WEBVTT

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>> Teacher A to students: This
is as much hair as you would get

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to keep as a child in Egypt.

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>> Sandy Shoemaker: My job
as site coordinator begins

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with first finding people
to work in the program.

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We need intervention
specialists.

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That might be teachers
from Glover.

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They might be tutors
from other buildings.

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They might be substitutes that
we have come in contact with

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and feel would do a
good job in the program.

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So before we can enroll
a number of children,

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we need to know how
much staffing we have.

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>> Teacher B to students: We'll
practice the fluency, remember?

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Take your finger.

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Go ahead: line to line.

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Okay? If you can't read it that
way, use your finger to follow.

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Okay. "The team wanted
to bring the puffins back

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to the uninhabited egg rock."

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Come on, together, "The team
wanted to bring the puffins back

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to the uninhabited egg rock."

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That was nice.

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>> Shoemaker: If you visited
our classrooms during the

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after-school program,
you would see a variety

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of activities going on.

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You would see math
manipulatives in use.

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You would probably see the
document camera being used.

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You might see the kids using
books on tape or books on CD,

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although we still
utilize our tapes.

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You might see a small
reading group going

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on with independent reading,
independent reader books,

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which are small books.

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You might see a teacher
working one on one

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with a student while the rest

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of the class is working
together on an activity.

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There is a lot of different
scenarios you can see,

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and it would probably be
different in every classroom.

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But the focus will be always
on the math intervention

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or the reading intervention
and the skills necessary

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to raise our students up.

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>> Teacher C to students:
What I would like you to do

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is hold up your first bear.

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>> Shoemaker: We try

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to individualize instruction
as much as necessary.

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We begin with a pretest
and we end with a posttest.

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So that we don't repeat
unnecessary skills,

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that is the purpose
of the pretest.

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We go through the pretest and we
see what we need to throw out.

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There is going to be skills that
we don't even need to teach.

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We are able to assess
exactly where the students are

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and where the focus needs to be,

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and then we tailor the
instruction toward that.

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>> Teacher C to students:
Hold up your sixth bear.

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>> Shoemaker: We talk to the
different teachers to find

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out what our greatest
area of focus should be.

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For instance, in fifth grade,
we know that the students

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in math have a very
difficult time

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with the Ohio Achievement
Test and story problems.

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So we try to put a
focus on story problems,

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and that's nearly
across the board.

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>> Student: Splashed?
>> Teacher B to student: Splashed.

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Right in the middle.
Splashed, and that also has an -ed,

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which means which tense is it?

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>> Student: It's -ed.
Able?

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>> Shoemaker: We are not a
high-achieving school-not yet,

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but we will be, and the
after-school program is going

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to help us achieve that.
That is our goal.

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But at least I think in
the after-school program,

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you have the opportunity
for these students to work

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in a small group,
often with students

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who are struggling
like they are.

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And it provides the children
kind of with a little bit

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of insulation where
they are not standing

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out amongst the bigger
group of kids.

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It's more of a comfort for them.

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It's less of an embarrassment
to not know the answer

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because they are
struggling together,

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and I think that's a
really important component

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of the after-school program.

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As much as we like to think
the kids don't stand out,

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they know when they are
behind and they know

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when they are struggling, and
it's difficult for them to do

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that in front of a whole class.

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In the after-school
program, they are all trying

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to achieve something and
they can do that together

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without standing out amongst
the rest of their classmates

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who are maybe achieving

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at a little bit higher
rate than they are.

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So it's kind of self-esteem
building.

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>> Teacher D to students:
Oh, let's try 12 x 12.

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>> Students (all together): 144!

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>> Teacher: 144.
>> Students: You can't trick us.

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>> Teacher: I'm trying, I'm trying!
Um, 10 x 8?

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>> Students (all together): 80!

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>> Teacher: 5 x 0?
>> Students: Five! Zero! [laughing]

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>> Teacher: That was a good one.

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>> Shoemaker: In order to build
the students' self-esteem,

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being part of a small
group is part of that,

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where they are achieving
together.

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The pace might be slower, but
there is still a common goal.

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And also there is a lot
of cheerleading that goes

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on where the teachers
are so very positive,

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and maybe you are
working in smaller steps

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and achieving littler goals,
but they cheer each other on.

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The teachers are positive,
the kids are positive,

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the whole atmosphere is
one of being positive.

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If you feel good about
yourself, you generally want

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to try harder and achieve more.