Summer Brain Gain Planning Kit

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1 Planning Kit

2 NOTE TO FACILITATOR Dear Facilitator, BGCA is excited to partner with you to help youth achieve Great Futures by providing an engaging, enriching summer. learning loss represents the single-greatest barrier to young people s long-term success, with Club members even more vulnerable to the summer slide. Each year too many kids enter high school without the skills needed to matriculate to college and to a rewarding career. This kit is designed for Club leadership to develop a plan of implementation for both and : READ! During discussions, participants will review fidelity of implementation, sample modules and materials lists, and program logistics, such as scheduling, space, budget and staffing. Included is a Facilitator s Guide, PowerPoint presentation, note pages and handouts. For more information, please contact the team at braingain@bgca.org or Thank you again for your commitment to end summer learning loss. The Team Note: This session is designed to be conducted prior to facilitation of the Learning Coach module. For Learning Coach information, visit BGCA.net. For more information about this dynamic initiative, contact Pam Hodges at phodges@bgca.org or Tifini Qualls at tqualls@bgca.org. 1

3 MATERIALS AND ROOM SET-UP This session was designed to be facilitated for participants. A training room set-up for 25 participants will ideally look something like this Materials Laptop LCD projector and screen Speakers Downloaded video vignette Flip chart and easel Masking tape Boxes of markers Post-it Notes Copies of handouts (one per participant) A. PowerPoint note pages B. Why be concerned about summer? C. / : READ! Chart D. Fidelity Observation Form E. Planning Session F. Sample Schedules G. Action Plan H. Chart posted on wall of SBG on phone number: braingain@bgca.org / Ask participants to review following modules prior to session: I. Activities J. Module Material List Summary 2

4 SUGGESTED AGENDA TOTAL TIME: 4.5 HOURS Welcome and Introductions Welcome Introductions Childhood s The Impact and Importance of Learning Loss Lesson One: What is? Evaluations Cover Story Lesson Two: Practical Application Activities Five Key Elements of Positive Youth Development Four E s of Project-based Learning Practices Fidelity Observation 45 minutes 5 min. 20 min. 10 min. 10 min. 90 minutes 15 min. 10 min. 65 min. 85 minutes 20 min. 20 min. 20 min. 25 min. Lesson Three: Planning Preparation (schedules, supplies, space, and staffing) Creating Your Action Plan Summary and Closing Debrief 40 minutes 15 min. 25 min. 10 minutes 10 min. 3

5 WELCOME & INTRODUCTIONS APPROX 45 MINUTES PowerPoint Activity #2 & 3 Welcome Approx. Time 5 min. Greet participants with an enthusiastic welcome as they enter. Briefly introduce yourself (e.g. your position, number of years in Movement, involvement with, and other relevant information) Ask participants to: Be open, honest, candid Be respectful Be on time Mute phones Have fun! Have one conversation at a time #4 Introductions 20 min. Purpose: To provide an opportunity for participants to share summer learning program experiences. Share the purpose of the exercise Ask participants to quickly stand up and share: 1. Name 2. Name of Club and position (if relevant) 3. Number of summers worked at the Club 4. If Club ever implemented 5. If so, experience 6. Other summer plans (at the Club or personal) Acknowledge participants who have implemented. Share that throughout the session you will oftentimes call on implementers to share experiences. 4

6 WELCOME & INTRODUCTIONS CONT D PowerPoint Activity #5 Childhood s Approx. Time 10 min. Transition: To help us realize the importance of what kids do in the summer, let s start by remembering what we did during the summer when we were children. Purpose: To provide participants an opportunity to learn the importance of summer learning experiences. Share the purpose of the exercise. Ask participants to write the most fun thing they can remember about their childhood summer vacations. (2 min.) Ask participants, from the selected experience, to make a list of what they learned that helped them succeed in school. (2 min.) Remind them that, in addition to gaining knowledge about academic subject matter, many other skills help students succeed in school (persistence, empathy, metacognition / thinking about thinking, etc.). Ask a couple of volunteers to share their lists. Continue activity until all experiences are exhausted. #6 & 7 The Impact and Importance of 10 min. Transition: Acknowledge participants who shared summer learning experiences and how those experiences related to successes in school. Purpose: To provide an opportunity for participants to share summer learning program experiences. Review statistics on slide. Ask if any of the facts align with their experiences. Discuss. Share that BGCA s is designed to prevent Club members from experiencing summer learning loss. Note: See Appendix A for more information on why we are concerned about summer learning loss 5

