Beveridge Elementary fifth-graders sat in small groups on a recent day, listening to teacher Shontel Miller talk about a fictional dog named Boots.
Miller told them Boots could do a variety of tricks, and she spoke expressively to students about the dog.
Then the drill began.
“I’m looking for the main idea of the paragraph,” she said. “Discuss it with your neighbor.”
The story about Boots is similar to many questions that will show up on the state’s ISTEP exam in March. It will be an important month for Beveridge, as the school faces state sanctions because of six straight F grades.
The Gary Community School Corp., led by a state-appointed emergency manager, has started an extended day program to reinforce English and math skills at Beveridge and Marquette Elementary, which posted five straight years of F’s.
It’s part of several initiatives that emergency manager Peggy Hinckley, of Gary Schools Recovery, hopes will change the academic landscape of the district.
The extended day program is offered to students in grades 3 to 5, and they stay after school from 1:40 to 4:40 p.m. three days a week until March.
They are taught by tutors who are paid out of the district’s federal Title 1 funds.
While the program is just beginning, officials say attendance is below expectations, but they are increasing their outreach to parents. About 200 children are taking part so far, said Amy Marsh, assistant chief of staff to Hinckley. Any student is eligible, regardless of academic status.
Parents of children who are close to passing are receiving personal phone calls, Marsh said. Parents in both Beveridge and Marquette also have received robocalls.
Beveridge Principal Cheryl Ramsey and Marquette Principal Angela Johnson came up with the extended day plan to improve their students’ performance in math and English. Ramsey said teachers are using the Pivot assessment platform — which is aligned with state standards — to track student achievement and pinpoint their weaknesses.
“It’s new so you’ll have your hiccups, but it’s a good concept with small groups and targeted skills,” said Miller, an 18-year teacher.
The kids spend one hour on reading and one hour on math. In between, they receive a snack in the cafeteria.
“The biggest obstacle is getting them to stay here for the tutoring,” said Victoria Hannah, a third-grade teacher.
The teachers say they’re already seeing dividends as students who are receiving the extra tutoring are stepping up to assist other students during the regular day.
In a presentation to the State Board of Education last month, Hinckley blamed outdated instructional resources and inadequate development of teachers. She said data wasn’t being used to guide instruction and that led to ineffective teaching.
Also, Gary elementary students, on average, have a shorter day than most schools in Northwest Indiana. Hinckley said the time limitations, combined with teacher and student absences, have hindered academic progress.
Keeping students in school longer and tailoring instruction to their needs should make a difference, officials hope.
Carole Carlson is a freelance reporter for the Post-Tribune.
