Supplemental Educational Services (SES) Provider s Abstracts

Transcription

1 3 Steps to Success Online Tutoring will improve student achievement by providing individualized online instruction. Student deficiencies will be identified through MAP scores and diagnostic testing. The online program Study Island will be used to provide instruction and practice for all SC standards in reading/ela, math, and science. Student assignments are selected based on goals from learning plans. Mastery of assignments is expected before students work on new goals. For students who are struggling adjustments can be made in the difficulty of the content. 3STS Online will provide online tutoring for students in K-12 two to four times/week for a minimum of two hours and a maximum of six hours/week. Tutoring will be done at school and community locations using computers labs and in-home. Students will be monitored and assisted by certified teachers and through online messages and phone calls from online administrators. 3STS Online will use the web-based program Study Island which offers a complete curriculum in reading/ela, math, and science. The program provides a multimedia presentation of content for students in K-12 through stories, lessons, pictures, games, multiple-choice questions, and tests. This curriculum offered on Study Island has been aligned to SC standards by subject and grade level. Each subject area is subdivided into sections by standard followed by the relevant strands. Common core standards are also available for use in SC districts that are implementing them. 3STS Online will tailor learning plans to meet the needs of special populations. For students who have an IEP, its goals will be incorporated into the child s learning plan. Modifications to Study Island will also be made to accommodate these students. For EL s, content in Spanish is available for reading and math for third, fourth, and fifth grade students. 3STS Online will provide services to students in a school setting using school computer labs or computers provided by the company. Computers and internet service will also be provided so students work online at home. Students will be assigned activities on Study Island based on their academic needs. These will be monitored by teachers at the instructional site and by online teachers. Adjustments in content and difficulty will be made on a weekly basis. 3STS Online plans to meet with district and school personnel that are involved with the SES program. These contacts will be used to assist in planning the timeframe, location, and transportation for tutoring. Following the initial visit, observations will be made at the instructional site and home visits for students who will not be tutored at the school. Follow-up contacts will be made by phone and to district personnel, tutors, and parents. 3STS Online will hire certified teachers with teaching experience to tutor children online and to act as program administrators responsible for assigning and monitoring student work. 4-Front Achievement will start the program with a diagnostic test to determine students weaknesses. Test results, and districts and parents input will be used in setting initial goals for students. Students will be taught for about six weeks with adjustment of goals when needed. Progress will be monitored daily. Effectiveness of the program will be measured by ongoing assessments and post tests. Face-to-face tutoring will be provided either one-on-one or in groups of 3 students, to K through 12th grade students in ELA/reading, math and science. Tutoring will be done 2-3 days/week at students homes with each session being 1 to 2 hours long. Curriculum by Triumph Learning will be used. Their workbooks for grades K through 12 cover the topics of numeration, number and operations, algebra, geometry, measurement, data analysis, problem solving, earth science, physical science, space science, life science, science, technology and society, physics, chemistry, biology, fiction, nonfiction, poetry, vocabulary, writing and other standards for K-12 grade levels. They provide examples, guided practice, independent practice, and assessments. Pretests and post-tests include multiple choice, short answer, and extended response items. The workbooks are developed just for SC and are 100% aligned with SC s curriculum standards for each subject and grade level. Standards based manipulatives and games will be integrated in teaching. Students will be provided with all the materials for teaching. If needed, a bilingual tutor (English/Spanish) will be arranged for Spanish speaking students. For students with IEPs, their specific goals will be integrated in their learning plans. Explicit systematic instructions and hands-on materials will be used to teach the content. Students will start with simple concrete examples using manipulatives and then move on to abstract and more complex examples using workbooks. Students will receive guided and independent practice. Progress will be monitored and recorded daily. A post test will be administered at the end of the program. 4-Front Achievement will contact districts and the schools before tutoring can

2 begin. When contacting teachers through s, carbon copies will be sent to the title I staff at the school districts. The company will follow guidelines set by the district office and the schools for placing flyers in schools, hiring teachers, collecting test data, and communicating progress of students. The tutoring company will hire certified teachers with at least one year of teaching experience from students own schools. If sufficient numbers of certified teachers are not available, assistant teachers, retired teachers, other professionals, and college students with at least a year of teaching experience will be hired from the students communities. Research on explicit systematic instruction proves that it raises achievement levels of students in all grades and subjects (nidfi.org). 5- Star Tutors, LLC-We expect to increase student achievement by using standards-aligned assessments and curricula; working with students face-to-face; using state certified teachers in one-to-one and smallgroups settings; using research-based instructional methods; and communicating with parents/guardians, schools, and school districts on a regular basis. *DIRECT INSTRUCTIONAL SERVICES We offer 3 models of instruction: (1) in-person tutoring using workbooks FOR ENGLISH LANGUAGE ARTS/READING (ELA/R) students; (2) in-person tutoring using online/web-based curriculum FOR MATH students; and (3) in-person tutoring using computer-aided curriculum FOR ELA/R AND MATH students. We provide one-to-one (1:1), small-group (1:2-5), large group (1:6-8) as well as in home (1:1) tutoring for each model of instruction. We tutor 6 days a week for hours per day during the academic year and summer. We recommend students attend 3 sessions per week. *PROGRAM CONTENT: All content is delivered in-person. -->ELA/R -WORKBOOK BASED - Learning A-Z s Reading A-Z (K-5), Options Publishing s Best Practices in Reading (1-8), and Triumph Learning s Buckle Down Reading (9-12) -COMPUTER-AIDED - Encore Advantage s Elementary Advantage (K-5), Middle School Advantage (6-8), and High School Advantage (9-12) -->Math -WEB-BASED - IXL Learning s IXL.com Math Skills (K-12) -COMPUTER-AIDED - Encore Advantage s Elementary Advantage (K-5), Middle School Advantage (6-8), and High School Advantage (9-12) Depending on which of the 3 models of instruction the student selects, we provide the following materials: netbooks/tablets, Internet connections, pre-loaded software, and workbooks. *CONTENT ALIGNMENT TO SC STANDARDS: All of our curricula is aligned to the Common Core State Standards as adopted by South Carolina by its publishers. *PROGRAM TAILORED TO MEET THE NEEDS OF SPECIAL POPULATIONS: Our tutoring program meets the needs of special populations, such as Limited English Proficient (LEP) students through accommodations. -LEP Accommodations: by slowing the pace of instruction to allow students greater time on task and attempting to pair them with a bilingual Tutor. *TEACHING/TUTORING METHODS, STRATEGIES, STYLES, AND ACTIVITIES: We use differentiated instruction and attend to multiple modalities. Students use workbooks or netbooks/tablets to access interactive web-based and/or computer-aided learning activities. *STRATEGIES TO WORK WITH SCHOOL PERSONNEL Since we frequently provide tutoring on-site at students schools, we tend to be naturally in contact with school personnel. We also hold open conferences the first 5 days of each month, which are open to school personnel, as well as parents/guardians. *QUALIFICATIONS OF TUTORS: We require Tutors to have a bachelor s degree and a state teaching certificate. A Beautiful Mind is designed to stimulate the minds and souls of future generations. By stimulating the minds and souls of children, we increase academic achievement of students while providing adequate supplemental educational services to students who fall under the No Child Left Behind(NCLB) Act of 2001 by offering direct instruction, differentiated instruction, scaffolding instruction, manipulative instruction, and flexible group instruction either in home, at school, or at a local community facility. Each student participating in our tutorial program will receive the following: 1) An initial assessment that will identify what the students strength and weaknesses are according to the state and common core standards; 2) An individual learning plan will be developed to focus on goals on those deficient areas; 3) Progress Reports will be distributed to parents, teachers, and schools districts to communicate student s academic progress; and 4) Final assessment will determine what student has mastered. Our curriculum will include

