Ed-U-Kids Program Development Manual -Jennifer McFarling

Table of Contents

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Table of Contents
Introduction ....................................................................................v Goal One: Forming the Program ....................................................7 Goal Two: Forming and Implementing a Training Program .......13 Goal Three: Program Scheduling ...............................................17 Goal Four: Assessment and Program Evaluation ........................23 Helpful Information ......................................................................27 Draft Review ................................................................................35

Introduction

Introduction
This Team Process Plan draft highlights key educational elements and administrative tasks for the Ed-U-Kids summer program. In an outline format, the plan addresses questions for forming and setting specific goals, proposes employee positions/roles and camp scheduling, and provides a framework for initial staff training. In addition, the draft includes extra information for forming lesson plans, and challenging individual (student) thought process, along with varying information over essential education concepts. This manual provides basic elements needed for the launch of the Ed-U-Kids program. The Leadership Team should use this manual to collectively address development questions posed in section one to improve all program objectives. The team should also make appropriate revisions to finalize plans for a successfully launch of the program. The final plan will include new or revised goals and information from the team and any other extensions the director specifically requests. After final revision of manual, Ed-U-Kids will have a well-planned framework for all future endeavors.

Goal One: Forming the Program

Form Goals/ Objectives for Success of the Summer Program Form a Chain of Command and Define Employee Positions
Objective One
Content Mastery

Objective Two

Scheduling

Education Administration

Instructional Methods

Classroom and Behavior Management

Training

Employee Positions

Ed-U-Kids Employee Hierarchy

Leadership Team

Lead Teachers

Assistant Teacher (and Giggly Kids Team Members)

Goal One

Goal One Goals for a Successful Summer Program

o Administration: Weekly Lesson Planning Reviewing week/ Feedback for improvement o Mission for campers Pre-Assessment, post assessment o Form a schedule for each camp Camp Schedule (How a typical Ed-U-Kids day camp looks like) Staff Schedule and Weekly team meetings

Questions for setting final goals for the program

o How do we want to run the program? o What positions do we need? What requirements/skills do applicants need? o How do we want to run the camp? How do we want to handle administrative tasks with staff (e.g. weekly team meetings)? o What will a daily camp schedule consist off? o How do we want to train team members? What expectations do we need to make them aware of? o How can we implement a high energy, fun, and enriching program from the provided curriculum? o What classroom management/ behavior management approach do we want to take? How can we manage, motivate and create students interest in subject matter while keeping their focus in each class (at different grade levels)? How will we handling behavior problems? o How will we communicate with parents? o How will teachers effectively address the content when presenting the activity?* (see lesson plan questions at the end) o What resources do we need for the teachers to master content before delivering a lesson? o What other resources do we need in each classroom for the camp? (ex: snacks, smartboard, games/ activities during down time) o How can we differentiate instruction to reach all campers? o What type of assessments can we use to demonstrate the campers progress? What type of assessments can we use to ensure growing improvement for the program?

Staff Positions
Chain of Command: Leadership Team {Rex Jenny / (Teacher)} Lead Teachers Assistant Teachers Giggly Kids Party Team Members o Leadership Team The Leadership team will work on developing the Ed-U-Kids program prior to the actual camp. This team will also be in charge of directing training and weekly

Goal One meetings during the duration of the program. Any staff members may come to a Leadership Team member confidentially to voice any arising problems and the team will discuss and collectively find a solution. Ultimately, the Leadership Team ensures that the Ed-U-Kids program achieves a successful, educational, and fun summer program for employee and students. Rex: Program Director CEO/ Owner: Marketing (Recruitment, PR, customer relations, grant application); HR/ Administration (Payroll, reporting etc) Manages Registration for Camp Liaison with LISD personal Trains Staff o Mission of Ed-U-Kids o Giggly Kids approach o Risk Management plans o Other Ed-U-Kids Polices, etc Order Supplies/ Manage Budgets Jenny: Administration/ Program Advisor/ Coordinator (Senior Guide 1) Education Administration: Collects and reviews weekly lesson plans and supply orders, manages attendance among campers (registration, and daily attendance) and staff (ex: finding substitutes) Scheduling: Creates Ed-U-Kids camp schedule; arrange/organize staff schedule and weekly meetings Assist Trains Staff with Senior Guide 2: o Classroom/ behavior management o Content mastery o Staff administration duties (how to create/ turn in lesson plans, creating new activity ideas etc) Monitors classrooms during program, assists with any occurring problems Creates reports on program effectiveness and provides ideas/ feedback for improving program Assist in leading full team meetings Assists various needs from the director Lead Teacher: Depending on enrollment, lead a full class one session a day or deliver one lesson to various classes (e.g. travel classrooms to teach English activity) (Certified Teacher): Head Program Teacher/ Coordinator (Senior Guide 2) Provides ideas and for launching program from an education perspective

