more likely to engage in negative social behavior,
exacerbating the community need for more and better
summer learning opportunities for at-risk children.
Boston Public Schools (BPS) and BELL have a history of
partnering to expand learning time in the summer and
after school. From 2011 – 2013, BPS and BELL worked
together to expand summer learning opportunities for
struggling middle school students. Encouraged by 3 years
of consistent and strong outcomes, BPS and BELL
extended our partnership to serve 4th and 5th graders in
2014, replacing the district-led summer promotion
program (summer school) with BELL’s program model.*
In addition, BELL piloted an 8th grade summer program
designed to prepare at-risk scholars for high school.
The Smarter Summers partnership served scholars at 11
BPS school sites at no cost to families. Through
combining resources and expertise, BPS and BELL
delivered a summer learning experience that improved
scholars’ academic and social skills and self-confidence,
while encouraging healthy lifestyles and engaging parents
in their child’s education.
Smarter Summers helped students strengthen the
foundational academic skills they need to advance to the
next grade and begin the new school year ready to excel.
✎PROGRAM GOALS
BELL partnered with BPS to create a summer learning
experience that narrowed the achievement gap by
accelerating scholars’ reading and math achievement.
Additional goals included:
Delivering a high-quality learning experience for
780 scholars.
Increasing scholars’ literacy and math skills.
Strengthening their self-confidence & social skills.
Increasing parental engagement.
Preparing scholars to succeed in school.
✎PROGRAM MANAGEMENT
BELL collaborated with BPS to recruit, select, and train
program leadership teams. Each site was led by a Site
Coordinator, responsible for setting and fulfilling
program goals, supervising staff, and engaging
parents. Site Coordinators also served as the primary
academic officer, overseeing assessment and ensuring
instruction remained consistent with curricula and
program goals. Site Coordinators were supported by
Program Assistants. One day per week, an English
Language Arts or Math Instructional Coach provided
support to help teachers use data to drive instruction.
BELL supported site management by leveraging our
capacity for program planning, curriculum design,
scholar data management, quality assurance,
technical support, payroll & finance, distribution of
program materials, fundraising, and information
systems.
✎PROGRAM STAFFING & TRAINING
BELL collaborated with BPS and school leaders to
recruit and hire certified teachers to lead academic
instruction. BELL also recruited enrichment
instructors, as well as teaching assistants from
colleges, universities, and the school community to
support classrooms and enrichment activities.
Site Coordinators participated in BELL’s
comprehensive leadership training including
classroom-based training, online e-learning (BELL
University), and webinars. With assistance from BELL,
Site Coordinators took the lead in training program
staff, including teachers and teaching assistants, who
also completed e-learning courses. Training focused
on the summer learning program model, utilizing
assessment data to drive instruction, effective
teaching practices, collaborative teaching, and
behavior management. In partnership with local non-
profit PEAR, teaching assistants received an additional
morning of training in behavior management.
2
Before coming to BELL Summer, I thought summer school was going to be, like, really bad, just being in a
classroom all day. But now, I just think of BELL Summer as something like a fun school, where you can do fun
stuff, but you have to also do your work. - Francisco, 6th Grade (2nd from left in photo, above)
Orchard Gardens K-8 School
2
3
Partnership Checklist
Summer Program Management
Academic Curricula & Supplies
Enrichment Curricula & Supplies
Student Enrollment & Attendance
Staff Recruitment
Staff Hiring & Training
Field Trips & Community Service
Parent Engagement
Assessment & Evaluation
Classrooms & School Facilities
Snack & Meal Service
Philanthropic Funding
Public Funding & In-Kind Contributions
✎FAMILY ENGAGEMENT
Family involvement is always a key component of
Smarter Summers. At each site, the program
leadership team worked diligently to engage parents
and guardians, as well as share our program model,
goals for scholars, and requirements for adult
involvement. Program staff members provided regular
updates to parents on their children’s progress and
challenges through phone calls, progress reports, and
mid-program parent-teacher conferences. Parents
were invited to join scholars at school for “Bring Your
Parent to School Day.” Parents were also invited to
attend a Closing Ceremony celebration, at which
scholars presented on their summer learning
experience, as well as creatively expressed their
thoughts and feelings about their summer experience
through skits, presentations, displays of writing and
artwork, and songs.
✎SCHOLARS SERVED
BPS suggested criteria for scholar enrollment to
principals, who then selected scholars in grades 4-8
based on attendance, MCAS scores, and risk of grade-
level retention. BELL facilitated enrollment efforts by
collecting enrollment forms, creating scholar files,
clustering scholars, and maintaining communication
with parents.
