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NC SUMMERLEARNING GUIDENorth Carolina'sSummer LearningStorySPRING 2024
T A B L E O F C O N T E N T SI. THE NORTH CAROLINA LEARNINGSTORYIntroductionSummer Learning in North CarolinaSummer Bridge ProgramsSummer Career Accelerator ProgramsSummer Extension Programs1356791415161720212625 2728323435II. NC SUMMER PROGRAMS BY THENUMBERSSummer Program DescriptivesImpact of Summer ProgramsAttendance OutcomesAcademic OutcomesNon Academic Learning OutcomesIII. RESEARCH ON SUMMER LEARNINGIN NCResearch ThemesImplications for Policy & Promising PracticesOngoing Research on Summer LearningIV. RESOURCES TO SUPPORT SUMMERPROGRAMSSummer Learning Design PrinciplesPromising Practices in Our SchoolsSummer Learning Toolkits & ResourcesAdditional ResourcesReferences2 0 2 4 N C S U M M E R L E A R N I N G G U I D E
Throughout the United States, most school districts offer summer programming only to studentswho are at risk of grade retention, but few offer programs to a broad population of students to curbthe “summer learning loss" and boost academic performance (Schwartz et al., 2018). Prior to thepandemic, many districts in North Carolina followed this trend with the majority of no-cost summerprogramming being offered to students at risk of retention or who had failed End-of-Grade or End-of-Course tests. Legislatively mandated Read to Achieve (RtA) summer reading camps began during the summer of 2014 for students who did not demonstratereading proficiency at the end of 3rd grade. Prior to the pandemic, these were the only summer programs mandated and partiallyfunded by the North Carolina Department of Public Instruction (NCDPI). Then, in 2021, the NC General Assemblypassed House Bill 82 which required PSUsto offer school extension and learningrecovery programs for NC public schoolstudents that included 150 hours or 30days of in-person instructionalprogramming to address learning loss andother negative impacts studentsexperienced as a result of the Covid-19pandemic. While NCDPI did not providefunding for these programs, the Office ofLearning Recovery and Acceleration (OLR)provided support and resources to assistPSUs in implementing these programs. 3
Since these SEA-supported summer programs began, approximately 172,886 students haveattended. Based on short-term outcomes, these programs have played a part in school re-engagement and academic recovery for participating students. The OLR is committed to continueexamining the impact of these summer programs through its partnership with a variety ofuniversity research partners, site visits, and data analysis from program data submissions. We willcontinue to share information about summer programming with PSUs and other stakeholders sothat districts, schools, nonprofits, and other partners can continue to offer effective and evidence-based summer programming that addresses the unique needs of North Carolina students andteachers. Following summer 2021, the NCDPI designated a portion of its SEA reserve from ESSER II andESSER III funds to fund high-quality, evidence-based summer learning and enrichment programs toaddress the academic impact of lost instructional time as a result of the pandemic and to respond tothe educational, social, emotional, and mental health needs of students in grades K-12. Funding forthese programs was largely based on the average daily membership (ADM) of the previous school year, and all PSUs were eligible to receivefunding for these programs so long as they completed the required application, budget,and plan. The Summer Career Accelerator programsprovided for high-quality, evidence-basedlearning and workforce-alignedprogramming. PSUs who received thesefunds had a great deal of flexibility inimplementing these programs; however,they were required to align their programswith local or regional business needs withmeasurable outcomes such as CTE or othercredentials, employability skills, work-based learning, internships, or careerdevelopment plans. The funding for theseprograms became available during thesummer of 2022 and will continue throughthe summer of 2024. 4
Summer Learning in North Carolina Overview: This grant program (PRC 176) funded high-quality, evidence-based learning and enrichment programs in the summer to address theacademic impact of lost instructional time and respond to the academic,social, emotional, and mental health needs of students. This program wasdesigned for students deemed “at-risk” or those the PSU hasdemonstrated to have been disproportionately impacted by the COVID-19pandemic.Funding Source: ESSER IIFunding Amount: 36 million dollars Legal Reference: SL 2021-180 Section 7.27(a)(4)Summer Bridge Aligned ExemplarsSummer Bridge Program (PRC 176)Watauga County Schools’ Summer Leadership CampRising 6th and 9th graders, Leadership and CareerFocusWayne County Public Schools Kindergarten JumpstartProgramRising Kindergarteners, School Readiness FocusWilson County Schools’ Summer Bridge ProgramMiddle Grades, PBL Focus5An overview of summer program funding provided by the NCDPI in response to the COVID-19Pandemic. Brunswick County Schools‘ Summer Bridge ProgramMiddle Grades, STEM-focusedChatham County Schools‘ Multilingual EnrichmentProgramMultilingual Learners, Academic Vocabulary andEnrichment FocusRockingham County Schools Summer Bridge ProgramsElementary Students, Agriculture and AIG FocusUnion Academy Summer Bridge ProgramMiddle and High School, Agricultural and CareerFocus Check out more Promising Practices by clicking the iconCheck out more Promising Practices by clicking the icon
