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

21 in the program over the last eight years. Bridge of Hope is committed to ensuring the success of all program participants. In demonstrating areas of improvement, BOH has worked diligently with the students of Chesterfield County to enhance their skills in ELA. As evident by BOH s pre and post test scores, our students average point gain was approximately 21 points. This demonstrates that students have made significant gains in the subject of ELA. Parents have reported to BOH staff that they have notice a mark improvement in their children school work and their attitude toward learning. Listed below are the samplings of the MAP test score and the pre/post test results. C. Issac MAP Test Scores Fall Reading 195 Spring Reading 185 BOH Pre Test-25 BOH Post Test-56 M Mcmanus MAP Test Scores Fall Reading 166 Spring Reading 166 BOH Pre Test-29 BOH Post Test 48 N Williams MAP Test Scores Fall Reading 190 Spring Reading 175 BOH Pre Test-34 BOH Post Test 50 BrightStar Online offers online tutoring in Math and ELA/Reading to students in grades K-12. Services are provided after school in homes, schools, or churches. An internet ready computer is provided upon request. Parents and students have great flexibility in choosing their tutoring schedule. Teacher/student ratio is 1:5 for small group and 1:1 for individual. Our curriculum is based on PLATO Learning s curriculum tools, assessment solutions, and learning management resources. For math, our instruction supports an investigation and problem-centered approach and problem-solving activities. The Reading program incorporates cognitive strategies to practice and apply knowledge. Fluency requires guided, repeated, oral reading. ELA approaches reflect the interdependence of mechanics and writing. The curriculum is completely aligned with South Carolina curriculum Standards. We seamlessly connect state standards to specific daily lessons, activities and educational games. Our tutorials are modules with direct instruction and practice interactions. Direct instruction in Math and ELA/Reading for all grade levels is made engaging by using videos, shapes, sizes, colors and graphics simulating hands-on manipulatives. Students will interact with the tutors via electronic whiteboard, text, and . Online and printable worksheets provide student-driven practice that reinforces the skills learned in a tutorial. Exam View Assessment pre and post tests are given to measure achievement. Mastery tests at the end of the tutorials provide clear indicators of areas of strength and weakness. We address the varied learning needs of special populations including students with different learning styles and specific learning disabilities. We interview the parents and the student, consult the IEP, and staff bilingual and special education teachers. We introduce our program to the school Principal, teachers and district personnel. Area coordinators communicate with school personnel to develop learning plans and provide them with regular and frequent feedback on the child's progress. Our tutors are certified teachers, or professionals with a bachelor s degree or higher. They are required to have previous supplemental tutoring experience and must pass background checks. They receive extensive and ongoing training in effective instruction, assessment, and progress monitoring. In , we provided SES tutoring to 698 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 48% in math and 49% in Reading. The MAP scores indicated a student growth for 89% of the students that took the test in math and Reading. The MAP scores increased by at least one grade point equivalent or were at grade level for 83% of the students in Reading and for 84% of the students in math. C&M Learning Center is a twelve-year-old, non-profit, 501c3 status educational facility located in rural Orangeburg County. The facility opened on June 11, 2001, and provides a full academic program for all students (this includes students with disabilities) in a safe, drug free environment that is conducive to learning. Tutoring is available in all subject areas including preparation for state tests such as the PASS, HSAP and the Smarter Balanced Assessment. Our primary goal is to provide opportunities for students of all ages to receive academic assistance beyond that which is currently being offered in most schools. We are true advocates of our mission statement, Educating the Whole Student for a Better Future. C&M Learning Center employs innovative, motivated, highly qualified, trained and certified instructors including a special education consultant. In our efforts to educate the whole student, we offer content specific, standards-based, and computer-assisted instruction. For the school year, we will

22 begin focusing on the common core state standards. We are able to enhance the learning process with a low student-teacher ratio, enabling us to incorporate instruction through the three primary learning modalities auditory, visual and tactile kinesthetic. Through the use of standards-based lesson plans, our instructors are required to provide tutorial/ enrichment of state identified standards, and study skills strategies for school content assessments. Our instructors communicate weekly with the students parents and/or teachers and maintain daily logs of assignments/tasks, which note the students strengths and weaknesses, and make recommendations for additional growth. According to Neil Mellen, Research Director of the South Carolina Policy Council and author of South Carolina Needs Testing that is Diagnostic, Standards Based, and Cost Effective, Students must be properly assessed in order to identify the specific content standards/skills that students are not mastering and how to remediate them. Therefore, because is an important bridge year for students in South Carolina as school districts prepare for full implementation of the common core state standards and assessments in August of C&M Learning Center s teachers will participate in professional development in effective reading and/or math strategies. In addition, students tests are scored and analyzed in relation to the state standards to provide instructors and parents with specific explanation of deficiencies for tutorial. Based on Mellen s research findings, it is a necessity that C & M Learning Center remains an official provider in order to render services to more struggling students who are desperately in need of remediation in math and reading. C & M Learning Center is presently in its sixth consecutive year as a Supplemental Educational Services provider. After students complete their tutorial hours as specified on the learning plan, C&M Learning Center allows each student to remain in the tutorial program, at no additional cost, until PASS state testing ends. These students (with and without disabilities) have made significant progress on weekly assignments, informal assessments and standardized tests. For the school year, C&M Learning Center was selected by the parents to serve 252 students from Orangeburg Consolidated School Districts 3, 4 and 5. Orangeburg Districts 3 and 4 administered the MAP and District 5 administered Benchmarks. The results of comparing students pretest and posttest for growths are as follows: *Orangeburg District 3: C&M Learning Center- 100% of the students that were tested have shown an increase in their scores ranging from 8 to 31 points in ELA and from 5 to 38 points in Math. Orangeburg 3 Benchmarks: ELA- 70% of the students that were tested have shown a gain, while 87% had an increase in Math. * Orangeburg District 4: C&M Learning Center- 100% of students that were tested have gained in months/years ranging from.5 to 1.9 in ELA and.5 to 1.2 months/years in Math. C&M Learning Center has requested the MAP test scores from the district; however, they were not available in Cayen to be included in this data analysis. * Orangeburg District 5: C&M Learning Center- 100% of students that were tested have shown an increase ranging from 8 to 65 points in ELA and from10 to 64 points increase in Math. Orangeburg 5 Benchmark results: 70% of the students have shown a gain in ELA and 81% increase in Math. Therefore, we anticipate