7 LESSON ONE: SUMMER BRAIN GAIN APPROX 90 MINUTES PowerPoint Activity #9-14 What is? Approx. Time 15 min. Transition: is designed to increase our organization s impact on the community by committing to fight summer learning loss. Purpose: To enable participants to recognize the components of and to know how to obtain the resources to implement programming. Review and discuss information on slides Distribute and discuss / : READ! handout. #15-17 Evaluations 10 min. Share and discuss findings from 2013 and 2014 evaluations: Share that the STAR assessment used in 2014 allowed us to measure change by each grade level. Share enhancements to the program were a result from what Club staff shared about the 2014 Program. Share we are currently in the process of gaining evidence-based program certification for the elementary modules. Share that the following resources are available to Clubs implementing : - Free curriculum - Planning kit - Learning Coach module - Funding template - PR toolkit - Downloadable logos - Evaluation executive summary (2013 and 2014) - Evaluation toolkit 6

8 LESSON ONE: SUMMER BRAIN GAIN CONT D PowerPoint Activity #18 Cover Story Approx. Time 65 min. Purpose: To engage participants in a creative visioning. Share the purpose of the exercise. Divide participants into groups of 6-8. If there are less than 10 participants, do the activity in one large group. Distribute large sheets of butcher paper or 4 sheets of flip-chart paper, various colored markers, tape, pencils and Post-it Notes to each group. If using flipchart paper, have each group tape all four sheets together to make a large square. Say: Your organization was asked to write a twopage cover story about its impact on summer learning loss. Ask each group to designate a leader to keep the group on task and to summarize ideas as needed. Ask participants to silently use Post-it Notes to write ideas for the cover story. Be sure to have only one idea per Post-it Note. For example, someone might scribble a quote, and someone else might have an idea for the cover headline. Another participant my write the sidebar, etc., just like a real cover story. Ask each group leader to read the Post-it Notes to the group. The purpose of this is to see what kinds of ideas have been generated and to spark new ones. Ask leaders to guide the groups on deciding the focus of the cover story. Encourage leaders to keep groups moving and to keep track of time. Note: Guide groups in thinking about the following: 1) Who are the stakeholders? How do we work with these stakeholders? What value has come of our work for them? 2) What is our image in the communities where we work? What do people say about us? 3) What has happened for the community as a result of our work? After 20 minutes, let participants know they have 10 minutes to finish their cover stories. After 30 minutes, ask leaders to post designs on wall. Ask each group to present. Have a 5-minute timekeeper. Discuss why it s important to act now to end summer learning loss. 7

9 LESSON TWO: PRACTICAL APPLICATION APPROX 85 MINUTES PowerPoint Activity #20 Activities Approx. Time 20 min. Transition: Remind participants of what was learned in previous lesson. Purpose: To introduce s daily structure and guiding principles. Share the purpose of the exercise. Divide participants into three groups: One group will be aligned to, the second group to : READ! and the third to a STEM supplemental activity. Distribute the following items to each group: o Aligned activity handout o Flip-chart paper, markers and tape Ask participants to individually read assigned activity. Tell groups that they will make a poster of the activity to share with the large group. Ask groups to discuss how they will present the activity. Ask each group to design a poster and create a 5- minute demonstration. Ask members to post designs on wall. Ask each group to present. Have a 5-minute timekeeper. 8

