001Good evening and welcome to the St. Mary Valley schools word of education study session of what's today October 15th 2025 So would you please call roll? Sure. This is that present. Mr. Berthold present. This is Gilligan present This is Horanek here. Mr. Lechuga excused Mrs. Ragland here. This is why here Thank you We'll just kick it right off to Dr. Capuchin to give us our agenda for this year. Sure. So we Ran over the summer a number of summer school programs and we often get a lot of questions about The different types of programming that we provide and the results of those programs Are we seeing a return on investment? We very much pride ourselves on an extended school year and even during the school day we offer some after-school tutoring and Additional instruction and
002so extended learning time is a big priority for us and We invest a lot of dollars to provide these opportunities for the most part They are free to any student who wants to participate And so we have quite a number of elementary students who take advantage Somewhere we've been as high as 25% of our elementary students who stay on Into the month of June. I don't think we were that high this past summer But we have we have a pretty significant number of students who take advantage of those programs tonight Diane and Jamie Ball are going to Talk to us about the summer programming They're going to give us an overview and and just share some additional information with all of you Well, I'm gonna go ahead and get started Again, I'm Jamie Ball and
003typically you see me when I'm presenting academic data So tonight's a little bit different. I'm going to share more information around The different programs that we do offer give kind of an overview of how many students we served how many sites Provided the programming and some of the demographic breakdown of the students who were served in that particular program compared to our district Population of that particular student group and then I'll share some of the results that we have They'll be more assessment like data, but then I'll throw in a little bit of perception data as well So let's get started So We'll first kick it off with project launch at the elementary level And in this programming we provide literacy math and elective opportunities for our students Really focusing on reaching and maintaining grade
004level proficiency So in project launch, we have 16 days with the students. We run seven hour days and This particular program was hosted at 14 sites Two thousand two hundred and sixty two students engaged in this we had an attendance rate of eighty four point set seven Overall when you look into that graphs a little bit small the red bars represent the district percentage Of that particular student group. So going across the bottom we have the Caucasian white The next group is Hispanic Latino. The next group is Asian And then we have African American plaque and then we have other and then we also added in our students who are eligible for free and reduced lunch And so the red bar indicates our overall district population and then the blue bar represents The population that
005was served during that particular summer programming. So in this particular situation You will notice that we had Larger Hispanic Latino student group participating compared to the district population I Do just as we head into the elementary side of things. I want to mention that We chose to prioritize instruction And minimize testing in the elementary levels because we really wanted to maximize the student learning experience. And so You'll notice that we have the reading data for our elementary and There is no math and we really wanted to focus on those foundations of literature literacy So we could spend as much time as possible with our students in those most critical areas When we take a look at the outcomes of our first and second grade students We're looking at the program called ready to rise and
006when we say first and second grade It's the the rising first graders coming out of kindergarten and the rising second graders coming out of first grade We use the ready to rise program, which is Really an extension of our foundations curriculum and it is specifically designed for summer programming. It is a short Specific targeted extension really to help Ensure that our youngest learners are really ready and primed to be successful in the next grade so we invited students who were performing below grade level to participate and then We use some data to identify what those critical skill gaps were for those particular students before they came to the summer programming and so if you look Below the bar graphs we did a pre and a post test And we use the ready to rise program
007in different critical skill areas. So you'll see phonetic words percentage trick words percentage Marking concepts percentage capitalization and punctuation and then also there's an overall total score You know, those are the the key skills that really build strong readers. So when we look at That phonetic word percentage That's really students learning to apply the rules of phonics To decode words. They also focused on identifying trick words that don't follow the rules Because we know that those skills give them the tools to be able to sound out new words with confidence So that would be represented in the first two sets of bars and that was the pre and the post percentages of proficiency Students were also taught to actively mark up the words and that's really to help them see those patterns within the language