Johnston County Schools’ Leaders at Work CampHigh School, Leadership & External PartnershipPerquimans School District’s Career AcceleratorProgram 11th Graders, Pre-Apprenticeship Preparation &Job Readiness Piedmont-Triad Education Consortium CampsHigh School, Certification Opportunity & Multi-district Coordination Randolph County Schools’ Career Camp10th graders, Course Credit & CredentialOpportunities Roanoke Rapids Graded School District STEMImmersion Summer Programs High School, STEM Career Immersion Union County Career Accelerator Program Middle & High School, Career ExplorationYancey County Schools Career Accelerator ProgramMiddle and High School, Career PathwayExposure SCA Aligned ExemplarsSummer Career Accelerator (SCA) Program (PRC 177 & 188) Overview: This grant program (PRC 177 and 188) funded high-quality, evidence-based learning and workforce-aligned summer programs forstudents deemed “at-risk” or those the PSU, identify as having beendisproportionately impacted by the COVID-19 pandemic.Funding Source: ESSER II (PRC 177) and ESSER III (PRC 188)Funding Amount: 60 Million Dollars Legal Reference: SL 2021-180 Section 7.27(a)(4)Chapel Hill-Carrboro City Schools & Orange CountySchools “Building our Future” CampHigh School, Career Training & CommunityPartnershipCherokee County Schools’ CTE Camp K-12, Braiding Funds, STEAM, & InternshipsCumberland County Schools’ Cross-DepartmentalSummer CampsMiddle & High School, Leadership & Cross-Departmental CollaborationDare County Schools Coastal Studies Institute CampMiddle School, Partnership with a University &Career ExplorationDuplin County Schools District C Teamship Program High School, Leadership & Innovation Durham Public Schools CTE Summer Quest Middle & High School, Career ExplorationNortheast and North Central Regions Pre-Apprenticeship Solar Energy CampHigh School, Pre-Apprenticeship & Multi-districtCoordination Check out more Promising Practices by clicking the iconCheck out more Promising Practices by clicking the icon6
Summer Extension Programs (HB 82- SL2021-7)Overview: Legislated school extension learning recovery and enrichmentprogram to mitigate the impacts of Covid-19 on at-risk students (HB 82/SL2021-7). This program required LEA’s and Charter schools to develop aschool extension learning recovery and enrichment program that existedoutside of the instructional calendar (2020-2021 academic year) andconcluded prior to the beginning of the 2021-2022 school year.Funding Source: PSU Funded (PSUs could use ESSER II funds for thesecamps)Funding Amount: VariedLegal Reference: HB 82/SL 2021-7“Camps wereenergizing for us.The kids wereexcited to be here. Itwas the part ofteaching that youlove without all ofthe parts ofteaching that arestressful.“- CAP instructor 7
NC Summer Programs by theNumbersThe following section provides an overview of attendance, academic, and non-academic outcomes for Summer '21 and '22 programs
Summer Program DescriptivesThe following figures represent descriptive data for Summer 2021 and Summer 2022 programs.Data analysis conducted by OLR Research Analyst, Calen Clifton. 9This figure represents the distribution ofdays students attended by program forSummer 2021 (HB82 School ExtensionPrograms) and Summer 2022 and 2023(Summer Bridge and Summer CareerAccelerator Programs. This figure shows the non-racialdemographic breakdown of participatingstudents by program for Summer 2021(HB82 School Extension Programs),Summer 2022 (Summer Bridge andSummer Career Accelerator Programs),and Summer 2023 (Summer Bridge andSummer Career Accelerator Programs). AIG: Academically and IntellectuallyGiftedEDS: Economically DisadvantagedML: Multilingual LearnersSOC: Students of ColorSWD: Students with DisabilitiesProgram Attendance: Summer 2021-2023Demographic Information: Summer 2021-2023
Summer Program DescriptivesTThe following figures represent descriptive data for Summer 2021 and Summer 2022 programs.Data analysis conducted by OLR Research Analyst, Calen Clifton. 10This figure shows the racial demographicbreakdown by racial group ofparticipating students by program forSummer 2021 (HB82 School ExtensionPrograms) and Summer 2022 & 2023(Summer Bridge and Summer CareerAccelerator Programs.AI/AN American Indian or AlaskanNativeAPI: Asian or Pacific IslanderThis figure represents the distribution ofgrade levels of participating students byprogram for Summer 2021 (HB82 SchoolExtension Programs) and Summer 2022& 2023 (Summer Bridge and SummerCareer Accelerator Programs).Racial Demographics: Summer 2021-2023Participation by Grade Level: Summer 2021-2023