10 LESSON TWO: PRACTICAL APPLICATIONS CONT D PowerPoint Activity #21-23 Five Key Elements for Positive Youth Development Approx. Time 20 min. Purpose: To enable participants to apply s two guiding principles. Share:, like all of BGCA s targeted programs, is founded on the premise that, whenever members are at the Club, they experience the Five Key Elements for Positive Youth Development. Ask participants if they are familiar with Formula of Impact. Share that FFI is the Movement s theory of change: Simply stated: We provide members with the best possible outcome-driven Club experience, which will result in our priority outcomes. Ask a volunteer to name the five elements of Positive Youth Development. Share: The Five Key Elements are one of s guiding principles because no Club program is as effective as it can be unless members: Share: When this principle is followed, we don t have to worry about the grumbling of turning Clubs into a schools. In fact, the goal is not to make Clubs more like schools, but to make schools more like Clubs. Ask for volunteers to share how they ensure members experience all five of the key elements. 9

11 LESSON TWO: PRACTICAL APPLICATIONS CONT D PowerPoint Activity #24 Four E s of Project-based Learning Practices Approx. Time 20 min. Purpose: To introduce the second guiding principle: Four E s of project-based learning practices. Share that the second guiding principle is to use a project-based learning approach, which we call the Four Essential E s of project-based learning practices. Discuss the slide. Share that project-based learning is a teaching method in which students gain knowledge and skills by investigating and responding to complex questions, a problem or challenge. Share that at its core, the project is focused on teaching students important knowledge and skills, derived from standards and key concepts at the heart of academic subjects.. Share that a Fidelity Observation form is available for program managers to use during the implementation of (See Appendix B for more information). 10

12 LESSON TWO: PRACTICAL APPLICATIONS CONT D PowerPoint Activity #25-27 Fidelity Observation Approx. Time 25 min. Purpose: To provide opportunities for participants to apply the Four E s of project-based learning practices. Review and discuss information on slides Distribute and discuss / : READ! handout. Explain that each module incorporates four E s of project-based learning. Ask participants to present their activities to the whole group. Ask them to pretend their supervisors are using the Fidelity Observation form to document their performances. Ask what specifically they will do to ensure they incorporate the four essential E s. Inform that they can work together in small groups. Ask a volunteer from each group to share their plans for incorporating the four E s. Share that the fidelity of implementation for SBG is essential to the program s success in helping stop summer learning loss. 11

13 LESSON THREE: PLANNING APPROX 50 MINUTES PowerPoint Activity #28 & 29 Preparation Approx. Time 15 min. Purpose: To discuss staffing, scheduling, and other resource needs. Inform participants that they will spend time planning the implementation of and : READ! Distribute the planning handout, modules, sample program schedule, and list of roles and responsibilities. Ask participants to review the schedule and list, and to ask questions, if needed. Refer to the module s list of materials. Ask participants if they have questions. After the meeting, Ask participants if they have questions regarding budgeting and staffing needs. #30 Creating Your Action Plan 25 min. Purpose: To create an action plan outlining how participants will contribute to the Club s summer learning program. Divide participants in groups according to their Clubs. Distribute and Review Action Plan worksheet. Ask each group to complete the worksheet. Ask participants to share at least one follow-up from each area. 12

14 SUMMARY AND CLOSING APPROX 10 MINUTES PowerPoint Activity #31 & 32 Debrief Approx. Time 10 min. Purpose: To provide a wrap-up of the workshop. Share that today was a review of curricula, guiding practices, and planning for success and program implementation. Poll participants to determine if they have a better understanding of and : READ! Ask what additional support and resources are needed. Share contact and

15 WHY BE CONCERNED ABOUT SUMMER LEARNING LOSS? APPENDIX A The following excerpt was taken from National Learning Association. o o To succeed in school and life, children and young adults need ongoing opportunities to learn and practice essential skills. This is especially true during the summer months. Many Americans have a wonderful image of summer as a carefree, happy time when "kids can be kids, and take for granted the prospect of enriching experiences such as summer camps, time with family, and trips to museums, parks, and libraries. Unfortunately, some youth face anything but idyllic summer months. When the school doors close, many children struggle to access educational opportunities, or even such basic needs as healthy meals and adequate adult supervision. Here s some research that backs the above claims: o o o o o All young people experience learning losses when they do not engage in educational activities during the summer. Research spanning 100 years shows that students typically score lower on standardized tests at the end of summer vacation than they do on the same tests at the beginning of the summer (White, 1906; Heyns, 1978; Entwisle & Alexander 1992; Cooper, 1996; Downey et al, 2004). Most students lose about two months of grade level equivalency in mathematical computation skills over the summer months. Low-income students also lose more than two months in reading achievement, despite the fact that their middle-class peers make slight gains (Cooper, 1996). More than half of the achievement gap between lower- and higher-income youth can be explained by unequal access to summer learning opportunities. As a result, low-income youth are less likely to graduate from high school or enter college (Alexander et al, 2007). Children lose more than academic knowledge over the summer. Most children particularly children at high risk of obesity gain weight more rapidly when they are out of school during summer break (Von Hippel et al, 2007). Parents consistently cite summer as the most difficult time to ensure that their children have productive things to do (Duffett et al, 2004). 14

