The board authorized the superintendent to select, negotiate and execute contracts with state‑approved vendors to provide high‑dosage tutoring in reading and math, not to exceed a $1,560,855 allocation pending state approval. The program funds 10‑week intervention blocks delivered by approved vendors, highly effective teachers or trained campus personnel.

Results presented: Ms. Edwards summarized outcomes from a late‑starting implementation the prior year. Studyville, the vendor that served the majority of students after launching in November, produced the following district‑presented outcomes: roughly 27 percent of Studyville students moved to proficiency in DIBELS by year‑end, about 8 percent of Studyville students in LEAP grades moved to proficiency on LEAP, and about 38 percent moved at least one achievement level in DIBELS with about 41 percent moving at least one achievement level on LEAP. Ms. Edwards cautioned that interventions began late last year and the district used additional vendor support (ARR Reading, Intervene) mostly in spring and summer.

Implementation plan and board questions: Trustees asked whether the 10‑week statutory limit was a constraint for students with long learning gaps. Staff said the 10‑week vendor window is only one part of a multi‑tiered approach and that campuses will combine vendor services, on‑site highly qualified teachers, and interventionists to sustain progress beyond 10 weeks. Board members also asked for historical vendor performance tracking and longitudinal metrics; staff responded they would tag students by vendor in JCampus to enable multi‑year tracking.

Ending: The motion to authorize the superintendent to finalize vendor contracts carried; staff will deploy tutoring capacity based on campus need and monitor outcomes with attention to spring and summer continuation where appropriate.