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Goal One Creates education assessment system for program effectiveness (evaluating student learning improvements) by developing and implementing formal, and or informal assessments Assists Training Staff with Senior Guide 1 (see above) Observes and evaluates other teachers during program, provide productive feedback for improvements to the program Lead Teacher: Same as Senior Guide 1

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o Staff/ Team Members The Ed-U-Kids team members consist of instructors, and assistant instructors that work in the classroom with campers. (Depending on the outlook of the program, staff could also consist of a Giggly Kids Party Team Members) Lead Teachers: Lead teacher in each classroom Work with Co-Teacher to create weekly lesson plans based upon Ed-U-Kids curriculum In charge of delivering daily lessons to campers Creates and manages a exciting, entertaining, caring, respectful, and enhancing educational environment in a classroom of # of children Controls behavior and motivates students (communicates problems or achievements to parents) Evaluates assessments and implements instruction based on student needs Assistant Teachers: One- Two Assistant teachers in each classroom (younger grades especially should aim for two assistants) Assists Lead Teacher in the classroom (set-up, tear-down, projects, keeping the classroom under control, etc) Set-ups projects while lead teacher directs lessons/ discussions Provides individual instruction to effectively reach all learning levels Assist and provides additional feedback from evaluated assessments (Giggly Kids Party Team Members): Moves between classroom leading Giggly Kids break activities (Giggly Kid party games) o Assists with set up and tear down of equipment Works with Lead and Assistant Teachers to incorporate concepts from lessons into the party games

Goal Two: Form and Implement a Training Program

Outline Basic Objectives for Employee Training Outline Key Concepts for Programs Success

Goal Two

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Goal Two Ideas for Ed-U-Kids Training Program

o Ed-U-Kids Mission: How to provide a fun, educational summer camp program Review Ed-U-Kids Employee Manual Giggly Kids Prospective : Train staff how to deliver a entertaining and enriching lessons that enhance campers minds and imaginations Special Giggly Kids Training How to incorporate into Ed-UKids o Classroom Management/ Behavior Management: Controlling the classroom and monitoring student behavior Overview of classroom management ideals and strategies for different age levels Transitions, motivation, keeping attention, effective use of classroom space, directing instruction, establishing rules, etc Creating an energetic, exciting and educational atmosphere in a controlled, classroom environment Behavior Management Techniques and Strategies Rewards/ Consequences (rewarding good behavior, correcting misbehavior) Have a set philosophy to use or combine techniques and let teachers choose their own? o Content Mastery: Knowing the content of the days activities before delivering the lesson Review curriculum with staff and provide opportunities for staff to review subject matter in order to thoroughly teach the pre-planned curriculum o Examples: Whats in a Word Activity- Teachers should review phonics and how to correct/ teach spelling; Fraction Flags Activity- Teachers should review basic concepts of fractions and techniques for teaching the concept Address how to teach subjects in a fun yet productive manner in order to create student inquiry over subject activity Physically practice select activities and demonstrate examples of delivery, and discussions of the activitys main concept o Administration Tasks: HR: Collecting paperwork, forming schedules, etc Review process for lesson planning, ordering supplies, etc Other various house-keeping duties