102695612602533Summer Program DescriptivesThe following figures represent credential data for Summer Career Accelerator Programs inSummer 2022 and 2023. Data analysis conducted by UNC-EPIC and OLR Research Analyst, CalenClifton. 11This figure represents the number ofcredentials earned by region in 2022 and2023 Summer Career Accelerator (SCA)Programs.Number of NC CTEcredentials earned in SCAPrograms during Summer2022Number of NC CTEcredentials earned in SCAPrograms during Summer2023Total number ofcredentials andcertifications earned inSCA Programs duringSummer 2022 Total number ofcredentials andcertifications earned inSCA Programs duringSummer 2023Credentials by Region: Summer 22
Summer Program DescriptivesThese maps show the percentage of total students that attended a Summer Bridge Program (PRC 176) in Summer 2023. Data analysis conducted by OLR Research Analyst, Calen Clifton. 12
Summer Program DescriptivesThese maps show the percentage of total students that attended Summer Career AcceleratorProgram (PRC 177/188) in Summer 2023. Data analysis conducted by OLR Research Analyst,Calen Clifton. 13
Sarah Crittenden Fuller, PhDResearch Associate ProfessorEducation Policy Initiative at Carolina(EPIC)K-56-89-1214Determining the impact of summer programs on student outcomes is challenging becausestudents who attended summer programs may be different from students who didn’t attend inmany ways. Often, students were often invited to attend summer programs because they wereidentified as at-risk due to struggles with academic performance or school engagement.Students may also choose to attend because they or their parents are motivated to improvetheir school performance. To get the best understanding of how summer programs are related to student outcomes, weuse regression methods that compare students who attend summer programs to students inthe same district and the same grade and who are based on demographics and outcomes inthe previous year, including attendance, test scores, and grades. By comparing similarstudents, we are better able to separate the effect of the summer programs from pre-existingdifferences between students. Impact of summer programsData analysis conducted by UNC-EPIC and DPI Research Analysts Calen Clifton and Dr. ErinManuel.
Attendance outcomesData analysis conducted by UNC-EPIC and DPI Research Analyst Calen Clifton.15This figure shows that students who attended Summer Extension, CareerAccelerator, and Summer Bridge programs missed a lower percentage of schooldays in the next school year and were less likely to be chronically absent thansimilar students. Rockingham County High School Future Farmers of America(FFA) held its first annual Fun Farmers Academy which was afour day camp for K-5 students. The Rockingham County HighSchool’s Fun Farmers Academy has 110 students from gradesK-5 that rotated through educational stations daily to learnmore about plants, animals and agriculture. This event was ahuge success and students were asking “if they would be ableto attend again next summer,” explained district leadership.
Academic outcomesData analysis conducted by UNC-EPIC and DPI Research Analyst Calen Clifton.16This figure compares EOGscores of students who attendedSummer Extension programs50-75% of the program days or>75% of the program days tostudents who also enrolled inthe Summer Extension programbut only attended fewer than50% of the program days.Elementary and middle schoolstudents with the highest levelof attendance in the programsscored better on their EOG mathtests at the end of the nextschool year. Summer programming can also help students make gains academically. Theseprograms may allow students to preview future course content and to addressgaps exacerbated by unfinished learning. This figure shows that highschool students who attendedSummer Extension programswere less likely to be retainedin grade and less likely torepeat a class in a core subjectin the next school yearcompared to similar studentsin the same districts and gradelevels. Test ScoresHigh School Course Retention
Non-Academic Learning OutcomesINCREASED ENGAGEMENTSOCIAL EMOTIONAL LEARNING INCREASED ATTENDANCE STUDENT VOICE & LEADERSHIPEXTRACURRICULAR OPPORTUNITIES Summer programming had many non-academic outcomes for students, teachers,and families. Meeting non-academic needs had numerous benefits, includingrelationship building, adjustment to being in school all day, and working with andsolving conflicts with one another. 17
62%Students report they will enjoy going toschool during the academic year more.69%Students report they feel moreconnected to their school.64%70%Students learned new things about jobsand careers.83%81%Students report they are more interestedin what they will be learning in school.74%78%District CharterDistrictDistrictDistrictCharterCharterCharter18
Research on Summer Learning inNorth Carolina The following section provides an overview of the preceding qualitative studies and thecontinuing research being conducted on summer learning in North Carolina.
