Shelby County Schools (SCS) is maximizing its outreach to improve academic achievement. Through newly implemented programs, the District is offering high dosage/low ratio tutoring sessions before, during and after the school day. These are designed to provide enrichment in reading and math and mitigate learning loss as a result of COVID-19 school closures. Tutors will create high-impact learning experiences, focusing on re-teaching content, and connecting prerequisite skills to grade-level content.
During the school day tutoring
Will provide students in grades 1-8 with individualized support in reading and math 5 days a week.
- Accountability Outcomes
- By the end of the 2021-22 school year, elementary and middle students in the bottom 15% who meet tutoring participation criteria will show a 5% increase on pre and post assessment results
Before & after school tutoring
Will provide individualized support in reading and math 2-3 times/week and one Saturday/month.
- Accountability Outcomes
- By the end of the 2021-22 school year, elementary, middle and high school students with a 95% participation rate will show a 5% increase on pre and post assessment results using the iReady diagnostic, EOC and ACT tests
- By the end of the 2021-22 school year, elementary, middle and high school students in the bottom 20% who have a 95% participation rate will show a 5% increase on pre and post assessment results using the iReady diagnostic, EOC and ACT tests
BookNook Tutoring Partnership
Through the Connected Literacy Grant Partnership with Methodist Lebonheur & BookNook, students in grades 1-3 have access to virtual tutoring based on 2021 Fall Mastery Connect data. Students will participate after-school three times a week for 12 weeks.
Grant requires a minimum of 3,500 students attend 85% of BookNook sessions (31 sessions)
The goal is to have at least 5,000 (1st-3rd grade) students enrolled in the program.
Parents must register for the tutoring on the state registration site.
Projected district-wide start date: November 29, 2021.
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