Colonial SD reviews summer academy outcomes, considers asynchronous summer option

Colonial School District officials reviewed results from the district’s Summer Academy and raised a plan to create asynchronous summer assignments to expand participation.

District staff reported the Summer Academy operated two sites this year—one elementary and one middle school—and ran for 12 days. Coordinators for the program were Dan Bennett, identified as a middle school math teacher, and Nina Proteowski, identified as a library media specialist. Staff said the program used Lincoln Benchmark assessments to invite students and emphasized small-group instruction, morning meetings, guest assemblies and specialty activities.

The district reported 208 students attended this year out of more than 500 students who were invited. Staff tracked the share of students attending at least 75 percent of sessions at roughly 70–73 percent depending on grade band. Staff also said inconsistent attendance remained a challenge and reduced measurable academic growth for some participants.

On costs and staffing, staff said the Summer Academy cost about $250,000 this year, down from roughly $300,000 the previous summer. The district said the budget covers staff salaries and benefits, transportation and meals; staff hiring was driven by how many people accepted positions, and the majority of summer employees this year were from outside the district. District staff said they offer two days of training for summer teachers and that a handful of repeat teachers return from other districts.

Because of attendance and the program’s cost structure, staff presented a possible alternative: district-developed asynchronous summer assignments available to all K–12 students. The proposal would create curriculum during the school year, offer materials in multiple languages, allow students to work at their own pace and include options for periodic in-person events or “office hours” where district teachers would be available by video conference or on-site for support. Staff said that moving to asynchronous work could reduce transportation and facility costs while allowing more students to participate.

Board members asked for additional information before making program decisions: pre/post assessment data for attending students, a breakdown of the summer budget (how much went to staffing, transportation, food), and family feedback. Several members suggested conducting a family survey before committing resources, offering a hybrid option that preserves social opportunities and guest assemblies, and piloting office hours or occasional in-person events to maintain social interaction.

Staff said they do collect benchmark and pre/post assessment data and can provide grade-level analyses linked to attendance. They also described informal feedback from teachers that many district staff decline summer assignments because they prioritize family time in July. Staff indicated they would report cost breakdowns, attendance-linked outcomes and possible survey instruments to the board if the committee wants to pursue an asynchronous or hybrid model.

Board members asked that any changes be presented with clear cost estimates, participation projections and evidence of academic impact before approving a major shift to an asynchronous model. Staff said the district typically shares summer program plans with the board in January and raised the idea now to allow time to develop options.

Ending

Staff will return with detailed attendance-by-grade data, pre/post assessment summaries, a line-item budget for the Summer Academy, and proposed survey wording for families if the board directs further study.