that every SES student that is presently being served at C&M Learning Center will demonstrate improved results on the 2013 PASS. Parents, students, school board members, community, and state representatives have witnessed that we are genuine advocates of our mission, "Educating the Whole Student for a Better Future." Charleston County School District-The program will provide direct, explicit, engaging, and intense instruction in math and ELA. Services will be provided in small group (2-5) or large group (6-8) settings twice per week for eight weeks. Instruction will be delivered by specially selected teachers who have demonstrated success in working with at risk and ELL students. An interview team will select highly qualified, certified teachers from a pool that includes teachers with Literacy Leader or Literacy Coach state certification, Master s Degrees in Reading or Education, Master Reading Teachers, or teachers highly recommended for successful achievement with students from Title I schools. Teachers must have a sense of urgency, a strong belief in the success of their students, extensive knowledge of the characteristics of at-risk learners, and the necessary skills to teach strategies that will make struggling students successful. Content will be aligned to the Common Core State Standards in reading, writing, and math for which teachers have received extensive training. Research tells us that students achievement is reading is assured when students are engaged and motivated to read, and when teachers deliver direct,

23 explicit comprehension instruction that includes strategies that include teacher modeling, monitoring comprehension, and metacognition. The reading program at all levels will employ high interest materials designed to enable teachers to increase student engagement and motivation to read. Students will have choices in what they read to include high interest, culturally relevant fiction books such as The Bluford series, They Broke the Law You be the Judge, and other books by African American authors such as Sharon Draper and Walter Dean Myers. High interest non-fiction text in the form of magazines and books will be available to all grade levels. Teachers will explicitly model how to interact with discipline specific text. Students will be provided with multiple opportunities to practice strategies and get carefully designed, appropriate feedback on their use of strategies. The math program will employ the Common Core Coach books to provide in-depth instruction in context, scaffolded practice, and independent application. Teachers will use manipulatives and concrete materials in real world situations. Teachers will integrate AIMS activities when possible to integrate science and math to engage learners and promote higher order thinking. On-going assessment is critical to achievement and program effectiveness. Achievement will be measured by MAP growth from winter to fall using NWEA growth norms. In addition, teachers will use DIBELS, oral reading fluency tests, the Ekwall/Shanker Reading Inventory, interest and attitude surveys, and Math Coach tests to determine ongoing and summative achievement. Students will set goals and chart progress. Tutors will communicate weekly with teachers and parents using progress forms and phone calls to discuss goals and student progress. Club Z! In-Home Tutoring offers two instructional models, one-on-one in-home tutoring and small group tutoring on school campus, or other convenient public location. Tutoring services can be offered after school, before school, on weekends or during academic breaks. Club Z! serves all students in grades K-12, and can accommodate English Language Learners (ELL) and students with disabilities. Sessions are typically offered 2 times per week and range from 1-2 hours in length depending on the age/grade of the student. Transportation is not provided, but locations are selected based on convenience to parents. All instructional materials are provided by Club Z! Club Z! tutors are certified teachers or degreed professionals with a minimum of 60 college credit hours, and 1 year of relevant teaching or tutoring experience. Preference is shown to certified teachers (which comprise nearly 70% of our staff) and individuals with specific experience working with Title 1 programs. Club Z! tutors must complete training on SC academic standards; best practices for effectively aligning instruction to the student's approved learning plan; methods and strategies for communicating progress to all stakeholders; strategies for working with specialized populations such as ELL and students with disabilities; and overcoming cultural and economic barriers to education. Club Z! administers an assessment to each student at the start of the program to determine academic strengths and weaknesses, and to develop an appropriate learning plan. Assessments include the Group Reading/Math Assessment and Diagnostic Evaluation (GRADE/GMADE), the Reading/Math Level Indicators (R/MLI), and/or the Kauffman Test of Educational Achievement II (KTEA II). The specific assessment administered will depend on the grade level of the student, the subject to be tutored, and the model of instruction. Assessment results and parent/district feedback will be used to create a learning plan with goals that are specific, measureable, realistic and attainable in the timeline established by the program. Monthly progress toward these goals is reported to parents and school staff. Club Z! curriculum is published by Pearson (specifically the GRADE/GMADE resource libraries) and/or Triumph Learning (specifically Coach s Ladders to Success or Buckle Down curriculum), all of which are fully aligned to SC academic standards at all grade levels K-12, as well as the findings from the National Reading Panel and National Council of Teachers of Mathematics. Using scaffolding and direct instructional techniques, instructional materials are introduced to the student in a progressive manner to ensure mastery of lower-level skills before moving on to more complex skills. Scaffolding involves three basic steps: modeling, guided-practice, and independent practice; while direct instruction relies on providing practical applications to help clarify lesson objectives using explanation, modeling, and guided practice. Scaffolded instruction has been shown to actively diagnose deficits in learning and understanding while simultaneously reducing frustration and anxiety in overcoming those deficits (Larkin, 2002). Additionally, scaffolded instruction sustains attention by

24 providing clear direction and reducing confusion (Van Der Stuyf, 2002). Similarly, recent studies have shown the advantages of direct instruction, especially in collaboration between tutor and student in decoding unknown skills (Adams & Carnine, 2003). Both instructional techniques have also proven effective with ELL and students with disabilities. In addition, Club Z! instructional staff works closely with school staff to ensure each student s instruction is adequately aligned with his or her current classroom instruction. Club Z! programs have been proven to be effective for greater than 80% of students served. During the school year, the average improvement for Club Z! students receiving math instruction in Dorchester was 2.0 grade level equivalencies (GLE) and the average improvement for Club Z! students completing services in reading was 1.7 GLE, as measured by pre- and post-assessment using the GRADE/GMADE. Similarly, during the same year in Williamsburg, students completing services in math saw an average increase of 2.1 GLE as measured by GMADE; and in South Carolina Public Charter School, students competing the Club Z! reading program achieved an average improvement of 1.7 GLE as measured by GRADE. These successes have been replicated throughout the state of South Carolina, and in nearly 40 other states as well. Club Z! also utilizes third party independent research organizations such as M&I Consulting Network to conduct detailed data analysis on the Club Z! program every two years. In 2012, M&I proved through statistical analysis (two sampled two-tailed T tests assuming equal variances) that the Club Z! program directly impacted positive academic