3 mathematics and English/Language Arts (ELA). Our researched based programs are aligned with state standards and well as common core state standards so each student can excel by placing him/her closer and/or above grade level. With the combination of our qualified staff, methods of instruction and alignment with the Palmetto Assessment of State Standards (PASS) and High School Assessment Program (HSAP) format, we assess student s ability, strengthen weak skill areas, reduce test anxiety, monitor progress, and drive instruction and most of all raise students grade level by half a grade from pretest to post -test. All students receive focused, intensive and personalized instruction to meet their needs. Our instructors have support for English for Speakers of Other Languages (ESOL), hearing impaired, and other 504 accommodations. The instructor/parent or guardian and student will approve a set of goals to create a clear learning path for the student. The average tutoring sessions are limited to at least 60 minutes of instruction but no more than 120 minutes twice per week. Our lesson plans include achievement goals, objectives, and a time frame for achieving each goal. Additionally, with a distraction free learning environment, our students receive the attention they need to feel confident and smart while climbing the academic ladder. A Beautiful Mind hires professional qualified staff, paraprofessionals, and student instructors who are pre-screened with a thorough background check completed the South Carolina Law Enforcement Division. All instructors are required to have an Associate s degree or higher from an accredited college or university, reliable transportation to and from tutoring sites, proof of valid insurance, possess a positive attitude, strong organizational skills, and be eager to assist student s who struggle in either Math and/or English/Language Arts. In order to supplicate the help of the community, A Beautiful Mind collaborates with local colleges and universities to hire student instructors who are thoroughly trained to assist with the academic achievement of students we will serve. A Beautiful Mind was a new provider for the school year and the company s goal for providing SES is to increase assessment scores by at least 10% from pre-test to post-test. We were successful in being selected by 4 school districts as one of their 10 providers. Those districts where Aiken County School District, Allendale County School District, Lexington 05 School District, and Orangeburg Consolidated District 05. The following is a breakdown for each district. In Aiken, we serviced 43 students. Of those 43 students, 39 students increased their assessment scores, 2 students assessments score stayed the same and 2 students assessment scores decreased. The MAP score for Aiken county reflect the same outcome. Out of 43 students, 39 students increased their assessment scores, 2 students assessment score stayed that same and 2 students assessment scores decreased. Overall, Aiken county s success rate is 88% for both our company s assessment and MAP score assessment. In Allendale County, we serviced 3 students. Of those students, all students increased their assessment scores. The Map Scores for Allendale county reflected an outcome of 2 students increasing their score while 1 student s scores remained the same. Overall, Allendale success rate is 100% for A Beautiful Minds assessment and 75% for the districts MAP assessment. In Lexington County, we serviced 4 students. Of those students, all students increased their assessment scores. The MAP scores for Lexington county reflected an outcome of all students increasing their score. Overall, Lexington County success rate is 100% for both our company s assessment and MAP score assessment. Lastly, In Orangeburg County, we serviced 8 students. Of those students, 7 increased their assessment scores. The ELA MAP Scores for Orangeburg county reflect an outcome of 4 students increasing their score. However, the remaining 4 students were tested in mathematics and no data for mathematics MAP Scores have been updated in Cayen for those results. Overall, Orangeburg success rate is 87% for the company s assessment and 100% on ELA MAP Scores. A Beautiful Mind has built great relationships with parents and students to achieve the highest level of results. And by these results, we have done quite well to say the least. However, during the next school year, we will strive for higher results and will challenge our students and parents even more to achieve higher results. South Carolina is a state that we believe in and are proud to show that our students are great achievers just like any other state.

4 A Better Way Tutoring s approach for instruction is designed and structured to meet the students where they are: discovering their Learning Style, assessing strengths/struggles, and establishing goals. Several Brain-Based education strategies are implemented to accomplish this goal. Our company motto is Tutoring with A Child s Learning Style and Brain in Mind. The Learning Style Assessment is used to gather more insight into how the child processes information. Results of the Learning Style Assessment and the scores from the student s Assessment Test(s) are used to develop the individualized Student Learning Plan. This plan is designed specifically to address the areas of weakness identified on the assessment tool as well as enhance areas of strength. Input from the student s teacher as well as the parents is used to uniquely design a tailored Learning Plan. During School Year, 91% of students that completed the program met or exceeded their goal established in the Student Learning Plan based on the company administered assessment tool. But what s even more impressive is that 97% of these students increased their scores on District administered assessments by an average of 187 points. Many students scores increased by more than 200 points. Once a Learning Plan has been developed, each student will receive a 1-2 hour face-to-face session 1-3 times per week to address skill gaps. We use Instructional Fair 100+ Series Building Reading Comprehension and 100+ Series Standards-Based Math, Reading First (Part of NCLB Act), as well as additional complementary instruments. The materials are research-based and aligned with South Carolina s state curriculum, and provide instruction that is detailed in nature. Using a curriculum that is 100% aligned with South Carolina s state standards has shown and continues to show improvement in student achievement. To further enhance learning, we actively engage the child s ear in the learning process by utilizing material with Math concepts written to music as well as audio assisted reading material for Reading students. One Brain-Based education concept simply states that repetition strengthens connections in the brain. The music math material is designed to improve students math skills through repetitious singing. A Better Way Tutoring instructors are experienced, degreed professionals and junior and senior level pre-service teachers, paraprofessionals and certified teachers with impeccable credentials and a heartfelt enthusiasm for teaching. Each tutor will be required to attend a three-hour orientation that addresses our program, instructional strategies, communicating with parents/teachers and our expectations, and skill sets required to meet the needs of the at-risk student population we serve. One major objective is to create an emotionally safe place for learning without criticism or judgment. The training portion of the orientation will be available online for instructors to access as a refresher after the initial orientation. A Better Way Tutoring will use schools, churches, community centers, libraries and the students homes as instructional sites. Workbook material for all sessions will be provided. Monthly progress reports as well as periodic reports will be provided to parents, teachers, and school personnel. We will use the progress report to track student progress, which in turn will provide evidence of the program s effectiveness. A Different World After School (ADWAS) is a non-profit entity that offers tutoring in large group, small group, and 1 on 1 tutoring four days per week for 90 minutes each day for students in grades K5 12th. Our intense tutoring sessions focus on tutoring in reading and math in accordance with state standards. The goal of our program is to increase student s achievements in standardized test (i.e. MAP or PASS) for both reading and math. Our program is designed to develop RTI groups based on student s RIT range as determined by NWEA report. Our staff includes certified teachers and college students with strengths and/or passions in teaching reading and math; who also have experience in teaching and/or tutoring elementary, middle and high school students. Our intense tutoring sessions focus on tutoring in

5 reading and math using research-based reading and math curriculums. Our methods include teaching, modeling, instructing and guiding students through each lesson. At the conclusion of each lesson, assessments are given to assure understanding and reteach if necessary. Hands-on learning is incorporated within tutorial sessions. Manipulative tools are used where appropriate and necessary during the lessons to provide differentiated instruction and learning. Student s work is reviewed and incorrect answers are evaluated by student and tutor for correction and understanding. The executive director has over 19 years of experience teaching in Title I schools and a M.A. Degree in Early Childhood Education. All potential staff must have teacher certification, be a college student and/or 18 years or older. All tutors will have experience working with elementary, middle and high school students. They must have completed SLED background checks and/or have experience tutoring underserved students. They must attend on-going training on the rules of engagement as an SES provider and ADWAS tutor. Our strategy for working the school personnel is maintain on-going communication vial telephone, or face to face conference with the student s teacher in order to gather data that will inform instructional strategies, measure growth over time and identify misunderstandings. We conduct pre/post (benchmark) assessments in reading and math using DIBELS Next (Dynamic Indicator of Basic Early Literary Skills) and CARS (Comprehensive Assessment of Reading Strategies) and CAMS (Comprehensive Assessment of Math Strategies) and Math Momentum. Our primary curriculums of instruction for grades K5 12th are STARS/STAMS research-based SC state aligned curriculum. We will also use SpellRead, Math Momentum and Wilson s Reading and MicroSociety (designed for at-risk students) as additional tools of instruction. All selected curriculums align with SC state standards for ELA K-1 thru K-6; GR 1st- 8th standard 1-1 thru 8-6 and E1, E2, E3, 1-1 thru 1-6 and Math SC State StandardK-1 thru K-6; Gr. 1-8th 1-1 thru 8-6 and High School EA-1 thru EA-6, 1A-1 thru 1A-6, G1-G7, PC-1 thru PC-6, DA-1 thru DA-5. Progress monitoring is conducted bi-weekly to monitor student progress. We remain confident in our ability to raise student achievement due to our past success. In 2008/2009 we service 25 (K5-3rd graders) underserviced students of which 24 showed a 10-15% increase on Dibels assessments. There were only two students required to take PASS and both students showed a 10% increase on their exam. In 2009/2010, 21 out of 21 of our students (gr. K5 5th) showed % increases in oral reading skills as per Dibels post assessments. In out of 17 students showed a 10 20% increase in oral reading and comprehension, nonsense words and initial sound fluency; with only 3 students decreasing 4 7 points. This current 2013 year the results for Laurens School District 55 show that out of 14 students tested in MAP reading 11 showed an increase, 2 showed a decrease and 1 remained the same. In MAP Math 14 out of 14 tested all increased their scores. In Spartanburg School District 7 there were four students who were required to take MAP and/or PASS all showed an increase on MAP for math and reading In Lauren School District. 56 out of 8 students serviced, 7 showed an increase in MAP testing in reading. There was only one student who showed a decrease. In math 7 out of 7 students tutored showed an increase on Map testing. In Pickens 2 out of 2 students serviced showed an increase in Map Math testing an in reading 1 increased and 1 decreased. In OCSD 5 there were 3 out of 5 students improved in reading and 2 decreased. Our Dibels results for this current 2013 school year indicate an overall 97% increase in reading fluency and a 90% increase in math. A Plus Success (A+) offers individualized, diagnostic & prescriptive educational programs in reading & math for grades PreK-8. A+ offers small group, in home, as well as one on one tutoring services in order to meet the unique needs of all students within our program. Evidence of effectiveness: Over the past 8 years A+ has tutored more than 1500 urban, rural, private pay & at risk students in grades PreK 8 in Reading/Language Arts & Math. Since , we have provided SES services in DC, MD, VA & PA. Since 2005 we have tutored over 350 private paying students at our Northern Virginia learning centers. As a result of our research based tutoring services, we have not only been able to show documented average increases of 1 grade level in reading & math skills after the student participates in 40 hours of instruction but also show a strong record of positive impact increasing our students academic gains. Tutoring methods: The A+ Program is based on materials & techniques that are research based & proven to work scientifically. Best practices in research have found that a diagnostic/developmental

