It’s only a few days until the opening of the 2016-17 school year. Despite the hustle and bustle in a school during the summer to make sure halls, classrooms, and specialty areas are clean and ready for children and teachers, a school in summer just becomes empty real estate when emptied of the community it serves. That’s why we are building out rich summer experiences for our young people so that they can take advantage of year-round learning communities, not just for ten months.
This summer our programs ran in almost every school; visual and performing arts, STEM, Maker Education summer school, Leadership and Entrepreneurship Academies, readiness programming for rising ninth graders and children entering kindergarten, blended learning courses for summer high school, and both face-to-face and online physical education and personal finance courses.
In our second annual Rock and Rap Academy, students from county high schools formed music groups and bands to write, perform, and record their own music. They had the chance to work with music educators from our schools but also local musicians from across the region. Our young contemporary music performers put on a show at the Ix Building for parents and friends as a culminating concert.
Young citizen leaders from our high schools gathered at the annual Leadership Academy to practice the competencies of leaders, to hear the stories of leaders across our community, and to take on a project that represents citizen leadership action.
Student agency and voice matters. This year a group of our young women from Albemarle High again sponsored a regional bridge-building camp so middle school girls could experience the power of engineering to make community improvements while learning the principles of math, science, and tech embedded in engineering. But, as founder Ayoade Balogun shared this with me last spring in an interview, “I also want young girls to see engineering as fun.”
In the Entrepreneurship Academy offered to high school students with an interest in designing, making, and launching projects they’ve created from scratch, students worked with our high school mechatronics teachers – staff who combine traditional shop, programming, and engineering design in one class – to create their own products from innovative baseball bats with specialized grips to a couch desk for a classroom, bedroom, or office. They each gained career and technical education course credits as they created their projects.
Most adults find computer science, programming or coding, to be a mystery. That’s not true of over 600 learners, ages 5-18, from our diverse school communities who participated in our fifth annual Cville Coder Dojo. The multiage coder dojo camp originated in Ireland as a way of engaging young people in coding. While most kids who learn to code will not pursue computer programming, they still learn to apply mathematical reasoning, logical thinking, and creative processes as they use code to program arduinos, raspberry Pi, and 3-D printers, build games in scratch, construct websites using HTML code, and make music with sonic Pi.
Our children also participated in summer school programs where they spent time making all kinds of projects as a path to learning. Students at Woodbrook Elementary participated in activities to find the joy in inquiry learning as citizen scientists – and learned about worms, insects, gardening, and geology on the school grounds. They ended school with a showcase of their work from student-made podcasts to teach guests about science to student-constructed worm farms for sale.
Math competency is a gateway for kids to pursue dreams. Without it, so much is not available or limited in reach. The nationally recognized M-cubed program brings middle school African-American males together to gain algebra readiness together as a community. The program goes far beyond just math, however, as the young men engage in dialogue with local mentors and leaders. If we want to mind learning gaps, opportunities such as M-cubed represent our commitment to diverse experiences for all children.
We don’t live on an agrarian calendar in our homes and communities anymore.
Offering high quality learning experiences during the summer allows our parents and staff flexibility in family choices about work schedules and vacations while also offering a variety of enriching experiences for all children often at no cost, low-cost, or with scholarship support. Our enriched opportunities engage young people in applying literacy and mathematical reasoning competencies as well as in building academic background knowledge, key to avoiding the summer social and academic slides that can occur for at-risk learners.
When our schools fill with children and staff during the summer, it’s a return on community investment in educational facilities that remain in use rather than close for learning business. Using our schools year-round does create a challenge for our building services staff but I believe that it fulfills our mission to fully engage our full community of learners in learning, regardless of the calendar date.
Our summer programs support working families with options for high quality care with a learning focus. And, our summer programs allows us to engage staff in learning new instructional techniques and tools to take back with them into their regular year teaching. We see many benefits to our learners and families. Equity of access to top-notch summer programming is a design principle of our offerings. It’s an essential, not just nice to do.