008and Provide them with a visible way of how to connect words and how they're pronounced and how they're spelled So you'll see You know at the beginning of the marketing concepts we had 23% proficiency But by the end we moved up to 56 so some pretty significant increases Overall at the elementary literacy level for first and second graders If we take a look at our third through fifth grade, we used a different Tool called the diagnostic decoding survey. I'll reference this as the DDS Moving forward. So again, this is our rising third through fifth grade students We really use this particular tool And gave them a there's a beginning survey and there's also an advanced survey The beginning survey really focuses on like sight words and CBC words to help us know whether or not
009students can apply the rules of phonics to simple words high frequency words and then the advanced DDS which is that second set of bars Really is more geared towards assessing their ability to decode more complex words including like multi-syllabic words or nonsense words, so Really helping us understand if students understand the code of the English language, which are really those critical skills To to be able to read more complex text In the fifth grade we introduced a new curriculum this summer It was for our rising fifth graders. It focuses on the study of word parts, which is the morphology and Really is to help them focus on meeting the demands of the fifth grade content So what we were excited to see in that last set of bars at the beginning the pre-test showed that
01077.4 percent of our students already came in with that skill and Were proficient and so we know that that is a great indicator that our tier one instruction during the regular school year was really strong because they came to summer school with high levels of proficiency and so We're always excited to see that type of data as we head in to summer programming But it really provided a full review of morpheme spelling generalizations that they learned from fourth grade What they did is they applied them in reading passages and practice exercises that are similar to what they're going to see in the fifth grade curriculum And then the great part about that is they read science and social studies content And so even though they were learning the reading they were also getting that science
011and social studies content to help them in all of the different subject areas and so when you take a look at all the different sets of pre and post tests we did show show gains across all three different areas and one of the perception Survey percentages was really 92 percent of our teachers Indicated that they felt like the programming Really improved students skills where the students were going to move on to fifth grade with success and so That's always great to see as well in addition to gains the other thing We're really trying to stop from happening is that summer slide So our students all end in May at a particular level of achievement and then they go on break and Typically we see students slide back during that break So Even if they come
012in in August at the same level they left in May What we've done is we've stopped that slide backwards We're all that reteaching has to happen the first six weeks of school We still do some reteaching but the more our students are in school during the summer and the more opportunities we offer the less we see that slide back as we Transition to middle school. We do have the project launch middle school Which is really again similar to the elementary version where it's the rising sixth seventh and eighth grade students and This is designed to bridge the gap between the grade levels So they review essential concepts and skills that they learned in the previous grade So that they're successful as they enter the grade level that they're entering I'm Students engage in math language
013arts and then they also participate in stem and personal wellness activities During their time. It's again 16 days. This one's six hours per day There were 12 different school sites that hosted this program We had 1042 students engaged at the middle school level with an eighty eight point four percent attendance rate And again, you've got your breakdown of the students that were served compared to the overall district Populations and again on this one. It looks like we served a higher percentage of Hispanic Latino students Then our overall district percentage Similar to Actually switch slides Similar to the other grades and six or eight we really focus on language arts and math and so in this particular slide We're focusing on the math standards Mastery we use an I ready assessment where we can say we
014want to pinpoint these couple skills And we do a pre and a post test through that platform. So Really, it's reviewing those essential skills from the previous grade so that they you know Are ready and successful to transition to the next grade? and it's it's really focused on those skills that are Essential skills that students struggle with the most that we focused on for this particular program Again, you have your pre post test and in every grade level we showed gains in mastery and We did some perception surveys of students and the students who participated in this 92% of them that they they felt more confident That they were going to be successful in the next year Which I think is also a really key measure because it's not just about the academic gains But
015helping build the confidence in our students and the connections and having trusted adults that really help Build their confidence as they move forward when we look at language arts On this one again, we use the I ready standards mastery assessment we focused on one specific standard to measure and For English language arts. It was really teaching students to be more than just readers We were teaching them more about critical thinking and how to be critical readers so we focused on the standard around key ideas and details and Helping our students really go beyond Just finding information and really finding the most critical information Being able to analyze the importance of that information. Is it coming from a reliable source? We really felt like these essential skills are You know what students will need as they