6 template should be used to organize the tutoring program for each student & that tutors should track the progress of students in order to adjust their content & strategies to improve tutoring sessions. (Gordon, 2009). These practices are major elements of our program. Our diagnostic testing tool has been specifically chosen to directly detect skill gaps & develop prescriptions that correlate with the specialized instructional materials used in the program. Once a student has been tested, after consultation with the students teachers & parents, the coordinator can develop an individualized plan. The prescription is carefully aligned with the SC State Curriculum. High Quality Research-based content: We use the following research-based curriculum for our PreK-8 ELA program: Specific Skill Series by SRA/McGraw-Hill in conjunction with ZooPhonics. We use the following research-based curriculum for our PreK-8 Math program: Spotlight on Math & Math Skillbuilder both by SRA/McGraw-Hill. Programs are supplemented by SkillsTutor by Houghton Mifflin Harcourt. Specific Skill Series teaches & reinforces reading comprehension skills & proficiency by targeting specific skills using short reading passages & formatted exercise questions. National Reading Panel (NRP) research supports the fundamental concepts & instructional design of the Specific Skills Series (NIH, 2000) Qualifications of staff: The minimum qualification for our instructional staff is a Bachelor s degree. Occasionally we hire current Education or related major college juniors or seniors with GPA's over 3.0 with documented tutoring experience. To date, more than 95% of our tutors have at least a bachelor s degree. Most of our tutors have experience in Education and/or have tutored prior to joining us. A to Z In-Home Tutoring provides in-person reading/language arts and/or math tutoring to students in the comfort and convenience of their own home or in small groups of 3-5 students at a school or alternate location. This model of instruction enables students to reach and exceed their educational goals quickly and effectively, especially when the student is struggling within the larger classroom setting. It also allows for communication to occur between tutors, parents, and classroom teachers, bridging the home-toschool gap. A to Z tutors are local certified teachers, degreed professionals, or highly qualified paraprofessionals, possessing no less than 60+ college credit hours. A to Z always considers the following factors when hiring new tutors: subject area and grade level expertise, cultural background, familiarity with working with students with special needs, and hobbies/interests. In addition to the qualifications and expertise that A to Z tutors already possess, we also provide professional development trainings to our tutors to further their effectiveness. Students are pre-tested using a diagnostic test that is directly aligned to South Carolina State Academic Standards and the Common Core State Standards. The results of the pre-test identify skill gaps and generate a customized learning plan for each client. Periodic miniassessments are used to monitor student growth. At the end of tutoring, students are post-tested to measure their overall gains and the skills that they have mastered. Parents and district/school personnel are included in the entire tutoring process and progress is regularly communicated to parents and districts by means of in-person meetings and monthly reports. Individual Student Reports are also generated upon the conclusion of tutoring to show school/district personnel and parents the overall progress of the student. A qualified program coordinator serves as the point of contact for parents, tutors, and school/district personnel, providing guidance, communicating progress regularly, and resolving any issues that may arise. A to Z partners with two publishing companies to utilize a combination of curriculum and materials: Incentive Publications by World Book and Complete Curriculum. The curriculum content provided by these companies is research-based and aligned to South Carolina s curriculum and instructional programs, as well as to the Common Core State Standards. In order to ensure direct alignment, crosswalks were created that link the identified state standards to lesson plans, materials and assessment tools that tutors have at their disposal via our web-based system. A to Z tutors utilize the direct instruction method of teaching, which includes intensive instruction, frequent assessment, tutor modeling, and constant student repetition and feedback. Additional strategies and materials used by tutors include scaffolding, engaging questions/prior knowledge activation, differentiated instruction, graphic organizers, flashcards, games, word sorts, reader s theater, and manipulatives. The type of strategies and materials used and rate at which instruction takes place are highly adjustable based on student learning styles and the needs of special populations. We always recommend our one-on-one option for students

7 with special needs. This format allows for accommodations regarding assignment depth and length, scaffolding and support provided, language support, and learning environment to be easily made. A to Z maintains a diverse tutor population to include bilingual and special education teachers so that we can provide a suitable match between tutor and student. Using these methods, A to Z has seen very positive results. While not all of our students have been post-tested yet for the school year, the results of those that have show significant student gains. Nationally, students who have completed our program during the school year increased by an average of 16% in reading/language arts and 18% in math (p-values < 0.001) from pre- to post-test. In addition, 86% of parents surveyed so far have reported increases in their student s grades and test scores as a result of our tutoring. South Carolina students tutored by our organization during the school year increased by an average of 11% in reading/language arts and 20% in math (p-values < 0.001) from pre- to post-test, with an average gain of 6 reading/language arts skills and 6 math skills. Our pre/post-test data in South Carolina for the school year shows increased achievement in 71% of language arts students and 84% of math students who completed our program. In addition, the results of the fall and spring MAP scores that were released by districts for A to Z students reveal that 90% of our students increased achievement in reading, 94% of our students increased achievement in math, and 84% of our students increased achievement in language. A&A Youth Community and Learning Center has provided tutoring to more than 800 students over the past seven years. The center has served students in Lexington School District Three, Dillon School District Two and Richland School District One. A&A has been providing tutoring to Florence School District One and Spartanburg School District Seven for over four years. The Center also served Lexington School District Two, Orangeburg School District Five and Charleston County School District for the current academic year. A&A s strategy for closing the achievement gap is based on delivering skills assessment which is used to identify student s skill strengths, weaknesses and for developing a personalized lesson plan based on those needs. The tutoring staff, which consists of elementary and content certified teachers as well as college students, utilizes personalized instruction and student motivation techniques that enable them to identify student academic weaknesses from varied approaches; especially geared toward students from diverse challenging socio-economic backgrounds. A&A offers high quality tutoring in Reading and Mathematics in grades K-12. Students are taught individually or in small groups for 1.5 to 2 hours, in small groups at their schools or other tutoring sites. All K-8 students are administered a pre and post-test that is developed by EdHelper. High school students are administered pre and post assessments developed by Triumph Learning. The pre and post tests are administered at the student s current grade level. Test questions correlate closely to the South Carolina curriculum standards. The student s individual learning plan is developed from an analysis of pre-assessment data, input from school officials and anecdotal information from parent. Lesson plans are developed from EdHelper s Curriculum and Triumph Learning, which is designed to help the student meet their established academic goals. Tutor training include but is not limited to: purpose, motivation, curriculum components, delivery models, instructional strategies, major design elements covering SMART Goals development, SLP development, progress monitoring reports, lesson plans and progress reports. Administrative and procedural requirement documentation, tutor conduct, district regulations, ethical behavior, etc. are also a part of staff training and professional development. All curriculum materials and interim instruments that are used as a basis for measuring student progress towards goal attainment are for ELA/Reading and math are taken from the XL Math Curriculum and supplemented by worksheets and diagnostic assessments from EdHelper and Triumph Learning. These materials are aligned with South Carolina curriculum standards. Written reports are provided to parents, schools, and districts on a monthly basis. In person meetings occur as needed or requested by parents. Parents receive final reports giving them a sense of the impact the tutoring has on their child's progress. At the end of the tutoring program, students take posttests to determine the percentage of development in the goal areas, the extent to which goals have been met and to determine learning gains achieved. Relative to student achievement and improvement for this school year, 88 percent of the students overall, who completed A&A s tutoring program experienced

