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CCPS doubles down on tutoring, Title I and pre‑K expansion but summer boost seats remain underused
Summary
District staff told the board they are braiding Title I, community‑school and McKinney‑Vento funds (about $2.8M total) for tutoring and small‑group interventions; pre‑K slots and private provider partnerships have expanded, but summer boost attendance has declined and the district is exploring ways to better fill targeted seats.
Charles County Public Schools told the Board on Nov. 4 it is directing federal and local funds to accelerate early interventions while expanding pre‑K access.
Title I and community‑school staff reported roughly $1.3M in Title I allocations for tutors (about 30 degreed and five non‑degreed tutors) and approximately $1.4M in community‑school staff to provide before‑, during‑ and after‑school academic supports, small‑group interventions, and behavior supports. District leaders said those three funding streams — Title I, community schools and McKinney‑Vento set‑asides — currently support roughly $2.8M in tutoring and supplemental services, including targeted literacy interventions and math small groups.
Kevin Lowndes (chief of teaching and learning) and Title I staff described 61 literacy small groups and 95 math intervention groups in operation, with trained tutors and contractors supplementing school staff. Staff emphasized progress monitoring, regular data collection and the use of MTSS structures to move students from red/yellow categories toward grade level. Erin (Aaron) Bonner noted that tutoring includes both "push‑in" support that partners with classroom teachers and discrete intervention sessions with progress monitoring.
On early childhood, the district reported pre‑K expansion to about 963 pre‑K4 students (up from 934 in the previous count) and increased private provider participation. Staff announced adoption of the STAR Early Literacy assessment for pre‑K4 as part of the new kindergarten readiness baseline year, and described gains on PELI/Acadience measures from fall to spring in prior cohorts.
Summer boost attendance has declined, staff said, but analyses show targeted boost participants avoid the typical summer slide. Board members urged looking for ways to fill open seats and to consider options for students "on the bubble" and those with disabilities who might benefit from targeted summer opportunities.
Next steps: district staff will continue progress monitoring, examine possible extensions or opt‑in opportunities for summer programs, and provide board reports on intervention fidelity and interim metrics for tutors and programs.
