Caitlin Peterson, summer school principal for Eureka Union School District, told the board the district’s 2025 summer program enrolled about 300 students across multiple program tracks and produced teacher‑observed improvements in reading, writing, math and classroom routines. The presentation included enrollment counts by camp type, teacher surveys, parent feedback and recommendations for next year.

Why it matters: the summer program serves students needing standards refreshers, supports English learners, and offers enrichment that district leaders said helps students start the fall with improved routines and skills. Staff asked the board to continue supporting staffing and logistical planning for future summers.

Program by the numbers and structure: Peterson said the summer program “had about 300 students enrolled this summer.” She reported roughly 130 students participated in GATE/high‑achiever camps and described four EL camps (including a newcomer class), multiple mastery/intervention camps and six GATE/high‑achiever offerings. Peterson said staffing included about 15 classroom teachers, over 10 support staff and “over 30 student volunteers.”

Instruction and outcomes: teachers used hands‑on STEAM activities in EL camps and focused ELA and math instruction in mastery camps. Peterson presented teacher‑survey snapshots and limited I‑Ready usage data; she said a sample teacher week showed a majority of students put in about 30 minutes of i‑Ready with about 85% of lessons passed. Teacher pre/post surveys showed increases in at‑grade‑level student performance and falls in below‑grade‑level performance across reading, writing and math measures used by the program.

Parent and staff feedback: Peterson said 94.3% of responding parents reported communication was timely, and 98.6% said their child enjoyed the program (survey n=70 parents). Staff feedback praised supervision, structured routines and a positive staff culture; parents asked for clearer pickup communication and requested longer days or more days.

Lessons learned and next steps: Peterson recommended smaller class sizes for targeted mastery interventions, clearer pre‑session communications about dropoff/pickup logistics, continued use of aids to support push‑in instruction, and more planning time to integrate program assessments. The board heard the report and did not take action at the meeting.