8 academic gains., During the school year we served 124 students across five districts. Based on the average comparison between the pre and post assessment administered by A&A, 91.7% of the students showed academic gains in ELA; a 6.8 average point increase. Based on the average comparison between the pre and post assessment for math, 90% of the students showed gains in math; a 3.8 average point increase. Based on district (all districts served except Orangeburg School District 5) results for the Fall and Spring MAP administration, the average RITs for both ELA and math increased. The average Fall ELA RIT was 223 and the average Spring RIT for ELA was 229. The average RIT scores for ELA increased by 6 points. The average Fall math RIT was 227 and the average Spring RIT for math was 232. The average RIT scores for math increased by 5 points. Orangeburg School District used the T21 benchmark assessment tool, which indicated that the Fall and Spring benchmark administration showed an average 5 point gain (Fall:234-Spring:239) in ELA and an average 4 point gain (Fall: 241-Spring:245) in math. Abacus In-Home Tutoring is highly committed to the education of all students, regardless of age, grade, or disability and is confident in its abilities to continue to foster academic success throughout the state of South Carolina. Abacus provides services to all eligible K-12 students in both reading and mathematics and specializes in working with economically disadvantaged students, students with disabilities, and English language learners. Abacus services will help these at-risk students improve their achievement in reading and mathematics because the Abacus methodology focuses on individualized instruction tailored to specific pupil needs, employs research-based techniques such as scaffolding, Direct Instruction, and Differentiated Instruction, and has been fine-tuned through nearly six years of practical application and development. Families selecting the Abacus program have the option of either one-on-one, in-home instructional sessions or small-group sessions (5 students per instructor, maximum) at a secure public location. All instructional sessions are offered outside of the regular school day, taking place 1 to 3 times a week for an average of 1 to 3 hours in length. No matter which program type is selected, an individualized curriculum using materials from Pearson Education is prepared for each student with all necessary program materials provided at no expense to the parent or guardian. We also ensure that all assessment and curricular materials align to the South Carolina Academic Standards in each subject involved. At minimum, Abacus requires its tutors to have completed sixty (60) college credit hours from an accredited university and have relevant teaching/tutoring experience prior to hiring. However, the majority of Abacus tutors have Bachelor s degrees, and many hold Master s and Doctorate degrees. Upon hire, our instructors are extensively trained to work with students and families, and also receive in-depth training on working with district and school personnel. This includes, but is not limited to, preparing and disseminating progress reports and documentation, conducting conferences with LEA personnel, reporting and resolving conflicts or concerns, and aligning SES sessions to classroom and district curriculum. Over the years, we have forged healthy and extensive relationships with school and district personnel nationwide, and take pride in our communication techniques that allow us to facilitate communication between all parties involved in our program. Previous South Carolina students completing the Abacus program have shown exemplary academic gains on provider-administered assessments as well as increases on state- and district-administered standardized tests. For example, during the academic year, Abacus provided SES to 44 South Carolina students ranging in grade level from 1st to 9th. These students were tested using the Group Reading Assessment and Diagnostic Evaluation (GRADE) and/or the Group Mathematics Assessment and Diagnostic Evaluation (GMADE), published by Pearson Education and utlized as pre- and post-assessments for our SES programs. A careful analysis of these Pearson test scores provides compelling evidence that 37 of these 44 students (84%) showed significant academic gains as a result of the Abacus program. Viewing these scores on a statewide basis, these students showed an average overall gain of 14%; students with content goals in Reading/Language Arts displayed an 11% overall gain, while the students with mathematics content goals showed average gains of 17%. Similarly, during the academic year, 57 students enrolled in the Abacus SEs program were tested using the Measure of Academic Progress (MAP), a state-approved assessment using the Rasch Unit scale to determine scoring. This MAP testing was conducted in the Fall and again in the

9 Spring, with the scores subsequently compared to determine overall student gains. These students showed exemplary increases between their Fall and Spring MAT scores, suggesting that our program greatly contributed to their academic success. For example, the 44 Abacus students in grades 2-5 showed a 10% average increase (9% in Math and 11% in ELA), while the 13 Abacus students in grades 6-12 showed an average increase of 9% (11% in Math and 6% in ELA). Looking at all grade levels and subjects as a whole, the 57 Abacus students showed a solid 10% increase overall, indicating a high success rate for students completing our SES program. We look forward to continue working with South Carolina students and having the opportunity to replicate results such as these! Aboutface Reading is a reading intervention program that identifies and accelerates at-risk readers in their reading abilities in grades K-8. We use certified teachers, assistants, or paraprofessionals as tutors. The tutor will work with 1-6 students with transportation provided by Aboutface Reading, the LEA or student s legal guardian. The tutoring lesson plans were designed using the 5 scientifically based research strategies recommended by the National Reading Panel. All lesson plans are written in detail using leveled books. Strategy #1 is word analysis, which includes phonemic awareness and phonics. Strategy #2 is vocabulary where the student can increase the number of words in which he/she knows the meaning. Response boards and vocabulary word cards actively engage students. Strategy #3 is the pre-reading activities where characters are introduced. Strategy #4 is seeing how the student handles unfamiliar print on their own. At-risk students need a great deal of encouragement, support, and meticulous watching over to make sure they really are reading during the silent reading portion. Strategy #5 is a writing component. Students are coached to make connections of their understanding and put them in written form, taking the information from the printed page and restating it in their own words. Several studies have been done to measure the effectiveness of our reading program in Title I schools. Study #1 is a longitudinal study in Walton County, GA, of 73 students including special education students who were identified as falling below state standards in reading. The gap between the comparison group and the tutoring group was reduced and indicated a greater growth for those receiving intervention. The results of the study supported the hypothesis that students diagnosed as having reading difficulties in first grade will be reading on grade level by the end of third grade, if they take advantage of this intervention in grades two and three. In Study #2 all first grade students were given the IOWA test of basic skills (ITBS) in the fall of their first grade year. Students scoring in the lowest 25% received instruction in Teach Them To Read. It began in the fall of first grade and continued through second grade. Students did not receive intervention during third grade; however, their gains in reading were monitored. 24 students were selected, 18 completed the study. These 18 were tested at the end of the 2nd grade and had an average gain of 11.17; at the end of 3rd grade the average score was During the school year, we tutored a total of 41 students in 4 districts. We use the Scott & McCleary Reading Inventory for our pre and posttests. All of our students made progress and the average increase in their reading level was 1 year 2 months. The districts used MAP scores and the average increase was 14 points. We tested all students whereas the districts did not test first graders. The goal of Academic Achievement & Excellence, LLC (AA&E) is to lessen the disparity between students who are underachieving and those who have been academically successful. The genesis of the program s development begins with a data-and-fact-finding endeavor to record and assess current student attainment. An extensive pre-test of each content area, by grade, is administered during the first weeks of the program, followed by the creation of Individualized Learning/Improvement Plans. Special information for each student, as warranted (such as IEPs and 504 plans) is integrated in the individual plans. Consultations with school personnel are incorporated during the plan development. Along with the Direct Instructions, students are provided selected reading materials and math worksheets that can relate to their daily lives. Students received the tutoring twice a week, two hours per session. At the beginning of each tutoring session, they were quizzed on the previous taught lessons. Upon the satisfactory progress, we moved to the next lesson; if needed more help, the same lesson was retaught. Thusly, our program had a 100% success rate. Students receive direct instruction in the delivery of each of the SC Curriculum

10 standards for science, math, social studies and English/Language Arts. The introduction of each standard/indicator is recorded. Pacing guides, offered by the SC Dept. of Education, or created by school districts, where available, are incorporated, and what we teach is aligned to the SC state standards. Enrichment activities to deepen student understanding of the Big Ideas are routinely integrated in the lessons. Guided and independent practice, including working with peers, using technology, informational texts and individualized strategies to retain concepts and achieve mastery, are used. As a consequence, students are guided to develop meaningful study skills, such as note taking, using graphic organizers, developing charts and graphs, and using writing to make meaningful connections to their daily lives. AA&E augments direct instruction with individualized tutoring services in each content area. Research has shown that the strategies that benefit special populations, i.e., learning disabled students, benefit all. The use of mnemonics, for example, provides roadmaps for engaging students in new information and analyzing and summarizing unfamiliar text. When students observe strategies modeled by teachers, they are more likely able to access the auditory presentation when the modeling answers the questions why and how, as well as what, and when. The AA&E teams of highly qualified, motivated and committed tutors live and work in the communities served. The cumulative experience of the teachers and tutors exceeds fifty years of exemplary instruction and work with children in the targeted subjects. Some have received Teacher of the Year awards. One teacher has experience teaching MEGGS math at the middle level. Eighty percent of the teachers are certified by the SC Dept. of Education in the requisite subjects they teach. The student tutors will be college students with at least 60 baccalaureate hours, have attained a GPA of no less than 2.75, and a cumulative GPA of 3.25 in math or science, as appropriate. Before the program year begins, all tutors receive training and keep program guidelines in the following areas: instructional strategies likely to improve academic achievement; forming and sustaining partnerships with parents; the Program s protocol for scheduled connections with the schools; and ways to design learning activities using technology, for students (such as for group work and independent study) and for parents, to offer academic support for their children at whatever level possible. Following the assessments, AAE will coordinate with the school district personnel, applicable student s teacher and guidance counselor to develop the ILP and keep them informed of students progress. To keep students engaged in learning, student-led conferences of progress is encouraged, allowing them to feel empowered to highlight what they have done well and identify areas for improvement. A record of student progress for each child is made available at all times for parent review. Academic Achievement Academy is a learning service company that provides a menu of highperformance supplemental education services to students. The vision is to deliver quality educational services to students to impact academic achievement. AAA was established in 2009 and has provided services to over 1200 students in its four year tenure in NC and SC. More than 70% of the students grew 20% from pre-test to post test, while the other 15% grew at least 10% still reaching significant growth for 85%. In , AAA provided tutorial services for 77 students in two school districts, Sumter and Greenwood 50. AAA designs instructional programs to meet students needs, to close gaps in learning and move the students toward proficiency. AAA provides basic, remedial, and enrichment supplemental services for students in grades K-8. AAA uses Options Teaching Materials that are in line with South Carolina standard course of study and the Common Core State Standards for Mathematics and English Language Arts. Options provides materials aligned to SC standards. These are full-color series which have been tailored around the Common Core State Standards and are 100% aligned. The booklets are developed around best instructional practices for early learners, Common Core Clinics and meet the rigor of the new standards and are perfect for early implementers of the common core state standards. AAA promotes academic achievement based on South Carolina standards to meet proficiency in reading and math. The goal of AAA is to provide students k-8 tutorial services which allow students to achieve in raising academic, social, emotional and physical development to reach their greatest potential. AAA tutorial services can enhance student s academic performance by providing support and encouragement to reach their grade levels and proficiency to master skills needed to pass the end of grade and course standards. Tutoring services include language arts, reading, writing, and math in grades K-8. Lessons are

