Running head: TIER 3

Tier 3 Intervention Research

Ferdinand, J, Leonard, X, Huff, N

Johns Hopkins University

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Introduction

Intervention Program

A group of researchers from Old Dominion University implemented an online

tutoring program for a group of 119 middle school students who were receiving Tier 3

intervention in mathematics. The purpose of this quasi-experiment was to identify the

progress of students receiving their synchronous online tutoring service.

Math tutoring was provided as a Tier 3 support to enhancement of overall

effectiveness of schoolwide mathematics reform. The math - tutoring program embeds

aspects of the RTI framework through focuses on secondary prevention of learning

difficulties including, effective learning strategies, differentiation, strategic grouping of

students, and progress monitoring. Students who struggled to progress in the Tier 1 and

Tier 2 levels were moved to one on one online mathematics tutoring.

Typically, individuals who are efficient in math have developed a schema which

allows them to recognize mathematical problems across numerous experiences and

abstract problem-solving strategies, which allows them to apply these strategies and

experiences across similar problem types. However, students who are less efficient in

math do not have as strong a schema, and benefit from explicit instruction from an expert

who can help them develop a more personal, and clearly articulated schema.

Implementation

Participants

This program was tested on students from two middle schools, both large rural

school. This program is used for students who have received below passing scores on
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their respective state standardized mathematics assessment, or failed the programs pretest

assessment. The PTm program (Power Teaching Math) is used one secondary middles

school students. Students should attend tutoring twice a week for twenty weeks.

During the twenty week tutoring was provided in a synchronous, one-to-one

online environment using chat, instant messaging, and virtual whiteboard technology.

The program itself focused on individualized progress monitoring when designing,

adjustic, and implementing interventions. Before tutoring began students are given

diagnostic assessments for intervention, and individual objective design purposes. The

learning objective implemented determines a learning plan for each student, and each

learning plan aligns with the schools curricular standards and scope and sequence. This

alignment ensures that the program meets the students and the schools specific needs.

Learning plans should serve as the foundation for the intervention, but should be flexible

enough to accommodate minor changes throughout the students development in the

program. The program is intended to provide a differentiated engaging environment by

using problems and visuals, sharing curricular materials, graphic features and

collaboration between students and tutors. Tutors should have a minimum of a four year

degree and two years of teaching experience.

Methods

This research study used a quasi-experimental, pretest/posttest design. This means

the control group and the experiment group was not random and innate parameters

determined which group participants were placed in (Clause). The pretest and posttest

data for School 1, located in Virginia came from the students scores on the 2013 and
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2014 Virginia Standards of Learning (SOL) assessment and the pretest and posttest data

for School 2, located in central Kansas, was administered by the school wide intervention

program due to a moratorium on testing in 2014 (Chappell, Arnold, Nunnery, & Grant,

2015, p. 41). The research study also used a causal comparative matched sample design

to compare students who were tutored and non-tutored in School 1. Causal-comparative

research attempts to determine the cause or consequences of differences that already exist

between or among groups of individuals (Fraenkel & Wallen). The study used a matching

procedure that first made sure that scholars took the assessment both years and then used

the following factors: minority status, economically disadvantaged status, disability

status, student in recovery status, gender and 2013 SOL scaled score. This ensured that

when they compared two students the only significant difference was whether they were

tutored or not. To address research question two and three the study analyzed tutor

generated session summaries and post-session commentaries by students.

Analysis

Research Basis

The purpose of this research experiment is to discover if their is significant

advantage in math tutoring online versus no tutoring; as the comparison group had no

tutoring. The article looks to answer three questions: 1.) How does online mathematics

tutoring affect mathematics scores of low achieving students? 2.) What are students

perception of online mathematics tutoring services? 3.) How do online mathematics

tutors describe their pedagogical practices and student learning? (Chappell, Arnold,

Nunnery, & Grant, 2015, p. 40) The idea is to give a holistic view of online tutoring by

quantitatively assessing student achievement, and qualitatively assessing student

perception and tutor pedagogical practices.

