Summer School: How to Tame the Paper Overload!

As summer school has started, I realize how much organization and streamlining I accomplish during the first day of any school.  It's always overwhelming, and stressful, but once my systems get into place, things tend to run fairly smoothly.  The expectations are in place, and the summer blahs that my resentful students seems to go by the wayside (for the most part).  With the program we have in place, they feel like they have control of what they can work on, as long as they are given timeline and score parameters, and it works.

This year, we set up a modified Interactive Notebook, mostly for accountability with scores, attendance, a table of contents, and scrap paper for the skills.  Training the students in our routine was half the battle.  Simple systems like numbering pages and writing the day's date at the top seemed basic, but until a routine was established, proved quite difficult.

Another paper overload area was tracking scores on the computer program.  We created two types of trackers.

One was a standards post-it tracker taped on the wall above each students' computer.  These trackers had the computer program coded skills on post-it tabs and allowed the students to self-monitor the skills assigned to the class.  They could move the tab along the spectrum, in four color-coded areas.  We discussed how they should set a small goal when they start a skill, like reaching a score of 50, then when that goal is reached, to modify it to another goal.  I was trying to get them into the 70% range (the orange, Satisfactory, area), which depending on the skill, could be quick, or could be quite challening.  However, many of the kids wanted to reach MASTERED (100%), and were frustrated when that proved too challenging.  They also noticed that their risk was greater the higher their score was.  Getting one question wrong while in the 90% range dropped significantly, and they needed one question correct for every point they wanted to earn back.

The other tracker was a hanging folder for each student and demonstrated where to access the daily data measuring their progress.  Having each student document their own data, rather than the instructor gathering everyone's, proved helpful in two ways.  They documented not only their cumulative scores,  but also their performance and time practiced.  The weighted average was calculated by me, as a percentage of time spent,

First, it allowed the student to reflect on their performance immediately.  Yesterday, in fact, I had a student who commented that they were very off track, as their total practice time was only 15 minutes (when we typically have two 20 minute target sessions).  He noted that he was very unfocused.  I hope that this reflection will allow him to keep himself on track today.

Second, it allowed me to keep all the students records in one place, in the classroom, for evidence on their progress.  Our summer school this year is set up to be more remediation practice rather than pure instruction, so this allowed us to document the skills practiced and provide evidence for the administration once the program is complete.

We'll check back in a few weeks to see how the systems are maintained.  It's giving me hope - especially for kids who are not as strong mathematically, reluctant and resentful to being here in the summer, and are weak in organizational skills.  They CAN find success and improve in their skills - especially when they feel like they are in some control, have immediate feedback, and can set and meet goals.

Right now, were working on intrinsic motivation with some electronic motivation built into the computer program.  My back up for the last week is some extrinsic motivation (in the form of stickers and candy).  We'll see how their resentful attitudes are in a few weeks.  I'd LOVE to report that I don't need to break out the stickers!