11 designed to meet individual needs based on their assessment data. Parents are updated on their child s academic progress through biweekly progress reports AAA is dedicated to hiring qualified tutors and tutors aides The recruitment process will begin with recruiting tutors and aides from Title One schools. Tutors must have at least bachelor s degrees and AAA seeks certified teachers. Tutoring aides will have associate s degree or must have completed two years of course work toward a degree in any field. The first choice will be given to applicants who are certified teachers with classroom experience. Degrees and / or certifications include Elementary (k-6) Certification, Middle Grades (6-8)-Language Art and Mathematics Certification, and also Reading Specialist Certifications. In addition AAA seeks Tutors with Exceptional Children s Certifications, English as a Second Language Certifications, and Speech and Language Pathologist Certification. AAA is committed to hiring qualified tutors who contribute to the delivery of differentiated instruction to all learners. Exceptional Children and English as a Second Language are served by AAA as well. Hiring tutors with the above certification lends to AAA s ability to produce significant growth in student achievement and learning. Students IEP s are read and used to ensure all learning needs are being met. Students testing modifications and in class modifications will be used daily to provide instruction. AAA has found that well designed tutoring programs that utilizes certified teachers and non-professionals are effective in improving children s reading and math skills. The key instructional practices and lesson design elements of the AAA Program have been solely based on scientifically- based research models. Each instructional element and tool used was chosen based on the evidence that it supports improving academic achievement. In the first year of service in SC, AAA tutored 47 students in Sumter. Of these students, they improved from pre to post testing on the average of 10.3% in math and 13% in reading after hours of direct group instruction. By comparison, the same students demonstrated average growth by 3.4% in math and 7.4% in reading on the MAP test for the district. This is based on available Sumter School District test data posted in Cayen. In the first year of service in SC, AAA tutored 30 students in Greenwood 50. Of these students, they improved from pre to post testing on the average of 38.8% in math and 15.4% in reading after hours of direct group instruction. By comparison, the same students demonstrated average growth by 1.4% in math and 6.9% in reading on the MAP test for the district. This is based on available Greenwood 50 District test data posted in Cayen. Achieve HighPoints from Datamatics has been helping under-performing students excel in mathematics since Our program has been approved S. Carolina from and again in AHP uses a combination of our proprietary learning platform, and live online tutors to effectively educate students in grades 2-12 in math via direct instructional services. Students access the program via the internet from their homes. This online flexibility allows students to learn when it is convenient for them, not for a tutor. For those students who require it we provide a loaner computer / web device for the duration of the program. The platform has the ability to map exactly to the South Carolina Department of Education Curriculum Standards for math. Our team of mathematicians annually evaluates state standards then manipulates our 220,000 math item databank to exactly mirror the content, timing and difficulty level of the South Carolina standards. The learning platform shadows the in class curriculum so students get a true supplementary experience with us. Once students choose us we begin with a pre-course assessment. The results on this assessment drives the content of the student s individual learning plan. We then work with school personnel and parents to adjust the learning plan as needed. The result is a customized learning plan mapped to the needs of each individual student. Each time the student logs in they progress through the learning plan, which is adjusted as needed. Our program follows an Assessment- Practice Session- Learning Session- Post-Assessment format. This works for any special needs student who can use a computer. Tutor Qualifications Students will get one to one direct instructional tutoring with us. Our live tutors who work via the internet with whiteboard technology must have a minimum of a bachelor s degree in mathematics, engineering or another math related field. Students learn the content through study notes, online step by step solutions for similar problems, and the ability to contact a live tutor for further assistance. Evidence of Effectiveness Our internal results tracking system shows that 64 South Carolina SES students took our program in % of the students improved in their pre and post testing. 2%

12 stayed the same and 12% had lower post assessment scores. They had an average starting pre-test score of 41.1%. After our program that rises to an average 50.3%. This 9 point jump in their post-test results represents a 22% increase in their math performance. The MAP results provided by SCDOE showed that The average Fall MAP score was 224 and the average Spring MAP score rose to 230. This is a 6 point average increase. 81% of students improved, 2% stayed the same and 17% went down in the Spring or post-assessment. This is consistent with the findings of our internal measuring system. For their final report math grades, 80% (51/64) of the students received an A, B or C after using AHP. Aim to Attain Educational Services has been providing services in South Carolina for 4 consecutive years. We provide instruction in English/Language Arts and Math for grades K-12. We offer 1-on-1 inhome instruction and small group instruction with up to an 8:1 ratio. Sessions are 2-3 days per week and are 1-2 hours long. During the school year, we were selected by 13 different school districts to provide services. Students were placed with Aim to Attain in 11 of those school districts. For the school year, 175 STUDENTS completed our program in grades K-12. Our assessment data reported that 90.29% of our students SCORES INCREASED! All 158 of these students showed tremendous academic gains from their pre to post assessments in the areas of ELA and Math. Students taking the Achieve Test showed an average INCREASE of 23.40% in MATH and a 22.80% INCREASE in ENGLISH/LANGUAGE ARTS. Students also INCREASED Measures of Academic Performance (MAP) scores by an average of 9.04 points. The average MAP score in Math INCREASED by 8.67 points and in Reading by 9.23 points. Students in Orangeburg County were assessed using the Training and Education in the 21st Century Assessment (TE 21). These students showed an average overall INCREASE of 15.38%. Nearly half of the students we served during were STUDENTS WITH DISABILITIES. These students showed an average overall INCREASE of 18.06% from their pre to post assessments. Our PROGRAM CONTENT is comprised of a variety of components and DIRECT INSTRUCTIONAL SERVICES. The instruction is rigorous and designed to tap into students higherorder thinking skills. The lessons are designed with a gradual-release approach in order to help build students self-confidence. The approach is as follows: 1.) Prior Knowledge, 2.) Modeled Instruction Using Think Alouds, 3.) Guided Instruction, 4.) Guided Practice, and 5.) Independent Practice. When given the weekly assessment, should the student not score 75% mastery, he or she will have the skills retaught until mastery is achieved. All of the curricula and activities that the students will complete in the tutorial program are 100% ALIGNED with the South Carolina Department of Education s curriculum standards and the new Common Core standards. The curricula are also aligned with each school s curricula. These curricula have a proven track record for preparing children to become successful when taking the South Carolina PASS and HSAP tests. Our program is tailored to meet the needs of SPECIAL POPULATIONS. Each lesson is embedded with modifications and accommodations that the tutor should make for students with disabilities and English Language Learners. Prior to beginning instruction, we review a special education student s IEP in order to determine modifications and accommodations that should be made during tutoring. These are some of the TEACHING METHODS and STRATEGIES that we use: scaffolded instruction, cooperative learning, differentiated instruction, scripted and direct instruction, manipulatives, re-teaching, real-world connections, data-driven instruction, progress monitoring, and phonics instruction. Because every child learns differently, we utilize multiple INSTRUCTIONAL TOOLS and CURRICULA. This curricula includes: South Carolina PASS Coach and Common Core, STARS, STAMS, 100+ Series, Partner Games, Ready Common Core, Mastering the Common Core, Buckle Down Common Core, Voyager Passport (including DIBELS), and Voyager VMath. We work with SCHOOL PERSONNEL to ensure that all of our students needs are being met. Our Regional Directors attend any required meetings. Our staff and call school district personnel, principals, and teachers. We mail monthly progress reports to schools. Some tutors will conduct phone conferences or meet students teachers in person to discuss student needs. Nearly 60% of our INSTRUCTORS are certified teachers who have had at least 1 year of teaching experience in the areas of ELA or Math. The other 40% of our instructors are individuals who have obtained a minimum of a 4-year college degree with a preferable concentration in the areas of Education, Reading, Math, or English. We

