Summer School: Lessons for the rest of the year?

Posted by Devin Vodicka on August 10, 2011

It is hard to believe that summer is almost over.  Like most districts in California, ours has been under intense fiscal pressure due to ongoing budget cuts.  This influence, coupled with increasing expectations for student achievement, led us to redesign our summer school options.  We now have an opportunity to reflect and evaluate the merits of our decisions.

The silver lining in the current financial crisis has been the relaxation of rules for programs like summer school.  In the past, our revenue would have been linked to the number of hours of attendance for students that qualified for varying rates of reimbursement.  Now that the supplemental hourly programs such as summer school are flexible, we asked ourselves what the needs of our students were and how we could best use existing resources to address those areas.  As a result, we decided to offer a distance learning program for students in need of credit recovery at the high school level and an English Learner academy for all grades.   Thanks to recent funding from the Education Technology K-12 Voucher Program, we had some iPads and iPod touch devices that we decided to deploy as part of our EL academy.

How did it work?

Our district sits on the edge of the Pacific Ocean about 35 miles north of San Diego.  I mention this because the first thing we noticed was that attendance, which usually drops off during the summer, held steady in spite of the lure of our coastal diversions.  Student engagement, which typically is not at its peak during summer interventions, was remarkably different than in the past.  Teacher enthusiasm—also subject to variation during the summer—was off the charts in a positive direction.  Grades and local assessments also showed higher levels of success than we previously have seen in the summer.

Here are a few recommendations based on this experience:

  • Take advantage of the existing options to be creative with program design.
  • As always, consider multiple funding streams to support your plans.  We used Voucher funding for the hardware, Title III dollars for the EL academy instruction, and some Tier III revenues to provide for distance learning resources.  Much of the planning was supported by a one-time, ARRA Technology grant.
  • Remember that many technology resources—hardware and software—are unused during summer.  For us, having the iPads sit in storage would not have served our students.  The distance learning licenses we purchased earlier in the year were “annual” subscriptions that also were viable for use in the summer without any additional expenses.
  • Use student achievement data to guide your areas in need of attention.
  • Empower teachers and staff to best use the technology resources.  Our teachers discovered new and creative ways to motivate and instruct students that we would not have been able to anticipate had we provided too much of a script for their plans.

As educational leaders, my hope is that we find ways to turn our challenges into opportunities for improvement.  Strategic and novel deployment of existing technology resources is one strategy that will help us to best serve our students and communities.  If we can make it work during the summer, what is to stop us from doing the same throughout the year?

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How’s your RTI workin’ for you?

Posted by Sheila Grady on June 12, 2010

We’re helpers.  We’re on the lookout for problems and want to fix them.   We love the idea that we have many interventions to choose among and that applying the appropriate one at the right time can put a student on the path to strong literacy.  That’s what RTI’s all about, after all.

Unfortunately, knowing something’s wrong is the easy part.  Isolating and fixing the problem is a much bigger challenge, and the “guess and check” strategies of the past have often failed to meet it.

Today, the good news is that technology can help us in ways that we could only dream about a few years ago.  We have many research-based software programs available that have been designed to assess, coach online and suggest teacher-directed interventions before re-assessing and planning the next step.  Used as intended and given the time to do what they’re designed to do, these programs can yield excellent results.

One example that we use at Lupin Hill is the Imagination Station—or “istation.”  It’s user friendly and very effective for all of our elementary students.  You can watch a two-minute video about the product or read a short newspaper article about our school’s experience.

Click comments below to share what’s helping you with RTI at your site!