Framework for Best Practices in. Academic Tutoring 3/25/2015

Transcription

1 Framework for Best Practices in Academic Tutoring 3/25/2015 1

2 Framework for Best Practices in Academic Tutoring Table of Contents Why develop a framework? 3 Academic support through tutoring 4 Academic tutoring within a Multi-Tiered 5 System of Supports What does the research say about tutoring? 6 Framework for best practices 7 2

3 Why develop a framework? Madison Metropolitan School District s (MMSD) vision is that every school will be a thriving school that prepares every student for college, career and community. The District s Strategic Framework establishes a roadmap for fulfilling our vision, a set of interrelated, long-term priorities and actions that yield rapid results aimed at eliminating the gaps in opportunity that lead to disparities in achievement. Articulating a best practice framework for academic tutoring district-wide is a high-leverage action that unifies the work of Priority Area I: Coherent Instruction and Priority Area III: Family Engagement & Community Partnerships and is essential to strengthening our multi-tiered system of supports. By providing tutoring services, our community partners play a critical role in supporting the academic achievement of more than 5,000 students across the district. To ensure that our efforts are clearly aligned with MMSD s instructional practices and that tutoring strategies are guided by research, we have set forth to develop a Framework for Best Practices in Academic Tutoring in partnership with our community. We strongly believe that when community-provided academic tutoring programs are aligned with best practices and district goals, our collective impact will yield success for all students. Approximately 30 community members and 15 MMSD staff members (teachers, principals, and central office staff), came together to develop this Framework. The collaborative team provided feedback on MMSD s definition of academic tutoring, best practices, indicators, and supports required for success. We look forward to continued work with this team as we develop capacity-building strategies to support implementation. Thank you to those who contributed to this process: Community Organizations: Big Brothers Big Sisters Boys and Girls Club of Dane County Centro Hispano of Dane County City of Madison Community Development Division Dane County Human Services Goodman Community Center Nehemiah Center for Urban Leadership Development Urban League of Greater Madison United Way of Dane County University of Wisconsin-Madison Vera Court Neighborhood Center Wisconsin Center for Education Research MMSD Departments and Schools: Curriculum & Instruction East High School Family & Community Engagement Madison School Community Recreation Multi-Tiered System of Supports Personalized Pathways Professional Learning & Leadership Strategic Partnerships & Innovation West High School 3

4 Academic support through tutoring Academic support provided by community organizations can integrate practices from multiple spheres including, but not limited to, academic tutoring, mentoring, and outof-school time programming. Each of these spheres of support is defined differently and is supported by unique but often interrelated research bases. This Framework leverages research that provides evidence in support of the impact of academic tutoring strategies delivered in K-12 classroom, in school and out-of-school settings. Additional efforts are underway to support improvements in out-of-school time and mentor programming as these are frequently paired strategically with academic tutoring strategies to support whole-child development. MMSD defines academic tutoring as individual or small group academic support for students that serves a specific need as defined by school, family and student. Tutoring is provided by individuals trained in evidence-based practices and is aligned with classroom instruction and practices, both of which are culturally and linguistically responsive and support college, career and community readiness. Tutoring is provided to students to work on short-term, targeted academic skills that support long-term academic goals. Tutoring is measured by clear outcomes in academic growth. When considering tiered supports for students, academic tutoring may be considered a part of a school s Multi-Tiered Systems of Support (MTSS). MMSD Framework for Best Practices in Academic Tutoring (complete) MMSD Mentoring Strategy (initial planning) Madison Out-of- School Time (MOST) Quality Standards (in progress) 4

