About the Model High dosage, in-school tutoring program designed to - - PowerPoint PPT Presentation

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About the Model High dosage, in-school tutoring program designed to - - PowerPoint PPT Presentation

Nov 27, 2023 102 likes •216 views

Presenta ntati tion on to t the Specia ial Administr trat ative ive Board Jesse e Dixon, n, Office ce of Ac Academ emic c Servi vice ces May 29, 2014 14 About the Model High dosage, in-school tutoring program designed to provide

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SLIDE 1

Presenta ntati tion

  • n to t

the Specia ial Administr trat ative ive Board Jesse e Dixon, n, Office ce of Ac Academ emic c Servi vice ces May 29, 2014 14

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About the Model

High dosage, in-school tutoring program designed to provide daily individualized instruction and remediation to students during the school day

Works closely with principals and teachers on mastery-based lessons to targeted students:

  • Grou
  • ups of 4 stud

udent ents for 45-minu minutes es a day, y, every ery day

  • Caseload of 18-24 students (relationship-building)
  • Focus on tested grade levels in Mathematics and English-Language Arts

Implementat mentatio ion n Plan

Tutoring delivered by three service providers

  • Blueprint Schools Network – proven results in Houston and Denver

 Currently serving 7 schools (4 Elementary, 1 Middle, 2 High School)

  • Catapult Learning – proven results in Miami, NYC, and Phoenix

 Currently serving 16 schools (13 Elementary, 2 Middle, 1 High School)

  • St. Louis Tutoring Company - local organization, limited track record

 Currently serving 1 school (1 Middle)

5/29/2014

  • St. Louis Public Schools

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 Evaluating Program Effectiveness

 Student Growth in Acuity or EOC Benchmark (2/5 of program impact)  Other student performance measures (MAP-aligned?)  Student Survey Data  Staff Survey Data

5/29/2014

  • St. Louis Public Schools

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Phase se 1: October 2013

11 Scho hools- 1,054 Stude udent nts

  • 8 Cadre 3 SIG Schools
  • 3 Priority Schools

Catapult: 28 Instructors (Math/ELA) Blueprint: 21 Instructors (Math)

Columbia Dunbar Fanning Jefferson Laclede Meramec Nance Oak Hill Roosevelt Sumner Yeatman

Phase se 2: November 2013

4 Scho hools- 324 Stude udent nts

  • 4 Priority Schools

Catapult: 9 Instructors (Math/ELA) Blueprint: 6 Instructors (Math)

Ashland Langston Mann Walbridge

8 Scho hools- 796 Stude udent nts

  • 3 Priority; 5 Focus Schools

Catapult: 11 Instructors (Math/ELA) Blueprint: 21 Instructors (Math)

Adams Gateway Middle Hamilton Hickey Long Sigel Vashon Woodward

Phase se 3: January 2014

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Non-… Bluep ep… Non-… Bluep ep… Non-… Bluep ep…

5 10 15 20 25 30 35 Blueprint Math Catapult Math Catapult ELA Non-Tutored Tutored

5/29/2014

  • St. Louis Public Schools

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% of students with gains vs. no gains

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10 20 30 40

Ashland Columbia Dunbar Jefferson Laclede Nance Oak Hill Walbridge Fanning MS Langston MS Yeatman MS

Non-Tutored Tutored

5/29/2014

  • St. Louis Public Schools

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Growth in Math Performance

10 20 30 40

Ashland Columbia Dunbar Jefferson Laclede Nance Oak Hill Fanning MS

Non-Tutored Tutored Growth in ELA Performance

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100 200 300

Ham Hamilton ilton Meram amec Si Sige gel Walb Walbridge ridge Ye Yeatm atman an MS Roo Roose seve velt HS lt HS Vas Vashon

  • n HS

HS

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  • St. Louis Public Schools

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10 20 30 40 50 Adams Adams As Ashl hland Col Columb umbia ia Dunba unbar Hi Hickey ey Jeffe effers rson Lacl aclede ede Mann Mann Nance ce Oa Oak Hill k Hill Woo Woodwa ward rd Fa Fann nnin ing MS g MS Gatewa teway MS y MS Langst gston

  • n MS

MS Lon

  • ng MS

g MS

Growth goal (1.5 years’ growth)

Blueprint Tutoring Annual Growth (Scholastic Math Inventory) Catapult Tutoring Annual Growth (Common Core Interim Assess.)

