Family & Community Students & Families Student and Secondary Support
21st Century Community Learning Centers (CCLC) Grant Program
(Federally funded through NCLB Title IVB - Fund Code 647)

Promising Practices - Watertown 21CCLC Program

I. Program Info

II. Learning Outcomes

SAYO Academic Outcomes

Math Communication

Math Reasoning

Math Problem Solving

 

SAYO Intermediary Outcomes

Behavior

Engagement in learning

Initiative

Analysis and Problem-Solving Skills

Communication

Relationships with adults

Relationships with peers

III. Narrative Questions

1. Project Description:

   As an alternative to conventional summer school programming, students from grades six, seven, and eight at Watertown Middle School were given an opportunity to sharpen their Math skills through an applied program in which they worked together to plan and construct a 10' x 10' storage shed for the school's custodians to house equipment and tools. Basic building plans were found online for free. The students addressed math problems in a formal classroom environment relating to scaling, angles, fractions, and precision measuring, but from a unique perspective, recognizing the direct connection between these problems and the hands-on outdoor construction activities that followed in the second half of each day. These real-world connections significantly increased student engagement, and as the program progressed, it became clear that these connections dramatically impacted retention of the math concepts being covered.

   The complexities of the large-scale building project allowed for countless problem solving opportunities, and for students to take initiative to assume leadership roles and seek out new information. The project's nature called for detailed communication, and because it required such a consistent element of teamwork amongst all participants toward a common goal, relationships and friendships between teachers and students flourished. Regular boosts to students' self-esteem were discernible.

   Notably, parental engagement and involvement was strong, and it is hard to imagine anything but a positive effect on one student's relationship with his mother when they pushed forward for hours together, hammering shingles into the shed's roof at dusk to beat the early evening's darkness, and 'high-fiving' before climbing down the ladder. At the completion of the shed building, it was very clear that the students not only received quality practice in the application of core mathematical principles, but that they, as importantly, developed crucial bonds, friendships, and distinct senses of pride that will, perhaps even longer than the shed they built, stand the test of time.

   Sample of the project materials:

   	Shed Building Step 1
   	Shed Building Step 2
   	Math Pre-test
   	Math Questions Week 2
   	Safety Contract
   	Behavioral Expectations

2. Needed materials and costs:

   Necessary materials included all lumber, construction and roofing materials, tools, and safety equipment necessary to construct a full-scale outdoor storage shed, all of which cost an estimated $2,500. Ongoing costs consisted of staff payroll and student snacks and beverages.

3. How do you know this practice is having a positive impact on students?

   In addition to the information above, students' showed positive gains on two evaluative measures. First, all students in this project demonstrated gains as measured by pre- and post-SAYO assessments. Second, post-test results (self-developed test) indicated marked improvement in understanding of related math concepts.

4. If applicable, describe strategies that were used to help overcome barriers you may have faced.

   At the end of each day's building activities, we debriefed with all participants to discuss what obstacles we encountered that had to be addressed the following day. Instructors planned discussions and brainstorming activities accordingly that were used to 'kick-off' the next day's activities.

5. What factors do you think have contributed most to the success of this practice?

   I believe the one key element of this practice that contributed most significantly to its success was the knowledge by the students that what they were learning conceptually had a direct impact on, and correlation to, a real-life practical application through the construction of a tangible, lasting, and meaningful product. Additionally, the strength of the bonds and friendships the students developed over the course of the program kept them engaged and enthusiastic, drove a high attendance level, and fueled their perseverance and confidence.

6. What suggestions do you have for others regarding potential improvements?

   Suggestions include communicating the powerful impact and success of applied learning activities. Learning math content in a real world context makes math tangible and meaningful for struggling learners.