Goal Three: Create a Functional Schedule for Running the Program

Develop Weekly Camp Schedule for Staff Develop a Functional Daily Camp Schedule

Possible Schedule for Internal Affairs

Sun Out

Mon Out

Tue Teacher Prep for Week

Wed Leadership Member Available for Staff at Lunch

Thu Staff-Wide Meeting

Fri Final Lesson Plans and Supply List Due

Sat Out

Goal Three

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Goal Three Possible Schedule for Staff Deadlines

o Session One and Two Tuesday: Lead teachers and assistant teachers arrive early set up room/ prepare for week Wednesday: Have a leadership team member open during lunch time (between sessions) for staff to freely voice issues or other situations Thursday: Weekly Staff Meetings All staff meeting (Lunch hour? 12:00-1:00? cater in pizza?) o Turn in upcoming weeks lesson plans and supply orders o Discuss problems or improvements in the classroom and for the program as a whole (successful activities, new ideas, trouble with students, etc) o Address staff needs (review specific content areas, practice with activities, provide direction with parents issues, etc) o Motivation (provide fun team motivation activity or incentive to create/ enhance unity and team efforts among the entire staff) Leadership Team Meeting (after second session) o Discuss/ review staff meeting and/or other issues Brainstorm ideas for improvements for the camp, staff, specific arising situations, etc o Review teachers lesson plans and supply orders o Address any other pending issues/ evaluate effectiveness of weeks activities Friday: Finalize plans for upcoming week Leadership team returns lesson plans with revisions/ questions Lead teacher/ assistant teacher meet before or after shift to formulate/ finalize next weeks lesson plans o Final lesson plans due at the end of the day

Possible Schedule for Daily Camp Sessions

* Suggested schedule based upon only teaching Math, English, and Cross-Curricular subjects along with implementing Giggly Kids Games during camp sessions (schedule can vary depending on grade level, rotation of giggly kids games, etc) *Plan mid-point assessments for each subject area at various times near the middle of camp and post-assessments near the end of camp o Typical Day: Session One: July 12- August 12, 9:00am- 12:00 pm 9:00-9:15: Class Morning Meeting (review the day, housekeeping tasks, free game time {fun, educational filler games to occupy students while waiting for everyone to arrive}) 9:15-10:00: Subject One Lesson and Activities 10:00-10:45: Subject Two Lesson and Activities

Goal Three 10:45- 11:00 Snack and Giggly Kids Game Time 11:00- 11:45: Subject Area Three Lesson and Activity 11:45-12:00: Class Wrap-Up Meeting (review daily lessons, things to bring for the next day, hand out achievement rewards, homework?, papers, etc)

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o Typical Day: Session Two: July 12- August 12, 1:00 pm- 4:00 pm 1:00-1:15: Class Meeting 1:15-2:00: Subject One Lesson and Activities 2:00-2:45: Subject Two Lesson and Activities 2:45- 3:00 Snack and Giggly Kids Game Time 3:00- 3:45: Subject Area Three Lesson and Activity 3:45-4:00: Wrap-Up Meeting (review daily lessons, things to bring for the next day, hand out achievement rewards, homework(?), various papers, etc) o First Day Session One 7/12 9:000-9:30: Parent sign in, meet instructor, see campers room, etc 9:30-10:15: Get to you know/ Icebreaker games 10:15-10:45: Orientation- Introduce camper to program (review/ create excitement among campers on fun projects coming up, materials they needs to bring, etc), review class rules and expectations (having the class make their set of rules works great), answer various camper questions, start camper pre-assessment of skills, etc 10:45-11:15: Snack and Giggle Kids Game Time 11:15-11:50: {Finish} Pre-assessment of camper skills 11:50-12:00: Class Wrap-Up Meeting o First Day Session 2 7/12 1:000-1:30: Parent sign in, meet instructor see campers room etc 1:30-2:15: Get to you know/ Icebreaker games 2:15-2:45: Orientation- Introduce camper to program (review/ excite camper on fun projects coming up, materials they needs to bring, etc), review class rules and expectations (having the class make their set of rules works great), start camper pre-assessment of skills? 2:45-3:15: Snack and Giggle Kids Game Time 3:15-3:50: {Finish} Pre-assessment of camper skills 3:50-3:00 Class Wrap-Up Meeting o Last Day: Session One: 8/12 9:00-9:45: Class Meeting- End of camp activities in classroom (review curriculum, achievements, rewards, class discussions, end of camp class games etc) 9:45-11:00: Giggly Kids Party 11:00-11:15: Return to classrooms, get ready for parent show (display of work)

