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

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 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 oups 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)  St. Louis Public Schools 5/29/2014 2

Phase se 1: October 2013 Phase se 2: November 2013 11 Scho hools- 1,054 Stude udent nts Phase se 3: January 2014 - 8 Cadre 3 SIG Schools 4 Scho hools- 324 Stude udent nts - 3 Priority Schools - 4 Priority Schools Catapult: 28 Instructors (Math/ELA) 8 Scho hools- 796 Stude udent nts Catapult: 9 Instructors (Math/ELA) Blueprint: 21 Instructors (Math) - 3 Priority; 5 Focus Schools Blueprint: 6 Instructors (Math) Columbia Dunbar Fanning Catapult: 11 Instructors (Math/ELA) Jefferson Laclede Meramec Ashland Langston Mann Walbridge Nance Oak Hill Roosevelt Blueprint: 21 Instructors (Math) Sumner Yeatman Adams Gateway Middle Hamilton Hickey Long Sigel Vashon Woodward  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 St. Louis Public Schools 5/29/2014 3

35 30 25 20 Non-Tutored 15 Tutored 10 5 0 Non- … Bluep ep … Non- … Bluep ep … Non- … Bluep ep … Blueprint Math Catapult Math Catapult ELA % of students with gains vs. no gains St. Louis Public Schools 5/29/2014 4

Growth in Math Performance Growth in ELA Performance 0 10 20 30 40 0 10 20 30 40 Ashland Ashland Columbia Columbia Dunbar Jefferson Dunbar Laclede Jefferson Nance Laclede Oak Hill Walbridge Nance Fanning MS Oak Hill Langston MS Yeatman MS Fanning MS Non-Tutored Tutored Non-Tutored Tutored St. Louis Public Schools 5/29/2014 5

Blueprint Tutoring Annual Growth Catapult Tutoring Annual Growth (Scholastic Math Inventory) (Common Core Interim Assess.) 0 10 20 30 40 50 0 100 200 300 Adams Adams Hamilton Ham ilton Ashl As hland Columb Col umbia ia Meram amec Dunba unbar Hickey Hi ey Si Sige gel Jeffe effers rson Lacl aclede ede Walbridge Walb ridge Mann Mann Nance ce Yeatm Ye atman an MS Oak Hill Oa k Hill Woo Woodwa ward rd Roo Roose seve velt HS lt HS Fa Fann nnin ing MS g MS Vashon Vas on HS HS Gatewa teway MS y MS Langst gston on MS MS English-Language Arts Growth goal (1.5 years’ growth) Lon ong MS g MS Mathematics 6 St. Louis Public Schools 5/29/2014

0% 20% 40% 60% 80% 100% I like having the tutoring program in my school My tutor makes learning fun I can learn everything taught in math if I My tutor makes learning fun work hard I can learn everything in math if I work hard My tutor wants me to explain my answers My tutor talks to me about my work to help My tutor wants me to explain my answers me understand my mistakes My tutor talks to me about my work to help me understand my mistakes The work we do is interesting The tutoring work we do is interesting Strongly Agree Agree Disagree Strongly Disagree 5/29/2014 St. Louis Public Schools 7

0% 20% 40% 60% 80% 100% “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 I like having the tutoring program in my school My tutor makes learning fun because he teaches me some things i did not know. That’s why i got a I can learn everything taught in math if I higher GRADE in math like 10*5=50 I know that now. i am smart now and I My tutor makes learning fun work hard 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 can learn everything in math if I work hard My tutor wants me to explain my answers “ I think having the math tutoring program is good because students that are My tutor talks to me about my work to help My tutor wants me to explain my answers not good in math like me need more help...i don’t understand some of the me understand my mistakes stuff i learn in math class but when i come to [tutor]’s class she explains My tutor talks to me about my work to help everything and i understand more.” me understand my mistakes The work we do is interesting - Roosevelt student The tutoring work we do is interesting “ [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 Strongly Agree Agree Disagree Strongly Disagree 5/29/2014 St. Louis Public Schools 8

 Factors contributing to variation in student performance gains: ◦ Quali uality of f Tutors utors  Experience, content-expertise (grade level), selection process ◦ Coo oordin 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 osters ters  Switching student rosters mid-year ◦ Start rt Date  Mid-year start date disrupted schedules, quality of tutors St. Louis Public Schools 5/29/2014 9

 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 St. Louis Public Schools 5/29/2014 10