16 THE PROGRAM APPENDIX B 15

17 SUMMER BRAIN GAIN FIDELITY OBSERVATION FORM INSTRUCTIONS APPENDIX C This document provides direction to implementers for completing the fidelity monitoring of module activities. Why do I need to collect Fidelity of Implementation information on? The Fidelity Observation form is a useful tool for supervisors (program managers) to structure their observations and feedback with facilitators. Further, it is useful to identify the core program elements being implemented and identify specific needs for additional support for the facilitator and site. If the information is collected at each site and shared with a manager at the organizational level, it will help in determining additional support across several sites. How often should I observe each facilitator? It is recommended that sites observe facilitators at least two times during the summer (if possible), once after the first two weeks of implementation and then again after week four of implementation. It is not necessary to observe a facilitator over the course of a week, but he/she should be observed from the beginning of an activity to the end. Observing a culminating event is also important to the fidelity of the modules. What should I do with the results of fidelity observations? Program managers should keep the results of all of observations organized chronologically by facilitator. The binder will allow program managers to more easily prepare for additional fidelity observations and facilitator reviews and will allow managers at the organizational level to more effectively monitor implementation across sites. How do I complete the Fidelity Observation form? Prior to the observation, find out from the facilitator which module and activities are being facilitated. Review the entire module so that you will have a better understanding of activities within the context of the entire module. Arrive early enough to greet the facilitator and to find an unobtrusive place in the room to observe. Guiding Practices Engage: In-depth inquiry to generate interest and curiosity. Express: Participants demonstrate 21 st century skills (collaboration, communication and critical thinking) Evaluate: Club staff and participant s peers provide feedback to guide participants to revise and reflect upon projects. Exhibit: Participants demonstrate and display what they have learned. 16

18 FOUR ESSENTIAL E s WORKSHEET - SAMPLE APPENDIX D-1 Each module is designed to incorporate four essential project-based learning practices (i.e. the Four Essential E s). Watch the video clips and circle thumbs up if you observed the following and thumbs down if you did not. Take notes to provide feedback on your selections. Did you observe the following practices? Observation Notes Engage: In-depth inquiry to generate interest and curiosity Facilitator provided background information and asked opened-ended questions to frame activities and discussions Facilitator involved all participants Facilitator created an emotionally safe learning environment Facilitator connected the current activity to participants previous experiences Participants actively listened to facilitator Facilitator provided definitions of antagonist and protagonist 00:07:05-00:13:10 Facilitator asked questions to engage participants 2:08-2:15 Participants asked facilitator questions to clarify what they did not understand 00:30:15-00:35:10 and 3:30:08-3:40:06 Facilitator invited participants to share their ideas 5:36:14-5:47:58 Express: Participants demonstrate 21 st skills (collaboration, communication and critical thinking) Facilitator encouraged individual expression, collaboration, responsibility and decision making Facilitator allowed participants to choose the products they created, how they worked and used their time Facilitator encouraged participants to work with each other Participants engaged in questioning, brainstorming, or discussion with the facilitator and each other Participants worked together to develop costume 00:43:20-00:56:13 and 1:04:05-1:27:01 Facilitator encouraged each participant to take an assigned role to complete the activity 2:38:19 2:44:13 Evaluate: Peers and Club staff provide feedback to guide participants in revising and reflecting on projects. Facilitator and participant s peers provided feedback to guide participants to revise and reflect upon projects Facilitator assessed participants understanding and engagement throughout the activity Facilitators encouraged participation in discussions Facilitator demonstrated activity 4:28 Facilitator asked questions of participants throughout to gage participants understanding 3:10:00-3:18:13 Facilitator asked why questions of participants to encourage critical thinking and further discussion 00:56:14-1:04 Exhibit: Participants demonstrate and display what they have learned. Facilitators provided participants opportunities to display work or products Facilitators provided participants opportunities to discuss or what about what they learned Participants modeled costumes for an audience 1:28:23-2:02 Facilitator recorded what participants learned on flip chart 4: :48:00 17