016move through their academic Career to really be informed consumers of information In the real world and so that was the focus here when we took a look at the standards mastery We did see gains in this particular set of data the sixth grade gains and Weren't quite as strong as we would hope to see but we did see gains a little bit more in seventh and eighth grade but again I'll be honest. These are really tough Assessments and it's only a couple questions And so when maybe you only have four questions and you miss one of them and then you're not at standards mastery Sometimes it masks the data and so I do want to point that out. They're very short Assessments because we were trying to maximize the instructional piece of this. So Sometimes
017the data looks a little bit wonky compared to What we really see and the skills of students moving towards proficiency This next program at project launch is a new one. This is our stem accelerated project launch and This is our first year it's part of us participating in the Colorado academic accelerator grant This is a three-year initiative that's really focusing on boosting math and science achievement So we for focused on four different schools And these four schools were selected because they are currently performing below Expectations in both math and science This particular program is funded through the Colorado academic accelerator grant from the Colorado Department of Ed And so we expect to see this program for the next two years through 2027 Again, it's the 16 day program it runs similarly and Students do engage
018in both math and science content and career connected Learning it's more focused on project-based learning and really the the goal is to strengthen their academic skills, but also really show them how The contents really show up in the real world and making that connection When we look at the data from the schools who participated in the stem accelerator We actually gave them the same math assessments as the regular middle school project launch And we saw really solid gains in the math standards mastery And really again what sets this program? apart from the regular middle school project launch is It's a project-based learning model and students. Yes, they're reinforcing math and science for knowledge But it's creating that bridge between what they learn in a classroom and all of the really exciting things that exist in
019the world of stem and the goal is really to inspire our students to want to you know be future innovators or Think about different stem pathways that they might want to enter into so really trying to gain some of that interest Jamie did you say that was a 16-day program? Yeah, yeah, so if you look at this We saw some really strong gains in the math section. So that was exciting to see another middle school project launch program that we offer is the sixth grade accelerated mathematics program and This one has been around for I'm not sure how long but I think for the time that I've been here So for a while And really in years seven years. Yep, and it's really Taking our incoming sixth graders and providing them first time instruction in
020the sixth grade content with the Intent that they will enter seventh grade math or higher as sixth graders So rather than skipping all of sixth grade math content They do a 16-day deep dive their entire focus is on math when they're in that programming 80% of the day is focused on the math instruction They do get a stem elective, but they do the the focus of this program is to help them Master the key standards of sixth grade so that when they get to seventh grade They're ready and the seventh grade teacher can teach the seventh grade concept so that's trying to figure out How do I teach sixth grade stuff and seventh grade stuff to the students? So it kind of creates that bridge The great thing about this we had 12 sites that
021host this 159 students participated eighty eight point nine percent participation rate And and this is one of those opportunities if a School an elementary school potentially doesn't have a fifth grade advanced path for math We want to make sure that we have those opportunities for students to engage in this so that they can enter sixth grade so it really creates that transition for students to engage in accelerated pathways and The outcomes Looked really great Forty four point seven on the pre test to fifty point six on the post test But what's even greater than the data that came from the assessments is that? eighty-seven percent of the students were Recommended to move into the seventh and we actually had some students who were so advanced that they were recommended to move right up to eighth
022grade so like a double move and so Again had we not had the summer opportunity this may not have been presented to students to accelerate You shut up So the seventh grade accelerated math program is actually new this year. It's a pilot. It was a pilot program we were trying to We did some research on our students at the middle school level and Looking for opportunities to provide some different entry points in case the students didn't enter in fifth grade and accelerated or Weren't identified in sixth grade and so just trying to find an additional entry point and giving our middle school some guidance around potential students That we were seeing in some of the research and data that that we were looking into we're like we think these might be great candidates for this