English-Language Arts Mathematics

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0% 20% 40% 60% 80% 100% My tutor makes learning fun I can learn everything taught in math if I work hard My tutor wants me to explain my answers My tutor talks to me about my work to help me understand my mistakes The work we do is interesting Strongly Agree Agree Disagree Strongly Disagree

5/29/2014

  • St. Louis Public Schools

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I like having the tutoring program in my school My tutor makes learning fun I can learn everything in math if I work hard My tutor talks to me about my work to help me understand my mistakes The tutoring work we do is interesting My tutor wants me to explain my answers

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0% 20% 40% 60% 80% 100% My tutor makes learning fun I can learn everything taught in math if I work hard My tutor wants me to explain my answers My tutor talks to me about my work to help me understand my mistakes The work we do is interesting Strongly Agree Agree Disagree Strongly Disagree

5/29/2014

  • St. Louis Public Schools

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I like having the tutoring program in my school My tutor makes learning fun I can learn everything in math if I work hard My tutor talks to me about my work to help me understand my mistakes The tutoring work we do is interesting My tutor wants me to explain my answers “My tutor is nice and helps me learn new things. He was kind and i want him again as my tutor because he helps in math. Now I’m smart in math because he teaches me some things i did not know. That’s why i got a higher GRADE in math like 10*5=50 I know that now. i am smart now and I thank you for being my tutor. Thank you very much. I am so smart i got an F and i turned my F INTO A B. i am so happy that he had me as a fifth grader.”

  • Walbridge student

“I think having the math tutoring program is good because students that are not good in math like me need more help...i don’t understand some of the stuff i learn in math class but when i come to [tutor]’s class she explains everything and i understand more.”

  • Roosevelt student

“[tutor] is a very good math teacher who I respect and trust. With his help I can be the best math student and achieve all my mathematical goals.”

  • Yeatman student
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 Factors contributing to variation in student

performance gains:

  • Quali

uality of f Tutors utors

 Experience, content-expertise (grade level), selection process

  • Coo
  • ordin

dinatio ion with th Sch chool l Staff/C f/Clas lassro room m Teacher eachers

 Alignment of curriculum, student-level discussions, data-sharing

  • Student

udent Atten endan dance ce

 Attendance at school vs. attendance in tutoring

  • Sch

chool l Sch chedul edule

 Students being “pulled out” of classroom instruction

  • Student

udent Ros

  • sters

ters

 Switching student rosters mid-year

  • Start

rt Date

 Mid-year start date disrupted schedules, quality of tutors

5/29/2014

  • St. Louis Public Schools

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 Program Launch Summer 2014

  • More time for recruiting, screening, selecting, training, orienting
  • Tight coordination with school scheduling
  • Participate in district/building professional development activities

 Develop Non-Negotiables Based on Lessons Learned

  • Curriculum alignment, data sharing, collaborative planning
  • Clear parameters for which classes/subjects students get pulled from
  • Tighter guidance around student roster management

 Enhanced Oversight for Program Implementation

  • More frequent and intensive monitoring of implementation and impact
  • Increased targeted assistance to troubleshoot building-level challenges

 Piloting New Grades, Content, and Models

  • Possibilities include: K-2 Literacy, Science Tutoring, more intensive

interventions at higher grades, strategic push-in’s, varying group sizes

 Building District Capacity to Manage Program In-House

5/29/2014

  • St. Louis Public Schools

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