13 DO NOT hire tutors who have less than a 4-year college degree. Anyone we employ will undergo a SLED criminal background check or an FBI check, if the applicant is from out of state. We do not hire any convicted felons or individuals who have been convicted of any sexually related crime. All tutors receive extensive training on the curricula. They also partake in monthly professional development trainings on topics such as Teaching Strategies for Working with Low Income Students and Classroom Management. All Star Learning-Our tutoring program is based on hands-on activities. We use the manipulatives to introduce the new concepts to students. Then same concept is practiced with graphics and then practiced again abstractly. Our workbooks provide lightly scripted lessons and guided instructions for both students and teachers to follow. Students start with easy concepts and move on to more challenging concepts when they are ready. Students are given the opportunities to verbalize, write, discuss and practice skills learned. Our program integrates all eight best practices recommended by What Works Clearinghouse. It includes predictive screening, in-depth instructions, systematic and explicit instruction, solving word problems, visual representation of concepts, fluency building activities, monitoring, and motivation. We will provide tutoring in math and English/Reading to students in grades K-12. Tutoring will be done two or three times a week, with each session being two hours long. For both math and English, we will use materials published by Triumph Learning, Options Publishing, and Moving with Math Learning System. The companies publish workbooks and tests that are aligned with the state standards for each grade level and each subject. Moving with Math Learning System comes with workbooks and manipulatives. We have many of the manipulatives from Nasco and Summit Learning. They include English and math games published by Edupress and Learning Resources. These manipulatives and games are aligned with the South Carolina's curriculum standards and distributed to teachers for teaching specific goals. All of our workbooks, tests and manipulatives are aligned with the South Carolina Curriculum Standards in math and English. To meet the needs of special population, we will have bilingual and special education certified teachers on staff. We will consult IEP and interview the parents. Tutoring will be provided at students' own school. If the schools are not available, tutoring will be provided at community centers, churches, libraries or students' homes. If possible, we will provide transportation to students' homes after the tutoring session. Our services are also available online. We will provide all the teaching materials. After we receive a list of students, we will go meet the principal. After that we will communicate with school personnel through s on a biweekly schedule. We will try to hire school teachers to work in our program. Most of our teachers will be highly qualified certified teachers. We will hire other professionals with at least a bachelor's degree from the community if needed. Instruction using the handson materials has proven highly effective in improving students' test scores on standardized tests. Last year All Star provided SES services to over 40 students in South Carolina. On our post assessment tests, over 87% showed at least one grade point equivalent increase in scores. In Bamberg county, MAP scores for both subject show all 4 students' grade level remaining the same with 2-13 point increases in student growth. In Dorchester County we served 31 students. Here the Lexile scores indicate one grade point equivalent increase for 82% of the students and the Quantile scores show this increase for 84% of the students. Anytime Tutoring (AT) starts the program with a diagnostic test to determine students weaknesses and aligns students needs with standards that are taught for about 6 weeks with daily monitoring of progress. AT provides face-to-face and online tutoring, one-on-one or in groups of up to 8 students, 2 to 3 times a week with 1 to 2 hour long sessions in English and/or math to K-12 grade students. Tutoring is held at schools or in students' community. This year, we provided tutoring in 5 districts in SC. More than 80% of our students showed an average increase of 16% in math and 21% in reading on Study Island tests and the gain of 13 points in math and 15 points in reading on MAP scores. AT uses printed materials from Triumph Learning and the Study Island online program. Both curriculums come with tests. Together they cover the topics of numeration, number and operations, algebra, geometry, measurement, data analysis, problems solving, fiction, nonfiction, poetry, vocabulary, writing and other reading comprehension

14 standards for K-12 grade levels. All of this is integrated with cooperative learning activities that require the use of manipulatives. Both (print, online) curriculums are designed for SC and cover all SC standards. Cooperative learning activities are also based on SC standards. AT has been offering tutoring to low income families for 8 years. Students are provided with all the supplies and transportation to their homes if possible. Cooperative learning activities support all kinds of learners. Our educational games and high interest books keep students interested in learning. AT administers diagnostic tests or uses the MAP scores to pick goals for students. These goals match with students' weaknesses as determined by the tests. They are taught using hands-on materials and the cooperative learning methods. Each of our cooperative learning activities is designed to integrate several standards. New concepts are introduced through the use of manipulatives, and then are further practiced using the activities and workbooks. Progress is monitored daily. Students are post tested at the end of the program. AT contacts the school district and the school principal before tutoring can begin. When we contact the teachers through s, the title I staff at the school districts is carbon copied. We follow guidelines set by the district for placing flyers in the schools, hiring teachers, collecting test data, and communicating progress of students. AT hires certified teachers from students' own schools. If they are not available, assistant teachers, retired teachers, and college students are hired. Qualified professionals from the community are also hired if needed. Research proves that the cooperative learning methods with use of manipulatives motivate student to learn, raise their selfesteems, make them socially better, improve their problem solving skill and also improve their achievement scores significantly. Appletree Learning offers tutoring in math and ELA/Reading for grades K-12. Services are provided after school in homes, schools, churches and online to students from all backgrounds. Parents can choose 1:1 or small group sessions. We will provide a minimum of 20 hours of tutoring. In select districts, we will provide transportation. Our curriculum is completely aligned with South Carolina state standards and incorporates McGraw/Hill SRA and Triumph Learning intervention curriculum tools including workbooks, manipulatives, assessment tools, and progress monitoring for all grade levels in math and ELA/Reading.. Our strategies include explicit and systematic instruction. The Reading program provides extensive coverage of two of the key pillars of early literacy identified by the National Reading Panel: vocabulary and reading comprehension. Fluency is addressed by guided and repeated oral reading. ELA approaches reflect the interdependence of mechanics and writing. The math books review all of the NCTM strands or domains and support an investigation and problem-centered approach and problemsolving activities. Our tutorials are modules with direct instruction and practice interactions. Students are given pre and post assessment tests to measure their achievement and mastery tests to track progress. We connect the state standards to specific daily lessons, activities, educational games, and hands-on manipulatives. These are specially helpful to meet the needs of the special population. We interview and consult those parents and the student. Special Ed teachers are on staff and IEPs are consulted. Bilingual teachers are on staff to address ELL families. We introduce our program to the school Principal, teachers and district personnel. They are also provided with regular and frequent feedback on the child's progress. Area coordinators will communicate with school personnel to assure attendance, safety, and transportation. Our tutors are certified teachers, or professionals with a bachelor s degree or higher. They receive extensive and ongoing training in effective instruction, assessment, and progress monitoring. They are required to have previous supplemental tutoring experience and must pass background checks. Most of the teachers will be from the local schools. These materials and methods of instruction, with our highly qualified teachers, have proven to be highly effective in raising test scores. In 2011, Appletree served 712 SES students; 89 % of those had an increase, averaging 49%, in their pre to post test scores At Easterling Elementary in Marion County, average scores on Exam View pre and post tests increased from to Our teacher, a special education veteran, was very pleased with the results and reported near perfect student attendance and positive parent feedback. In , we provided SES tutoring to 35 students (ELA/Reading and Math) in South Carolina. Exam View assessment test scores for 89% of the students increased; the average increase for all grade levels was 42% in math and 38% in Reading. The MAP scores indicated a student growth for 87% of the students that took the test in math and

15 Reading. The MAP scores increased by at least one grade point equivalent or were at grade level for 86% of the students in Reading and for 88% of the students in math. ASSETS Learning Center, Inc.-Instructional methods used will provide more opportunities for practice and more intensive practice on difficult concepts. Methods and materials will be based on research showing most students will be successful if taught in this manner. Different instructional methods will be used. ASSETS Math Excellence Programs assess basic skills and grade level competence in grades K-8. Each student's program begins with a pretest. We use information from the pretest to create an individual student plan (ISP) and lesson plans with a timeline to increase student achievement. We monitor the student's progress so we can continuously benchmark progress and identify trouble spots early in order to correct skill deficits. ASSETS Reading Excellence Programs provide a foundation for all other subjects. Each student begins with a pretest. We use data from the pretest to create the ISP and lesson plans with a timeline to increase student achievement. We monitor the student's progress and provide immediate feedback and practice. The content will include standards based and grade level instruction in math and reading. The math curriculum covers number and operations, algebra, geometry, measurement, and data analysis and probability. The reading program covers critical reading skills and certain types of content including classic myths and stories from around the world. The content will be clearly aligned to South Carolina Department of Education's curriculum standards. Our standards and objectives will be derived from the Palmetto Assessment of State Standards (PASS) in math and reading. We expect our special population students to achieve grade-level state content standards. We will provide instruction for state assessments, select accommodations for instruction, and evaluate for effectiveness. The program has specific teaching methods, strategies, styles, and activities. Our teaching method is based on response to intervention and differentiation. Our strategies include individual and small group instruction. Our instruction and materials are used for left or right brain learning styles. Motivating activities are integrated into the curriculum including role-playing for the desired careers, motivating speakers that inspire, and book clubs. Students are rewarded for achievement and effort with certificates and celebrations contingent upon a standard of improved performance. We work effectively with school personnel. We communicate with districts and teachers by . We arrange a meeting with school personnel to determine the best way to communicate with them. The school and our staff will create a plan that will allow for how best to determine if our tutoring is benefiting their students and to determine if we should meet at certain times to discuss our program's effectiveness. Our teachers hold at least a bachelor degree, certified, experienced, and professional. They understand how to work with special populations. ATS Project Success, an AdvancED NCA accredited organization, offers eligible students support in reading and mathematics. Services are provided in the student s home using a loaned, pre-programmed laptop with SuccessMaker or Odyssey software. Students are encouraged to spend two hours a week in the program. Tutors monitor student progress online and follow-up with s and weekly telephone calls to the student and parents. ATS provides a Spanish or Hmong translator if needed. We also work with schools and classroom teachers to make sure student efforts in the program are helping them succeed in their regular classroom. The LEA is provided with weekly s about each student s progress as well as a monthly report. Classroom teachers receive a monthly progress report. Since July 2003, we have provided supplemental educational services to over 45,000 students in 43 states. The student is assessed by the SuccessMaker Initial Placement Motion (IPM) for grades K-8 or the Odyssey Custom Assessment (CA) for grades Based on the IPM or CA results, the student s learning path is set to provide direct instruction at the appropriate level. SuccessMaker and Odyssey instructional materials are aligned to South Carolina Department of Education s curriculum standards by the software publisher. A timeline for the expected gain is established for the student based on the number of hours of tutoring the student is eligible to receive. The tutor monitors the student s performance percentage in benchmark-related strands. All tutors have at minimum a Bachelor s degree, 92% have teaching certificates, and all have experience working in a Title I school, and/or working with low-income students and students from varied ethnic and cultural backgrounds. All tutors have computer proficiency, passed a criminal background check and drug