19 FOUR ESSENTIAL E s WORKSHEET APPENDIX D-2 Each module is designed to incorporate four essential project-based learning practices (i.e. the Four Essential E s). When monitoring program implementation, circle thumbs up if you observed the following and thumbs down if you did not. Take notes to provide feedback on your selections. Did you observe the following practices? Observation Notes Engage: In-depth inquiry to generate interest and curiosity Facilitator provided background information and asked opened-ended questions to frame activities and discussions Facilitator involved all participants Facilitator created an emotionally safe learning environment Facilitator connected the current activity to participants previous experiences Participants actively listened to facilitator Express: Participants demonstrate 21 st skills (collaboration, communication and critical thinking) Facilitator encouraged individual expression, collaboration, responsibility and decision making Facilitator allowed participants to choose the products they created, how they worked and used their time Facilitator encouraged participants to work with each other Participants engaged in questioning, brainstorming, or discussion with the facilitator and each other Evaluate: Peers and Club staff provide feedback to guide participants in revising and reflecting on projects. Facilitator and participant s peers provided feedback to guide participants to revise and reflect upon projects Facilitator assessed participants understanding and engagement throughout the activity Facilitators encouraged participation in discussions Exhibit: Participants demonstrate and display what they have learned. Facilitators provided participants opportunities to display work or products Facilitators provided participants opportunities to discuss or what about what they learned 18

20 SUMMER BRAIN GAIN PLANNING SESSION APPENDIX E Returning Clubs should use previous implementation plan. However, if this is your first time implementing, start with #3 Scheduling Your Program. 1. Reflect What worked best? How did your planned budget compare with your actual budget? How many youth participated in your summer program by grade level? How did your projected participation compare to last year s participation? What was your staff-to-member ratio when implementing? What volunteers were involved in daily program implementation? What were your biggest challenges? What can you do differently this year to improve your program? What other resources do you think you will need? 2. START AND END DATES Consider when school dismisses for the summer. When will it resume? Does your school offer year-round school? and : READ! modules provide six weeks of programming. Additional two-week-long STEM modules are available for each grade group. 3. SCHEDULING YOUR PROGRAM See Appendix F for sample schedules. Review each module that aligns to the grade groups you will serve. Think of your program hour-by-hour to ensure that you have adequate space for activities throughout the day, especially if you are implementing the program with multiple grade levels. For ease of implementation, and so that children will not feel like they are being punished for participation in or isolated from other summer members, Club-wide implementation is essential. modules require approximately 3.5 hours of instructional time, while : READ! modules require 1.5 hours. Integrate a variety of activities and give children choices whenever possible to develop a full day of programming. Do not expect children to remain engaged in the same activity for too long without a break. module activities have been designed to be 45 minutes or less. If more time is needed for an activity, schedule a brief break. Additionally, remember to plan for transitions between activities. Provide opportunities for physical activities during the day. If your budget allows, consider weekly field trips to expose members to new people, places and activities that align with or : READ! If budget is tight, invite individuals and organizations into your program. Parents should be involved in meaningful ways, with multiple opportunities to visit the program. Develop bulletin boards to highlight members work and/or share activities via , Club website, and/or social media. provides weekly culminating events in which parents and other community members can be invited. Invitations should be sent early. Some Clubs have choose to plan large culminating events at the end of summer, highlighting the work and experiences of members throughout the summer. 19