performance, especially for ELL students and students with disabilities. Communities In Schools has been providing SES services in Greenville since the school year. Each year students have consistently improved from the pre-test to the post-test. During Communities In Schools served 127 students in SES from Lakeview and Tanglewood Middle Schools. We served students a total of 3, hours, with some students attending 50 hours or more! 68% of our students came to at least 22 hours of tutoring while 55% completed all hours. Overall, 66% of students increased their MAP test scores from fall to spring in math with the average increase being 9 points. In reading, 63% of our students increased their MAP scores from fall to spring with the average increase being 10 points. While not meeting the 80% improvement benchmark, gains were significant in those that did improve. Of the students we served, 52% were male and 48% were female and overall 43% were Hispanic and 32% were African American. Tutoring services will continue to be targeted to low income students in grades K5-12 and will include special education (resource, other health impairment, speech), and Limited English Proficient students(spanish). Our method of instruction will include direct instruction, computer assisted instruction and inquiry based learning. For the computer assisted instruction, upon schools recommendations, we will be utilizing Compass Learning Odyssey (CLO), Fast ForWord (reading), Success Maker (math) and I Can Learn (math), all SC standards-based curricula. These curricula correlate with both the district and state common core standards and also have assessments that are aligned to standards of NAEP objectives, SC Curriculum Standards and district curricula. Instruction in English and Spanish will be available. MAP scores from the most recent semester will be used as students pre-test where applicable and a CLO assessment will be used for K5-1st. From these assessments, as well as from meetings with the instructional staff (to include Title 1 Facilitator, Instructional Coach)at the schools, CIS will develop an individualized learning path that will focus on each student s specific needs and will provide appropriate individual services. All students will be tutored using CLO or other curriculum recommended by the school team. Activities in the CLO curriculum are enhanced with grade-appropriate content, animations, and audio and video instruction that is highly engaging and interactive and that fosters an interest in learning. Tutoring sessions will be held at the school sites in the afternoon hours. Tutoring will be offered in Math and Reading and will include group and individual instruction. Communities In Schools will use direct instruction, computer assisted instruction, and inquiry based learning to broaden the scope of learning for our students. We will use a variety of tools such as: informational and literary texts, math games, art and unique items hands on activities to help students expand their knowledge. The staff will have regular contact with parents/guardians, teachers, and the school district regarding the student s progress through monthly written reports and any scheduled meetings per parent/guardian or teacher request. Students will also

25 complete a post-test to evaluate progress made throughout the program, which will be distributed to parents/guardians, teachers, and the school district. Lead instructors will be certified teachers with some para-professionals assisting as well as at least 2 Spanish speaking tutors where there is a high percentage of Hispanic students. We will also have staff with expertise in Guidance and Social Work to help meet all needs of students. Staff will have specialized training in CLO, Fast ForWord, Success Maker and I Can Learn. Creative Solutions Consulting Educational Services-The key service offered is an afterschool tutorial program which will increase student achievement. This program increases student s achievement by providing direct instructional services that are consistent, has sustained instructional time, and focus on students mastering grade level standards. Achievement is increased by providing 1:1 and small group tutoring, addressing diagnosed needs, and correlating ELA / math activities to academic standards for mastery. Instructions are scaffold, differentiated, and targeted to these needs. We also increase student achievement by having tutors who have both content and cultural knowledge of the students. Our program is delivered to students in their home communities and schools which allows for comfort and familiarity. Over the past 6 years, we have offered several tutoring and enrichment programs to students from diverse and high poverty communities. We have served as a SES provider and a daily Out of School Time Program provider in several communities in the state. Learning gains demonstrated that scores for students in our programs have improved and increased by at least 10% or from pre-test to post test. We increased the achievement for over 80% of students served by providing tutoring that was consistent,sustained and focused on mastering standards. Students attended regularly. We used 1:1 and small group tutoring. Instructions were scaffold, differentiated and targeted to needs. Tutors had content,cultural knowledge,and high expectations for students. We used certified,active teachers. During we served 94 students in six districts. 96% of these students showed academic gains in ELA. 93% showed gains in math. Our ELA currriculum post scores averaged 6.37 points increase. Average math increase was 4.68 points. District MAP scores also increased for these students. Based on the available MAP data from districts,the average ELA increase was points. The average math increase was points. Reviewing the data and overall success of the programs implemented, we were effective supplementing the education and skill development for the students we served. Direct instructional services are provided in ELA and math. Instructions are based on diagnosed deficiencies and delivered 1:1 or small group. The program content has ELA /math activities that are structured, active, focused, and targets specific skill development. In addition to a rich content,the program differentiates for the needs of the student and is connected to regular school day learning. Program design follows best practices and content delivery targets specific skill development. Curriculums are high quality,researched based,grade level and designed for differentiated instructions. The program content aligns to the SDE s curriculum standards. State academic goals and indicators are used. Students are instructed with highly effective and researched based materials appropriate for their developmental levels. Materials have bench marks, test and lesson reviews for ongoing assessment. These materials provide for consistent measurements of progress throughout the program. Students from special populations are served by active, special needs certified or retired teachers. Learning plans are aligned with IEP or IAP. Students are tutored 1:1 or in small groups. Progress is checked often. Services are consistent with the school service. State and federal guidelines are followed. We communicate and collaborate with teachers. Students used hands on manipulative. Cooperative learning and individual work stations are used. Instructions are based on the students needs, SLP,IEP and/or IAP goals. Concise teaching/tutoring methods includes 1:1, small and large group instructions. Students use hands on manipulative. Cooperative learning and individual group work stations are used. Content delivery is structured, active and focused on skill development. Computer activities are used. Students are allowed to use electronic devices such as pads, notebooks and phones. Teaching strategies include opportunities to identify similarities and differences, opportunities for practice, summarizing instructions, objective setting and feedback, use of cues, questions, work stations and timed activities. Strategies to work with school personnel include conference, phone contact, and collaboration with the teachers. Services are provided at most school. Written progress is sent.

