Tutoring & Title I

A comparative look at the effectiveness of tutoring during the school day vs. tutoring provided afterschool.

Background
Title 1 Mandate After-School Academy Academic Support for Struggling Students

Teacher Assistants

Conceptual Framework

Dialogue and inquiry with Students (Early Warning Indicator Meetings) Dialogue and inquiry with SIT and SLT (Researched-based interventions) DuFours Professional Learning Communities Conference

Problem of Practice
Reading
Math Combined Deficit
63% Proficient
The problem of practice I have identified is a lack of support for classroom teachers and a lack of additional support for struggling students.

78% Proficient
58% Combined Deficit

Theory of Action

If administrators and staff support the hiring and professional development of paraprofessional tutors, If tutors and teachers align tutoring content with classroom-provided instruction and learner profiles,

If tutors provide a combination of 1:1 and small group sessions for 1- 5 students on a daily basis during class, but apart from whole class instruction,
If tutors establish a positive and supportive learning environment,

THEN academic support will be provided to more underperforming students,

THEN student's sense of efficacy and motivation will improve, and THEN student achievement will improve.

Logic Model

Key Questions

Did administration support the hiring and professional development of paraprofessional tutors? How? To what extent did tutors align instruction with regular classroom instruction? What impact did tutoring during the school day have on teaching and learning? Which form of tutoring has the most impact on student achievement: tutoring provided during the instructional day or tutoring provided during the After-School Academy? Where should we spend our money?

Evaluation Process
Data Analysis:

Teacher Surveys Tutor Surveys Student Surveys EOG Data Formative Assessments ( Case 21) Line Item Budget

Results

Strategy #1: Support the hiring and professional development of paraprofessional tutors was successful. Strategy #2: The strategy to align tutoring content with classroomprovided instruction and learner profiles was also successful. Strategy # 3: The strategy to provide a combination of 1:1 and small group tutoring sessions for up to 5 students on a daily basis during class, but apart from whole class instruction was successful.

Results
Students Tutored
During Instructional Day (50 per grade level) After-School Academy (15 per grade level)

Results

Low performing students did increase levels of competence, motivation, and autonomy through 1:1 and small group tutoring provided during school. Additionally, proficient students also accelerated their learning by participating in tutoring sessions with tutors and or their teachers. Students were engage in differentiated instruction. Students maximized time-on-task. Students developed positive and supportive relationship with tutors. Teacher maintained pacing of regular classroom instruction in most cases.

Recommendations
60% of teachers agree:

Title I funds should be used to support the hiring and professional development of tutors who serve during the instructional day. Tutors should push in to the regular classroom to provide academic assistance as a component in the inclusion model. This model of tutoring supports ACADEMIC GROWTH of all students, not just L1 and L2 (Can we say Standard 6 & 8???)

Next Steps

Train tutors on the writing process, key writing skills, and problem solving skills so they can help students with more rigorous work ( vs worksheets, drill and practice). Teachers at each grade level identify 3-5 strategies and skills that every student must master, then train tutors on how to tutor/teach these skills and strategies. These skills and strategies should apply across the content areas and change as often as needed. Provide training on the instructional use of SmartBoards, iPod touches, and other available technologies.

Lesson Learned

Organization and clear goals are key to success Pay more attention to the obvious; theres no real point in trying to reinvent the wheel or add one more thing Avoid over thinking Be very CLEAR and specific when developing evaluation and survey questions