Principal - Mott Supplement - January/February 2018 - 14

"They replace an empty house they'd go home
to; they replace an empty stomach because
we provide a snack or a meal. They're getting
great interaction that's led by a good adult
role model. They're given the ability to form
relationships. What's the alternative to not
having that?"

-Daisy Dyer-Duerr, consultant and former principal

use small group instruction to address
standards-based skill deficiencies. "We try
to close the gap by precision instruction of
small groups of kids getting special attention for one key piece of their education,"
Haynal explains.
For many of Haynal's students, the
after-school program is an opportunity
to receive Tier 2 instruction as part
of Response to Intervention (RTI).
Students get 30 minutes each of math and
technology and of language learning per
day, says Haynal. That way, there is less
interference with their core work during
the school day, he adds.
In addition, there are other after-school
opportunities focused on STEM initiatives,
such as rocketry, robotics, and electronics.
Haynal recently wrote a grant for a
program to teach students how to learn to
fly and take pictures using a drone powered
by an iPad or laptop, he says.

14

Principal * Special Supplement * 2018

Meeting Basic Needs

Because children can't learn if they're not
well, Haynal has partnered with local
businesses to provide mobile health care
units offering dentistry, eye care, and
medical care for his students and families.
"If you have pain, you're not coming to
school," he says. "So, those units are always
on campus all year long and during the
summer to support the good health of our
kids," he says.
Duerr emphasizes that these programs
provide students with experiences they never
had and fill basic needs that are particular
to children living in poverty. "They replace
an empty house they'd go home to; they
replace an empty stomach because we
provide a snack or a meal. They're getting
great interaction that's led by a good adult
role model. They're given the ability to form
relationships. What's the alternative to not
having that?" she says.

Community Support Is Key

Duerr knew from the surveys her parents
and community members filled out for
the grant application that everybody was
on board to institute the after-school and
summer programs. She emphasizes that
community involvement is essential.
From deciding which weeks in the
summer to offer a program to advertising
and recruiting volunteers, "everyone will
need to do the hard work," she says.
"It was something the community was
really behind," she says. "The parents, the
local sawmill, post office, snack shack,
grocery store-everybody was on board
with it. If we gave out a burger meal for the
Outstanding Super Saint of the week, they
would provide that," she says.
For Haynal's program as well, business relationships are invaluable. Telus
Communications and Wynn Casinos provide food for the students and volunteers
to read to students during the after-school
and summer programs. "They give us large
amounts of money to support the climate
and culture we're building," says Haynal.

Leveling the Playing Field

When she instituted the summer and
after-school programs at Saint Paul,
Duerr says, she saw the impact it had on
her students almost immediately. They
looked forward to coming to school and



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
http://www.nxtbook.com/ygsreprints/NAESP/principal_20190506
http://www.nxtbook.com/ygsreprints/NAESP/principal_wallace_20190304
http://www.nxtbook.com/ygsreprints/NAESP/principal_20190304
http://www.nxtbook.com/ygsreprints/NAESP/principal_20190102
http://www.nxtbook.com/ygsreprints/NAESP/principal_20181112
http://www.nxtbook.com/ygsreprints/NAESP/principal_supplement_20181112
http://www.nxtbook.com/ygsreprints/NAESP/principal_Crayolasup_20180910
http://www.nxtbook.com/ygsreprints/NAESP/principal_20180910
http://www.nxtbook.com/ygsreprints/NAESP/principal_wallacesupp_20180506
http://www.nxtbook.com/ygsreprints/NAESP/principal_20180506
http://www.nxtbook.com/ygsreprints/NAESP/principal_20180304
http://www.nxtbook.com/ygsreprints/NAESP/principal_mottsupp_20180102
http://www.nxtbook.com/ygsreprints/NAESP/principal_20180102
http://www.nxtbook.com/ygsreprints/NAESP/principal_20171112
http://www.nxtbook.com/ygsreprints/NAESP/principal_20170910
http://www.nxtbook.com/ygsreprints/NAESP/principal_crayolasupp_20170910
http://www.nxtbook.com/ygsreprints/NAESP/principal_20170708
http://www.nxtbook.com/nxtbooks/manifest/principal_20170304
http://www.nxtbook.com/nxtbooks/manifest/principal_20170102
http://www.nxtbook.com/nxtbooks/manifest/principal_20161112
http://www.nxtbook.com/nxtbooks/manifest/principal_crayolasupp_20160910
http://www.nxtbook.com/nxtbooks/manifest/principal_20160910
http://www.nxtbookMEDIA.com