26 Communication is ongoing. Qualifications of our tutors are consistent statewide. Tutors are highly qualified and experienced teachers and para professionals with educational experience. They have cultural experiences and proven records of increasing students achievement. We have college graduates, persons with doctoral degrees,active and retired teachers, retired administrators and certified para professionals. Ongoing training is provided for all staff. Dream Children, Inc. SES promotes academic achievement and individual growth of students. We meet the needs of individual students and establish genuine, authentic relationships between teachers, students and parents. High expectations and standards are set for students, staff. We encourage parent s obligation and commitment of engagement to DC s Parent Involvement Component. Students and parents are engaged in creative and interactive learning opportunities via workshops, outings and parent-student book club as well as individualized student instruction. DC provides K-12 Reading, Writing and Math instruction using the Flipped Classroom Instructional Module. Flipped Classroom Module uses technology along with teacher lectures to deliver curriculum interactively and collaboratively in a computer lab setting. DC uses Compass Learning (CL) a research-based K-12 all core subjects supplemental online curriculum. CL is technology based engaging students to an interactive learning experience. Compass Learning aligns to South Carolina Common Core, state and national standards. Curriculum is designed in today s way students think and learn. Formative tools measures student s progress and learning paths. Personalized learning is customized to learning objectives, content, and method for individual students unique academic challenges. CL accents 21st century learning, hands-on participation and collaborative partnerships with students, teachers, and parents. DC uses the CL English Language Learner program for English learning students. Program is web-based, engaging and interactive. Animated lessons are designed to improve language and math skills. Lessons are in real-world conversations building language skills and exploratory activities. Approach is similar to learning their native language. Professional Instructors (PI) directly lectures students reinforcing content methods while guiding the online curriculum based on individual assessments. DC instructional setting is structured using small groups, hands-on approach and technology recognizing importance of differentiated instructions targeting student s specific challenges. PI receives professional development through CL Impact Teacher Academy (ITA) focuses on planning, instruction, monitoring, and data analysis, while striving toward building teacher capacity and student success. ITA Online includes regularly scheduled, interactive learning opportunities via the Internet. ITA entails streaming web presentations that model crucial skills and videos to refresh assessing student knowledge and reports. ITA Online is accessible through Internet. PD consists focusing on integration strategies, learning opportunities of core sessions, repeating and reinforcing exposure to instructional materials. PIs are certified to teach in assigned subjects. Special Education Instructors work with special needs population. Individual student learning plans incorporate IEP strategies and goals. Emphasis is placed on attracting experienced Exceptional Children s licensure teachers with knowledge of recognized strategies. ESL Instructors are knowledgeable in using hands-on approaches, manipulatives, and listening centers. A team of multilingual support development and delivery of progress reports shared with local educational agencies, teachers and parents monthly. Teachers receive individual student learning plans and monthly student progress reports. Educational Support Services (ESS) uses CompassLearning Odyssey, a computer-based curriculum in Reading, Language, and Mathematics, to tutor students in grades K-12 in reading and mathematics. This program increases student achievement through the use of an automatic prescription of personalized learning paths, direct instructional methods, and well-developed, carefully planned assignments paced to meet the individual needs of students. CompassLearning Odyssey s curriculum blends a combination of online learning curricular resources, in-classroom, teacher/tutor direct instruction, and support of students guided and individual practice has yielded incremental learning gains during the school year. CompassLearning Odyssey provides clear, interactive examples, focused activities, and content through engaging direct-instruction visuals, concept application, practice and exploration, and

27 assessments. The program scaffolds and spirals support to move students from simple to complex and from concrete to abstract skills. Student mastery of materials is supported through instant feedback, repetitive skill development, and on-going teacher/tutor support. CompassLearning Odyssey is 100% aligned to the South Carolina State and Common Core Standards provides research-based curricula with assessments and data-driven instruction. Students were administered a highly diagnostic assessment tool to determine academic needs, define placement levels, and design a customized prescriptive Individual Learning Plan to address individual needs of students. CompassLearning Odyssey allowed for readjustments to the learning plan goals, when necessary, manually through teacher/tutor or automatically through ongoing assessments. ESS provided each student with a Student Folder and ESS developed CompassLearning Student Activity Sheets that required students to record key skills, terms, examples, main points of each lesson, and the assessment results of activities and quizzes. Teacher/Tutors monitor/signoff on each lesson upon completion. Students scoring less than 70% on given assessments are required re-direction to the lesson and assessment with teacher/tutor support to provide remediation, clarification, and support. Students enrolled in ESS received after-school instruction two-three days weekly for a minimum of minutes. ESS provided large group (1:6-8 teacher/student ratio) and small group (1:5 teacher/student ratio) instruction with teacher/tutor support to assist students in a computer-lab and/or classroom setting. Educational Support Services (ESS) also tutors students with special needs. ESS developed Individualized Learning Plans for students with special needs using results of Odyssey s diagnostic assessment, input from the district/teacher and parent, and activities voiced and paced to accommodate students in the progression of their IEP goals. ESS worked with district/school level personnel to modify our program to fit and accommodate the student s special needs. ESS also provides bi-weekly Progress Reports to each student s school, parent, and ELA and Mathematics teacher to ensure that they are aware of their students progress and to allow them additional support in attainment of their academic goals. Individual Learning Plans are also provided to parents, and the district for further suggested adjustments to Individual Learning Plan adjustments, if necessary. Upon completion of the tutoring cycle, comparative data is analyzed of Pre-Test and Post-Test results of individual students to determine areas of student growth, academic improvement, and those requiring additional support at the school and/or classroom level. ESS served a total of 83 students during the school year. Comparative data was analyzed for 76 students who completed both (Pretest and Posttest.) Results