Farmersville Unified reports gains from targeted after‑school tutoring; officials outline summer‑school limits

Farmersville Unified staff reported measurable improvement for students who received targeted after‑school tutoring during the 2024–25 school year and outlined how summer school and other interventions will be used to preserve those gains.

In a presentation to the Farmersville Unified School District board on Tuesday, district staff described a pilot tutoring effort at the high school that focused on roughly 130 students. "We welcomed all students, but these are a 130 students that we really targeted to see if we can get them some additional support and it worked," said Chris Sanchez, a district staff member. "We saw 37% increase in their grades, their GPAs went from a 2.4 to a 2.8 on average."

School leaders said the initiative combined smaller class sections, extra teacher prep buyouts and an extended tutoring block that followed the school day. At the junior high and elementary levels, the district reported Saturday academies and after‑school programs that include project–based work and targeted instruction for English‑learner reclassification and benchmark preparation.

Why it matters: Board members and parents pressed staff about whether the district can sustain tutoring when one‑time funds are spent. Staff said they will seek to braiding remaining funds into programs funded by the Local Control and Accountability Plan (LCAP), Title I and other ongoing sources so the supports continue.

Summer school and credit recovery: Board members and parents asked whether summer school could be used to accelerate students who want to get ahead. District staff said that, at the high‑school level this summer, the program is credit recovery only. Students who failed a course can retake it in summer school to replace the grade; passing students are not being advanced into the next sequential course in the summer program. Staff said the district uses an online platform (Apex) for parts of the recovery program and that students who finish partial work in summer may continue online when the regular term resumes.

Staffing and program details: The tutoring pilot recruited five teacher‑tutors (two math, two English language arts and one science) to work with the targeted students; staff said attendance and regular progress checks were logged and used to evaluate effectiveness. Administrators said multiple state and federal funding streams will be considered to sustain the work, including LCAP allocations, Title I, and Learning Recovery (LREBG) grants.

Parents and board members pressed staff about communication and record‑keeping — how teachers notify families when students fall behind and how quickly interventions are offered. Staff described a layered response: daily or weekly class checks (warm‑ups and exit tickets), weekly MTSS (Multi‑Tiered System of Supports) meetings, and parent notifications via progress reports and ParentSquare for new failing marks. School leaders said teachers are expected to update gradebook information (Aeries) every two weeks.

Board actions connected to interventions: At the same meeting the board approved summer‑school personnel lists (items 13.3 and 13.4) and other personnel actions related to implementing tutoring and summer programs; the motions carried unanimously.

What’s next: Administrators told the board they will continue collecting data and aim to expand supports where funding allows. Board members asked for a visual “road map” showing how students can progress through A–G coursework, CTE and dual enrollment options; staff agreed counselors already prepare four‑year academic plans and may provide a clearer visual for families.

Ending: School officials said they will return to the board with updates on funding plans and on outreach strategies to increase family use of after‑school and Saturday supports.