Research on Summer Learning inNorth CarolinaStudy of the Implementation and Outcomes of NorthCarolina’s Summer Career Accelerator Program (CAP)Research Team: SERVE Center at UNC-GreensboroResearch Method: Multi-case study designResearch Participants: Six (6) PSUs in Regions 5 and 6 Purpose: Examine the first year of implementation of CAPs (PRC 177) tounderstand the stakeholders’ view of the program’s impact and provide avenue to share promising practices and lessons learned to support futuresummer learning programs.The North Carolina Department of Public Instruction (NCDPI) partnered with four University ofNorth Carolina System (UNC System) institutions to conduct qualitative studies that examine theimpact and implementation of summer learning programs across all eight regions of NorthCarolina during 2021 and 2022. This infographic summarizes these studies and key findings.When Summer Learning Succeeds: Context,Conditions, and Strategies that Maximize ImpactResearch Team: The Friday Institute (FI) and Duke University (SSRI)Research Method: Comparative case studyResearch Participants: Six (6) PSUs in Regions 3 and 4Purpose: Identify the effective components of elementary summerextension programs through HB82 and PRC 176.An Active Implementation Evaluation of ESSER-fundedSummer Programs Targeting Learning Recovery andAcceleration in High Schools in Western NCResearch Team: Educational Policy Initiative at Chapel Hill (EPIC)Research Method: Single case study with embedded design Research Participants: Ten (10) PSUs in Regions 7 and 8Purpose: Assess how districts implemented a variety of summer learningprograms and illustrate the components and impacts of summerprogramming and the elements that facilitated and hinderedimplementation.20
The qualitative studies examined the three summer programsadministered by the Office of Learning Recovery and Acceleration(OLR): Summer Bridge, Summer Extension (HB 82), and SummerCareer Accelerator Programs. A detailed overview of these programsis outlined on page 17 and 18. Common themes were synthesizedacross each case study and summer program. This research addressed eliminating opportunity gapsas identified in the overarching goalsfor the North Carolina State Board ofEducation. These themes are organized by program below. The synthesized themes were analyzed and written by OLR Research Analyst, Dr. Erin Manuel.themesElevating Rural VoicesResearch Team: East Carolina University Rural Education Institute (REI) Research Method: Cross Case AnalysisResearch Participants: Three (3) PSUs in Regions 1 and 2Purpose: Amplify voices of multiple stakeholders in rural schools andcommunities and provide actionable data for future school extension andlearning recovery programming in these rural regions.21
“...I think that it [summerschool] was a huge helpto the start of this schoolyear, just being able tohave a lower student-to-teacher ratio and reallybeing able to dig intosome of the deficits thatwere created by COVID. Ithink that was veryimpactful... [T]here werejust so many positivethings that came out ofthe summer school.” -School Administrator Themes for Summer Learning Extension (HB 82)Studies conducted by FI/Duke, ECU, & EPICThere was a focus on recovery strategies to supportstudent engagement, strengthening of skills, andthe unique credit needs of students. Summer learning extension programs encouragedconnection, camaraderie, and a culture of supportfor students, families, and staff. Even though there were specific requirements forthe program format, academic instruction,enrichment, and SEL component, there wasautonomy to how sites implemented their programsto address the student and staff needs tied tosummer learning extension opportunities.Understanding the needs of students was a priorityand focus for summer learning extension programs.This included diagnosing their academic/ readinessskills, and addressing the overall safety (COVID),mental health and wellness, nutritional access, andsocial-emotional support for students.Instructional programs were enhanced through theincorporation of small class sizes. This alsoencouraged student re-engagement and minimizedclassroom disruptions (discipline).There were barriers to implementation for this typeof summer learning opportunity that impactedstudents and staff. 22