21 SUMMER BRAIN GAIN PLANNING SESSION CONT D APPENDIX E 4. STAFFING SUMMER BRAIN GAIN Building a strong, summer staff can be challenging. Consider hiring summer staff who are youth development savvy. In the best situation, individuals hired would have experience in the grade groups you will serve. The following are suggestions as you think about staffing for : School teachers looking for summer jobs College students in their junior or senior years (including education, special education, social work, arts, etc.) Retired teachers Existing pools of volunteers who can support your staff Previous staff members Remember that a well-seasoned expert can be paired with a newer staff member, which can stretch staff dollars and contribute to long-term staff development. 5. TRAINING AND SUPPORT Through the Learning Module and other staff training, all staff members understand the goals and objectives of and the role they will play in implementing the program. All staff will be supervised effectively. facilitators will be allotted time to prepare for daily activities. Use the Four Essential E s of project-based practices to monitor and observe facilitators and to offer suggestions to improve facilitation. Consider providing facilitators with weekly tips. Remember to recognize outstanding facilitators. 6. EVALUATION Consider how you will assess the effectiveness of your program. BGCA has developed an evaluation toolkit, which can be found on the page on bgca.net. The toolkit of evaluation resources provides a common evaluation framework for Clubs to monitor program implementation and measure program outcomes. The toolkit is designed to guide Clubs in evaluating program implementation and changes in knowledge and attitudes of program participants. Consider what staff will need to be involved. 7. BUDGET DEVELOPMENT Carefully consider all the materials, such as modules and culminating event supplies, transportation, field trips, speakers and staffing line items. Review the materials list for each Module that aligns to the age groups you will serve. How much funding do you already have and how much more do we need to conduct this program and achieve our goals? Consider creative ways to save on materials. For example, if implementing : READ! with three groups of elementary members with one set of books, you may want to rotate the books among the groups. Please note that the READ! modules are not sequential therefore, rotation can be a cost saving solution for Clubs with tight budgets. If you are considering requesting funds, review the funding template located on bgca.net. 20

22 SUMMER BRAIN GAIN SAMPLE SCHEDULE 1 OF 4 APPENDIX F Sample Schedules Lower Elementary Upper Elementary Middle School High School K-1st 2nd-3rd 4th-5th 6th -8th 9th-12th 9:00-9:45 9:45-10:00 10:00-10:45 10:45-11:00 11:00-11:45 Transition/Group Rotation Transition/Group Rotation 11:45-12:00 12:00-1:00 1:00-2:00 Low-Organized Games Games Room Tournament Transition/Group Rotation Lunch Art Choice 1 Choice 1 2:00-2:15 2:15-3:15 Art Low-Organized Game Transition/Group Rotation Games Room Tournament Choice 1 Choice 1 3:15-3:45 3:45-4:45 Games Room Art Snack Low-Organized Games Choice 2 Choice 2 4:45-5:00 5:00-6:00 Transition/Group Rotation Choice 21

23 SUMMER BRAIN GAIN SAMPLE SCHEDULE 2 OF 4 APPENDIX F Daily Schedule Gym Learning Center Art Room Games Room Teen Room Multi-Purpose Outdoors Tech Lab/Other 9:00AM Group 1 Group 2 Transition/Rotation Group 3 Group 4 10:00AM Group 4 Group 1 Transition/Rotation Group 2 Group 3 11:00AM Group 3 Group 4 Transition/Rotation Group 1 Group 2 12:00PM Lunch Transition/Rotation 1:00PM Group 5 Group 6 Transition/Rotation Group 7 Group 8 2:00PM Grain Group 8 Group 5 Transition/Rotation Group 6 Group 7 3:00PM Group 7 Group 8 Transition/Rotation Group 5 Group 6 4:00PM Free Choice Transition/Rotation 5:00PM Free Choice 22

