K-12 schools and districts across the country know that strong summer learning doesn’t just happen. It takes intentional planning, cross-team coordination, and early decisions that set the stage for success.
In a recent LinkedIn Live conversation hosted by Keri Hubbard, Chief Program Officer at the National Summer School Initiative (NSSI) connected with two district leaders—Kelly Lyons, Executive Director of Planning and Logistics for Charlotte-Mecklenburg Schools (CMS), and Julie McCalmont, Coordinator of Summer Learning Programs at Oakland Unified School District (OUSD)— to share how planning early can transform summer into a powerful extension of the school year.
Start Planning Before the School Year Begins
Both district leaders emphasized that waiting until spring to think about summer is simply too late. McCalmont, who has led summer learning in Oakland for 15 years, explained:
We really have learned a lot about this whole concept of starting summer in September. At the end of the day, it just results in higher quality programs, higher quality staff, higher attendance, [and] enrollment rates.
In Charlotte-Mecklenburg Schools (CMS), planning begins even earlier—literally the day after summer programs end. Lyons described the value of this quick turnaround:
It’s invaluable. It’s fresh on the top of people’s minds. Their reactions, their responses are genuine and authentic with it being so quick.
This immediate reflection allows both districts to capture lessons learned while they’re still top of mind, then take a brief pause before launching into planning cycles for the year ahead.
Aligning Goals, Budgets, and Student Priorities
Early planning starts with clarity on purpose. McCalmont shared that in Oakland Unified School District (OUSD) the process begins with budget realities, then moves to goals:
- Determine available funding sources and their requirements.
- Decide whether to prioritize academic gains, social-emotional growth, or transition supports like bridge programs.
- Balance quality versus quantity—investing deeply in fewer students or ensuring broad access.
“If you were just starting next week… figure out your budget, figure out your instructional priorities, and [decide] who really gets the spots. Who are we building this program for?” McCalmont advised.
For Charlotte-Mecklenburg Schools (CMS), summer connects directly to districtwide strategy. Lyons explained how every dollar invested supports multiple streams, including students, teachers, central office leaders, and aspiring principals:
“We wanted to be able to use summer programming to support more than just students… so it’s a fourth way to really pour into our people to make sure that our summer programming is not just for one group, but that we’re using our resources and the opportunity that will have an impact not just in the months of summer, but in the year that follows it.”
Tackling Teacher Recruitment Challenges
Finding and retaining high-quality teachers is one of the biggest hurdles districts face. Both leaders pointed to three practices that make a difference:
- Communicate early and clearly. Teachers want to know dates, training expectations, and compensation upfront.
- Value teacher time. Compensation and stipends—whether for training or home visits—signal respect for educators’ commitment.
- Design strong programs. Teachers are drawn to programs that provide meaningful professional learning and align with curriculum.
As Lyons noted:
“Our teachers love summer programs and they want in… but the summer months come with the challenges of planning around vacations. We really focus on communicating early and clearly around dates, times, expectations of the role.”
McCalmont added that clarity and design matter just as much as pay:
“If it’s well designed, if it’s well run, if the curriculum is there, if you have classroom supplies… people want to go to trainings. A well-crafted, well-curated training is a great experience for teachers.”
Driving Attendance Through Relationships
Even the strongest curriculum won’t matter if students don’t show up. Oakland Unified School District (OUSD) built home visits into its model to build trust with families and boost attendance. “It increases attendance right away… It’s like a 20-minute conversation, really fast, but it really helps,” McCalmont explained.
Charlotte-Mecklenburg Schools (CMS), meanwhile, focuses on making programs both engaging and strategic. At the high school level, attendance is mandatory because of the condensed timeline. At the elementary level, Charlotte-Mecklenburg Schools (CMS) pairs rigorous standards with enrichment so that students are motivated to attend.
Backward Planning with Cross-Functional Teams
Both leaders stressed that successful summers require a district-wide effort. Hiring timelines, curriculum design, community partnerships, facilities planning, and HR systems all need to move in sync.
Lyons described CMS’s approach:
Goals need to be set now. October is the time where you need to know what your summer program’s going to accomplish… Clarity is kind. Be clear on what the expectation is of [teams], how often they’re going to be monitored or spoken with.”
McCalmont echoed the importance of buy-in from across the district:
It’s basically a pop-up school district… and you don’t have positional authority over everyone. So it’s important that we have buy-in… If you don’t have that agreement or someone just gets put on the summer team, they’re gonna slow things down.
Key Lessons for District Leaders
- Plan early, but allow breathing room. Both leaders emphasized capturing lessons immediately, then letting teams focus on school-year start before ramping back up.
- Budget drives design. Funding streams and requirements shape the length, focus, and scope of summer programs.
- Invest in people as well as programs. Summer is a chance to strengthen teachers, leaders, and systems.
- Clarity is essential. Clear roles, expectations, and communications avoid surprises and build trust.
As Lyons summed up:
“Plan early, be adaptable. Things are gonna shift and change along the way throughout the year and in the summer. Buckle up, because it’ll shift and it’s okay.
The conversation with Lyons and McCalmont underscored a few essentials for districts: start early, ground decisions in data and funding realities, set clear priorities for who summer is meant to serve, and coordinate across teams to keep momentum. When those elements come together, summer becomes a true extension of the school year to strengthen academic foundations, deepen teacher practice, and build stronger connections with families.
This content is derived from expertise from a LinkedIn Live event on October 8, 2025, featuring Keri Hubbard, Chief Program Officer at NSSI, Kelly Lyons, Executive Director of Planning and Logistics for Charlotte-Mecklenburg Schools (CMS), and Julie McCalmont, Coordinator of Summer Learning Programs at Oakland Unified School District (OUSD). For more conversations like this, follow NSSI on LinkedIn to keep an eye out for future blog posts and LinkedIn Live events.