Scholars were assigned to schools located in their
neighborhoods, so the majority of scholars were
dropped off by their parents or walked to and from the
summer program each day. BELL applied BPS’
transportation policy of providing reduced-price Charlie
Cards to be used on public transportation for scholars
who were unable to walk or secure other
transportation.
4
Scholar Enrollment & Attendance Scholars Served Average Daily
Attendance
Harvard Kent Elementary School 24 87%
Hennigan Elementary School 87 82%
Jackson Mann K-8 School 30 69%
Condon Elementary School 23 86%
Lee Elementary School 108 88%
Mattahunt Elementary School 81 85%
McCormack Middle School 83 87%
McKay K-8 School 69 85%
Orchard Gardens K-8 School 119 83%
Quincy Elementary School 81 89%
Tech Boston Academy 79 88%
Total 784 86%
✎THEMES
All summer long, scholars were encouraged to Be
Extraordinary, the program’s motto. The theme I Am
The Future was woven into the program through
activities focused on college- and career-readiness and
healthy lifestyles. During College Pride Week scholars
learned about the college experience and how success
in school is connected to success in life. On Field Day,
designed in partnership with Playworks, they
participated in active team-building games.
✎PROGRAM SCHEDULE
The program operated 6 hours per day, 5 days per
week, for 5 weeks. In sum, the program expanded
learning time by a total of 144 hours. The program
started July 7 and concluded on August 7. The daily
schedule started at 8:00 am and ended at 2:00 pm.
Program Design ✎SUMMER LEARNING CORE ESSENTIALS & VALUES
The Smarter Summers program design is guided by the
principals of effective summer learning, which are (1) a
culture of high expectations; (2) partnerships to
magnify impact; (3) an exceptional learning
environment, including a 2:20 staff to scholar ratio; (4)
teaching excellence; and (5) relevant & engaging
learning experiences that broaden scholars’
educational horizons while developing 21st Century
skills. Scholars and staff are always expected to model
core program values: Quality, Empowerment, Respect,
Courage, and Sacrifice.
Ocean
Exploratorium Peabody Museum
Squashbusters Trolley Tour
State Street MIT Museum
Arboretum Dreams of
Freedom Museum
Rock Spot
Climbing State House Concord Museum JFK Museum Boston Duck Tour
MIT Reactor Ernst & Young Boston Sports
Museum
Isabella Stewart
Gardner Museum Tenacity
Blue Hills
Reservation
Cubist
Pharmaceuticals ICA Museum
Museum of
Science Freedom Trail
Boston Harbor
Cruise Franklin Park
FRIDAY FIELD TRIPS & FIELD DAYS
Each week culminates in field trips and
special events. Scholars visit scientific and
cultural institutions and participate in a
Field Day of physical and team-building
activities at the site. Volunteers from
Junior Achievement support community
engagement activities.
STEM Nutrition
Music Dance
Creative Writing
BREAKFAST & COMMUNITY TIME
Scholars enjoy a nutritious breakfast provided by the school. After breakfast, scholars
participate in team-building activities to build social skills and strong relationships with
peers and staff.
LITERACY INSTRUCTION
Certified teachers lead 90 minutes of literacy instruction using Pearson curriculum. My
Sidewalks is tailored for elementary school students and focuses on the priority skills
critical for student success: phonemic awareness, phonics, fluency, vocabulary, and
comprehension. It provides teachers with highly specific instructions and explicit,
consistent, easy-to-follow lessons.
For middle school instruction, teachers use The Reader’s Journey curriculum from Prentice
Hall / Pearson. It is an anchor book-based language arts program that spans fiction and
non-fiction, poetry, drama, and the research process.
MATH INSTRUCTION
Certified teachers lead 90 minutes of math instruction using the curriculum developed by
Pearson. Math Navigator (Common Core Edition) uses targeted intervention modules to
build conceptual understanding, problem solving, and mathematical skills. It is designed
as a supplemental program for scholars in grades K-8, supporting all eight of the Common
Core’s Standards of Mathematical Practice.
LUNCH
Scholars enjoy a healthy lunch provided by the federal Summer Food Service Program.
ENRICHMENT ACTIVITIES
After lunch and recess, scholars rotate
through a series of fun, hands-on enrichment
activities. Partners such as Playworks and the
Massachusetts Cultural Council supply some
of the staff, training, and enrichment
curricula. Activities are designed to foster
critical 21st Century skills like teamwork and
leadership, while boosting scholars’ self-
confidence and exposing them to new
subjects and opportunities.