-School Administrator Themes for Summer Bridge (PRC 176)Studies conducted by FI/Duke, ECU, & EPICThere was a continuum of academic and non-academic outcomes exemplified within summerbridge programs. Administration, preliminary planning, and overallstructure of summer bridge opportunities were keyto the implementation and impact of programs.Districts made intentional efforts to strengthencommunication with parents and enhance familysupport. There were barriers to implementation for this typeof summer learning opportunity that impactedstudents and staff.Themes for Summer Career Accelerator (PRC177)Studies conducted by EPIC and UNC-GPrograms presented a variety of career opportunities forstudents within their schools and the broader community.Community partnerships were explored and strengthenedduring summer career accelerator programs.Students were re-engaged in school through theirparticipation in this program.Students were exposed to educational partnerships andopportunities that added to their workforce development,personal knowledge, and career interests. There was flexibility with programming, such that studentswere exposed to new and diverse experiences nottraditionally offered during the school year.Timing, coordination, and consistency of district expectationspresented challenges for preparation and programming23
Implications for Policy and Promising Practices Based on the synthesis of these case studies, policyrecommendations are outlined below. These findings can help stateand local leaders, policy makers, and lawmakers better understandthe context of summer learning programs and interventions acrossthe state. Alignment of these recommendations with promisingpractices can also enhance the needs of our students across thestate. Increase support for fiscal and human resources tied to summer learning.This was a resurfacing theme for all studies and has implications for staffshortages, recruitment of highly qualified staff, transportation andtechnology access, and promoting educational equity.Program length and timing, the start and end date, duration, length of theday, communication, and overall state and district guidance matter for theorganizational design of summer learning programs. There are severalimplications for teacher/administrator burnout, academic teachingassignments, student attendance, course/enrichment offerings, and overalltargeting/enrollment efforts for these types of programs. Integrate mental health support into the design for all academic planning.Extend practices from summer learning throughout the school year (i.e.additional time for relationship building and recruitment strategies) asleverage for student buy-in to academic support. Create networks of teacher support: professional learning, collaborativesharing across district sites, curriculum and instruction resources, andmaterials. This also includes fostering educator input, autonomy, andflexibility for their curriculum. Relationship building, family, and community engagement helped withfostering trust between students and peers, students and staff, andfamilies. It was viewed as a catalyst for improving academic outcomes forstudents. 24
Ongoing research on summerlearning in North carolina 25In partnership with the Education Policy Initiative at Carolina (EPIC), the OLR received a three-year grant from the Institute of Education Sciences (IES) to assess the long-term impacts ofschool extension programs on student re-engagement and learning recovery. The academicand non-academic impacts of summer learning outlined in this guide is a result of that work.Through this partnership, the OLR will continue to examine the impacts of school extensionprograms on student re-engagement and academic recovery during the post-pandemic periodacross student subgroups by program type, dosage, and design features. Below are white papers, research briefs, and blog posts that have been developed as a result ofthis grant: Summer 2021 Summer Extension Programs 1.Report on Implementation of and outcomes from school extension learning recovery andenrichment programs2. Studying Implementation to Understand Impact for State Sponsored Programs3.Other NC Specific Research and White Papers on Summer LearningHarnessing Research-Practice Partnerships in the North Carolina Summer LearningPrograms: Insights and perspectives from North Carolina Department of PublicInstruction and UNC-System Researchers (Manuel & Thompson, 2023)1.Summer 2021 School Extension Programs- Elementary and Middle School ImpactsBrief (Bastian & Fuller, 2023)2.Summer 2021 School Extension Programs- High School Impacts Brief (Fuller et al.,2023)3. Compelling Evidence about Effective Summer Programming (Manuel, 2022)4. Education Commission of the States (Duncombe & Syverson, 2023)5.
Resources to Support SummerProgramsThe following section includes vetted resources, templates, and examples to assistpractitioners in developing academically rigorous and engaging summer learningprograms.
