Sometimes, there just aren’t enough hours in the day.

According to a Falls Elementary teacher, that holds true for some students struggling academically.

Lisa West, who teaches third grade at the elementary school, also coordinates a program, Targeted Services, a state-funded, after school and summer program that offers additional learning opportunities to qualifying students in kindergarten through sixth grade.

“Students are invited if they would benefit from the program and are able to be independent, safe, and successful within the program,” West said. “Targeted Services programs are purposefully designed to build academic skills, as well as to help students develop better organizational, social, and emotional skills.”

After the final bell rings during the school day, three days per week, Targeted Services students take a break, enjoy a snack and jump into another hour of learning and skill building.

In the summer, West said the program runs three mornings per week for two weeks out of each month.

“Our summer program is designed to help students keep up with skills already learned and avoid the summer plunge,” she said. “We also incorporate science and enjoy the outdoors more in the summer, while creatively incorporating reading and math activities.”

How it works

The free-of-charge program began in January 2011 and has grown from 25 to 65 students. The program employs three master’s level elementary teachers and three experienced paraprofessionals. Additional staff is added as needed to keep groups small, West said.

“The goal in starting the program was to provide attention and focus to students who may be struggling or even are in need of a bit of extra attention and support to grow as learners and make positive progress academically,” she said. “Extra time, attention and focus can make a big difference.”

Students who fit the criteria for the program are analyzed based on math and reading test scores to determine in what specific areas they may need support.

West added program educators also visit with other teachers to gather more information about the student and get a well-rounded idea of the needs of each child.

“The teachers know each child so well and we work together to determine needs,” she said. “Students who demonstrate need based on this assessment are invited to participate. However, they also must be students who demonstrate respect and responsibility on a daily basis, as good behavior is essential to creating a positive climate for learning.”

Successful program

West said working in small groups is key to the program’s success.

“Teachers pull small groups of students to work on math and reading skills while other students work on educational software specifically chosen for students to enrich skills in math and reading,” she said.

In addition, paraprofessionals meet with students individually to review sight words and/or math facts while keeping records to indicate progress. The variety of learning activities, West noted, keeps kids interested and engaged, yet focused on academic goals.

Support and goals

West said the program may feel like a club for some students who reach out to each other for friendship, encouragement and support. “They feel welcome, valued and cared about, which in turn increases the desire to grow as a learner,” she said.

She said the importance of the program stems from its support for individual progress towards goals of moving forward.

“I believe that society’s belief that all children should be in the same place at the same time academically, is flawed,” West said. “While it is important to have goals, benchmarks and expectations, it is just as important is to have an understanding that we may learn and process information in different ways and at different rates... Rather than always focusing on tests and achievement as a measure of a child, I believe we should focus on growing and moving forward toward certain goals, without labeling children as failures if they are not all the same.”