Scholars are not the only ones benefitting from YMCA of Greater San Antonio’s Power Scholar Academy (PSA). In fact, the BellXcel model is driven by the belief that the key to scholar success is educator empowerment.

“BellXcel has wonderful resources online and teacher toolkits that we use for a successful summer and in our careers for years to come,” said Bonnie Cavazos, instructional coach, who has served as the school librarian for 15 years, and as a local educator for over 27 years in the San Antonio school district. “We collaborate with each other as educators. We are all colleagues with a common goal.”

Educators say the summer program presents an opportunity to learn how to teach other grade levels. It also serves as a dynamic environment for mentoring and networking. Educators are not only connecting and building relationships with students, but with each other, in powerful ways. Younger teachers collaborate with more experienced ones, picking up new skills along the way.

Academic instructors also receive support from instructional coaches, who are experienced school teachers, creating a cycle of continuous learning and improvement. Cavazos and Carrol visit all classes throughout the day after testing and data analysis to observe classrooms, speak to scholars, support instruction, or jump in and guide discussion.

“Our role is to serve as a supportive pillow,” Amber Carroll, instructional coach and elementary teacher, says with a laugh. “We bounce ideas off teachers to make sure things run smoothly. We look at data to see where students should be, and have conversations with teachers to see how we can grow towards success. BellXcel gives us a great scope and sequence for us to follow.”

For many educators, the summer program represents an excellent opportunity to polish their skills and grow in their professional careers. “Working with different teachers and students in a different capacity, and gaining experience over the summer, is preparing me for a more effective school year, and a leadership position in the future,” said Carroll, who is nearing her degree to become a certified principal.

Educators say the BellXcel-powered summer program also boosts their motivation for teaching as its delivered in a more relaxed environment in smaller group environments, with increased support as compared to the school year.

“We’re having fun. We’re engaging,” said Carroll. “We see our class sizes so large during the school year, it’s hard to have that targeted instruction,” said Carroll. “Coming in as a teacher, you don’t have to teach to a test. You don’t have to worry about an end-game. We just want to make sure students get access to the learning they need, where they’re at. It’s a completely different world than teaching in the school year.”

In our efforts to support you in using the Remote Quality Reflection Tool, we are pleased to provide the following videos that offer guidance, suggestions, and best practices when completing indicator ratings and reflecting on quality. Each video focuses on specific areas related to the tool purpose, use and completion, evidence collection, and making the data actionable within your remote learning programs. We hope you will find this information helpful as you rate and reflect on your program quality. Additionally, we encourage you to contact us with your feedback or if we can be of assistance.

Introduction to the Remote Quality Reflection Tool

 

1. Purpose, Goals and Evidence

 

2. How to Use the Remote Quality Reflection Tool

 

3. Evidence Collection

 

4. Reflection and Continuous Improvement

It’s a bustling summer morning outside of Seaton Elementary School in the historic Shaw neighborhood of Washington, D.C. Eager children, led by their parents, stream into the school. They come from different age groups, races and backgrounds, but they share something in common. The children, enrolled in the YMCA of Metropolitan Washington’s school-based Power Scholar Academy (PSA), are all excited to learn.

As the K-6 scholars kick off their day, they are greeted with a familiar, endearing smile. “Good morning Ms. Janice!” the scholars exclaim one by one, as they greet Janice Williams in the lobby. With smiles radiating from ear to ear, the enrolled students, known as scholars, then embark on a full day of learning and enrichment at the Y’s summer learning program, powered by BellXcel.

Since 2013, the evidence-based summer program has empowered thousands of children through a holistic learning experience that has boosted scholars’ academic and social-emotional skills, as well as their self-confidence.

“Every day is a day where you’ll find scholars running to the program because they are excited about what they gain,” says Williams, YMCA of Metropolitan’s Senior Vice President for Program Development.

For her local community, Williams is more than a nonprofit administrator. She is a tireless and passionate supporter of expanding afterschool and summer learning for children from under-resourced communities. She has been with the YMCA for nearly 45 years, and with PSA since its inception. “Many of our schools that are in under-resourced communities don’t have the opportunity to meet the needs of all of the students that they have identified as struggling students,” she says. “We’re able to identify the particular area of challenge for scholars, and really put the resources in place to guide them to be more successful.”

“We have been so fortunate to have BellXcel’s support in Washington, D.C. Before, there were camp programs. There was summer school. But there was something missing,” Williams said. “PSA is among the best programs out there because it not only provides opportunity for academic support, it also provides opportunities for scholars to learn new things through enrichment. It’s supported by committed educators who want to be a part of a program that allows them to connect and provide young people with the social-emotional learning that is critically needed.”

With an educator to scholar ratio of 2 to 24, William says the program’s small group environments are a key differentiator. In each classroom, a certified teacher and teaching assistant lead individual, small group, and whole group exercises, in dynamic learning environments. With the utilization of instructional coaches and other support staff rotating, it is not uncommon to see upwards of three to four educators in a classroom, all working together to provide an exceptional high-touch learning experience.

“This kind of learning style really does impact our ability to provide them with the necessary support to thrive,” Williams says. “There is a high value in that child-centered learning. We are also excited about the peer-to-peer learning that the program supports and empowers.”

PSA also empowered educators with 21^st century instructional skills and strategies they can transmit into the classroom in the school year. Among teachers surveyed, 87 percent said site leaders were highly supportive of educators; 89 percent said teaching in PSA was rewarding, while 80 percent of teachers want to work with the program again.

“We are pretty fortunate to be able to have scholars that are receiving something during the course of the summer, as well as educators, who apply their learnings into the classroom in the fall,” says Williams. “The partnership is critical because BellXcel allows the YMCA to present itself to the community with a stamp of excellence. They bring the kind of skills and resources that are going to enhance the school community and allow it to reach the level and the goals that the school has in mind.”