These Summer Learning Design Principles are based on the EdResearch for Action DesignPrinciples Series (McCombs & Augustine, 2021). Leading experts from across the field ofeducation research have evaluated high-quality studies of similar programs to identify keycomponents and conditions that lead to the effective implementation of voluntary academicsummer learning programs. These Summer Learning Design Principles can help practitionerswith making evidence-based decisions for their summer learning programs. SUMMER LEARNING DESIGN PRINCIPLESSUMMER LEARNING DESIGN PRINCIPLESDURATIONDURATION Three to four hours of academicsper day, with at least five to sixweeks minimum of full-dayprogramming. Programs offeredmultiple summers.CLASS SIZECLASS SIZECreate small class sizes (lessthan 15 students per adult) tosupport individualizinginstruction and buildingrelationships with students. ATTENDANCEATTENDANCERecruit and communicate aboutthe benefits of high attendanceto families. Establish anenrollment deadline, and createan engaging site climate withpositive adult-studentrelationships. ACADEMIC CURRICULUMACADEMIC CURRICULUMAlign the curriculum for yoursummer learning program to theacademic year. Design programstructures to maximize time ontask for students.ENRICHMENTENRICHMENTDesign engaging enrichmentactivities alongside academics toenhance student attendance. Closeopportunity gaps. Partner withcommunity organizations toenhance student experience andstaff expertise . Certified teachers with contentknowledge and grade-levelexperience enhance instructionalquality in academic classes. Usespecialized support to enhancestudent learning and createcontinuity of services.PERSONNELPERSONNEL27
Research to Promising Practices in our SchoolsENRICHMENTIn partnership with a Department of Defense grant, Wayne County PublicSchools hosted their third STEMKAMP for students grades 3-8 with activemilitary parents from June 12-16. This year’s theme was “Disaster Masters.”Students put STEM principles to work while working to solve problems thatcome from modern day disasters like chemical/oil spills, earthquakes, meteorstrikes, and hurricanes. Students received support from staff and lab assistantswhich included previous camp participants who are now in high school.Funding and support was provided through various partnerships with the U.S.Department of Defense STEMKAMP grant, Wayne County Public Schools,Goshen, Education Consulting Inc., Illinois Biotechnology InnovationOrganization (iBIO), and local franchises for refreshments and basic supplies.Wayne County Schools, Southeast Region28 A Promising Practice is when there is sufficient evidence to claim that the practice isproven effective at achieving a specific aim or outcome, consistent with the goals andobjectives of the activity or program. Ideally, Promising Practices "hold promise forother organizations and entities that wish to adapt the approaches based on thesoundness of the evidence" (York University, 2021). The district examples below are Promising Practices that feature Summer LearningDesign principles from 2023 Summer Programs.
Yancey County Schools hosted a Career Accelerator Camp from June-July.Each week had a different career focus and students were able to join for one orall days of the camps to increase exposure and participation.From 8:30-3pm students explored various careers, played career based games,and ended their days working in Xello, a career software. Students wereprovided meals each day and transportation between activities/career visits.Funding was provided through The Department of Public Instruction (PRC 177).This camp was also supported by many local businesses and organizations.DURATIONBrunswick County Schools designed the Summer Bridge Academy for allincoming middle school students, grades six through eight. Members of theBrunswick Digital Learning Team designed the program as a STEM-focusedopportunity that would provide hands-on and minds-on enrichment.Students were working with coding for mini-drones during aportion of the camp. In addition, some classes were also focused on helpingstudents revisit skills and areas that are problematic, including fractions.Students had the opportunity to engage in various elements of Project-BasedLearning (PBL) through the use of challenges. The program also worked onhelping students understand and follow processes and procedures. The classsize was smaller and allowed for more personalized learning. Students had anumber of choices through station rotations.Funding was provided through the Summer Bridge Academy (PRC 176).CLASS SIZEYancey County Schools, Northeast Region29Brunswick County Schools, Southeast Region
