Summer Learning Capacities

Summer Learning Capacities

Click on one of the capacities below to see an expanded list under each topic.


  1. The GLR coalition identifies advocates for summer learning funding and policy at the city and state level and contributes to the policy agendas, e.g., access to high-quality summer learning opportunities for the neediest young children.
  2. The GLR coalition knows the advocates for summer learning and works with them and the school district(s) and program operators to identify policy barriers at the local and state levels.
  3. The school district(s), with support from the GLR coalition, increases the number of Title I schools offering summer learning programs that include a literacy or pre-literacy component.
  4. The GLR coalition assists program operators to calculate the cost-effectiveness of existing programs and assesses opportunities for scale and replication.
  5. The GLR coalition reviews progress overall and by individual program operators and makes recommendations to reallocate dollars as appropriate.
  6. The GLR coalition has the expertise and the ability to leverage and blend resources needed from diverse funding streams.


  1. The GLR coalition identifies a lead person/organization to drive the development and implementation of strategies for summer learning.
  2. The GLR coalition identifies the specific barriers, gaps in services and challenges in stopping summer learning loss for students who are the furthest behind academically.
  3. The GLR coalition imports, replicates and/or adapts best practice approaches.
  4. The GLR coalition drives ongoing, collaborative planning and manages data tracking, quality standards, professional development and communication strategies.
  5. The GLR coalition executes MOUs (Memorandum of Understanding) with the school district and program providers to share relevant student data and school facilities, if needed.


  1. The GLR coalition and program operators identify effective approaches for recruitment, retention, attendance and parent engagement, particularly for the most vulnerable populations.
  2. The GLR coalition and program operators expand availability of summer meals, health screening efforts and regular opportunities for physical activity.
  3. Program operators hire staff and engage volunteers with experience and/or training in skill-based instruction and effective engagement techniques that support reading proficiency; operators involve certified teachers in some aspect of programming, e.g., curriculum, assessment, instruction and/or staff training.
  4. Program operators incorporate appropriate, research-based instructional strategies and activities to promote specific literacy skills development for those involved in staffing summer learning opportunities, including attention to adult-child ratios and matching books to the level and interest of individual children.
  5. Program operators develop/acquire and use curriculum and/or activities aligned with Common Core or other state standards.
  6. Program operators implement strategies to effectively engage special populations in reading and other skills that contribute to reading proficiency.


  1. The GLR coalition establishes a disaggregated baseline of all children eligible in the community.
  2. The GLR coalition inventories who is currently served by summer learning opportunities. In consultation with the school district and pre-K providers, the coalition identifies the numbers and percentages of students at each grade level who can most benefit from summer learning programs and opportunities, with particular attention to kids who are chronically absent, not ready for kindergarten and/or struggling early readers.
  3. Parents provide program planners and operators with information about their children’s reading habits, health issues and social development.
  4. Education leaders in programs identify the literacy needs of specific populations (e.g., dual language learners).
  5. Program operators share student summer program attendance and performance information with the schools, and vice versa.
  6. The GLR coalition, program providers and the school district(s) develop common indicators of summer program quality in literacy and reading proficiency and consistently measure students’ reading progress at the start and end of the summer program and/or the end and start of the school year.


  1. The GLR coalition creates a community-wide public awareness campaign, including sharing success stories about summer learning loss and how families and the broader community can work together to combat it; part of the campaign should include ethnic media to help reach ethnic populations.
  2. The GLR coalition and program operators cultivate champions of summer programming including teachers, principals, district administrators, parents, libraries and the faith community by sharing stories, challenges and solutions.
  3. The GLR coalition targets the business community for involvement providing practical ideas for action.