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Delivery Model and Staffing

Students wearing masks and doing schoolwork outdoors

Delivery Model

The health of your community will impact your delivery model for summer learning. Delivery models should follow local county health guidelines and district policies. Your students’ access to the internet and relevant devices will determine if your virtual learning will be digital or analog. If you are digital or analog, you then need to decide how much of the time instruction will be asynchronous or synchronous.


Guiding Questions 

  • If local policies allow in-person activities, what mitigation measures and resources from DHS and DPI are needed to safely operate?

  • If all, or some, activities will be provided in-person, how can schools utilize outdoor spaces to reduce transmission?

  • If all, or some, activities will be provided in-person, are virtual alternative options needed for higher risk populations of students?

  • Do your families and teachers have consistent internet access?

    • Yes: The instructional model may be digital.

    • No: The instructional model will be analog. Consider if there in-person program providers available to provide in-person support for students that are engaging with instruction virtually (i.e. OST programs).

  • Are local Out-of-School Time providers offering in-person support during virtual learning for students?

  • Will teachers and students interact with content at the same time?

    • For digital:

      • Yes: You will have a digital synchronous - learn online together - instructional model.

      • No: You will have a digital asynchronous - learn online independently - instructional model.

    • For analog:

      • Yes: You will have an analog synchronous - learn together on the phone - instructional model.

      • No: You will have an analog asynchronous - learn online independently - instructional model.

    • For hybrid within a digital or analog instructional model:

      • Sometimes: You will have a hybrid - learn together and work offline independently - instructional model.

  • How will materials be distributed?



icon of head with gears inside

Your goals of summer learning, instructional model, and schedules will inform your staffing needs. Consider creating opportunities for teachers to share a position (e.g., one teacher teaches in the morning and another teaches in the afternoon, one teacher teaches Monday & Tuesday and the other teacher teaches Wednesday & Thursday.) For continuity of learning for students and families, consider looping teachers into summer school.

Licensing Considerations: Eligible Courses Must be Taught by Teachers with the Proper WI DPI License

An instructor who is contracted to teach summer school or interim session either as a district employee or through a subcontract must hold a license to teach issued by the DPI subject to the same requirements used during the regular school year except as otherwise detailed below. This means a person must hold one of the following license types: a valid Provisional license, Lifetime license, Master Educator License or a 1-year license with stipulations, but not a substitute license. A person with a 3-year substitute or 5-year substitute license may substitute teach during a summer or interim session teacher’s absence.

  1. Licensure requirements for summer or interim session are further clarified as follows:
    1. For credit-granting high school courses, including make-up credit or credit recovery, the teacher must be licensed in the subject and grade level required for the course.
    2. For remedial support or tutoring, the teacher must be licensed in either the subject or grade level, but should work in collaboration with a teacher licensed in that subject and grade level. This includes special education teachers who may provide remedial support or tutoring to regular education students during summer interim session, if they have the appropriate grade level certification.
    3. For enrichment courses, the teacher must hold any valid license in the category of teaching, administration or pupil service to teach enrichment courses to students. (This does not include a substitute teaching license.)
    4. For summer driver education, the teacher must hold a license in driver’s education (450), even if the course is not for credit. A DPI-licensed teacher with a substitute license in driver’s education (450) may teach the course during summer or interim session only.
  2. If a swimming program is offered through the American Red Cross Learn-to-Swim program, the teacher must also hold a valid Red Cross Water Safety Instructor's Certificate. If the DPI-licensed teacher does not hold the Red Cross Water Safety Instructors certification, instruction may be delivered by an unlicensed instructor who holds the Red Cross Water Safety Instructors certificate under the direction of an on-deck, appropriately licensed teacher as described in 1.a. and 1.c. (Note: Under direction means program planning, development of curriculum, ongoing consultation are done so with the licensed teacher who is on the pool deck during class time. Swimming is the one exception where instruction may be delivered by an unlicensed instructor if the conditions sited above are met.)
    1. For those districts that do not use the American Red Cross Learn to Swim program, the swimming course must be taught by the appropriately licensed teacher as described in Examples 1.a. or 1.c. above, but does not require the instructor to hold the Red Cross Water Safety Instructor's Certificate.
    2. It is expected that the requirements for life guards under Wis.Admin.Code.sec.DHS 172 (Safety, Maintenance and Operation of Public Pools and Water Attractions) are met.
  3. A teacher hired to provide virtual instruction must either be appropriately licensed as listed above under 1. Additionally, s.118.19 (1b) allows teachers living in other states to teach an online course under a valid license or permit from the state in which the online course is provided.
  4. s. 118.19 (1c) allows faculty members in good standing with one of our WI institutions of higher education to teach high school courses without a license from the department if the faculty member has at least a bachelor’s degree, is in good standing with their institution and the department conducts a background investigation of this faculty member and the results would not make the faculty member ineligible under s.118.19 (4) or (1).

Guiding Questions 

  • If you are enrolling a larger student group to account for greater need for summer learning and/or need for social-emotional connection, how will you hire and fund additional staff, both teaching and non-teaching, to support those additional students? Consider how you may use your one-time funds to incentivize.
  • Will you provide counseling and/or other SEL support services over the summer? Will these services be available to summer learning students only or all students?
  • Will the district provide hardware and internet access/support in the virtual or blended learning environment and how will that be supported?
  • Will the district provide technology support for families in the virtual or blended learning environment, and how will that support be staffed?
  • How will you define the role of summer learning principals in different learning environments? Will you expect them to observe instruction and provide feedback to teachers? Will principals be expected to connect regularly with students and families? How will principals support the social and emotional needs of faculty members?



For more information, contact: Tamara Mouw, Director of Teaching and Learning