For a number of years, Rockingham County Schools has been providing thiscamp for approximately 150 students. These students come from a variety ofelementary schools and have been identified as AIG. A schedule was providedthat offered a variety of hands-on activities for the students to experience fromMonday to Thursday from 9:00 to 1:30. The sessions were facilitated by a teamincluding a Camp Facilitator, who supported this camp for many years. All ofthe ASPIRE students participate in AIG at their home school.The camp instructors were allowed to choose their session topics, and manychose session topics that they were passionate about, current topics, and/ortopics with connections to the content they teach during the year. The districttried to offer a variety of sessions that did not repeat year after year. The districthad 146 students register for ASPIRE, and the average attendance was 115 forthe week. This registration number and average attendance is higher than prioryears, and district leadership hopes it will continue to grow in the future. Theparent/guardian feedback survey had 29 responses, and out of these 29responses, 27 indicated they would attend again next year. 24 responsesindicated that the camp met their students’ expectations.ATTENDANCERockingham County Schools, Piedmont Triad Region30Moore County Schools held the Summer Bridge Academy at multiple sitesacross the district, for K-12 students. The district had approximately 800students attend either of these camps. At one middle school, students engagedin STEM opportunities, as well as core instruction opportunities in literacy andmathematics. The students in STEM built towers to hold textbooks during oneactivity, and they worked together in collaborative teams as they strategized onthe best way to construct the tower. One teacher, Mrs. Jill Manning, noted thattheir team utilized iReady to provide specific data: “I have had great successwith iReady. It tells me exactly what I need to help students with.” In theclassroom with Mrs. Manning while she ran mathematics small groupinstruction, another teacher, Mrs. Sovey, ran literacy small group instruction.The small groups had 2-3 students. At another middle school, Summer BridgeAcademy provided instruction to nearly 50 students. The students engaged insmall group instruction, and teachers were highly engaged and motivated tohelp students.The district used both PRC 181 and PRC 176, as the combination of fundsallowed the district to ensure small class sizes at the camp.ACADEMIC CURRICULUMMoore County, Sandhills Region
PERSONNELFor the Summer 2022 term, multiple districts joined together toprovide an enriching opportunity at Surry Community College-Dobson. The program was called the Summer Career Exploration,and interested students could select their top three choices from thefollowing camps: Arts, STEM, Hair/Makeup/Nails, Medical/HealthScience, Public Service, and Skills Exploration. Students were soexcited for these opportunities that the classes filled up veryquickly. One rising junior student noted, “I really wanted toparticipate in the welding class offered in the camp this summer.You know—welding jobs make over $70,000 a year!” Anotherstudent at the middle school level explained: “I was interested inthe STEM program. I was able to do it in one day and then the nextday, I went into the Technology class.” The teachers at theseprograms thoroughly enjoyed this support effort, as well. One CTEteacher said, “I love doing this camp because it provides extramoney and fun.” Another CTE teacher noted that one of herstudents did her hairstyle for that day. This was truly in authenticlearning opportunity that engaged and inspired, while also tappedinto the community support and partnerships!Funding for the program was supplied by Elkin City Schools, MountAiry City Schools, Surry County Schools, and Yadkin CountySchools (PRC 177). First priority was given to their students. For anyavailable spaces remaining, students that were not in one of thesefour school systems could pay $50.00 to secure a spot at the campprogram. Piedmont Triad Region31
Summer Learning Toolkit & Resources Wallace Summer Learning ToolkitThe Wallace Foundation Summer Learning Toolkit hasover 50, evidence-based tools and resources- drawnfrom the work of five urban school districts and theirpartners, and aligned with the research from RAND.The toolkit helps educators deliver programs thatmake a real difference. Learn more about the Toolkitand the tool quality review and vetting process on theAbout the Toolkit page. Audience : Summer learning program administrators/leaders, district leaders, summerprogram teachers and staff Resources IncludedThis toolkit includes for kinds of resources: tools, samples, tip sheets, and guidance.There are resources for each of the following components:Planning and Managementi.Academic and Enrichmentii.Staffing and Professional Developmentiii.Site Climateiv.Student Recruitment and Attendancev.Additionally, the toolkit provides a Summer Planning Calendar and Sustainability Tools which includedetailed companion and facilitation guides.Ideas for UseUse the Summer Planning Calendar to get a comprehensive view of the tasks and timelinesassociated with planning a high-quality summer learning program.Use the Summer Budget Tool for a template to jumpstart budget planning.Review the “Time on Task” section in the Academics and Enrichment Tab for key research basedrecommendations related to curriculum planning. Use the Summer Planning Calendar to coordinate logistics like meals and transportation.Use the sample RFP, scoring rubric, and Memorandum of Understanding to hire enrichmentproviders and partner with external organizations under the Academic and Enrichment tab. (Adapted from How to Get Started, Wallace Foundation, 2018)32
