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District shifts from broad summer school to targeted high‑impact tutoring
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Summary
Facing reduced federal and grant funding, the Churchill County School District will prioritize targeted, data‑driven tutoring for selected students rather than large‑scale summer school; staff outlined cohorts, schedule and an outside tutoring partner and said outcomes will be tracked and reported.
Superintendent Parsons told the board the district does not have the same federal grant funding it used in prior years for broad summer school, so leaders redesigned services to focus dollars where they expect measurable academic gains.
Under the plan presented, the middle school and high school will provide credit‑recovery options, and elementary and middle grades will receive targeted tutoring: 20 students in each grade 3–5 and 80 students in grades 6–8 will be selected using formative assessments (I‑Ready and MAP). Students will work in groups up to four with a dedicated remote tutor four days per week for eight weeks in 30‑minute sessions; each session will end with formative assessments and data will be reported to teachers in real time.
Parsons said the district is partnering with Paper (referred to in the supplemental as Paper Grow) to deliver Tier‑2 interventions during school time and that the approach was chosen after evaluating evidence about attendance and impact for summer programs. "We didn't have the amount of money that we needed for summer school, but this we could do and this should have a large level of impact moving forward," Parsons said.
Board members asked for follow‑up reporting: staff agreed to track the selected cohort and provide outcome data to the board so trustees can evaluate whether the targeted approach should continue in future years.
