Results of the survey showed areas HIDOE has made progress on and will continue to work on:

• Health and Safety: Health and safety were major areas of focus as many students attended summer programs physically on campus either in-person daily, or through a blended model of in-person and online learning. For those students and teachers who were on campus, health and safety needs were met to a high degree. A very high percentage of teachers (96%) and students (98%) report they felt safe with the size of their class; teachers (94%) and students (92%) report they had enough social distancing; and teachers (86%) and students (95%) felt comfortable with the cleanliness of their classroom. The majority of teachers (75%) and students (60%) report they wore face masks when on campus the whole time in common areas and their classrooms.
  

• Learning Experience and Participation: Overall, responses indicate the summer program met the needs of almost all students for different reasons, with enrichment, advancing in credits and credit recovery being the most common reasons. Only 3% of students report their program did not meet their goal. The majority of teachers report students consistently participated in the program.  More than half the teachers report that 80-100% of students consistently participated in the program.  Greater percent of elementary teachers (89% PreK-2nd and 90% 3rd-5th) report the majority (60-100%) of their students consistently participated in the program than secondary teachers (77% 6th-8th and 79% 9th-12th).  Almost all students (95%) who needed access to a device had a device.  Results from this summer learning survey show that student participation and engagement does look very different when the context allows for thoughtful planning and focus for students, unlike fourth quarter with the closing of school buildings when the state was in a full crisis mode. 
  

Results of the survey also showed areas of high leverage to focus on looking ahead:

• Learning Models: As future summer or intersession programs are planned, consideration should be given to provide a blended learning model, a full in-person model, as well as a full online learning option from home. The summer learning hubs were opportunities to test out innovations and ideas while practicing health and safety measures necessary with the on-going COVID-19 pandemic situation. These were valuable experiences to learn from as the new school year begins. While HIDOE has been almost exclusively an in-person model for decades, from this dire global pandemic crisis new ways of teaching and learning are emerging that in the larger picture add value as we expand our pedagogical repertoire to reach multiple learners. Schools looking forward need to be agile in delivery of quality education for all students. 
  

• Professional Development for Teachers: About half of the teachers report they engaged in formal or informal professional development. Results of the survey also show similar patterns of instruction and monitoring student learning amongst in-person and online models. HIDOE is providing training modules for teachers on distance learning at the beginning of the school year.  As a system, we should continue to provide professional development in order to maximize technology as an instructional tool where strategies may look very different from the traditional in-person classroom and redefine learning experiences in robust ways.
  

At the end of the first quarter, HIDOE intends to conduct the third series of surveys and data collection from teachers, secondary students, families and principals to capture the successes of our educators and support staff as well as the lessons learned to forge ahead for the quarters ahead.