of the Pretest and Posttest assessment increases are as follows: Math: 74%; and ELA 74%. School Districts served that provided comparative data for MAP or Benchmark assessments showed the following percentages of increase: Orangeburg School District 3: Number of Students Served - 10/MAP ELA - 70%; and MAP Math - 70%. Bamberg District Two: Number of Students Served - 13/MAP data was not available for all students served; MAP ELA - 56% (9); and MAP Math - 100% (9). Orangeburg Consolidated School District 5: Number of Students Served: 38/Benchmark Assessment data was not available for all students served: Reading - 79% (24); and Math: 100% (1 student).orangeburg School District 4 No MAP data was loaded into Cayen: Number of Students served Individual conferences were held with students to discuss Pre-test/Post-test data, and a summary of students tutoring sessions and progress were mailed to students, parents/guardians, districts, and teachers. * MAP and Benchmark data was requested from all districts served. ESS Teachers are experienced Reading or Mathematics teachers with a Bachelor and/or Graduate degree in Education or related field. Teachers are compensated at a rate of $30.00 per hour. Paraprofessional tutors must possess a Bachelor or Associate degree, or at least 60 college credit hours. Paraprofessional tutors will be compensated at a rate of $15.00 per hour. Evans Learning Center-A New Day Coming, LLC dba Evans Learning Center(ELC). SERVICES TO BE PROVIDED. Grades K-8. Evans Learning Center is a business that offers educational services which chooses to tutor Statewide. Students will receive tutoring services using individualized programs, to bridge and master the enrollees' academic gap in Reading/Language Arts, Mathematics and (STEM)Science, Engineering, Technology and Math. Tutoring will be held before and after school (maximum of 3 days per week, Saturday in lieu of one of the weekdays) for minutes per session,

28 minimum ratios 1:1 (one on one), 1:2-5 (small group and a maximum ratio 8:1 (large group). ELC will serve regular education students classified as LD, ADHD, ADD and students who speak Spanish. A preliminary gap and mastery building pre-test evaluation is administered to identify the student s strengths and weaknesses. The primary focus is closing the academic achievement gap in Reading/ELA, Math and Science. The program will be offered during the fall, spring and summer. We will provide a staff of highly qualified and associate degrees to tutor the students. At least one South Carolina certified teacher will be placed at each site. Other personnel will include a Site Coordinator, Data Management person and Bus Driver. Tutors and all persons who come in direct or indirect contact with the students will receive a State Sled criminal background check. The tutoring fee is $55.00 per contact hour. Instructional hours for the entire program is a minimum of hrs. Since , , , and , ELC has demonstrated a record of effectiveness in increasing the academic achievement of students in Reading/ELA and Mathematics by 25%. Using WRAT4 pre and post assessments, K-8 grade students at Charleston, Laurens #55, Laurens #56, Orangeburg #3, and Rock Hill #3 School Districts showed an academic increase of 13.4 points in Reading/ELA as compared to the Districts MAP Fall to Spring test scores, an average growth of points. Using WRAT4 Math pre and post assessments, K-8 grade students at Charleston, Laurens #55, Laurens #56, Orangeburg #3, and Rock Hill #3 School Districts showed an average academic increase of 5.55 points as compared to the Districts MAP Fall to Spring Math test scores, an average growth of 9.77 points. A total of 37/42 ELC students completed 88-90% of their required tutoring hours. ELC State approved researchbased curriculum; Peer Assisted Learning Strategies Reading/ELA, University of Chicago McGraw Hill Everyday Math and STEM (Tiny Techz)Science are high quality, consistent with the instructional programs and is aligned to the South Carolina Curriculum Standards and the Common Core Standards. ELC curriculum are secular, neutral and non ideological. ELC is financially sound and will provide SES consistent with all applicable Federal, State, and local health, safety and civil right laws. ELC SLPs are aligned to Individual Education Plans (IEP), 504 Plan (if applicable). ELC tutors will provide consistent verbal and/or written feedback to students on what they are learning. All tutors receive an initial 4 hr training using SC Department of Education Policy and Procedures Manual as well as training with Evans Learning Center Procedures Manual. Tutors will receive going staff development training on a monthly basis. Franks Jumps for Better Learning, LLP is a partnership formed for the purpose of providing quality and effective afterschool tutoring and academic enrichment for low-income students and African American males who are challenged by a traditional academic environment.the partnership combines the best qualities of a successful for profit training entity and a faith-based afterschool program. SES tutoring program began in 01/2011.We have served 92 students.a summary of the students achievements are:92 students served 20 Special Needs92 students Pre-teste85% Tested below grade average for English and Math30% Tested at grade level for Math 17% tested at grade-level for Math and English 3% Tested above grade level for Math and English. The pre-test results for 85% of our students along with a review of student report cards and records revealed consistent difficulties in vocabulary as well as basic math operations, addition with regrouping, double and triple digits, subtractions, multiplication, and division. During our tutoring sessions, we continue to observe a trend among some African American males, consistent difficulties in basic math operations, addition with regrouping, double and triple digits, subtractions, multiplication, and division and reading comprhension. The post-test scores for these same students indicated academic improvement with the same types of math problems. Of the students that completed our program, the post test and other indicators are as follows: 89% of the students achieved their goals in the student learning plans; 75% of the students made gains in vocabulary, fluency, and basic math operations; 60% of the students tested ½ grade level above their pretest scores; and 70% of the students showed improvement in their interim school grades 6% Tested and entered Gifted and Talented To help students score better on the PASS test administered in late April or May,we are providing SES services later and incorporating testing strategies. Assessment:. The assessment begins with an interview with the student and their parent or guardian. Thereafter a pre-test is administered and the last and recent

