ACADEMIC ENRICHMENT: Building Educated Leaders for Life (BELL) – Boston, New York City, Washington, DC.  (www.bellnational.org and

www.bellboston.org)

BELL AfterSchool and BELL Summer

 

BELL is an academic enrichment program with a mission to supplement the education of underperforming elementary school children (grades K-8) who live in low-income, under-resourced communities. By reaching children after school hours, supporting their parents, and providing meaningful work experience for young adults, BELL offers support, direction, and inspiration for tomorrow’s leaders. This program is led by certified teachers and highly trained college and graduate students.

 

BELL follows a measurable, results-oriented approach aimed at three basic goals:

 

1.      increased scholars’ knowledge and skills in reading, writing and mathematics,

 

2.      increased parental involvement in children’s education, and

 

3.      support of effective mentoring relationships for scholars.

 

BELL was founded in 1992 by a group of African-American students at Harvard Law School, led by Andrew L. Carter and Earl Martin Phalen, in response to the appeals of several parents from surrounding low-income communities. These parents, concerned about quality of their children’s education, were seeking assistance to find an accessible, affordable after-school program that offered their children more than a place to do homework.

 

The Harvard Law students met regularly with parents for six months and developed a tutoring and mentoring program for elementary school children (or as we call them, scholars) that featured rigorous academic support, positive adult role models, self-esteem enhancement, a rich variety of educational and cultural activities, and the cooperation of skilled educators, classroom teachers, and parents.

 

 

OVERVIEW

 

Today, BELL had grown from serving 1,500 to 4,000 scholars a year in Boston, New York City, Washington DC, and Maryland with plans to serve 10,000 scholars in 10 cities by 2006-07.

 

The high quality and success of BELL’s programs were recognized by former President Bill Clinton, who awarded BELL the 1997 President’s Service Award, selecting it as one of 16 organization from a national pool of 3,600 nominees. BELL’s goal is to become one of the nation’s most effective academic enrichment programs for children in low-income, under-resourced communities.

 

PROGRAM GOALS and METHODS

 

Improved Academic Performance; Mastery of reading, writing, & math skills. Scholars are instructed in literacy and math everyday.  Scholars engage in independent reading and journal writing daily, and engage in interactive read aloud as indicated in the Voices of Love and Freedom (VLF) Curriculum.  Scholars follow the six-step (connect, read, discuss, practice, express, participate) VLF literacy process for each book during one week.  Tutors utilize visual aids and graphic organizers to appeal to different learning styles.  Tutors utilize manipulatives, divergent questions, and visual aids in math instruction to activate scholars’ prior knowledge and critical thinking skills. Scholars use relevant games to support their mastery of skills.  Instructional groups are no larger than 5 per 1 tutor.  45 to 60 minutes are provided for scholars to begin their homework.

 

Site staff are recruited based on their belief in and commitment to the goal of scholars becoming high achievers and leaders within their communities. Tutors, Site Managers (SMs) and Educational Advisors (EAs) are trained to support the program objectives.  SMs and EAs at each site observe tutoring clusters and provide on-going feedback and coaching in order to develop tutors’ instructional skills.

 

 

Typical Afternoon Schedule (from 3 to 5:30 pm)

 

Snack and Community Time: for relationship building

Literacy Activities: journaling, independent and guided reading

Homework and Math:  individualized help with regular school assignments

Enrichment Activities:  end afternoon with educational games and team-building activities

 

 

Improved Self-Concept Among Scholars. EAs and Tutors use diagnostic tests, and teacher and parent input to create goals for each scholar.  Scholars start at a place in the curriculum that will ensure early success.  Tutors carefully select literacy and math products and samples weekly for a portfolio collection.  Scholars are assessed bi-weekly using curriculum assessments and bi-annually using Progress Reports to monitor literacy, math, and social progress.  EAs and SMs revise goals periodically.  Tutors are supported by the EA to be purposeful in instructing scholars according toward their goals.  Tutors provide one-on-one as needed, while other scholars work independently. 

