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Summer School Equitable Learning Outcome Considerations

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Equitable Considerations

All students attending summer school will benefit from Universal Design for Learning (UDL) considerations to meet their individual learning styles and needs. UDL is an educational framework that guides the development of flexible learning environments that can accommodate individual learning styles of different students.

View information about UDL

Exceptional learners or those with circumstances of poverty and/or challenges with home technology will require from other considerations to address equitable learning needs and outcomes.

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English Learners

English learner students are entitled to attend summer school programs that are offered to other students at all grades, or at a particular school. Enrollment in a summer school program should be based on the criteria for these programs for all students. In addition to core content academic areas, a district or school may also offer English language development (ELD) as a course during summer school. When planning for Summer School 2020 options districts and schools should consider the following guiding questions to assist in the development of their plans to address the opportunities and challenges of EL students.

Guiding Questions for English Learners

  • Did you see ELP growth or academic growth, as expected during the suspension of in-person schools and distance learning options?
  • What modifications would you make based on the experience of staff, students, and families during remote learning?
  • What new actions or modifications would increase rigor during remote learning? Access to grade level content?
  • What are resources (online and in-person) that could be leveraged to work in tandem?
  • Are there resources that did not work well for EL students? All students?
  • Are there resources that worked exceptionally better for EL students?
  • Are educators available for Summer 2020 that are qualified or experienced in delivering scaffolded instruction for ELs to access grade level content?
  • Are educators available for Summer 2020 that are qualified or experienced in delivered ELD instruction?

Resources for English Learners

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Gifted and Talented Learners

Gifted and Talented Guiding Questions

  • Does the summer school team have access to the student's Advanced Learning Plan (ALP) to understand the strengths and social emotional needs of the child?
  • Are resources in place to provide the needed accommodations for the student to access appropriate content and pacing?
  • Are gifted education services in place to support the instructional needs of the student?

Resources for Gifted and Talented

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Twice Exceptional Learners

Guiding Questions for Twice Exceptional

  • Does the summer school team have access to the student's Advanced Learning Plan (ALP) and IEP or 504 Plan to understand the strengths, needs, and social emotional needs of the child?
  • Are resources in place to provide the needed accommodations for the student to access appropriate content and pacing for both their giftedness and their area of need?
  • Have gifted education teachers and special education teachers collaborated to plan for the instructional needs of the student?

Resources for Twice Exceptional

*also see resources provided for gifted learners and students with disabilities.

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Students with Disabilities

Students with disabilities are entitled to attend summer school programs that are offered to other students at all grades and at a particular school. Enrollment in a summer school program should be based on the criteria for these programs for all students.

Students with disabilities may also be eligible for Extended School Year (ESY) Service. Extended School Year Services are defined as special education and related services that are provided beyond the normal school year and in accordance with the student's Individualized Education Program (IEP), at no cost to the parents. ESY services are only provided when a student's IEP Team makes an individualized determination that the services are necessary, based on a process of data collection, for the provision of a free appropriate public education (FAPE). ESY services are appropriate when a body of evidence demonstrates that the student will experience a severe loss of skills or knowledge that will significantly jeopardize the educational benefit gained during the regular school year.

A student with a disability may qualify only for a summer school program(s), or ESY services, or may qualify for both. The following table provides distinctions of summer school program and ESY services for students with disabilities.

Understanding the Difference Between Summer School and Extended School Year Services for Students with Disabilities

Summer School

Extended School Year (ESY)

Students, including those with disabilities, attend if they meet the criteria established by the district for the summer program(s).

A student with a disability receives ESY services, if the district's IEP determines such services are required to maintain existing skills in order to prevent severe regression, which may include the teaching of new skills in order to maintain existing skills, and are derived from targeted goals and objectives from the current IEPs.

The focus of instruction is tied to the purpose of the district's sponsored summer school.

The need for ESY services are determined by the student's IEP team. ESY services may be different than those provided during the regular school year. Services are based on the identified needs of the student for ESY services.

The district determines the length of the summer school session.

The student's IEP team determines the type, initiation, duration, and frequency of ESY services.

The following questions are appropriate for summer school and/or ESY services for students with disabilities:

Students with Disabilities Guiding Questions

  • Does the summer school or ESY team have access to the student's Individualized Education Program (IEP) and other support documents to understand the strengths and needs of the student?
  • What personnel need to be in place to address the accessibility and specially designed instruction needs, as appropriate, of the student (e.g., educational interpreter).
  • What materials and equipment need to be in place to provide needed accommodations for the student to access instructional content? (e.g., the student's communication system device, braille technology, assistive listening devices).
  • Have summer school and/or ESY personnel been in communication with the out-of-district coordinator and/or special education director to assure guidance and expectations are in place for students enrolled in approved facility schools?

Resources for Students with Disabilities

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Students Living In Poverty

Students Living in Poverty Guiding Questions

  • What structures and system have been in place to assure this group of students has had access to learning and how can that be replicated for summer school needs?
  • What structures and systems have been in place to ensure communication between the school, students and families and what needs to be replicated for summer school needs?
  • What resources have been provided to these families and students that will support summer school?
  • What resources have been utilized by families and students?
  • How is your school or district continuing to measure the needs of students and families? How will this inform your summer programming?

Students Living in Poverty Resources

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Students without Access to a Device or Internet

Guiding Questions for Students without Access to a Device or Internet

  • How are you determining which students and families do not have access to a device or the internet?
  • What resources can the school or district provide?
  • What other methods of learning have taken place for these students (packets, phone calls, etc)?
  • Has the school been in contact with the family routinely?
  • What other methods of learning could take place over the summer (packets, phone calls, tutoring, etc)?

Resources for Students without Access to a Device or Internet

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Students Who Lack Guardian Support During Remote Learning

Guiding Questions for Students Who Lack Guardian Support During Remote Learning

  • How are you determining which students have lacked guardian support during remote learning this spring?
  • What resources can the school or district provide that are student-friendly and easy to complete without guardian support?
  • How has the school or district been measuring remote learning engagement from students over the spring? How will this data be used to inform summer programming decisions?