8:00
8:30
10:00
11:30
12:30
1:00
2:00
12:00
BELL SUMMER PROGRAM: SAMPLE DAILY SCHEDULE (Monday - Thursday)
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Impact Measurement
Smarter Summers significantly exceeded all of the
following outcome targets:
• Students who are underperforming at the start of the
summer will gain at least one month of grade-
equivalent skills instead of experiencing the average
two months summer learning loss.
• At least 75% of scholars will demonstrate improved
self-confidence and social skills.
• At least 75% of parents will report that they became
more engaged in their child’s education.
✎ COMPUTER-ADAPTIVE ASSESSMENTS
Teachers used a computer adaptive assessment and
evaluation tool called STAR Enterprise Assessments,
by Renaissance Learning, on a pre- and post-program
basis. STAR assessments are built for measuring
progress against Common Core standards. Scholars
completed the STAR Reading and STAR Math multiple-
choice assessments via computer, laptop, or tablet.
The assessments adapted to scholar answers; if a
scholar selected the correct answer, the next question
became more difficult, if the scholar answered
incorrectly, the next question became easier. The
adaptive quality of these assessments enabled staff
to hone in on the specific learning needs of each
scholar. It also allowed staff to group scholars
according to common needs and deliver data-driven
instruction.
✎ ATTENDANCE DATA
BELL managed scholar enrollment and tracked
attendance data in an online Scholar Management
System powered by Salesforce.com. Scholars were
expected to attend at least 80% of the time. In
addition, scholars were only allowed three absences,
given the strong positive correlation between learning
time and academic and social outcomes. Program
leaders integrated enrollment and attendance data
with staffing and quality indicators to optimize the
learning environment. Program staff also used fun,
positive incentives to encourage attendance.
✎ TEACHER SURVEYS
BELL used a teacher and teaching assistant survey
instrument to assess program implementation and
efficacy from the perspective of instructional staff.
Teachers and teaching assistants completed the
anonymous survey at the end of the program, which
included questions regarding scholars’ progress,
training, curricula, program staff and service, and
parent engagement.
✎ PARENT SURVEYS
BELL employed a parent survey instrument to assess
parent observations of scholar improvement, program
quality, and parent satisfaction. Parents completed
the anonymous survey on-site during the final week of
the program.
3.1
1.4
5.9
3.8
-2 -1 0 1 2 3 4 5 6 7
-2
-2 -1 0 1 2 3 4 5 6 7
GRADE-EQUIVALENT GAINS IN BELL SUMMER VS. SUMMER LEARNING LOSS
Average Grade-Equivalent Gains,
in Months
Average Gain in Reading Skills,
All Scholars
Average Gain in Reading Skills,
Underperforming* Scholars
Average Summer Learning Loss,
Disadvantaged Students without
Summer Learning Opportunities**
Average Gain in Math Skills,
All Scholars
Average Gain in Math Skills,
Underperforming* Scholars
Scholar Achievement
✎ GRADE-EQUIVALENT GAINS
Grade-equivalent gains are an important indicator of
student success because they provide an absolute
measure of how much a student has progressed up
the proficiency ladder at a time when most children
are not engaged in structured learning activities. A
full grade level contains ten months of
grade-equivalent skills development (i.e., based on an
average school year of learning from September –
June). In other words, a gain of 1 grade-equivalent
month is equal to what an average student learns in
10% of a school year.
At the start of the Smarter Summers, STAR results
provided teachers with baseline indicators of scholar
performance along with individualized learning plans.
Approximately 72% of scholars started the program
underperforming in reading, and 58% were
underperforming in math.*
* Underperforming scholars score in the lowest quartile on STAR assessments: Urgent Intervention (1-10th percentile) or Intervention (11-25th percentile)
** Sources
McCombs et al. (2011). Making Summer Count: How Summer Programs Can Boost Children’s Learning. Rand Education & The Wallace Foundation.
Cooper, Harris (2003). Summer Learning Loss: The Problem & Some Solutions. ERIC Clearinghouse on Elementary & Early Childhood Education.
Assessment data from the end of Smarter Summers
show that scholars gained significant grade-equivalent
reading and math skills. Gains were greatest for
scholars who were furthest behind at the start of the
summer. On average, underperforming scholars
gained 3.1 months of reading skills and 5.9 months of
math skills. All scholars – including scholars who
started the summer at or near grade level, achieved
average gains of 1.4 months of grade-equivalent
reading skills and 3.8 months of math skills.
