A three-stage planning guide for boards developing summer learning programs.
For over 10 years, New Mexico’s K-3 Plus program has been extending the school year for at-risk early elementary school children, with growth of the program fueled by positive findings from pilot studies. Minimum program funding is defined by law, but cost per student varies widely across jurisdictions. The National Summer Learning Association (NSLA) spoke with researcher Linda Goetze at the University of New Mexico to understand the intersection of policy, funding, and return on summer reading investments.
TA Providers were asked to walk around the room visiting each of the eight sustainability domain posters on the walls and discuss these guiding questions as a group.
What are some best practices for this element?
With no limits, what are other ideas you envision for this element?
Providers wrote ideas on notes for each poster. To read the responses, download the pdf.
Notes from 2015 Summer Matters TA Providers Meeting. Ideas on how to help new summer programs were shared.
The California Afterschool Network produced five short webinars around the Quality Standards for Expanded Learning in California. These webinars are intended to give Program Directors, Site Coordinators, front line staff, and the field at large, a better understanding of the Quality Standards, Standards in Action and the Crosswalk, and how these items can be utilized in a process of Continuous Quality Improvement.
On August 25, 2016, The Institute of Medicine/National Academy of Science hosted a panel on summertime opportunities in Washington DC. The workshop validated the value of a summer learning approach not only for student academic achievement, but also for students’ health outcomes. A report outlining the workshop was just published.
This timeline is a helpful resource for planning and keeping track of all the ways you can improve your summer program, developed by the National Summer Learning Association.
A quick reference guide for the CASP.
Once all stakeholder feedback, youth outcomes data, and quality assessment data is collected and analyzed, give key program stakeholders a chance to respond to it and use it to plan for next summer. In the spirit of a continuous quality improvement cycle, a program’s end-of-summer reflections should feed directly into the development of the Quality Improvement Plan for the next year.
Ideas for helping existing programs embed qualilty. Recommendations from TA providers.