BEYOND THE BELL- New after-school program targets literacy at its most critical stage
April 2, 2026
Sanford- By the time they reach 3rd grade, students are no longer learning to read. They’re reading to learn.
For those whose reading skills fall behind early on, catching up becomes increasingly difficult — and without meaningful intervention, statistically unlikely.
Through a new after-school initiative called Beyond the Bell, the Lee County Education Foundation is funding a targeted, data-driven tutorial program designed to help early elementary students build the foundational literacy skills that will shape their academic futures.
“We’re excited to be able to step in and help ‘plug the hole’ in funding for these after-school tutorial programs,” said Wendy Wicker Phillips, the Foundation’s executive director. “This support allows schools to provide highly qualified staff and transportation — removing barriers and making it possible for more students to participate.”
‘THE PRIMARY TOOL’
Year after year, research shows that reading proficiency by the end of 3rd grade is one of the strongest predictors of long-term academic success. Students who struggle at that stage often face widening gaps in learning, reduced engagement, and increased risk of falling behind in later grades.
“Reading is not just a subject; it is the primary tool through which most other subjects are learned,” said Dr. Natalie Kelly, Lee County Schools’ Assistant Superintendent of Curriculum & Instruction. “Early literacy is vital. It is foundational and pivotal in shaping a child’s future because it directly influences how a child accesses learning, communicates with others, and develops confidence in academic settings.”
Dr. Kate Hylton, principal at B.T. Bullock Elementary School, said students who read proficiently are more likely to participate in discussions, work independently, and approach learning with a sense of competence.
“In contrast,” she said, “students who struggle with reading often experience frustration, decreased confidence, and reduced participation, which can impact both their academic progress and social development.”
The Beyond the Bell program is designed to interrupt that pattern early, before those gaps become entrenched.
Created as a pilot at Bullock and Broadway elementary schools, the program, which launched in February, serves up to 240 K–5 students identified through assessment data and teacher recommendations. Participating students will attend after-school sessions twice a week through mid-May.
At each site, certified teachers — already familiar with their students’ strengths and needs through Lee County Schools’ use of data — will provide instruction tailored to individual learning gaps.
“By looking at each student's progress and data points from assessments, we can tailor our teaching to exactly what they need most,” Wendy Perrell, the principal at Broadway Elementary, said. “This gives us a chance to keep the learning going after the 2:30 p.m. bell rings in a way that feels supportive, not overwhelming.”
HOW IT WORKS
The program blends structure with flexibility, combining whole-group instruction on foundational skills with small-group, targeted intervention based on each student’s needs. Schools also have the option to incorporate additional instruction in areas such as fluency, comprehension — and even math, depending on what the data shows is needed.
Teachers will:
use individual student data to guide instruction and track growth
group students strategically to address specific skill gaps
provide explicit, systematic instruction aligned with classroom learning
The goal: maximize impact during a short but highly intentional window of time.
“It’s a targeted extension of our core instruction,” Kelly said. “Students receiving targeted, small-group instruction should show faster growth in foundational skills compared to peers without additional support. As students experience success in the program, they will become more confident and are more likely to participate and take academic risks. Students begin to see themselves as capable learners, which influences long-term motivation.”
TWO DIFFERENT PATHS
Educators say the difference between students who read at grade level and those who do not is often profound, not only academically, but socially.
For students who start school with the basics — “like recognizing letters and sounding out words,” Perrell said — the foundation has already begun to be built.
“These early skills are the vital building blocks for everything taught in the first few years of school,” she said. “By mastering the basics now, students create a solid foundation that allows them to reach much greater heights as they grow.”
In contrast, Perrell said, students who struggle with those first steps often face more challenging factors. As lessons get progressively more difficult, the gap between them and their peers' academic abilities widens. Ultimately, bridging this gap requires a constant balance: providing the rigorous support needed to catch up without sacrificing the student’s motivation and engagement levels.
“As students recognize their own progress, their self-perception as learners improves, fostering a ‘can-do’ attitude,” she said. “This positive shift is expected to translate into the regular classroom, resulting in greater participation, better behavior, and a renewed enthusiasm for school.”
Over time, that gap can widen — unless it’s addressed early and consistently.
Programs like Beyond the Bell, she said, provide the kind of targeted, sustained intervention needed to shift that trajectory.
“This gives us the opportunity to keep learning going after the school day in a way that is intentional and supportive,” Perrell said. “We’re able to use real-time data, tailor instruction, and meet students exactly where they are.”
EARLY RETURNS
Even in its early stages, the program has generated interest from both educators and families. Schools selected for the pilot had previously seen success with shorter after-school tutoring efforts and were eager to expand those opportunities with sustained support from the Foundation.
“We’ve been incredibly encouraged by the response,” Phillips said. “These schools had already seen what was possible in smaller doses, and when we were able to support a longer, more sustained program, they were eager to jump in.”
Family engagement has been equally strong, she said.
“There’s been a real eagerness from families to take advantage of this opportunity. That speaks to how valuable this kind of support is — not just for students, but for the broader community.”
The initiative is funded through a combination of Foundation resources and donor support, including a significant contribution from an anonymous donor.
“We are very hopeful that this program will make a difference in student outcomes,” Hylton said. “In addition to measurable gains in reading and math achievement, one of the most powerful benefits will be the opportunity for students to build confidence in a smaller, more supportive learning environment.”
Hylton said “Bengal Boost” — the name given to Bullock’s program — “creates space for stronger relationships between students and teachers, which in turn fosters greater engagement, risk-taking, and overall academic growth.”
LOOKING AHEAD
If the pilot program demonstrates strong student growth, the Foundation hopes to expand Beyond the Bell to additional schools across Lee County. The long-term goal: improving reading and math proficiency across the district — and, in turn, strengthening outcomes in every subject area that depends on literacy.
“When students begin to see their own progress, it changes how they view themselves,” Perrell said. “You start to see more confidence, more participation, and a greater willingness to take academic risks. That mindset carries into the classroom and beyond.”
For the Foundation, the vision is both immediate and long-term.
“This is about more than one program,” Phillips said. “It’s about creating lasting academic momentum for our students — and making sure every child has the opportunity to succeed.”