Williams says the demand for evidence-based summer learning programs in her community remains high, and advocates for continued support. “I would truly invite any funder to go and visit a site. It is truly something that you have to witness to be able to see what the scholars are receiving and the type of investment that is being made, and having scholars learn, thrive, and really the impact on not only the summer learning, but the true impact that it allows, and the potential of each and every scholar to succeed and excel.”

 

This past March, as schools and youth development organizations nationwide found themselves faced with reimagining how they serve their communities, our team did what we have done best throughout our history – innovated to meet the moment. With a 6-week timeline, our team took 30 years of science and know-how, lifted by the support of our community, and dug into our commitment for all children to excel.

COVID-19 forced changes to virtually every aspect of life as we knew it, yet along with the unknowns and the very real crisis this pandemic represented, before us was an opportunity to disrupt our thinking and mobilize our resources into unchartered territory.

We invite you to share in the story of BellXcel Remote.

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Read the full case study!

Summer can be a good time to boost teacher practices
Opportunities for practicing student-centered skills and developmental feedback more critical than ever

Ninety-nine percent of teachers engaged in some type of summer professional learning activities in 2019 and applied relevant strategies and tools to improve their school year practices. Yet, according to a first-ever national survey of teachers’ summer professional learning highlighted in a recent RAND Corporation study, opportunities for developmental feedback as part of summer professional learning were uncommon. On the heels of the COVID-19 crisis and extended school closures, access to high-quality professional learning experiences for teachers is more critical than ever.

RAND surveyed K-12 teachers nationally through its American Teacher Panel (ATP) and studied BellXcel Summer (BXS), an evidence-based summer program model that provides academic instruction, rooted in social and emotional learning (SEL), to students and professional learning opportunities for teachers. The study explored the national context of professional learning, including teacher perceptions of their experiences, and investigated how BXS teacher experiences compare with those in other programs across the country.

The research evidence is clear that summer is a prime opportunity for children to strengthen academic and social and emotional skills through high-quality, evidence-based programs. Study co-author, Elizabeth D. Steiner, a policy researcher at RAND, a nonprofit research organization, commented, “The COVID-19 pandemic has exacerbated pre-existing inequities that affect students’ ability to learn and nearly all students have been affected by school closures. Our survey of teachers found those employed in summer programs that provide academic instruction could also improve in certain classroom practices during the school year – particularly strategies to support students’ SEL and positive behavior management.”

BellXcel CEO Lauren Gilbert, Ed.D, a former educator and school administrator, remarked, “Summer programs are more critical than ever to mitigate learning loss, and this study clearly demonstrates that teachers need to be part of that catch-up initiative. Programs such as those powered by BXS offer teachers powerful, on-the-job professional development opportunities to freely explore and expand their student-centered instruction skills and practices – including positive behavior management and social and emotional learning, without the pressures and constraints of the school year.”

Academic summer programs for students—run by school districts and community-based youth development organizations alike—can incorporate teacher professional learning into their own summer programs. The findings in this study can help school leaders and program administrators to make teacher professional learning an intentional piece of their programs and focus on strategies that teachers can use during the school year.

Key Findings:

• Nationally, 99 percent of teachers participated in one or more professional learning activities over the summer and believed that they were relevant, helpful for improving instructional practice, and just as useful as other activities the teachers’ schools and districts provided. However, opportunities to receive developmental feedback (i.e., feedback for the purpose of developing instructional skills) about instruction in the summer were uncommon.
• Teaching in an academic-focused summer program may provide teachers nationally with opportunities—such as coaching and observations—to receive developmental feedback about instruction and to practice and improve in certain classroom practices.
• According to teachers, BellXcel Summer (BXS), an academic-focused summer program for students that provides professional learning opportunities to its teachers, had a positive and supportive environment that supported their professional learning.
• BXS teachers reported that the absence of school-year constraints such as testing and curriculum pacing requirements made the use of some student-centered classroom practices easier during the summer than during the school year.
• BXS teachers were more likely than teachers nationally to report that their summer professional learning experiences helped them improve their use of student-centered practices during the school year.
• Academic summer programs may provide unique professional learning opportunities for teachers to practice and improve their use of student-centered classroom practices—particularly positive behavior management and promoting social and emotional learning for students. BXS provided useful insights into the features of academic summer programs that may facilitate teachers’ professional learning, such as the absence of school-year constraints paired with positive and supportive teaching environments.

Susan Crown Exchange’s support allowed BellXcel to refine its social emotional learning supports for youth and educators.
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For scholars like fourth-grader, Yocelyn, BellXcel provides unique opportunities to shine. As a dual-language learner, Yocelyn began the BellXcel summer program in Montgomery County reluctant to participate and ask questions. After five-weeks of working with supportive and empowered teachers in small-group instruction and team-based enrichment courses, Yocelyn has transformed into a confident leader. She now is the first one to raise her hand to share her perspective during group discussion and is eager to help her peers problem-solve tough concepts and try new things.

Recognizing that all learning is social and emotional, Susan Crown Exchange has partnered with BellXcel to help more educators create a positive culture and climate for scholar success. A generous $200,000 grant from Susan Crown Exchange, has supported the evaluation and expansion of BellXcel’s professional development (PD) offerings in social and emotional learning (SEL).  In 2019, BellXcel conducted a thorough review of program assessments, field research, and partner needs in SEL. During the COVID-19 crisis, we are now working closely with community partners across the nation to ensure engaging and trauma-informed instruction reach scholars this school year, in the summer, and beyond. Susan Crown Exchange’s continued support in 2020-2021 enables BellXcel to quickly respond to this immediate need and help educators infuse SEL in their classrooms and new remote learning settings.