29 report card, tests, and quizzes are reviewed. As a part of our company s self-evaluation, children and their parents participate in focus groups. We use the results to assist us with responding to our children s tutoring and academic needs.teaching in small steps, review, intensive and guided practice, corrections and feedback and daily, weekly, and monthly reviews. Math Instruction includes small group and one on one session with additional time in practicing multiplication, division, fractions, and decimals, solving word problems, basic and advance geometry concept prime and composite numbers, pre -algebra and measurements. Math games and competitions happen twice a month. ELA: students build vocabulary and read for fun and leisure and practice composition through daily journaling activities. Monthly reading clubs. The SC. Curriculum Standards mandate that students must be able to perform basic math operations, geometry, and measurement, metric system, basic algebraic expressions, integers and basic language rules, vocabulary, spelling, identifying word origin, developing and describing ideas, research strategies, preparing oral reports and creating and compiling stories and plays, sentence structure and applying grammatical rules to everyday writing. Program content is designed to provide extra help in Math and Reading. Enrichment activities foster the student s appreciation of the practical use of math and reading lessons. We tailor our instruction to meet the needs of at-risk students, because they need the extra help with math and reading for several reasons; parents work late and cannot spend the time needed to help them with homework or the parents do not understand the assignments themselves. Special staff training to help staff to become proficient in SES services and understand barriers affecting poor families. The program is flexible for working parents who do not have ready access to computers. They can participate in the program on Saturdays.Our methods include individual, large and small group instruction and in-home tutoring. The diagnosis is determined by a series of strategies including but are not limited to an interview with the student and the parent. Administer the pre-test and compare the results, assess and document the student s academic weaknesses, Instructor and the assigned tutor prepare a plan with input from the student, parent and teachers, review specific deficiencies and identify components of the Afterschool Achievers Curriculum to determine a timetable and goals for the student; prepare student learning plan; schedule weekly conferences with the parents, student and monthly with teachers via telephone or in-person to discuss student progress. Instructors and tutors document the students learning. We target retired teachers and energet FreshWise Inc.-Our company has been improving the performance of students in Virginia, West Virginia and the District of Columbia, since We provide individualized tutoring in Reading and Math for struggling and high achieving students from Pre K to 12th grade. Our students work either individually or in small groups up five students per instructor. Our instructors are highly skilled, motivated, and caring teachers, who are part of the local community. The company serves students with disabilities and Limited English Proficiency. On average, students gain 0.75 to 1.0 grade equivalents during a hour program. We have successfully tutored several thousand students making academic gains and are reporting on results of 528 Virginia eligible students enrolled in either Reading or Math during About 2/3 of the students were below grade level before tutoring commenced. More than 90% of the students increased their grade equivalency during the program. The increased grade equivalents were from a low of 0.3 to 1.7 grade equivalents. Lower grade students showed the largest improvement, although all grades benefited. All instructors must have a minimum of a bachelor degree and preferably a degree in education or related field. Teacher education, prior professional experience, and specialized training are all requirements of our professional team. A positive attitude, love of children, and dedication are very important. The Achieve Test is our diagnostic tool, which is used to evaluate students on the first day. We create SMART goals that result in an individualized program for each student and are Specific, Measurable, Achievable, Relevant, Time-based. We consult with parents and/or classroom teachers, as required, and emphasize collaboration with all stakeholders. Reading instructional materials and teaching process used systematically follow the 5 pillars of the National Reading Panel. (1) Phonemic Awareness Instruction (2) Phonics Instruction (3) Fluency (4) Vocabulary (5) Text Comprehension Mathematics programs follow the National Council of Teachers of Mathematics Process Standards. (1) Problem Solving (2) Reasoning and Proof (3) Communication (4) Connections (5) Representation We offer all

30 elementary students successfully completing his/her tutoring program with a PPA of more than $ , an extended learning opportunity to learn after the tutoring program ends with the aid of 4 educational reading and math software programs installed on a netbook. Programs are self-paced and interactive. On a monthly basis, a standard progress report in English or Spanish is prepared for each student. Reports identify progress with recommendations for assistance from parents. In 2012, more than 90% of parents indicated that they found improvement in academic performance, as a consequence of our tutoring program. More than 95% of the parents indicated that they would recommend our program to their friends and other parents. FUNdamentals Free Tutoring- The two co-founders of FUNdamentals Free Tutoring have 14 years combined experience working with Supplemental Educational Services within 7 different states and over 14 years of combined classroom experience. This experience allows us to plan appropriately for the coming year and gives us the opportunity to have already identified qualified staff and the knowledge needed to make sure we are meeting the expectations outlined by our districts. FUNdamentals Free Tutoring is a coherent intervention program that addresses learning deficits in a consistent manner across all ability levels. We have chosen to continue using intervention components from Options Publishing along with guided reading materials from Zaner Bloser as the backbone of our overall program because the success of our students in past years. The students we worked with during the school year showed an overwhelming success rate and growth from pre to post test. FUNdamentals Free Tutoring had the pleasure of working with 7 different school districts during the school year. Our students throughout these districts who had reading goals made an average increase of 13% from pre to post test on our Reading Predictors Provider Assessment. Also, our students with Math goals made an average increase of 16% from pre to post test on our Math Achievement Predictors Assessment. Overall, our students made an average increase of 14 points or more on the Statewide MAP assessment. Our proposed program s instruction and content is connected and aligned to the South Carolina Curriculum Standards for all grade levels of Reading/Language Arts and Mathematics. Options Publishing Intervention materials are modified to meet the specific needs of the students in South Carolina. Detailed alignment guides are provided for all the materials used. Each lesson identifies the standard being addressed and provides the specific pages and activities in the curriculum which align with that standard. We implement our standards-based program so that it is consistent with the scope and sequence of the instructional programs and curriculum of the districts in which we contract. The Options Publishing Intervention Materials that make up the basis of our reading program are focused on the elements the National Reading Panel recommends for effective reading instruction: phonemic awareness, phonics, fluency, vocabulary, & comprehension. The core materials are researched based and have demonstrated great success as a remediation program. In addition to the Options Publishing Intervention materials, our program gives primary students (K-2) direct instruction in phonological awareness. Lessons include onset and rime segmentation, phoneme blending, phoneme manipulation, and the use of Elkonin sound boxes. Comprehension