Drinking from the resource faucet : ǂb summer literacy opportunities for students at Phoenixville Area School District in Pennsylvania
Date
2019
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Publisher
University of Delaware
Abstract
Summer reading is correlated with improved reading scores and a decrease in summer learning loss. This educational leadership portfolio (ELP) was designed to address summer learning loss as a way to improve reading achievement for elementary students in the Phoenixville Area School District (PASD) in Phoenixville, Pennsylvania. More specifically, the ELP was an investigation of two existing summer literacy programs to (a) examine current program results, and (b) make program revisions and recommendations for new initiatives that could increase participation in the PASD summer literacy programs. Both programs, one on-site in school and one at home, were designed to increase reading engagement and decrease summer learning loss. In spite of the attention given to summer literacy programming, PASD administrators were still concerned with students’ literacy achievement levels, which prompted further investigation. Students’ Pennsylvania State System of Assessment (PSSA) achievement levels hovered around 70 to 80% proficient, with historically underperforming subgroups of students scoring at proficiency rates between 41 and 60% proficient. ☐ In order to develop strategies to accomplish the goals of evaluating current program results and making revisions and recommendations for future years, I conducted an evaluation of the current iterations of the Phoenixville Summer Stepping Up and Jumpstart programs. I examined the needs and interests of families and the achievement data of participants through surveys, focus groups, and analysis of existing data. Results showed that families are interested in joining PASD summer literacy programs, but scheduling and childcare issues may limit access and participation for some families. Other families value the academic break in the summer months and are not interested in sending their children to summer school programs. In addition, families reported the desire and need for an improved system of communication before the Summer Stepping Up program to better understand how children are identified for support. Families would also appreciate more frequent communication during the Summer Stepping Up program to ensure children’s needs are being met. Across both summer literacy programs, analysis of student data showed that 84% of program participants were able to maintain or increase their reading level during the summer compared with 65% who were eligible, but did not attend. ☐ Based on these data, I made critical revisions to systems and structures that will potentially result in increased participation and information delivery to families. Revisions include a clear plan for communication with efforts made by administration and teachers, and an infographic and planned parent presentation to better explain the summer offerings. Further recommendations include continued commitment to refining communication systems between home and school, professional development for staff on the communication and decision-making process for summer programs, and a commitment to family literacy engagement during the summer programs, including engagement with families whose children do not participate in summer programs. Improved student data collection and evaluation methods are also needed to ensure effective program evaluation.