Washington, DC Public Schools host Summer Acceleration Academies that are designed to serve a select group of students at each school (approximately 10 to 35 percent) who require more focused support that provide both social emotional development and academic acceleration ahead of next school year.
Review this report by Zearn, especially the case study on pages 8-10 describing remediation versus acceleration.
The Wallace Foundation’s Summer Learning Toolkit includes the Planning High-Quality Professional Development tip sheet, which offers guidance on maximizing professional development time and resources.
Start this presentation at approximately 14 minutes and follow along on slides 19-23 as RAND’s Jennifer McCombs describes barriers to teacher recruitment, mitigation strategies, and how to retain high-impact staff.
Visit Turnaround for Children’s Culturally Affirming and Sustaining Practices sub-page and download the Curriculum Audit, which helps educators consider the extent to which curricula and related materials are culturally responsive. The audit includes reflection questions related to cultural knowledge, representation, skills development, and co-creation of learning experiences.
Review the Introduction to Learning Policy Institute’s Summer Learning and Beyond report, which introduces six design principles for promoting equity in summer learning programs. Dive deeper into any of the six principles for an overview, key ideas and practices arising from the principle, and additional resources. Or, see page 16 for a case study detailing how a district in California is putting the principles into action.
Check out this article from PanoramaEd.com about how to integrate SEL and academic content into summer learning programs. Suggestions include promoting student voice and choice – for instance, by seeking student input on learning goals or prioritizing project-based learning – as well as using trauma-informed instructional techniques and incorporating SEL objectives for class units.
Download the Wallace Foundation’s Promoting Participation and Experience tip sheet, which offers suggestions on page 5 for planning, staff training, and observation and feedback designed to create a positive site climate.
The National School Climate Center has a checklist of 14 indicators that they assess to determine how a school or district is promoting positive community interactions, respect for diversity, and student safety and physical and mental health. Compare summer learning plans against the checklist and identify opportunities to develop norms and practices for student and community wellbeing.
Rand’s second edition Getting to Work on Summer Learning provides recommendations for district leaders and their partners who are interested in launching or improving summer learning programs. Key suggestions outlined on page ix include: Commit in the fall to a summer program and begin planning and recruiting instructors by January. Select a director with the requisite time and authority to lead planning. …