 

Every cluster has at least one tutor/mentor that has committed to 1 academic year (at least 6 months) and work 3-5 days/week.  Guest speakers (or other presentations) that demonstrate positive adulthood, exposure to career options, and/or inspire scholars to be their best.  Scholars work with mentors to create purposeful projects on Mentor Fridays.  Community Service options are discussed and weekly reflections also take place on Fridays.  Field Trips expose scholars and families to world experiences beyond their neighborhoods.  Scholars are exposed to literature with multicultural characters and authors.

 

 

Increased Engagement as Positive Members/Leaders in the Community; Appreciation for serving others. Each site spends 20 minutes in the following routine: a greeting, an activity, sharing, and news & announcements.  All staff and scholars are engaged in the Community Time activity.  Scholars follow the themes (identity awareness, perspective taking, conflict resolution, exploring the world around us, social awareness, democracy) of the VLF character development curriculum.  Site staff plan, organize, and execute two purposeful community projects during the year that engages all scholars.  Scholars reflect on the experience in journals or in discussions.

 

Scholars and tutors participate in creating rules and understand their importance (child-centered).  Staff implements a site-wide behavior management system that provides rewards and logical consequences.  Parents are involved in the behavior management system at the site.  Working environment is appropriate in noise level and student engagement.  Scholars are on-task during program activities.

 

 

Scholars Become Independent, Self-Directed Learners. Students are targeted for below grade-level performance in school and for lack of/inadequate services provided in school.  Site Managers are present at schools during school hours at least 3 days per week.  SMs define BELL AfterSchool partnership with the principal prior to the start of the program.  SMs meet both formally and informally with teachers to share and solicit assessment information with scholars’ teachers, and obtain instructional plans for scholars.  SMs observe scholars in their classrooms.  BELL AfterSchool lessons are coordinated with school-day lessons where possible. Homework completion is left as a parent activity.  Scholars’ work and progress are showcased during Parent Night.  Two city-wide celebrations occur for parent participation.  Parent Advisory Board meetings are scheduled at least twice per year.  At least 2 workshops for parents are provided.

 

PROGRAM SUCCESS

 

·        100% of scholars at the “Failing” level moved up and out of that level, and

 

·        52% of scholars at the “Needs Improvement” level moved up and out of that level to proficiency or mastery. 

 

·        By the end of the program, more scholars were proficient in reading than at the beginning of the program, and

Scholars also significantly improved in school:

 

·        In the basic skill areas (reading, writing, & math), scholars’ grades improved from D’s to B’s.

Compared to students nationally,

 

·        The average change in Normal Curve Equivalent (NCE) scores was 7.1 units. Compared to the expected average change for children of zero, these gains are substantively meaningful and statistically significant,

 

90% of parents noted improvement in their child’s academic skills.

 

·        Scholars reported statistically significant improvement in self-esteem, and

 

·        When asked how far in school they would go, and if they could go as far as they wanted, 93% of scholars reported high aspirations for educational attainment (i.e., college & beyond).

·        Changes in scholars’ social behavior ratings indicate growth in peer relations and self-management skills; and

·        Nearly a quarter of scholars were at a higher social functioning level than at the beginning of the program.

 

QUESTIONS FOR REFLECTION AND DISCUSSION

 

 

1.      What strengths and weaknesses do you see or sense in this program?

 

2.      What additional questions would you like to raise about it. How could you find out more about BELL?

 

3.      What is the philosophy behind enrichment? Why is it needed? How much should a community or institution invest in such programs?

4.      What can you learn from this model , and how could you use it in your situation?

 

IMPLICATIONS

All too often, programs are built from a level of “perceived” need. BELL is built from true need. It is an inexpensive, structured, and safe program that provides a haven for elementary scholars that would normally be home alone.

 

Twyler Bibbins, c. CYS