Rescue Union summer RISE program drew 506 full‑term students and showed measurable learning gains, presenters say

At the Sept. 9 board meeting, district staff reported that the RISE summer program registered 543 students and 506 attended the full 20 days, and staff described academic and enrichment activities tied to the Expanded Learning Opportunities Program (ELOP).

Renee Malachi, a RISE presenter and elementary teacher, described a mix of direct instruction, small‑group work with Summer Scholars workbooks, and technology practice on IXL: “This is summer after all, and we want them to be there,” she said, explaining that classes used a combination of workbook stations, teacher‑led small groups and IXL practice (about 30 minutes per day) to reinforce grade‑level standards.

The program served transitional kindergarten through sixth grade students from across the district; presenters said RISE aimed to blend academics, STEAM and hands‑on activities and to increase inclusion by keeping all students together for assemblies, lunches and events. Aspiring administrator Debbie Thalaschini said the program helped staff across sites build relationships and that inclusion was a “huge” priority.

Why it matters: the RISE program is funded through the state Expanded Learning Opportunities Program, which targets unduplicated pupils but may be used for all students if priority is maintained. Board members said the district’s approach and the IXL diagnostic data provide a potential model for reducing summer learning loss and informing fall instruction.

Key details and evidence: presenters said 543 students registered for RISE and 506 attended the full 20‑day program. Staff reported using one‑page TK/K pre/post assessments and Summer Scholars diagnostics for grades 1–6; third‑grade teachers used the IXL diagnostic as the continuity measure with the district’s core supplemental program. The presentation included individual examples showing large short‑term gains — including a cited case in which a student’s IXL math diagnostic showed roughly 14 months of growth in 19 days when the program and the tool were used together. District staff cautioned that individual outliers exist and that results should be interpreted alongside other measures of student need.

Discussion and follow up: board members asked whether the RISE model could be replicated during the regular year and what components produced the strongest gains. Staff said several factors likely contributed to observed growth: smaller summer class sizes (roughly 20 students), explicit use of diagnostics and targeted practice on IXL, focused direct instruction, and experienced, collaborative teacher teams. Staff recommended more training for principals and teachers on using IXL reports and diagnostic tools with fidelity so the same practices can inform the regular‑year program. Presenters also described mentorship opportunities for aspiring administrators who participated in the summer program.

Operational notes: presenters described daily PE, weekly art, a STEAM museum, STEM day activities, and safety procedures identical to the regular school year (cleared volunteers, lockdown practice). Staff said attendance and family feedback were captured through a short survey used to inform changes for next year. Presenters noted some administrative pain points — notably summer attendance and data tracking done in Google Sheets rather than the Aeries student information system — and suggested process improvements.

What the board did: this agenda item was discussion only; no formal motion or policy change was taken. Board members asked staff to continue analyzing the IXL and diagnostic results, consider how to scale successful practices into the school year, and report back with proposed professional development and replication plans.

Next steps: staff will bring implementation ideas and professional‑development proposals to principals and the superintendent’s cabinet, and will include RISE evaluation results in upcoming leadership and planning conversations.