Goal Three 11:15-12:00: Parents Show (display favorite project to parents, show off work, accomplishments, etc) o Last Day: Session Two: 8/12 1:00-1:45: Class Meeting- End of camp activities in classroom 1:45-3:00: Giggly Kids Party 3:00-3:15: Return to classrooms, get ready for parent show 3:15-4:00: Parents Show

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Goal Four: Create a Functional Plan for Student Assessment and Camp Evaluation/ Review
Develop working parent communication forms for ongoing camp evaluation Develop formal assessments for students progress for the beginning, middle and end of camp Plan special staff meeting for program-wide evaluation (and/or individual review)

Goal Four

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Goal Four
Parent Evaluation Forms o If possible, send parents questionnaire of expectations from the program before camp starts and review feedback at training o Create open parent suggestion box; provide an opportunity for parents to directly or anonymously provide feedback about the program Student Assessment o Pre-Assessment of students skills at beginning of camp (allows lead teachers to know where to place assistant teachers with students, and design/ differentiate lesson plans) o Mid-Assessment- formal and/or informal assessment of students progress (allows lead teacher to focus on specific subject matter, also allows leadership team evaluate teachers and help provide better instructional methods for lead and assistant teachers) o Post-Assessment: formal assessment of students achievements from the program (physically shows students, parents and teachers areas the student progressed in or areas that students may need more help in for the upcoming school year) Team Meetings o Plan special staff meetings to review parent feedback, student progress, and staff ideas throughout the duration of the camp (allow to exchange ideas for differentiating instructional, teaching strategies, and effective classroom management techniques, etc) o Closing meeting at the end of camp (review successes and set backs of program in order to create a better program for the following summer or upcoming school year, also review specific staff suggestions for incentives, scheduling, etc) {Provide end-of-summer staff party?} Leadership team should plan to meet after each of the staff-wide meetings, especially after the closing meeting to discuss the future of Ed-U-Kids

Helpful Information/ Reference Guide Provide references for lesson planning in order to promote
enriching lessons Define important educational terms and provide information for further inquiry of material

Helpful Information

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Helpful Information *Various Lesson Planning Objectives/ Questions

Different types of lesson plan strategies/approaches or questions for instructors to familiarize themselves with in order to deliver a high quality lesson; Ed-U-Kids instructors should keep in mind the after-school fun nature of the lesson when reviewing the following: 5E Lesson Plan Higher Order Questions: 1. Engagement: Describe how you will capture students interest. How will you get students interested and engaged in the content that they are to learn? How will you lead students to connect their prior knowledge and experience to the content or skill of this lesson? What kind of questions should the students ask themselves after the engagement? 2. Exploration: Describe what hands-on/minds-on activities students will be doing. What manipulatives might you use to help students attain the concepts of the lesson? How might students help their peers have a common understanding about the concepts of the lesson? In what ways will you use student groups/teams to initially explore the concepts? List at least 2 questions you may use to encourage and/or focus students exploration. 3. Explanation: What lecture, presentation, multimedia, or other delivery system will you use to explain the knowledge and/or concepts of the lesson? What questions or techniques will you use to help students connect their exploration to the scientific concept under examination? Student explanations should precede any introduction of scientific terms or explanations by the teacher. List at least 2 higher order thinking questions which you may use to solicit explanations by students and to help them to justify their explanations. 4. Elaboration: Describe how students will develop and demonstrate a more sophisticated understanding of the concept. How might students engage with each other to elaborate on their learning and to share the ways that they understand the concepts? What terminology will be introduced and how will it connect to students observations? How is this knowledge applied in our daily lives? How are these skills useful in everyday life? 5. Evaluation: How will students demonstrate that they have achieved the lesson objective? This may be done throughout the lesson (formative assessment) as well as at the end of the lesson (summative assessment). Blooms Taxonomy