The toolkit includes an introductory slide deck and individual decks covering five topics listedbelow. Embedded within each slide deck are goals, discussion questions, next steps, and planningtools. In each slide deck, content on research evidence connects to an example from a district. Theexample is meant to provide a lens to examine how design principles can work in a local context.Introductory Slide Deck: Creating effective summer learning programs aligned to designprinciples i.Domain 1: Students : Generating and maintaining high student attendance andengagementii.Domain 2: Personnel: Establishing roles and responsibilities for instructors andadministratorsiii.Domain 3: Program Structure: Determining the class size and program duration thatbest meets student needsiv.Domain 4: Content : Aligning curriculum and content for academic and enrichmentactivities v.Measurement and Assessment : Determining metrics for success and preparingmeasurement systemsvi.Summer Learning Toolkit & Resources Resources IncludedIdeas for UseWork with your district and/or school team to examine the 8evidence-based design principles across the 4 domains usingthe series of slide decks and discussion questions to developan evidence-aligned plan for summer programming. Critically assess your current program based on the 8evidence-based design principles and choose 1-2 areas forimprovement. Use the slide deck(s) aligned to those areas tofacilitate reflection and generate new ideas for improvingfuture programs. This toolkit is based on content from EdResearch for Recovery’s design principles brief, AdvancingStudent Learning and Opportunity through Voluntary Academic Summer Programs. The toolkit is a series of slide decks and tools to help leaders facilitate workshops and strategysessions aimed at creating more effective summer learning programs for K-12 students around the 8evidence-based design principles. Audience : District and summer program leaders interested in facilitating workshops orstrategy sessions with district and/or program staff EdResearch for Recovery Summer Learning Toolkit
National SummerLearning AssociationKnowledge CenterResourcesNC SummerLearning ToolkitAudienceIdeas for UseResources IncludedDr. Erin Manual, Qualitative ResearchAnalyst for OLRLiterature Review:Voluntary SummerLearning ProgramsSCORECurrent ResearchResources IncludedAdditional resources to support summer learning34
References 35Bastian K., Capers, S., Fuller, S., Lauen, D., McDonnell, J., Miesner, R. (2022). Summer 2021 Summer Extension Programs Research Report. Education Policy Initiative at Carolina. UNC Chapel Hill Department of Public Policy.Bastian, K. & Fuller, S. (2023). Summer 2021 School Extension Programs- Elementary and Middle School Impacts Brief. Education Policy Initiative at Carolina. UNC Chapel Hill Department of Public Policy. Dumcombe, C., Syverson, E. (2023). Innovative Uses of Federal Relief Funds for K-12. Policy Guide. Education Commission of the States. https://eric.ed.gov/?id=ED628563Fuller, S., McDonnell, J., Bastian, K., & Lauen, D. (2023). Summer 2021 School Extension Programs- Elementary and Middle School Impacts Brief. Education Policy Initiative at Carolina. UNC Chapel Hill Department of Public Policy. H.B. 82 Session Law 2021-7, 2021 General Assembly, 2021 Reg. Sess.(North Carolina,.2021). https://www.ncleg.gov/Sessions/2021/Bills/House/PDF/H82v7.pdf H.B. 96. Session Law 2021-110, 2021 General Assembly, 2021 Reg. Sess. (North Carolina, 2021). https://www.ncleg.gov/Sessions/2021/Bills/House/PDF/H96v6.pdf Knowledge Center Resources Archive. Summer Learning. (n.d.). https://www.summerlearning.org/knowledge-center/Manuel, Erin W., and Camille N. Mikkelsen. (2023). ESSER III Investments in North Carolina: A Preliminary Analysis of PRC 181 and PRC 182. (EdWorkingPaper: 23-762). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/rpq3- y632https://edworkingpapers.org/sites/default/files/ai23-762.pdf
References Manuel, E. (2022). Compelling evidence about effective summer programming [White paper]. NCDPI Office of Learning and Recovery. Retrieved from https://www.dpi.nc.gov/blog/2022/06/06/compelling-evidence-about-effective-summer- programming National Summer Learning Association. Summer Learning. (2024, February 2). https://www.summerlearning.org/North Carolina Department of Public Instruction. (2022). An impact analysis of student learning during the COVID-19 pandemic. Report submitted to the Joint Legislative Education Oversight Committee, North Carolina General Assembly. State Collaborative on Reforming Education. (2022). COVID-19 memo: Maximizing summer learning Spring 2022. https://tnscore.org/wp-content/uploads/2022/03/Maximizing-Summer- Learning_2022_FINAL.pdfSummer learning toolkit. Annenberg Institute at Brown. (n.d.). https://annenberg.brown.edu/recovery/summer-learning-toolkitSummer learning toolkit. Wallace Foundation. (n.d.). https://wallacefoundation.org/toolkit/summer- learning-toolkit?s=toolkit_home36