16 test, present a professional demeanor and presentation, have strong organizational skills, and have the ability to work with diverse groups of students. The overall SuccessMaker and Odyssey Pre/Post Test Data for South Carolina 2012/13 students shows that the 30 grade K-8 students that completed 20+ or more hours in math on average achieved a 0.70 of an instructional level gain in hours. Three grade 9-12 students that completed 20+ or more hours in math made a 12% gain from pre to post test in hours. Similarly, 46 grade K-8 students with 20+ hours in reading on average achieved a 0.81 of an instructional level gain in hours. Eleven grade 9-12 students that completed 20+ hours in reading on average made a 7% gain from pre to post test in hours. Fall 2012 and Spring 2013 MAP Average Data Comparison Aiken: Math increased 10 points (14 students), reading increased 9.4 points (5 students); Beaufort: Math increased 8 points (1 student), reading increased 16 points (1 student); Charleston: reading increaed12.13 points (8 students); Clarendon 3: Reading increased 4 points (3 students); Greenville: Math decreased 11 points (1 student), reading increased 1.5 points (2 students); Horry: Reading decreased 11 points (1 student); Williamsburg: Math increased 2.25 points (4 students), reading increased 9.3 points (9 students). This is based on data made available by the districts. All districts were contacted to request MAP data. Eleven districts had missing or partial MAP data or did not have any students that completed more than 20 hours in one subject. Barron Academy (BA) is committed to providing a learning environment where students hearts and minds explore new opportunities and achieve academic success. Barron Academy is a success-oriented tutoring program who has proven youth programs for over 10 years. During the school year, Barron Academy served nearly 100 students in six school districts (Abbeville, Hampton, Lancaster, Lee, Lexington, and Sumter). All programs operated for at least 2 days per week. Ninety-three percent of students regularly attending BA showed an increase on the post-test administered and 82% increased on MAP from fall to spring BA attributes our success to three areas: 1) high quality tutors 2) partnering with school-day teachers to assist with filling the student s academic gaps 3) nontraditional and innovative teaching strategies. Pre- and post-tests assisted tutors with evaluating the student s success in the program and to identify their areas of weakness. To provide targeted help to a student, tutors assessed and documented students academic progress. Based on this assessment, students were provided with instruction that accommodates their level of development and rate of learning. All students received at least 20 hours of instruction. Tutoring sessions were/will be available Monday-Saturday serving K-12 students. We offer small/large group tutoring that include 1:1, 1:5, and 1:8 ratios. Tutoring is provided in home, at schools, libraries, churches, and in community centers. Each session will last no more than two hours per day. Our tutors tailor the researched-based curricula, After-School Achievers for reading and math, and use proven techniques to meet the student s needs and learning style. In most cases, transportation is provided. Barron Academy uses Afterschool Achievers curriculum, which is active and engaging activities to support students in their reading and math development. The curriculum is aligned with No Child Left Behind and Reading First areas of instruction and SC State standards. The Afterschool Achievers is an aligned instructional system that includes a curriculum that addresses the state content standards, instruction that is based on the curriculum, and assessments that identify opportunities for students to demonstrate what they know and can do on the state content standards. BA is tutoring staff is equipped and training to provide services to all students who have an IEP or 504 Plan. BA ensures all goals identified are consistent with services already being provided to the student. Barron Academy also provides tutoring for ESL students. During the past school year, one of our sites had over 80% Spanishspeaking students. In the case of non-english speaking students, Barron Academy s hires staff that is bilingual and able to communicate with the students and their parents. Research shows that the most effective after-school instruction must be standards-based and connected to the school day, yet be fun and engaging. The program is linked to what was taught during the school day. By using different teaching methods and strategies, students will be able to grasp and comprehend the skill that they may not have understood during the regular school day. BA tutors uses various teaching/tutoring methods some of which may include cooperative learning, discovery learning, graphic organizers, journals, learning centers, role-playing, and storytelling. All tutors utilize a variety of learning styles to include linguistic,

17 logical, musical, spatial, bodily kinesthetic, interpersonal, and intrapersonal. A variety of activities includes hands on manipulative, bulletin board demonstrations, computer activities, worksheets, and group activities. Tutors develop weekly lessons using the research-based school day curricula based on weekly communication between classroom teachers and after-school tutors on students specific weaknesses. BA works closely with school personnel, teachers, principals, parents, and children to maximize each student s success. Because of our partnership with the school(s), BA staff speaks with classroom teachers about what instructional programs are being used in their classroom and what the students need. BA communicates through face-to-face conferences, s, and by telephone. Written progress reports are sent to both parents and school personnel on a monthly basis. The qualifications for the Lead Tutor is a Bachelor s degree, MUST possess a SC issued teaching certificate, at least 3 years of teaching experience and/or after-school management. Tutors must have a minimum of an associate s degree preferably a bachelor s degree and at least 2 years working with after-school program. Basic Learning Skills, Inc.-We offer high quality tutoring in Reading and Mathematics in grades K-8. Students are taught individually or in small groups for 1 to 2 hours, at their schools or in their homes, when receiving one-on-one tutoring. All students are administered the Achieve Pretest, published by United Learning Centers. The pretest is administered at the student s current grade level. Test questions correlate closely to South Carolina curriculum standards. The student s individual learning plan evolves from an analysis of this data, input from school officials and the parent. Lesson plans are developed from Options Publishing Materials to help the student meet their goals. Tutor training consists of the following major segments: purpose, motivation, curriculum components, delivery models, instructional strategies, major design elements covering SMART Goals development, ILP, progress monitoring reports, the use of pacing charts, and lesson plans. Administrative and procedural requirement documentation, tutor conduct, district regulations, ethical behavior, etc. are also covered. All curriculum materials and interim instruments that are used as a basis for measuring student progress towards goal attainment are supplied by Basic Learning Skills, Inc. These materials are aligned with South Carolina curriculum standards. Written reports are provided to parents, schools, and districts on a monthly basis. In person meetings occur as needed or requested by parents. Parents receive final reports giving them a sense of the impact tutoring has on their students' progress. At the end of the tutoring program, students take post-tests, to determine the percentage of development in the goal areas and the extent to which goals have been met and learning gains achieved. Basic Learning Skills, Inc. has been tutoring for the past year in South Carolina with a total of 51 students in three districts. Four students withdrew and six students transferred. Our 41 students (81%) who completed the program, 23 reflected the following gains in Reading: Clarendon 3 - four students made an average improvement of 45 points on our assessment and 12 points on the MAP for Reading at the District level; Laurens 55 - five students in Reading made an average improvement of 33.3 points on our assessment and 6 points gain on the District MAP Test (2 students did not take the spring test); and Sumter - 14 students in Reading made an average gain of 29 points on our assessment and an increase in the District MAP of Reading of 6.6 1(1 student did not take Spring Test). In Math 18 students reflected the following gains: four students in Laurens 55 made an average improvement of 28 points on our assessments and 9.5 points on the MAP for Math; in Sumter - 14 students reflected an average improvement of 25 points on our assessment and 9.85 points on the District MAP Assessment (1 student did not take the spring test). Believe to Achieve provides small group, direct instruction in math and reading to students in grades K-8 using Strategies to Achieve Reading Success (STARS) and Strategies to Achieve Mathematics Success (STAMS) as our central curricula. Our programs focus on grade-level mastery of South Carolina Standards (SCC) as well as Common Core State Standards (CCSS). Believe to Achieve also utilizes key instructional strategies including: differentiated and scaffolded instruction. Our program begins with a pretest in reading and/or math. The results of this assessment help us to identify the specific skill gaps of each student we service. Based on the results of the pretest, our students academic history and consultations with parents and school officials, we develop a learning plan for each student. Learning

