Stakeholder Analysis Table
Clarity, Capacity, Community, and Continuous Improvement | page 77 77
Appendix B Logic Model
Clarity, Capacity, Community, and Continuous Improvement | page 78 78
Appendix C
Interview Protocols
School Leader Interview Protocol
Consent for Qualitative Interviewing - Read aloud prior to interviewing
The purpose of this study is to learn about summer programming in Clay County Public Schools. CCPS has requested that we assist in developing greater understanding of school-based implementation of summer programming and assess the impact of
programming on student readiness and performance. We do not anticipate any risks to you participating in this interview. There are no benefits to you directly; however, your responses could help CCPS know more about the functioning of summer programming.
Your participation is voluntary.
Do you agree to participate in this interview?
Do you consent to this interview being recorded?
Demographic info:
Current role:
Years in current role:
Years associated with summer programming:
Other prior roles:
Total years in education:
Purposes
1. How would you define the goals of your particular summer programming? What contributed to that determination?
2. Do you think your summer programming has accomplished that goal or level of success? How so or why not?
3. Do you find the summer program to be worthwhile? Elaborate.
Practices
4. How are students referred to your summer program? Who makes these decisions?
5. How would you define overall attendance? Consistent/stable or inconsistent/here and there?
6. What are some barriers to students attending or participating in the program?
7. What is the length of your summer program?
8. What is the breakdown of each day in your summer program?
Clarity, Capacity, Community, and Continuous Improvement | page 79 79
9. What is the staffing structure (administrative and teacher) of your summer program?
10. How much money do you have to operate your summer program?
11. What curricula, instructional resources, etc. do you provide teachers to facilitate learning?
12. How involved are you in the day-to-day operations of the summer program?
Products
13. What changes do you wish would be made to the programming?
14. Are there impacts of the summer programming that are not explicit in the goals/objectives?
15. What impacts (if any) would you choose to measure in an ideal summer programming experience?
Clarity, Capacity, Community, and Continuous Improvement | page 80 80
Teacher Interview Protocol
Consent for Qualitative Interviewing - Read aloud prior to interviewing
The purpose of this study is to learn about summer programming in Clay County Public Schools. CCPS has requested that we assist in developing greater understanding of school-based implementation of summer programming and assess the impact of
programming on student readiness and performance. We do not anticipate any risks to you participating in this interview. There are no benefits to you directly; however, your responses could help CCPS know more about the functioning of summer programming.
Your participation is voluntary.
Do you agree to participate in this interview?
Do you consent to this interview being recorded?
Demographic info:
Current role:
Years in current role:
Years associated with summer programming:
Other prior roles:
Total years in education:
Purposes
1. Why did you decide to teach in the program?
2. What did you understand the goal(s) of summer programming to be?
3. What contributed to that determination?
4. Do you think summer programming accomplished that goal(s)? How so or why not?
Practices
5. Are you aware of the way students were assigned to, mandated to attend, or offered summer programming? Did you participate in any of these methods?
6. What requirements did students/families have to abide by to participate?
7. How would you define overall attendance? Consistent/stable or inconsistent/here and there?
8. Walk us through a typical day of the summer program from the teacher perspective.
9. Walk us through a typical day of the summer program from the student perspective.
10. How much power/control did you have over curriculum/content and day-to-day classroom operations?
Clarity, Capacity, Community, and Continuous Improvement | page 81 81
11. What curriculum was used to facilitate the summer programming? Was the focus solely on ELA and math?
12. How were daily lessons/plans created? Were they geared towards a larger group or focused on individual students?
13. What feedback was provided to students and families throughout the program?
14. How engaged did you find students to be in the summer programming?
15. What role did parents play in students’ participation in the summer program?
16. Were students required to do anything outside of the program’s hours (e.g., homework, enrichment, projects, etc.)?
Products
17. Did it feel like a summer camp, summer school, or something in between?
18. What were the major benefits you saw from students attending summer programming - academic or otherwise?
19. Were there any pre- or post-assessments given surrounding the summer programming?
20. Were there any non-academic benefits you noticed or outcomes that were focused on?
21. What do you feel best exhibits the growth a student made during the program?
22. Did you notice the impact of summer programming in attending students in the next school year? If so, how and when?
23. If the summer programming were eliminated, what impact do you think this would have on students who otherwise would attend?
24. Did you find the summer program to be worthwhile? Elaborate.
Clarity, Capacity, Community, and Continuous Improvement | page 82 82
District Leader Interview Protocol
Consent for Qualitative Interviewing - Read aloud prior to interviewing
The purpose of this study is to learn about summer programming in Clay County Public Schools. CCPS has requested that we assist in developing greater understanding of school-based implementation of summer programming and assess the impact of
programming on student readiness and performance. We do not anticipate any risks to you participating in this interview. There are no benefits to you directly; however, your responses could help CCPS know more about the functioning of summer programming.
Your participation is voluntary.
Do you agree to participate in this interview?
Do you consent to this interview being recorded?
Demographic info:
Current role:
Years in current role:
Years associated with summer programming:
Other prior roles:
Total years in education:
Context
1. Describe any relationship you have to summer programming and/or what elements of it feel most relevant to your own role.
a. Are you involved in day-to-day operations?
b. Are you involved in the planning experience?
c. Do you consult on summer programming from the advocacy perspective of your role?
Purposes
2. What do you understand to be the goals of summer programming? What contributed to that understanding?
3. Are these goals communicated to the schools? If so, how and to whom?
4. Do you think summer programming has accomplished that/those goal(s)? How so or why not (to what level of success)?
5. Do you find the summer programming to be worthwhile? Elaborate (and offer insights regarding particular subpopulations if applicable).
6. Are there impacts of the summer programming that are not explicit in the goals/objectives?
Clarity, Capacity, Community, and Continuous Improvement | page 83 83
7. What impacts (if any) would you choose to measure in an ideal summer programming experience?
Practices
8. Describe the role of the district/central office in planning and executing summer programming.
9. What curricula, instructional resources, etc. do you provide to schools to facilitate learning in summer programming?
10. What other capacity-building resources do you provide to schools to assist with summer programming?
Products
11. Within your central office experience, how do you see summer programming reviewed or evaluated?
12. How does the district determine what changes to the summer programming should occur and when? What drives this decision-making (e.g., stakeholder input, state law, data, etc.)?
13. Are you aware of any changes to summer programming that were slated to be made prior to COVID? Will these changes be made upon return to a normal setting?
14. Are there other changes that are currently being considered? Are you advocating for any changes in particular?
15. What aspects of summer programming should be owned by the district and what should be owned by individual schools, and why?
16. What additional considerations would you advise in regard to our research on summer programming?
Clarity, Capacity, Community, and Continuous Improvement | page 84 84
Appendix D
Qualitative Analysis/Coding Example Matrix
Clarity, Capacity, Community, and Continuous Improvement | page 85 85
Appendix E
Loss Mitigation Analysis Tables
Clarity, Capacity, Community, and Continuous Improvement | page 86 86
Appendix F
Attendance Numbers and Racial Demographics of Attendees by Year for 7th and 8th Grade Remediation-Based Summer Programming
Clarity, Capacity, Community, and Continuous Improvement | page 87 87
Appendix G
Assessment Data Availability and Results by School and Assessment Type STAR Assessment