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Student Response

Students response to the intervention was overwhelming more positive in the

qualitatively and quantitative part of the research. When it comes to how students felt

about the online tutoring, the response was more positive than negative. Students had

plenty of positive thoughts to leave about their session and interaction with their tutors.

About a quarter of the students were able to identify the learning outcomes of the

session (Chappell, Arnold, Nunnery, & Grant, 2015, p. 46). This shows that the online

tutoring services had a portion that allowed for metacognitive thinking, where scholars

could think about their thinking or progress. The negative comments were mostly

centered around pacing and the autonomy given to the student during the session. The

pacing comments were more about the pace being slow rather than to quickly. The

comments about autonomy were mainly about being able to truly work independently and

lack of clarity on the explanation.

Instructional Outcomes

Students from School 1 had an average mean score 17 points under the

proficiency mark for the math test for their assessment. Following the experiment

scholars had an average mean six points above the proficiency mark for their states math

assessment. This is a 23-point growth. However, when compared to the non-tutored

group there was no significant difference in whether the scholars were tutored or not due

to the non-tutored group having its mean grow by 18 points. The research notes the

reason for this insignificance and growth in the non-tutored is because the schools were

implementing a well-resourced and proven instructional model that addresses the Tier 1
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and Tier 2 RTI support (Chappell, Arnold, Nunnery, & Grant, 2015, p. 47). Overall,

student achievement was shown to improve in this study.

Time for Fidelity of Implementation

The research study took place over a school year in two states. The program used

made sure the tutors had experience and documented their pedagogy following their

tutoring session. The only discrepancies was the fact that the scholars at school two used

the tutoring services on average for 24 more hours with additional seven minutes per

session. The other parameter is the small sample size and lack of diversity in the sample

as the only used rural areas and did not include urban areas. The time frame and

procedures were done with fidelity but the utilization difference and the actual sample

does not make this study highly valid for a study whose results can be implicated for any

and every student who has difficulty with math.

Conclusions

Effectiveness

In conclusion, the online Tier 3 intervention program had an overall positive effect

on the selected middle school students in the study of mathematics. There were both

qualitative and quantitative evidence that proved that the program increased students

learning in mathematics. Test scores in both middle schools showed those students who

received the synchronous online intervention had higher scores than those students who

were not involved in the study. Furthermore, the students who had received the online

intervention had an increase in confidence, as it relates to their comprehension in

mathematics.

Feasibility
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The online intervention program shows that every student has the ability to show

improvement when appropriate Tier 3 interventions is given. When Tier 3 intervention is

implemented correctly, students will have shown statistical and emotional growth in the

desired subject area. For both confidence and knowledge are key to the success of

student learning (Perez, Cromley, & Kaplan, 2104; Singh, Granville, & Dika, 2002).
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References

Chappell, S., Arnold, P., Nunnery, J., & Grant, M. (2015, 10). An Examination of an Online

Tutoring Programs Impact on Low-Achieving Middle School Students Mathematics

Achievement. Online Learning, 19(5). doi:10.24059/olj.v19i5.694

Clause, C. (n.d.). Quasi Experiment in Psychology: Definition & Example - Video and Lesson

Transcript. Retrieved from Study.com: http://study.com/academy/lesson/quasi-

experiment-in-psychology-definition-example-quiz.html

Fraenkel, J. R., & Wallen, N. E. (n.d.). Main Points. Retrieved from McGraw-Hill Education:

http://highered.mheducation.com/sites/0072981369/student_view0/chapter16/main_poin

ts.html

Perez, T., Cromley, J., & Kaplan, A. (2014). The Role of Identity Development, Values, and

Cost in College STEM Retention. Journal of Educational Psychology. 106, 315-329.

Singh, K., Granville, M., & Dika, S. (2002) Mathematics and Science Achievement: Effects of

Motivation, Interest, and Academic Engagement. The Journal of Educational Research

95(6), 323-332.