5 Academic tutoring within a Multi-Tiered System of Supports MTSS is the integration of evidence-based instruction, interventions, and assessments to address the full range of student academic and behavioral needs present in today s classroom. In MTSS, the needs of all learners are identified and supported through increasing levels of instructional time and intensity. In a multi-tiered system, supports are provided across three tiers, is universally designed, differentiated, culturally and linguistically responsive, and aligned to grade-level content standards. MTSS is a framework that provides equitable access to high-quality, grade-level academic and behavior instruction and supports for all students. Schools can think strategically about using formalized academic tutoring as a Tier 1 or 2 support for students who are nearing or developing proficiency. MMSD defines proficiency based on the National Assessment of Educational Progress (NAEP): "Proficiency means that students have shown competency with challenging content based on their grade level." Tier 3 Intensive Intervention & Supports. Interventionist led. Tier 2 Targeted, Supplemental Interventions & Supports. Teacher led & supported. Tier 1 Core Instruction & Supports. Teacher led. Academic Tutoring a Tier 1 or Tier 2 support. Volunteer tutor provided; Teacher led & supported. Multi-Tiered System of Support To align with MTSS and evidence-based practices, MMSD expects that formalized academic tutoring programs 1) implement a 1:1 to 1:3 tutor/tutee ratio, 2) target a dosage of 15 or more sessions per student, 3) target students nearing or developing proficiency, and 4) provide frequent, high-quality tutor training that includes program orientation, site orientation and content specific instructional strategies. Drop-in tutoring and homework help may be considered a part of the overall strategy, but should not be the sole focus of a formalized academic tutoring program. 5

6 What does the research say about tutoring? Research can suggest the impact of various programs and models in certain contexts on certain indicators. Best practices use the latest research-based insights to create programs that have a positive impact on student learning. An established body of research on adult tutors in K-12 academic settings suggests: School-based academic tutoring has a significant, positive impact on student achievement (e.g. Elbaum et al, 2000; Ritter et al, 2009; Slavin et al, 2011) Small group (< 1:3) instructional models are best (e.g. Helf et al, 2009; Ritter et al, 2009; Slavin et al, 2011) Although certified teachers can be the most effective, other tutors (i.e. volunteer or education assistants) can have significant, positive impact when provided with frequent, high-quality training and support (e.g. Gordon, 2009; Ritter et al, 2009; Shanahan, 1998; Slavin et al, 2011; Wasik & Slavin, 1993) There is little difference in impact between various student demographic groups, but some research suggest a focus on those students on the cusp or at risk of failure (e.g. Cook et al, 2014; Gilbert et al, 2013; Moore-Hart & Karabenick, 2009; Morris, 2006; Shanahan, 1998) The frequency and intensity of successful tutoring programs can vary (e.g. Elbaum et al, 2000; Gilbert et al, 2013; Ritter et al, 2009; Shanahan, 1998) References Cook, P.J., Dodge, K., Farkas, G., Fryer, Jr, R.G., Guryan, J., Ludwig, J., Mayer, S., Pollack, H. & Steinberg, L. (2014). The (Surprising) Efficacy of Academic and Behavioral Intervention with Disadvantaged Youth: Results from a Randomized Experiment in Chicago. National Bureau of Economic Research Working Papers. No Elbaum, B., Vaughn, S., Tejero Hughes, M., & Watson Moody, S. (2000). How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research. Journal of Educational Psychology, 92(4), 605. Gilbert, J. K., Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Barquero, L. A., & Cho, E. (2013). Efficacy of a First-Grade Responsiveness-to-Intervention Prevention Model for Struggling Readers. Reading Research Quarterly. 48 (2), Gordon, E. (2009). Five ways to improve tutoring: Evidence on tutoring points to practices that are found in the most successful tutoring programs. Phi Delta Kappan 90 (6). Helf, S., Cooke, N., & C. Flowers. (2009). Effects of two grouping conditions on students who are at risk for reading failure. Preventing School Failure, 53 (2), Moore-Hart, M & S. Karabenick. (2009). Becoming successful readers: A volunteer tutoring program for culturally diverse students. Literacy Research and Instruction, 48, Morris, D. (2006). Using non-certified tutors to work with at-risk readers: An evidence-based model. The Elementary School Journal, 106 (4), Summary research provided by Wisconsin Center for Education Research at the University of Wisconsin-Madison. 6