023program and So we had three sites Who were able to pull together programming and we served 33? students and again, it's it's taking rising seventh graders and Covering the seventh grade curriculum so that they can enter eighth grade math as seventh graders Is this the two programs are you in even the accelerated program? Do they look particularly for students who already show that acumen or are you looking at students that possibly have? The ability but you're not really seeing it in the classroom. So what? So yeah both so we actually did some research in our department around the Data and scoring of the students who are currently in Advanced math and we kind of tracked it back to when they were fifth and sixth graders to get an idea of What does the scoring profile
024of the students who are in these programs look like and are we missing kids? so we were able to pull together some metrics that We were able to present to our school principals to say you might want to offer this student the opportunity To engage in this and see you know one if they have the will to do it in the drive To try it out But also show some of those academic Indicators that that they're ready for it. So kind of a low Low stress environment to just get a feel For is this something I might be interested in do I like the pace of this? Do I like the challenge so do I like math do I like math enough to want to do this mm-hmm so Can I just yeah, you know
025absolutely this really mirrors? many years ago you may have heard the phrase AP for all and Our advanced pace placement classes once upon a time you needed a prerequisite you needed a special you know, I don't know recommendation to get in and What we found is that students who are excited who want the challenge who are interested? like let them let them in and so the data that Jackie was that Jamie was talking about we saw some students who showed some scores that it was like, huh, you know We need to have a place for them because they're they're showing that that they can do it We think and there's some other students who maybe haven't had some of those prerequisite scores yet But they're interested and so being able to have these accelerated opportunities
026math is is a little bit different from the AP classes is If you don't have some foundation then it can be really challenging for you to build upon those skills So it's been really exciting seeing this Short summer month and just really filling in I kind of call it the you know holes in a Swiss cheese to be able to give that start and Confidence we see the students feeling that sense of confidence and The success rate moving forward in these advanced classes. They're doing really well So I'm excited that we started even with just 33 kids in seventh grade and you'll get to see the data But we're we keep looking for more ways to give students access to advanced coursework As we know on the other end access to the advanced coursework is
027what's really helping them succeed Yeah, because sometimes a student may not Know they really wanted because in a classroom setting it could be very different But when they get in that smaller setting, you know, I really like that or it could be just a different teacher You know for ends for whatever the reasons may be but I just wanted to know we were Creating those opportunities for not the typical, you know accelerated student because that's what you see. Okay. Well, we know they're accelerate They'll go but there are other students who can be Molded into those classes and and and use their skills and talents. We often are trying to tap students Who don't think of themselves as an advanced math kid? And so sometimes all it takes for a student to be interested in
028is for an adult to say you should try this Because you're actually really really smart in this space and you might really and that in itself Just a personal invitation by a teacher can kind of lifts a student because a lot of times Students and particularly in your math and sciences the first thing you hear is like I'm not good at that I'm not good at this one. I wouldn't either and in fourth grade, you know It's not about me. But the story is is that when you when there's a teacher that taps you or a person that taps you And say look, let's let's go try this Then you gain not necessarily just the love but you gain this Wow Maybe I can maybe I can and that may be just that spark is
029what you know We want to see our kids do and they don't have to be a brilliant or a genius like just do it I'd rather see a student Have a C in an advanced class and to stay in a class that We're not gonna grow more. They're not gonna grow their skills Well, I was particularly impressed with how our middle school really does ask students if they want to do this and and I do Think that some will not put themselves forward. But when the teacher says hey, I think you should do this I swear that motivation really does kick in and I think it makes a huge difference The number of kids that would try something that they wouldn't normally think to just because somebody saw them Yeah, you know and sometimes we
030work through the parent. Yeah, we well Yeah it was very good because I feel like it was a good conversation between the teacher and the parent and at least in my sixth graders case, I think I think I Was really impressed with the way that it was handled because I feel like she's been challenged and loves it And I was like I didn't know that she would want to eat that So anyway, I think it's a good the way it's been set up. I really appreciate and think that it is it works So at least in my experience We love it and we saw great results out of those 33 Almost each one of them was I think it was 97% Were recommended to take math eight and we again had some students who did
031so well in it they were recommended for algebra and so You know when you put the two programs together We had nearly 200 students who found a pathway and to advance math because of the summer programming, which is really cool We'll transition now to our rising ninth graders in the high school jumpstart program This one is a little bit different. It's the last two weeks of July and it provides our rising ninth grade students the opportunity to Participate in Key like academic programming focus As part of that eighth to ninth grade transition, and so it's really more of that proactive Academic support to ensure that the students are ready to be successful in ninth grade and ready for the rigor of high school and all that that entails and so the the middle schools and
