collaborative learning

Effort to embed literacy classes in summer camps explodes in Shelby County

PHOTO: Caroline Bauman
Kayla Terrell, 8, reacts to getting a question correct on her reading worksheet.

Jada Bougard and Kayla Terrell looked to each other and then back down at their vocabulary worksheets. ‘What word should we match for “frozen rain,” Jada asked. “Precipitation or hail?”

Kayla flipped back to the short story that she and her classmates, 40 eight- and nine-year-olds, just read at a daily literacy intervention class at the Thomas B. Davis YMCA in Whitehaven.

“Hail!” she said, pumping her fists into the air when the teacher declared her answer correct.

The two girls are among more than 1,000 Memphis children receiving reading instruction through their camps this summer because of an unprecedented effort to get community groups across the city working toward the same goals.

That effort is spearheaded by Seeding Success, the Memphis member of StriveTogether, a national “collective impact” initiative. Memphis community groups agreed last summer to an ambitious slate of goals, including to have 90 percent of Memphis third-graders reading on grade level by 2025.

Currently, only about a third of local third graders read on grade level, and many fall behind over the summer vacation, according to Mark Sturgis, Seeding Success’s executive director. (Seeding Success and Chalkbeat both receive funds from the Pyramid Peak Foundation).

“Years of research has shown that third-grade reading is indicative of post-secondary success,” Sturgis said. “We know that kids lose ground in the summer, regardless of how effective their teachers were. There’s a strong place for the community to stand in that gap. That’s why we’ve formed our network and focused on the summer.”

Designed by Literacy Mid-South, the summer literacy program gives partner sites everything they need to offer 45 to 90 minutes of K-3 literacy instruction everyday.

That includes materials, teacher training, and ideas about how to deliver lessons. It also includes information about the test scores of students enrolled in their camps, which Shelby County Schools and the Achievement School District have agreed to share with Seeding Success.

Because of the data-sharing, organizations can tailor literacy intervention to their own students, rather than treating all students as if they are on the same reading level.

Kim Morgan-West, the YMCA camp director, said having student test scores in hand allows her team to group students based on skill level and focus on the students who are the furthest behind.

“We were able to see a lot of improvement in our students who participated last summer, especially in their confidence to read,” Morgan-West said. “Literacy is the base for all learning, and summer is a great time to strengthen that base. It’s exciting to be able to expand our program this year and better tailor it to our students’ specific needs.”

Literacy Mid-South typically focuses on adult learning —the group estimates that about a quarter of adults in Memphis are functionally illiterate — but decided to support summer programs for school-age children after Seeding Success brought local groups together.

“We saw a huge correlation” between students’ low third-grade scores and adult illiteracy, said Kevin Dean, executive director of Literacy Mid-South. “And we saw an opportunity, because so many summer camps have students walk through their doors every day, but they just weren’t teaching them reading.”

A pilot version of the program last summer served 350 students at six sites. This year, 10 times as many students are enrolled at 15 different locations, ranging from the Whitehaven YMCA to Memphis Athletic Ministries to a summer program run by the Memphis Teacher Residency teacher training program.

The rapid expansion came after Seeding Success’s internal evaluation showed that participation prevented students from losing academic ground over the summer, a phenomenon known as the “summer slide” that tends to hit low-income students hardest.

Literacy Data Chart
PHOTO: Seeding Success

According to Seeding Success’s data from last summer, 74 percent of the 350 students who participated maintained their reading levels over the summer or improved. Only six students showed a backslide, Sturgis said.

Students typically lose two to three months in reading achievement over the summer, according to the National Summer Learning Association.

Students who participate over the summer will receive a book at the end of every week that they are in the program, in an effort to encourage students to continue reading at home, Sturgis said.

“Many students don’t have access to books at home,” he said. “And even if they did, they can’t learn to read well on their own. That’s why basic, foundational skills need to be taught first.”

To reach Memphis’s 90-percent on-track goal by 2025, 500 more third-graders will need to read at grade level every year. Sturgis is confident that goal is attainable.

“It’s easy for a lone teacher to feel overwhelmed at this vast need,” he said. “We can move the needle slowly and progressively if we mobilize the entire community. Because without literacy skills, students are going to get left behind for a lifetime.”

Editor’s note: The third graph has been updated to include the number of Memphis children participating in the program.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”


Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”


Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”


Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”


Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”


Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.