7 Framework for Best Practices in Academic Tutoring This Framework is intended to serve as a tool to guide tutoring program alignment with evidence-based tutoring practices. We believe that when tutoring is guided by what we know works, our students will succeed and program staff and volunteers will be prepared to best serve our students through strategies that yield results. Community organizations that have formal partnerships with MMSD will engage in collaborative analysis of how their current tutoring programs align with best practices, will develop plans for strengthening communication with schools, and will measure outcomes to ensure continuous improvement. By clearly identifying the scope of academic tutoring provided, community organizations and schools can engage in meaningful and strategic collaboration focused on the needs of students. This two-way communication is essential for systematizing tiered supports within the school. Other community entities that deliver tutoring services outside of the school setting can leverage this tool to guide tutoring strategies, and those interested in starting tutoring programs can use the Framework to support the development process. Best Practice Organization Tutoring Strategies Definition - A best practice tutoring program supports student success by offering academic support through a clearly defined organizational structure, service delivery model, clear methods for communication and shared decision making process with school, family and student. provides high-quality, evidence-based tutoring strategies aligned with classroom practices and is based on individual student need. Indicators 1. Tutoring program purpose statement clearly communicates what the program aspires to accomplish. 2. Tutoring program plan aligns with specific district priorities. 3. Tutoring program has a yearly work plan that accurately reflects program goals, activities and responsibilities. 4. Tutoring program has a clear plan for partnering with family and schools and for 2-way family, student and school communication. 5. Tutoring program and district articulate data sharing agreement and program adheres to legal requirements to access and protect student information. 1. Tutoring strategies are aligned with district curriculum. 2. Tutoring strategies are innovative and tailored to individual student needs. Goals are developed and progress is monitored in consultation with classroom teachers and families. 7

8 Cultural and Linguistic Proficiency Student Selection & Support Tutor Recruitment, Training & Support strives for cultural proficiency in recruitment, hiring and continuous development of staff and volunteers in districtaligned practices. works with teachers, students and families to implement a clear plan to recruit, select and support participants. follows a clear plan to recruit, train, support, monitor and retain tutors. 3. Tutoring program engages in ongoing 2-way communication with classroom teachers and families. 4. Tutoring program implements ongoing and regular monitoring of student progress. 5. Students participate in and attend tutoring frequently and consistently, based on research and district recommendations for dosage as 15 or more sessions per student. (see page 5) 6. Adequate time and space are provided for tutoring. 1. Tutoring program prioritizes cultural proficiency to effectively meet the diverse needs of all students. 2. Tutoring program implements a recruiting and hiring process that seeks out culturally competent tutors and staff who reflect the diversity of the students they support. 3. Tutoring program trains and supports staff and tutors in developing cultural proficiency. 4. Tutoring program is flexible to address diverse needs of all students. 1. Tutoring program and district establish clearly defined criteria for target population and student selection process based on district recommendations for target population as those on the cusp of proficiency. (see page 5) 2. Tutoring program implements a plan to recruit student participants. 3. Tutoring program implements a plan to promote student attendance, participation and retention throughout the year. 4. Tutoring program has an engagement plan with student, family and school. 5. Tutoring program implements an accountability system for students and tutor that promotes selfefficacy, engagement and respect. 1. Tutoring program follows a tutor screening policy which includes interviews and background checks. 2. Tutoring program implements a recruitment plan. 3. Tutoring program provides on-going support, guidance and feedback for tutors. 4. Tutoring program implements a comprehensive training and skills development plan aligned with district curriculum and practices, including content-specific instructional strategies. 5. Tutor program requires initial training through program and site specific orientation for every 8

9 tutor. 6. Tutoring program implements strategies to retain tutors. Evaluation uses systematic evaluation to assess program impact and inform continuous program improvement. 1. Tutoring program engages in a collaborative evaluation that is transparent to stakeholders. 2. Tutoring program uses evaluation results to continually improve the quality and effectiveness of its tutoring. 3. Tutoring program implements an evaluation plan that clearly outlines methods for measuring student outcomes. 4. Tutoring program s evaluation and assessment do not interfere with student learning and engagement. 5. Tutoring program s long term, summative evaluation process and on-going formative process inform one another. 9