032the high schools collaborate together to try to identify and Really seek out the students that they think will benefit from this additional dose of math and so it's algebra one and ninth grade English And so giving them that head start and that readiness is really critical. So The again the focus is to get the kids on track from day one help them get set up so that they're Successful and you know moving towards that graduation on time We had 561 students participate There were eight sites that hosted this The best attendance rate out of all the programs 91.5, which is awesome We don't give assessments on it because it's two weeks but students do earn one elective credit and out of the students we had 93% of them and Meet the criteria to earn an
033elective credit. So before they've really even started high school. They've already earned a credit and Again the perception data from the students is that they felt a whole lot more prepared and a lot less anxious About that transition to high school So it's just a really critical first step to not only ensuring they're academically ready But just mentally and emotionally ready for all the things that come with change as you move from middle school to high school and then our last program that we offer during the summer is the e-credit summer program and this really Focuses on the rising 10th to 12th grade students And allows them the opportunity to earn credit in specific or classes and so We had 12 different sites We offered programming to 234 students Those 234 students earned 296 credits
034And overall out of all the classes that were started ninety point two percent of them Were completed which is a great completion rate And it really gives students the opportunity to get ahead and stay on track for for graduation, so And then to just kind of wrap it all up really You know a few weeks in the summer programming it's not going to produce massive shifts in academics, but Really the the foundations are focused on building those skills that are the future Around academic success, and that's really if we look at this slide and break it apart you have self-advocacy Really helping our students learn To advocate for themselves we give them a safe place a Low-stakes environment a smaller environment where they can ask questions they can seek help And get those critical skills
035We know that these are the types of things that help students improve their confidence as students and Really handle new challenges as they come up in their academic career Also, like Jackie was sharing you know our teachers are really focused on making that connection with students to help students believe in themselves And so you know in the summer programming. It's really about creating those relationships with students to help them Feel that connection to the teacher they might have some negative self-talk And so hopefully the teachers are replacing that I don't I'm not good at math with huh I am good at math and You know help students believe that they can do it They create that relationship with the trusted adult We know that that connection is pivotal we've shared that this evening and then
036finally Really helping our students learn about school culture and what defines a successful learning environment Whether it's being kind to one another working as a team collaboration So even if they haven't mastered the content yet You know we're focusing on helping them understand how to behave in a manner that will help them become successful when they return to school so Yes, we're intentionally moving beyond Focusing only on skill gaps the program is all built by design We really are investing in our students and in all of their the whole child needs in that sense where We want them to be academically successful, but we also want them to be confident learners and so That's what our summer program is all about Building up our people add just some things there's some other really good products
037of this One is that many of our newest teachers? Teach in summer school with some of our most experienced teachers, so and they start with a Small group of students typically in our summer programming the numbers the class size numbers are much lower than they are during the regular School year a lot of times are like 16 to 1 sometimes. They have a para as well So really small numbers and it's an amazing opportunity for new Teachers to kind of get their sea legs under them and to have that first classroom by themselves Without the same pressure that you see when you open your classroom at the start of school year, so that's a really nice Advantage for us the second is that we are offering our community some very Productive ways for their students
038to spend time in the summer that costs them nothing including the meals and the transportation and so we spend about Three or four million dollars a summer on our summer programming and it costs our we don't charge any additional fees I won't say it doesn't cost our community anything because our community pays us or supports us through their tax dollars To run these programs, but they're outside of our normal scope of work So it's a nice way for students to engage in some productive activities Rather than just be at home all day long especially for those who might be unsupervised if parents have to go to work And then the third thing I will tell you is that a lot of my dissertation research was on that transition between fifth and sixth and eighth to