18 plans are also used to create a pacing guide that will help drive instruction, focusing primarily on areas of deficiency. Learning activities review and repeat critical concepts as necessary, while continually introducing students to new material so that new skills are mastered. Using benchmark assessments and instructor observations, we continually monitor student needs and achievement within the program to ensure the program is successful in addressing each student s individual skill gap(s). Believe to Achieve staff requests monthly meetings with school personnel to discuss student progress and to ensure our programs are aligned with each school s academic calendar. At the end of the program, students take a posttest to determine their overall academic gains and provide information on any areas that are still in need of improvement or require additional remediation. It is our policy to only hire South Carolina certified teachers. We also hire instructional staff that are bilingual to facilitate communication with English Language Learners and their parents. All instructional staff will have to complete our 4-hour training course. Instructors will also receive training on providing our program to Students with Disabilities, including strategies for consulting with families and teachers to discuss the Individual Education Plan (IEP) or 504 Plan and incorporating the accommodations we can make into instruction. We have worked with over 1,000 students. Our tutorial program targets the lowest-achieving inner city students from low-income households. We have worked with students with disabilities and Limited English Proficiency students. In the school year, we provided tutoring in reading to 341 students and over 90% demonstrated academic gains after completing our program. These gains were measured by determining the difference between student pre and posttest scores. 330 students mastered the academic goals assigned to them. On average, the students demonstrated a gain of 17 points. Our students academic gains were further substantiated by data from report cards, in which 90% of our students improved at least 2 letter grades. Better Learning Solutions -Students enrolled in Better Learning Solutions Supplemental Educational Services program received direct instruction in mathematics using the Voyager Vmath curriculum. Students were taught in a personalized learning environment, which has produced large gains in student achievement with children from special populations who are struggling. In order to increase student achievement, students took a grade level Pre-test in Math and a personalized learning plan was designed to assist the student in making progress toward meeting the grade-level requirements for achievement on the SC-PASS Test. To ensure consistency with our SES services and the school districts instructional program, district benchmark measures and student report cards were obtained from school personnel or parents. The material we use are research-based, already aligned with the South Carolina State Standards (includes a chart that correlates SC Standards to specific Vmath Module & lesson), and proven to be educationally effective in the supplemental instruction environment. In , 89% of the students attending Better Learning Solutions SES program increased their Voyager Math Test Scores from pre to post tests, which support the program effectiveness of increasing student achievement. Additionally, 80.5% of students attending Better Learning Solutions SES program increased their Map Math Score from to A four-step lesson format consistent with direct instruction is used in the tutoring program. Getting started is the step where the tutor models the pre skills and new concept, skill, or strategy being targeted that day. Tutors closely follow the teacher dialogue provided to demonstrate the cognitive process used. Students participate in the Build the Concept to develop conceptual understanding for the lesson. Guided practice is the step where the tutor provides scaffolded instructional support as students and tutors practice together and talk through the steps of the concept, skill or strategy. Scaffolding instruction takes different forms including using questions to guide students through the steps needed to complete a problem, or through the use of graphic organizers. The tutors continue to demonstrate while encouraging student responses. Tutors monitor student performance and correct as needed to prepare students to work independently. The independent practice is where the students independently apply their understanding of the pre skills and new learning through purposeful practice. The tutors check the students work daily, which provide for immediate feedback that is an effective strategy for all learners including those with disabilities and those at risk of school failure. The fourth step includes daily informal assessments that allow the tutor to monitor student understanding and provided

19 immediate, targeted feedback. Students answer questions that are presented in a multiple-choice and short answer formats to check learning and allow tutors to assess mastery. A Test Prep and Error Analysis are utilized with specific correction procedures for teachers to use when correcting student errors and misconceptions. Instructional support staff reviews session reports bi-weekly which assures sufficient progress is being made. Students are given a post test at the end of the tutoring program. The pre and post scores are compared to assess student achievement. Better Learning Solutions hire and recruit individuals who have a genuine commitment and desire to assist young people in achieving academic excellence and working toward their goals in life. Our tutors include a diverse network of certified teachers, and individuals with at least 30 college credits, previous experience in working with children and at least 18 years old. The Boys & Girls Club of the Upstate offers a unique opportunity for qualified students in grades K-8. These opportunities include: 1.After School Development Programs. Courses are offered in: music, art, science, creative writing, and drama. Power-hour assists and helps students in completing homework. 2.Smart Centers are designed to provide SES Tutoring services. Services focus primarily on math, English and language arts. All are aligned with state standards and lesson plans whose curriculum utilizes award winning scientific based suppliers. Key Skills provide a process to insure success: A key to success is the skills and qualifications of our staff. College students, certified teachers, and volunteers who have worked in education provide enthusiasm and dedication. Each tutor is required to complete a two week in-house certification program. Each tutor is taught and required to demonstrate the desired behavioral qualities of: empathy, creativity, sense of humor, calmness, positive attitude, ability to change, presentation skills and being a role model. An effective supervised environment creates safe learning situations. Progression is rewarded and feedback immediate. A varied instructional delivery method provides differential experiences in learning. Key indicators of the success of these efforts are: 1.Participant Surveys Results: a.87% complete their homework before going home. b.92 % of teachers believe our efforts make a positive impact on the children. 2.MAP Scores indicate: a.school year data showed % of SES students met or exceeded their Map goals. 3.Comparisons with non club members: a.in English Language Arts the members showed an 81 % improvement over previous two years. b.math scores showed 20% increase while 85% maintained or improved their performance. 4.Program completion scores and tests: a.students starting within three months of completion have finished 20 one hour sessions. b.students are showing a.4 to 1.6 ranges for grade level improvements in reading. c.math scores are indicating a range of improvements of.7 to 2.5 grade levels. d.post- test scores show an average improvement of 10 to 39 points per Smart Center. e.grade level shifts indicate an average improvement of 33% for students below grade level, 24% improvement for equal, and 9% improvement for above grade level. Strategies for implementation include: 1.An assessment of the student s current performance level. 2.Award winning curriculum that is aligned with the federal and state education standards. 3.Daily assessments and tests interpreted by trained instructors. 4.Challenging assignments that do not frustrate. 5.Learning plans approved by parents, school districts that align to state, district and provider goals. 6.Low teacher to student ratio. 7.A high quality well- trained staff. 8.Postprogram evaluations. Our program is an award winning organization that has been given many CCLC grants and performance awards. Brain Hurricane (BH) provides small group instruction, large group instruction, one-on-one instruction, and distance learning instruction in reading/ela and math. We employ engaging constructivist activities where students use creative and critical thinking skills to address content. Since the 2001/02 school year, BH has served more than 30,000 academically and economically disadvantaged students. BH has consistent and reliable data to demonstrate consistent increases in student achievement. Quantitative analysis of state standardized test scores, conducted by the University of Wisconsin on all SES providers delivering services to students in the Chicago Public Schools, demonstrates that BH was one of only three providers to make a high impact in three of four areas measured. Students begin the program with a diagnostic/prescriptive test, the Iowa Test of Basic Skills (ITBS) that is mapped to South Carolina

20 curriculum standards. The results of the pre-test are entered into our proprietary online database, The Brain. The Brain then specifically identifies which content areas the child is performing poorly in so that tutoring sessions can be individualized for each student. Our curriculum staff then ensures that the individual learning plans are adjusted to meet the needs of individual districts and schools, if needed. After developing learning plans, each student is given a workbook and/or computer device (depending on the type of program desired). Each instructor has an instructor s edition. LEP/SWD modifications are written into the framework of the lessons. Each hands-on lesson has a corresponding materials and manipulatives bag that is housed in an Education Kit (which each instructor is given and trained on how to use). Additionally, instructors may engage students with adaptive electronic content from BH s online database. If a parent chooses our distance learning program, students use only the digital curriculum. All learning activities are scaffolded and require students to master core skill sets before advancing to more complex concepts. Instructors use observation and embedded assessment to measure students mastery of concepts. If students are unable to successfully complete all of the tasks in a learning activity, their instructor provides them with alternate activities from our archives that address the same skill set. All BH lessons are aligned to South Carolina curriculum standards and our database (the Brain) has been calibrated to develop student learning goals and provide analytics based on the South Carolina curriculum standards. BH s instructional staff includes certified teachers, highly qualified paraprofessionals, and well-trained aides that work together to ensure that the program is administered effectively. Instructional staff works with school personnel to collect parent consent for services, share student data, collaborate on learning goals, and provide a communication loop between all stakeholders. As a returning applicant, we were required to include our own pre and post assessment data AND district pre and post assessments for this school year for the students Brain Hurricane served in South Carolina. Overall, BH students increased by 37.8% in math and 35.2% in reading on the BH assessment. BH students also increased an average of 6.1 points in language, points in math, and 8.75 points in reading on district assessments. Bridge of Hope (BOH) is offering an innovative and exciting approach to after-school tutoring. Students attending schools located in the districts BOH proposes to serve will embark on a journey to not only to increase academic achievement, but to also significantly increase enthusiasm and joy towards learning. Our program incites students as well as their families towards becoming life-long learners. BOH has designed a transformational program that strives to close the achievement gap for students by offering creative, yet structured, intensive, and precisely delivered academic instruction in English Language Arts/Reading (ELA) and math. BOH utilizes a curriculum that is scientific, research-based, aligned with the South Carolina State Standards and consistent with the school s curriculum. Instruction is delivered in a safe, carefully supervised, structured, afterschool environment. BOH will communicate on a monthly basis with district teachers to share progress and ensure that academic skills are transferred from the classroom into the afterschool program. These communications may consist of face-to-face meetings, telephone conferences, , or notes. Parents will receive an Academic Session Report weekly that informs them of the skills that their child worked on and their progress. By initiating and continuing to have open communication with parents, BOH will increase parental involvement which is vital to students educational success. Unlike traditional afterschool programs, Bridge of Hope will utilize handson, project-centered, learning circles to achieve specified academic objectives. Learning circles are teacher-led, small groups that are interactive, project-based, and present appropriate challenges to the student, based on their academic level. The learning circles promote self-esteem and help to foster a desire to learn. The activities offered will address critical factors that put children at risk of failure and retention. Children will receive critical academic, as well as life skills interventions designed to support their individual needs towards improved school performance and the goal of becoming life-long learners. All staff will consist of highly trained individuals with years of experience working with children in a school or afterschool setting. Certified teachers will be recruited and utilized in the afterschool program, as well as other highly-qualified, trained professionals. BOH has provided afterschool programs and academic intervention with proven results for hundreds of underachieving students who have participated