Helpful Information Remembering: can the student recall or remember the information? define, duplicate, list, memorize, recall, repeat, reproduce state Understanding: can the student explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Applying: can the student use the information in a new way? choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. Analyzing: can the student distinguish between the different parts? appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Evaluating: can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate Creating: can the student create new product or point of view? assemble, construct, create, design, develop, formulate, write. Madeline Hunter Lesson Design 1. Anticipatory Set (In what way will you activate their prior knowledge and experience to help them relate to today's lesson.) Focus attention, brief practice on previous/related learning 2. Objective/Purpose (The object is what students will be able to know/do by the end of this lesson. The overarching purpose/understanding is the broad goal/curriculum standard related to the discipline.) 3. Instructional Input (What knowledge will you communicate to the student--tell, lecture, stand up and deliver so that the student will understand the objective.) Disseminates new information and activities to achieve the stated objectives 4. Modeling (How will you show/demonstrate the skill or competence so the student will also be able to do it?) Demonstration and/or example of the acceptable finished product or process 5. Checking for Understanding (How will you check that the students have understood/learned the objectives?) Activities which examine the student's possession of central and essential information to achieve the stated objective 6. Guided Practice (What activities will the students perform under your supervision to ensure that they are able to practice the material. If they make mistakes, you are able to show them how to do it correctly.) Close monitoring and direction of the students by the instructor as they practice the whole task for the first time independently of each other 7. Independent Practice (List homework or seatwork assignments the students will be given to successfully practice the material/skill without teacher supervision.) Only after you know the students can proceed, the continued practice of the whole task by the

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Helpful Information

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Various explanations of educational/instructional concepts (and resource material)

Differentiation Differentiation means balancing content and instruction to engage all students at multiple learning levels. Now, due to growing diversity trends, schools have started to mainstream classrooms including students with gifted learning abilities, learning disabilities, or language barriers. In these classrooms, effective differentiation happens when teachers celebrate diversity, multiple intelligences and adapt lessons or instruction to challenge students and meet all learning needs. http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml http://www.educationworld.com/a_curr/strategy/strategy042.shtml Classroom Management Classroom management can loosely be defined as the methods teachers use to produce productive learning environments that promote students social and cognitive well-being and success. Facets of Classroom Management: Time management Resources and materials management Space management Environment management Curriculum management Assessment management (including record keeping) Student behavior management Motivation management Disposition management (student and teacher) Popular Classroom Management Theories: Love and Logic The Responsive Classroom Positve Behavior Support(PBS) Consitancy Management and Corporative Dicipline Child Development Project Resolving Conflict Creatively Program Tools for Teaching http://www.ehow.com/about_5438989_classroom-management-definition.html http://www.4faculty.org/includes/108r2.jsp

Helpful Information http://www.teachervision.fen.com/classroom-management/resource/5776.html Behavior Management Behavior management specifically deals with monitoring, controlling, correcting misbehavior, and reinforcing desired behavior, while ensuring students remain in a safe in a proactive learning environment. Ideas for Promoting Good Behavior: Behavior/ Sticker Chart (class gets a sticker for accomplishment, X amount of stickers = class reward, such as a party) Accomplishment rewards (send home a certificate, or other form highlighting students good behavior) Behavior Contracts http://www.bbbautism.com/behavior_management_strategies.htm http://specialed.about.com/od/StrategesforDifficultBehaviors/Strategies-For-Dealing-With-OrAvoiding-Difficult-Behaviors.htm

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Team Process Plan Draft Review Review of Team Process Plan Goals Suggestions for revision or additional material Provide ideas to further development the Ed-U-Kids summer
program

Draft Review

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Draft Review Team Process Plan Consulting Work

o Provided ideas for practical goals of the program Creating concrete goals, a baseline for employee training, positions to fill, a functional schedule, and realistic assessment/ evaluation methods

Next Steps
o Team Process Plan Edit plan/ expand ideals according to directors instruction Clarify directors initial objectives for plan (fix necessary problems) Address additional information the plan needs in various topics/ fix specific concepts that need clarification or further explanation Address and add other goals the plan should include based upon directors review and requests o General Ed-U-Kids Summer Program Expand, develop, and finalize a training program Research educational concept information and compile to present Obtain necessary reference materials for teachers Set dates Choose Ed-U-Kids approach to classroom and behavior management for afterschool programs (or select varying techniques to teach, allowing teachers to form their own classroom management system) Develop assessments for each grade level (e.g. worksheets) Approve desire positions and hire staff