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Board hears summer-program reports showing strong engagement, mixed regents results
Summary
District leaders reported on four summer programs — credit recovery, a middle-grade 'bridges' program, an off-campus voyager program and regents-prep distance learning — highlighting strong engagement in small cohorts and noting only a small number of students passed regents exams after the short session.
The Taconic Hills Central School District presented a review of its summer instructional programs, reporting steady participation in targeted offerings and noting mixed results on regents exams.
District staff said the summer slate — credit recovery, a bridges program for middle and early high-school grades, an off-campus voyager program, and a regents-prep distance-learning offering — was designed to provide small-group, individualized instruction and experiential learning opportunities. Presenters said the credit-recovery classes were intentionally small (students typically with averages around 60) to allow individualized support and to enable students to earn missing course credit.
On regents-prep, staff reported 37 students signed up, 34 took the regents exam, and three students who attended 10 or more review sessions passed their exams in August; several other students increased their scores but did not pass. Presenters said the district intends to analyze attendance, grades and discipline referrals over the school year to measure program impact.
Speakers described field trips (zoo, lighthouse boat trips, local nature sites), cross-cultural projects and hands-on projects such as building boats from recycled materials. Staff emphasized that the small-group model helped students form stronger classroom connections and increased participation when the regular school year began. The superintendent and presenters thanked staff from transportation, food service, counseling and business office personnel for supporting logistics and procurement.
Board members asked about program length and staffing; presenters said program durations varied by site (some camps hosted three-week sessions, others six weeks) and noted the district extended a program to six weeks this year and ran sessions three days per week. Participation figures were presented in a table format to the board and further analysis was promised during the year to assess outcomes and inform future budgeting.