039ninth grade the eighth to ninth grade transition is one of the most difficult Transition in a human's life not just a child's life But research supports that that transition when your brain is still developing when your hormones are kicking in when your identity you're trying to figure out what you're going to do with your life and what your belief systems are and Who you are as a person and what your future is going to look like that is one of the most tumultuous times You know in a human's life, and it's where we see confidence really Dip for for people is that eighth to ninth grade transition so anything we can do to shore that up? Robert Balfance did a ton of research out of Johns Hopkins University and Created the everyone graduates center Because
040he recognized that transition between eighth and ninth grade as one of the most critical in an academic career And he really zeroed in on the ABCs Academics behavior and What's the C course? course completion The ABCs and if you can help students with their academics with Appropriate behaviors and with course completion especially in ninth grade The chance of them graduating on time doubles So if you can keep that first F off of a transcript their freshman year The chance of students graduating on time doubles, which is why we've started jumpstart program and jumpstart is Academically focused, but it's also very Affected needs focused as well, so it's a lot about Knowing what this big building offers. How do I advocate for myself? What does a transcript look like? Why is it important now that I
041pass every single class when in middle school If I didn't pass every class, I still went on to the next grade level Agree or disagree with that we could probably have a whole debate about that But when you get to high school, there is no option you have to earn Every single credit in order to graduate so helping students make that transition. How do I join a club? What are all the clubs available? How do I make friends? How do I open my locker? How do I get my lunch? What do I do if I'm going off campus from all of those things swim around in their heads? And if we can get those things answered for them early They start those first couple of weeks at school far more confident than students who are
042walking through the door for the first time So that was kind of the theory of action behind a lot of our summer programming was giving students a leg up For the next grade level and a lot of it's about confidence a lot of it's about identity a lot of it's about peer interactions and just having a really strong start to the school year, I think it was early on and in my Experience on the board when we implemented that that transitions program probably out of your research I don't remember really how we came We were doing a lot of work around our graduation rates and we were digging into a lot of data freshman data and seeing that our freshmen were behind from the beginning and so we implemented that and then we also implemented
043that Tell me what it's called Dena where we do the unit recovery We were seeing freshmen their first semester Struggling especially in math Content some other core and instead of failing them and putting that first F on their transcript We were giving them a chance to make up in December and January before the new semester began to make up the units that they failed so that we could post a passing grade on the transcript as opposed to a failure or Failing them for the whole course, which some do and then they have to take e credit recovery But many don't fail an entire course many show up every day and the content is just difficult And so if we can give them an extra month to kind of redo some work and learn some specific
044skills We don't have to post that F. So those were the two Strategies that we put in place both the jump start and then the unit recovery I was looking at the slides before and just thinking that those transitions are such an amazing opportunity for for intervention or Identifying students that could benefit But then I thought more about it and really every summer for every student is a transition I mean, I know those are those two key points, but but summer is a transition for every student. So Incredible work I'm so proud of all of our teachers and the administrators who serve as site coordinators, you know to have close to 5,000 students participating in an extended year Programming when I've had the opportunity to talk to other school districts they they they wish they
045could put something like that on and one of the things that holds them back is is staffing and You know, we're able to do what we do because our teachers know the impact that this provides for our students They love working Sometimes in that smaller classroom environment where they feel they can provide either that targeted literacy intervention or that really advancement and math and or just helping students transition and that value Really beat strong in the heart of our teachers and without them we would not be able to to put on this extended year so we're so grateful to them and the high morale that we have in the district because it's a significant amount of kids and Districts twice our size are unable to even do summer programming for 25 percent of the students
046that we serve In fact, we have teachers coming from other districts in the summer to teach our summer school Because they they want the opportunity to work another Benefit is some of our teachers Who work in our summer programs earn about five thousand additional dollars for those 16 days in June? So especially if you're a new teacher and you don't have kids at home That you have to care for in the summer It is a huge benefit for them to be able to earn some additional dollars because some of them go to look for a second job during the summer anyway No, I remember when I was in teaching and you brought this up when you started talking about the teachers I started getting all left inside and I In the summer program it was