is our ultimate goal if we are involved in reading instruction. Each lesson of our Just Right Reading materials by Options Publishing focuses on a specific reading comprehension strategy, which is reflected in the story or article and practiced on lesson pages. Six proven strategies used together to increase reading comprehension are: monitoring comprehension, using graphic and semantic organizers, answering and generating questions, recognizing story structure, and summarizing what has been read. Our program teaches students to integrate these strategies to fully comprehend both fiction and nonfiction texts. Our Comprehensive Math Intervention Curriculum engages students with real-world problem solving and encourages students to test their own approaches and sharing their solutions with the group. This Comprehensive Math Intervention Curriculum provides instruction and guided practice to develop fundamental skills across the five mathematics strands identified by the National Council of Teachers of Mathematics: Numbers and Operations, Geometry, Measurement, Algebra and Data Analysis and Probability. We have found that district employees, especially those working at the school site, already have a vested interest in the students we service and are familiar with the South Carolina Curriculum Standards and assessments the students are held accountable for. Hiring teachers from the

31 school is our main strategy for ensuring that our program is consistent with that instructional program of the school. All tutors for FUNdamentals Free Tutoring meet the requirements of a highly qualified Title One Paraprofessional. At the parent s request, we set up a conference with the student s classroom teacher to ensure that the individualized instruction designed for the student meets the needs that the classroom teacher see appropriate. In addition to a conference, we request copies of a student s IEP or 504 Plan (if applicable) to ensure that the same modifications and/or accommodations are made during tutoring as they are during the school day. Quality instruction and caring professionals are what make FUNdamentals Free Tutoring a great succes Greenwood District 50 s Tutoring Program utilizes research-based tutorial practices tailored to the individual needs of learners to increase student achievement. Our highly qualified, certified teaching staff has extensive experience and will provide services to ALL children including ESOL students, students with IEPS or 504 s, and gifted/talented. Tutoring sessions will be held at the school site with transportation provided. Upon selection of the tutorial program, student test data to include Map, PASS, and running records are reviewed by a certified teacher. In addition, Renaissance assessments will be administered to provide an additional baseline for growth measurement. All data will be used to develop a learning plan that is personalized to the student s needs. Students will be placed in a tutorial session with a certified teacher. Maximum ratios of 1:6 will be maintained. Since our SES teachers would be teachers within our district, the consistency with the instructional programs between school and after school tutoring is strength that we can offer students needing additional academic help. Instructional sessions utilize technology, hands-on learning materials, and small group research-based practices in a direct teacher instruction setting. All sessions will be aligned to the Common Core State Standards and reflect teaching practices in math supported by the research of Carnegie Learning, and language arts curriculum designed by the Teacher s College of Reading and Writing and Level Literacy Intervention by Fountas/Pinnell. Science instruction will be integrated with language arts and/or math instruction depending upon identified needs. For first grade students with extreme reading needs, one-on-one Reading Recovery strategies will be a method of instruction. All teachers will participate in professional development training sessions throughout the school year. Carnegie Learning, Lucy Calkins Reading and Workshop seminars, and other learning opportunities are provided to all staff. Teachers will have administrative oversight to ensure that students are showing progress in areas of need. Weekly progress reports will be given to parents and teachers to reflect areas of academic growth. Personal conferences, parenting newsletters, and progress reports will be utilized to keep parents informed and offer support for student learning at school and home. Hamilton and Harris Educational Group-Student achievement will improve due to the model implemented by Hamilton and Harris Educational Group. During the previous year, our pretest results ranged from for 90% of the students. At the end of the program, the results from the SC Coach math and reading post-test, 95% of the students evidenced scores ranging from 70-80%. The Fall Map scores for the 4th grade students indicated that 90% of their MAP reading scores were 160 and the math MAP fell below 180. The 5th grade reading scores ranged and the math scores was 200 and below. However in the Spring, 98% of the students evidenced significant MAP score gains. On an average, the 4th grade student s scores increased from 160 to 210 in reading and in math from 180 to 205. The 5th grade participants increased in math and reading with a 35% evidenced gain. Our key services model for delivery includes (1) Diagnostic assessment to identify student weakness and achievement gaps upon which to build the required individual student plan for learning goals. (2) Targeted remediation and instruction which aims at addressing individual skill gaps revealed during the assessment and based upon an Academic Improvement Plan (AIP). This includes targeted instruction or guided practice featuring active learning. (3) Post assessment to see if student gains occurred and/or to further develop a plan for re-teaching skills or identifying new skill sets for instruction. Students take a researched based diagnostic pre-assessment test to determine their ability level. The pre-assessment results are used to provide tutors with valid data on which to base instruction that is focused, differentiated and engaging. An Academic

32 Improvement Plan (AIP) will be prepared by the tutor in partnership with the student s parents/guardian and the school. The AIP will be aligned with South Carolina s Content Curriculum and Grade Level Indicators. This plan sets out manageable goals for the duration of the program. Diagnostic assessments are used throughout the program to ensure that students are learning and that the instruction is targeted to their appropriate skills. Parents and the school receive progress reports frequently that keep them informed of a student s progress in the Hamilton and Harris Educational Tutorial program. Our standard mode of instruction requires rigorous 1.5 hours of math sessions twice a week and a rigorous 1.5 hours of Reading/Language Arts twice per week. Students are grouped with similar age/ability peers who share common deficiencies in small groups (1:5) or individual groups depending on assessment results and input provided by stakeholders. These procedures ensure that specific deficiencies of each child can be effectively targeted and that students get individualized attention. Next tutors are assigned to each tutoring group based on their certification and experience (ex. ESOL, ESE, reading math, etc.) to ensure maximum program effectiveness. Tutoring is conducted at least twice weekly for approximately 90 minutes per session. The frequency of sessions can be increased as needed to better meet the needs of