24 SUMMER BRAIN GAIN SAMPLE SCHEDULE 3 OF 4 APPENDIX F Day/Date Time of Progra m Hours Monday 8am 5pm Total Progra m Hours 9 Sports/ Recreation (8-9 am Social Rec-Game room) Time:10am 12 pm Topic: Triple Play Time: 12 pm-2 pm Topic: Low Organized Games Time: 2pm - 4 pm Topic: Team Sports Life Skills (12-1 Nutrition class-healthy Habits) Time: 11am 12pm Topic: SMART Moves Academics Daily Time: 8am 11am Topic: -- Educational Enhanceme nt: reading, math Parent Involvement Time: 4pm 5pm Topic: Orientation Mentoring Time: 9am 10am Topic: Jr. Staff program Service- Learning Time: 10am 12pm Topic: Torch Club Service Learning Project Time: 12pm -1pm Menu: Varies Snacks/ Meals Tuesday 8am 5pm 9 Time:10am 12 pm Topic: Social Rec Time: 12 pm - 2 pm Topic: Crafts Time: 2 pm - 4 pm Topic: Individual Sports Time: 9am 11am Topic: SMART Girls / Passport to Manhood Time: 11am 1pm Topic: Technology- Skill Tech Time: 1pm 2pm Topic: Group Clubs (Hobbies) Time: 9am 10am Topic: Keystone Club Time: 12pm -1pm Menu: Varies Wednesday 8am 5pm 9 Time:10am 12 pm Topic: Crafts Time:12 pm -2 pm Topic: Activities- Outdoor Time: 2 pm - 4 pm Topic: Triple Play Challenges/Tourn aments Time: 9am 10am Topic: Career Launch Time: 11am 1pm Topic: Project Learn Educational Enhanceme nt: science, geography Time: 4pm 5pm Topic: Smart Parents Time: 9am 10am Topic: VIP Time: 10am 12pm Topic: Keystone Club Service Learning Project Time: 12pm -1pm Menu: Varies Thursday 8am 5pm Friday 8am 5pm 9 9 Time:10am 12 pm Topic: Triple Play Time: 12 pm -2 pm Topic: Large Organized Games Time: 2 pm - 4 pm Topic: Golf Program Time:10am 12 pm Topic: Crafts/Arts Time:12-5 pm Topic: Field Trips Time: 9am 10am Topic: Street SMART Time: 9am 10am Topic: Money Matters Time: 11am 12 pm Topic: Tech Time: 12 1 pm Topic: d2d Time: 11am 12am Topic: Project Learn: Educational Challenges & Games Time: 4pm 5pm Topic: Volunteer opportunities Time: 1pm 5pm Topic: Field Trips Time: 9am 10am Topic: Torch Club Time: 9am 10am Topic: Jr. Staff Program Time: Time: 12pm -1pm Menu: Varies Time: 12pm -1pm Menu: Varies Varies Team Sports Saturday Positive Sprouts Sunday Varies Team Sports Positive Sprouts 23

25 SUMMER BRAIN GAIN SAMPLE SCHEDULE 4 OF 4 APPENDIX F Boys & Girls Club - Weekly Program Schedule Theme: Site: Dept: Dates: Time 9:00 K-3rd K-3rd K-3rd K-3rd rotate at 9:45 10:00 4th-5th 6th-8th 4th-5th rotate at 10:45 11:00 9th-12th rotate at :00 rotate at 12:45 1:00 K-3rd 9th-12th K-3rd 9th-12th K-3rd 9th-12th K-3rd 9th-12th rotate at 1:45 2:00 4th-5th 6th-8th 4th-5th 6th-8th 4th-5th 6th-8th 4th-5th 6th-8th rotate at 2:45 3:00 K-3rd 9th-12th K-3rd 9th-12th K-3rd 9th-12th K-3rd 9th-12th rotate at 3:45 4:00 4th-5th 6th-8th 4th-5th 6th-8th 4th-5th 6th-8th 4th-5th 6th - 8th rotate at 4:45 5:00 cleanup at 5:45 Monday Tuesday Wednesday Thursday Friday Lunch Lunch Lunch Lunch Lunch Open Club Culminating Event - All Grade Levels 24

26 SUMMER BRAIN GAIN ACTION PLAN WORKSHEET APPENDIX G Task Person Responsible Approval Needed Inform Due Date Materials, equipment, resources needed for above tasks: 25

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