047it wasn't a like a one of these jumpstart type programs It was actually a summer school, but that in that summer school program. I found Where I mean I could just and not that I wasn't alive during the school year But it was that smaller class size the students that were there You could just really for me because you know science and math are my thing my jam But I mean I could really target and get into those Gosh get excited about this and you know all the little crazy things that went on in my head I'm sure at that time but it was one of those times that the teacher could really just Just ingrain themselves in that particular subject that they were trying to to teach in this case it was summer school
048So where students were trying to make up kind of like recovery or what have you? But for me at least it was one of those things where I I know you're trying to get the credit for this But I'm gonna also make you have fun, but you know try to get you to have fun in this class as well So I can require teachers to do that the students have to have fun My students probably thought I was like over the top all the time We bring in the mobile lab to different sites and the mobile lab has some different programming I forget what they did last summer, but one summer they did a whole music unit for the kids when they visited the mobile lab they bring in the traveling planetarium At some of
049the sites and so we try to give kids lots of really fun Experiences and you'll be and they'll be amazed how much math is in music. They don't think of it that way you know, there's a lot of math and music and there's a lot of I Guess English, you know English arts if you will in in music as well like poetry I mean the poetry lyrics, you know lyrics and when you think about how some of the Artists pull together their their lyrics and the music you hear You know all those genres that we teach in class, that's what they're speaking through their music. So I mean That's the connection that I always talk about that connection Like this is what you see in the real world and this is what you're you're learning
050in the classroom and how it's connected So hey, um, I just was curious about because we also have summer camps, right? Yeah, that's separate Right. Do we track any data on those? We don't those Typically, there's a nominal fee. We do track data, but we don't have pre and post But you know, it's actually something that we've thought about bringing because you know The largest portion of those comes from the Innovation Center, right? They have the stem camps They have you know the week long and then different ones for different students and we could absolutely bring that in But those have a little bit different flavor. They're not as academically Enrichment they are more enrichment. Yeah, but that is a whole pack of additional students that we are serving in the summer and We also
051run athletic camps in the summer and we run music camps in the summer community school We we it is amazing We had our very first summer planning meeting last Friday You know, I was like we have the meeting yet and because there's a lot of construction but we start planning for summer in September and We're already going to be shooting out the you know jobs for hire We always send them out in December because we know that teachers make their spring break plans And summer plans during winter break, so we've got to catch them before they start booking flights or trips So we're like come get the job But yeah, we are so busy yeah, I think how many kids we serve and You know, I mean, I think they're we can get those numbers
052for you as far as I don't know The testing right, but we can absolutely get participation numbers Yeah, I mean, I just think I just programs are enriching to our students in our community So it's also just nice to know how many how many students were serving in those as well. Absolutely Yeah, yeah, and I just I think the culture around our summer programming helps so much with the culture around learning and learning being fun and I think it's incredible That especially our students don't see our summer programming as a punishment in any way They see it as an opportunity or just fun and they want to be there So and that is something that's obviously by design. So we've toyed with a few We had a number of p-teach students high school and our
053apprentices teaching a project launch and Some of them took a concurrent enrollment class over the summer So they got college credit and they were working and it's one of the things that we're thinking about as well Like might we be able to offer some? course work for students In the summer we keep hearing from our especially high school students who who they love everything that we're taking But you know, they might not have as many spots in their schedule They'd love to to fill it in and so we have students that want to learn all year long so we're looking for opportunities to Bring some new summer programming as well In outreach to the community I have heard nothing but amazing things about the programming about project launch and it's just You're you're you're setting
054the bar so high for other districts and just for our community an educated community It's really amazing work a few years ago. We had a grant That allowed us to work with five other districts In replicating our summer program and they saw some make these were pretty either rural or impoverished Districts and they saw some pretty incredible gains unfortunately in some of those Districts when the grant dollars run out the program stops So we're very very thankful for the generosity of our community that allows us to sustain these programs questions Comments. Thank you so much for the great report