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Bambrick-Santoyo, P. (2012). Leverage leadership - A practical guide to building exceptional schools. San Francisco: Jossey-Bass.

Danielson, C. (2002). Enhancing student achievement; A framework for school improvement. Alexandria: ASCD.

National School Climate Center. (2017). The 13 dimensions of school climate measured by the CSCI. Retrieved from schoolclimate.org: https://www.schoolclimate.org/themes/schoolclimate/assets/pdf/measuring-school-climate-csci/CSCIDimensionChart-2017.pdf

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QUANTIFIABLE ASPECTS AND METHODS USED TO QUANTIFY THE IMPACT OF POWER HOUR

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QUANTIFIABLE ASPECTS AND METHODS USED TO QUANTIFY THE IMPACT OF POWER HOUR

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Power Hour is an exaggerated mini-version of a regular school day. Students are held to the same expectations during Power Hour as during the day. Instructional practices, while appearing to be more relaxed and unstructured, are delivered in a manner that can be used to collect data on student performance.  All aspects of the 13 Dimensions are used to quantify the positive aspect of Power Hour.  The number of teachers willing to volunteer for the program, the teachers willing to be on stand-by, student participation in the program that is a direct result of family engagement and in the end the test scores of students who have attended Power Hour are all able to be measured.  These areas can be measured by comparing the numbers of participants in all areas over the past three to five years, along with test scores of students over the same time frame to look for changes.

In conclusion, the Power Hour Program that is offered during the Fall and Spring semesters is a comprehensive program that can be used to measure all 13 dimensions of school climate as well as the instructional and cultural levers that promote student growth and achievement. Looking at the quantitative data gathered each year on student and staff participation numbers, along with student scores on benchmarks and SOL scores gives the school administrators a good indication of how the program is working to promote a more positive school climate as well as improve student outcomes.

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Administration communicates clear expectations for teachers who volunteer to teach for the program and they provide a teacher leader to help with administrative duties while students are participating.  There is no shortage of available teachers in all subject areas to administer the program.  There are also teachers willing to be on stand-by to fill in if a teacher is unable to stay on a given day. Instructional levers of instructional planning and professional development are evident in this dimension as teachers are given Professional Development opportunities through their PLC (professional learning community) meetings to develop instruction that is geared specifically for this program (Bambrick-Santoyo, 2012).

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The same school rule about no cell phone use is still in effect during Power Hour in order to protect students from any form of social media abuse occurring during their time on campus.

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Power Hour is a School-Wide initiative put in place for student remediation prior to SOL testing.  These students may be first-time test takers, or they may be re-taking the test due to failure on a previous administration of the SOL test.  The program is for all students from 9th grade to 12th grade.  It will be offered four days a week for five weeks.  Monday and Wednesday will be Science and Math days, and Tuesday and Thursday will be English and Social Studies days.  Students are provided a snack and will stay after school.  Snack will last from 3:45 until 4:00 and instructional time will be for one hour.  The Program is administered and managed by a teacher leader who is present during all sessions.  This leader is responsible for coordinating the teachers, students, transportation, food service and payroll for the program.  This demonstrates the appropriate cultural lever of managing school leadership teams (Bambrick-Santoyo, 2012) .  Power Hour is an effective measurable tool that can be used to assess School Climate using the 13 Dimensions of School Climate from the National School Climate Center (National School Climate Center, 2017).

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MEASURABLE DIMENSIONS OF THIS INITIATIVE and DIMENSIONS IMPACTED 

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MEASURABLE DIMENSIONS OF THIS INITIATIVE and DIMENSIONS IMPACTED 

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Safety; Teaching and Learning; Interpersonal Relationships; Institutional Environment; Social Media and Staff Only

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Support for Learning and Social and Civic Learning are evident in the effort that the teachers exhibit by incorporating engaging activities and materials for students during the instruction given during the program.  Teachers implement the same Civic Learning as during the school day with students being encouraged to exhibit critical thinking skills and appropriate behaviors.  Data-driven instruction is used during Power Hour as an instructional lever.  Students who were not successful on previous SOL test administrations are given targeted instructional strategies for the questions they missed in specific Strands and on specific Objectives to help improve their scores.  Students who have not previously tested are given instruction based on their performance on released test items, student growth assessments and common assessments.  The data used is not only cross-sectional, but longitudinal in that it is used to compare student achievement from this year's group to last year's group, but also looking at scores for individual students from one test administration to another to look for growth (Danielson, 2002).

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Respect for Diversity, along with Social Support for Students and Adults with the program being accessible to all students regardless of their learning abilities and other areas of diversity.  Social Support for Adults is evident with the collaborative efforts of the teachers who teach the students during the day, and those who stay after and teach students who may not be in their class during the day.  Social Support for Students is evident when seeing students staying after with their friend groups in order to have a buddy during the program. The student and staff cultural lever is strong within this program as many of the same students attend during both the Fall and Spring session, and from year to year (Bambrick-Santoyo, 2012). Teachers are quick to volunteer and many students ask to stay even if they have not been assessed as at-risk or in need of remediation services.

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School Connectedness-Engagement and Physical Surroundings are apparent with the number of parents who make arrangements for their children to be picked up at school or at the common drop-off site in order for them to participate. Family support of this program is critical for it to be successful (Danielson, 2002). The Physical Surroundings are as clean as they are during the regular school day and students have access to all areas necessary while they are in the building.

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In the area of Safety, Power Hour addresses Rules and Norms, Physical Security and Social-Emotional Security by offering students a safe environment where school rules apply even after school hours, the school building is still secured from intruders and no student is excluded from accessing the remediation program. The number of students participating is a good measure of how comfortable the students feel staying after school to work on specific skills in specific subject areas.