BELL scholars’ grade-equivalent academic growth
shows that participating Smarter Summers had a
positive impact on reading and math achievement.
The return on investment was greatest for scholars
who were struggling academically and who had the
most to gain from high-quality summer learning
opportunities.
7
87%
76%
89%
89%
86%
88%
77%
77%
83%
72%
0% 25% 50% 75% 100%
Scholars are more confident in their abilities
Scholars have a more positive attitude about school
Scholars enjoyed the BELL Summer program
The BELL Summer program helped me become more involved in mychild's education
I am highly satisfied with my BELL Summer experience
I recommend the BELL Summer program to other parents
Scholars have more confidence in themselves
I recommend the BELL Summer program to parents
Program staff are diverse and reflect scholar diversity
Working with BELL helped me develop my professional skills
✎ SELF-CONFIDENCE & SOCIAL SKILLS
Scholars’ academic success is rooted in their self-
efficacy skills, determination, and social skills,
including their ability to communicate clearly and work
well with others. Teachers and parents consistently
reported that scholars’ participation in Smarter
Summers helped them make important gains in these
areas. Such a positive impact can be attributed to a
culture of high expectations, high-quality staff, a small
staff to scholar ratio, and an individualized learning
environment.
✎ PARENT & TEACHER ENGAGEMENT & SATISFACTION
Teachers and parents consistently reported that the
BELL Summer program was of high quality and met or
exceeded their expectations. Teachers reported that the
program structure and resources helped scholars
achieve the goals set forth for them. They also reported
that Smarter Summers helped them develop their
professional skills. Parents reported that the model
boosted their involvement in their child’s education – an
outcome that is proven to have significant long-term
impact on student achievement in school and beyond.
Teachers report:
Parents report:
PARENT & TEACHER SURVEY RESULTS
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9
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Public & Private Funding
BELL and BPS share responsibility for program costs.
This year, approximately 45% of program-related
expenses were covered by the school district, 35% by
local contributions to BELL, and 20% from national
contributions.
✎ BELL
BELL worked diligently to raise philanthropic funding
from local and national sources to cover a portion of
program expenses. A local Leadership Council
supported fundraising in Boston. Donors supporting
this summer learning partnership include:
Associated Grant Makers’ Summer Fund
Anonymous
Bain Capital Children’s Charity
The Baupost Group
BJ’s Charitable Foundation
Charles Hayden Foundation
Cradle to Career – The Philanthropic Initiative
Cogan Family Foundation
Cubist Pharmaceuticals
Eastern Bank Charitable Foundation
Ernst & Young
Grand Circle Associates’ Fund
Harbus Foundation
Reebok Foundation
Robert Treat Paine Association
State Street
United Way of Mass. Bay and Merrimack Valley
BELL raised additional funds from individual donors,
anonymous sources, and from national sources
including the Edna McConnell Clark Foundation and
The Wallace Foundation. Events such as our I Am The
Future Gala also support BELL’s partnership with BPS.
✎ BOSTON PUBLIC SCHOOLS
BPS and its schools contributed public funding and in-
kind resources to support program costs, including
classroom space, utilities, janitorial services, and
breakfast and lunch each day.
✎ BOSTON OPPORTUNITY AGENDA
A coalition of donors supporting Boston’s Summer
Learning Project, an initiative of Boston After School
and Beyond, also provided resources for this
partnership.
✎ MA LEADERSHIP COUNCIL
Paul Reville, Chair
Francis Keppel Professor of Practice and Educational
Policy & Administration, Harvard Graduate School of
Education
Tracy Brown
Vice President of Compliance, Fidelity Investments
William Huff
Former President, Boston Globe
Lynne Palmer
BELL Event Committee Co-Chair
Dr. Robert Peterkin
Professor Emeritus, Harvard Graduate School of
Education
Jeff Simmons
Partner, Raphael & Raphael, LLP
Michelle Wilver
Former President and CEO, Dynavox
We all know that learning is important, but
the BELL Summer approach really takes the
time to help scholars understand why
learning is so important. In the BELL
Summer program, we are not just making
students who can do problems; we’re
helping build students who are going to be
teachers and learners for their whole life.
- Ms. Ronga, BELL Summer teacher
experienceBELL.org
✎ CONTACT US
Sue Bonaiuto
Executive Director (Massachusetts)
(617) 462 - 4779
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