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Gilroy Unified credits summer redesign for higher attendance, stronger student engagement
Summary
District officials said a redesigned 2024 summer learning program that paired credentialed teachers with program leaders, added ST Math and Lit Camp curricula, field trips and coaching doubled full-attendance rates and raised student-reported safety and engagement.
Gilroy Unified School District officials told the board on Oct. 3 that a redesigned summer learning program produced measurable gains in attendance, student engagement and program quality.
Ed Services staff said the 2024 summer program shifted from a narrow intervention model to a hybrid of academics and enrichment, pairing credentialed teachers with Youth Alliance/YMCA program leaders. ‘‘We saw more students staying for the full day, participating in math centers and lit camp and coming back to school knowing what to do next,’’ said Greg Kamacho, an Ed Services presenter who described site selections and curriculum changes used at Glen View, Rod Kelly and Brownell.
A district slide presented to trustees showed a rise in several survey measures: 99% of summer participants reported feeling safe and welcome (up from 92% the prior year), 94% said they had opportunities to share ideas in class, and the percentage of students with 100% attendance in the program doubled. Staff attributed the shifts to the co-teaching model, an organized morning academic block (ST Math and Lit Camp) and expanded literacy facilitator and coaching supports.
Program staff also restored field trips and enrichment activities to encourage day-long participation. ‘‘We split mornings for academic work and afternoons for enrichment so students could attend field trips without missing instruction,’’ said Love Deep, who coordinated campus field trips and staffing logistics.
District presenters reported operational changes that supported fidelity: literacy facilitators, seven agency curriculum coaches, and a schedule that allowed program leaders and credentialed teachers to share teaching duties. Officials said the model generated more hours attended overall and higher proportions of students achieving at least 75% of program days.
The presentation included next steps: separate curriculum trainings (ST Math and Scholastic) to reduce staff training load, digitize summer registration packets, and continue the coaching model to bring summer strategies into year-round programs.
Board members praised the results and asked for brief demonstrations of ST Math’s approach at a future meeting. The board did not take a separate action on the summer program presentation; it served as information and planning input for ongoing program design.
