Principal - Mott Supplement - January/February 2018 - 13

program, dubbed Super Saints, to include
the following:
* Students stayed from 3:05 to
6:05 p.m., and buses took them
home afterward.
* Time was divided between homework
support and activity-based programs.
* With just 10 percent of students with
internet in their homes, high school
students could work on school computers to do homework and projects;
they also had access to college courses
through distance learning.
* Outside groups came to provide art,
dance, STEM, and other cooperative
workshops.
In addition, a four-week summer program was introduced. Students were bused
to school each morning and received a hot
lunch before going home in the afternoon.
Each of the four weeks presented a different unit that ended with a fun field trip
such as the Little Rock Zoo, says Duerr.
"It was really transformational for the
community," says Duerr. "It's something
they never would have done before-they
got to go places in the summertime. It
was a replacement for what other people
would think of as a vacation for these
kids," she adds.
During a fishing unit, a community
member who makes homemade lures

"We try to close the gap by precision instruction
of small groups of kids getting special
attention for one key piece of their education."

-John Haynal, principal

taught the children how to make their
own. Every child received a rod and reel
from the Game and Fish Commission.
There was a presentation on all-terrain
vehicle (ATV) safety. "We tried to engage
anybody that had knowledge in the
community," says Duerr.
In addition, the school could now provide
adult education courses at night, enabling
parents to learn basic computer skills or earn
their commercial driver's license.

Lose the Summer Slide

John Haynal is not a fan of summer break.
"Suburban kids get to go to the Grand
Canyon and have other national parks life
experiences we all wish we could have,"
says Haynal. "My kids sit on street corners
because their moms and dads work at
the casinos. There's gang activity around
us. We face a population that is not only
transient, they don't have access to a lot of
things they should have access to, like the
internet," he adds.
In addition, many of Haynal's students
are English-language learners. "Overcoming
language restrictions is key," he explains. "I
need them to return in the fall where we left
them in May, so we're not reteaching a prior
grade the first month."

Beginning the second week of June and
ending the first week of August, Monday
through Friday, two of Haynal's three
schools are open for four hours a day. In the
computer labs, two programs are offered:
Fast ForWord, which develops long-term
memory, and ST Math.
"I'm a big fan of differentiation through
technology," says Haynal.
Accelerated Reader is another online
program in which students participate
during the summer. It's a fun program where
students earn points as the level and rigor
increase. The books they read count toward
the school year. "They get a good start,"
Haynal says.
"In a four-hour period, we may have
as many as 120-130 students show," says
Haynal. "If kids don't show up, we call
them," he adds. "Any kid can come, but we
target those who are reading below grade
level," he says.
A nearby Boys & Girls Club provides
additional resources for Haynal's students
after they're done. His tutors will walk them
to the nearby facility, open until 7 p.m.

Narrowing the Gap

During the summer and in the afterschool program, Haynal and his team

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Table of Contents for the Digital Edition of Principal - Mott Supplement - January/February 2018

Principal - Mott Supplement - January/February 2018 - Cover1
Principal - Mott Supplement - January/February 2018 - Cover2
Principal - Mott Supplement - January/February 2018 - 1
Principal - Mott Supplement - January/February 2018 - 2
Principal - Mott Supplement - January/February 2018 - 3
Principal - Mott Supplement - January/February 2018 - 4
Principal - Mott Supplement - January/February 2018 - 5
Principal - Mott Supplement - January/February 2018 - 6
Principal - Mott Supplement - January/February 2018 - 7
Principal - Mott Supplement - January/February 2018 - 8
Principal - Mott Supplement - January/February 2018 - 9
Principal - Mott Supplement - January/February 2018 - 10
Principal - Mott Supplement - January/February 2018 - 11
Principal - Mott Supplement - January/February 2018 - 12
Principal - Mott Supplement - January/February 2018 - 13
Principal - Mott Supplement - January/February 2018 - 14
Principal - Mott Supplement - January/February 2018 - 15
Principal - Mott Supplement - January/February 2018 - 16
Principal - Mott Supplement - January/February 2018 - 17
Principal - Mott Supplement - January/February 2018 - 18
Principal - Mott Supplement - January/February 2018 - 19
Principal - Mott Supplement - January/February 2018 - 20
Principal - Mott Supplement - January/February 2018 - 21
Principal - Mott Supplement - January/February 2018 - 22
Principal - Mott Supplement - January/February 2018 - 23
Principal - Mott Supplement - January/February 2018 - 24
Principal - Mott Supplement - January/February 2018 - 25
Principal - Mott Supplement - January/February 2018 - 26
Principal - Mott Supplement - January/February 2018 - 27
Principal - Mott Supplement - January/February 2018 - 28
Principal - Mott Supplement - January/February 2018 - 29
Principal - Mott Supplement - January/February 2018 - 30
Principal - Mott Supplement - January/February 2018 - 31
Principal - Mott Supplement - January/February 2018 - 32
Principal - Mott Supplement - January/February 2018 - Cover3
Principal - Mott Supplement - January/February 2018 - Cover4
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