students. Progress monitoring is conducted at minimum once weekly to ensure positive growth towards goals and to maintain a well-aligned instructional focus. The majority of the lessons will consist of teacher guided instruction (70-80%) followed by student practice and progress monitoring activities (20-30%). Sessions also consist of the following: intensive teacher led instruction, heightened time-on-task, collaborative group work, ample opportunities for individual student practice, spiraling model of curriculum delivery, scaffolding, and predictable lesson structure. A wealth of research supports the program model. Douglas and Lynn Fuchs (1993) studied 546 students. Their work suggested that weekly curriculum-based measurement/progress monitoring conducted by tutors had a positive and significant impact on their student s performance in reading, spelling and mathematics. An intervention program that is 70-80% teacher guided instruction followed by student practice and assessment is highly recommended by the Florida and Georgia Center of Reading Research (GCRR.net, 2005 and FCRR.net, 2003) for the purpose of reading remediation and will make a positive impact the students in the State of South Carolina. Vygotsky (1998) emphasized that students are capable of performing at higher intellectual levels when asked to work collaboratively. Gest and Gest (2005) studied the effects of individual, intensive reading tutoring on struggling reading students classroom behaviors. The study overwhelmingly suggested that individual reading tutoring progressively led to much higher levels of time-on-task during learning activities in the regular classroom. Our program staff must meet following qualifications: A college Degree, valid teacher certification or a minimum of 60 verifiable college credit hours. Jefferson Learning uses research-proven learning systems and the combined experience of state certified teachers. Our research based learning systems in reading and math have a time-tested and proven success rate with students. We utilize state certified reading and math teachers. Jefferson Learning's 25 hour program allows students that are on-grade-level or struggling students to master skills that aid in reading and math comprehension. Student instruction is presented in a small group format with no more than 5 students to 1 certified instructor. After serving more than 11,550 students, our Reading and Math programs continually show over a grade and a half improvement for over 90% of students in each subject from the beginning to the end of the program. In order to ensure the needs of the student are being targeted, we provide fluency graphs, assessment charts, and strategy reviews that track student progress throughout the program. Our state certified tutors are all trained by Jefferson Learning to monitor progress and effectively score and evaluate the student s skills. Tutors recognize and assess mastery and utilize their years of professional experience to encourage academic growth. Our program has successfully contributed to improving every school in which we ve operated. Students respond well to the program and in turn we positively impact attendance and retention rates in Elementary, Middle, and High schools. Jefferson Learning s weekly, bilingual progress reports provide an interface between tutor and parent. Jefferson Learning utilizes CARS and STARS and CAMS and STAMS, Mad Math Minutes, The Six Minutes Solution, and additional research based programs to facilitate reading and math

33 comprehension. Each reading and math program is formatted by grade level. Learning strategies are completed at each grade level and assessment is done to determine advancement to the next grade level. Our student diagnostic, on-going assessments, district benchmark data, and state tests are continually reviewed and communicated to the students parents, teachers, and school. Our program teaches the South Carolina Curriculum Standards in English Language Arts and Math and encourages students to gain confidence and responsibility in their educational future. Jefferson Learning continually measures great success at all of its tutoring sites. After providing services to students throughout South Carolina in 2012/13, 11/12, 10/11, and 09/10, students gained an average of 10 RIT on the Measures of Academic Progress Reading assessment and 10 RIT on the MAP Math assessment. Also in 2012/13, 11/12, 10/11, and 09/10 students made an average gain of 1 grade level on the Curriculum Associates Reading/Math Diagnostics. In , students gained an average of 9 RIT on the Measures of Academic Progress Reading assessment and 8 RIT on the MAP Math assessment. Also for the past 6 years students made an average gain of 1 grade level on the Curriculum Associates Reading/Math Diagnostics. During the 2011/12 school years at a Junior High in Oklahoma City, OK, we reported that tutoring students that received our reading instruction showed a 48% average improvement on District Reading Benchmark tests. During the 2011/12 school years at Coolidge Elementary School in Oklahoma City, OK, District Math Benchmark results were analyzed at the beginning and end of Jefferson Learning s Math program. The following results were reported:5th Grade tutoring students showed a 40% avg. improvement. 3rd Grade tutoring students showed a 109% avg. improvement. 2nd Grade tutoring students showed a 113% avg. improvement. Jefferson Learning improves grades, schools, and academic futures. Let us facilitate your child s success! The Learning Key (TLK) specializes in reading or math tutoring for students in grades K-8. TLK uses a step-by-step approach to identifying student needs combined with nationally normed diagnostic tests, research-based learning materials, individualized lesson plans, communication with the school district, and a motivational system to increase student achievement. TLK starts by contacting parents to start developing a student learning plan. Next, each child s needs are identified with comprehensive assessments and parent/teacher input. Needs are broken down into specific state standards. These standards become the basis for a set of lesson plans designed for each student. Program content for reading students concentrates on state standards in vocabulary, comprehension, and phonics. Program content for math students concentrates on state standards in computation and concepts including place value, algebra, geometry, fractions, decimals, and word problems. Lessons are auditory and verbal and include kinesthetic activities that promote learning for all student populations, especially struggling learners. Students participate and are actively engaged throughout the session working independently and with peers; reading and solving problems orally; writing on white boards and journals; asking and answering questions. Tutoring sessions are held after school and on Saturday mornings at select locations. Students attend tutoring for 2 to 6 hours per week. TLK tutors in the student s school or in off-campus locations such as local churches, libraries and community centers. At most locations TLK provides transportation home using district or TLK buses. Teachers work directly with students in a student to teacher ratio of 5:1 or less. TLK provides from 20 to 35 hours of tutoring depending on the partnering school district. Students receive periodic progress reports as well as a final test. TLK interfaces with school administrators and teachers to identify student needs and to ensure alignment with student goals. Although the main focus is on improving a child s basic reading and math skills, learning has to be fun. A system of motivation teaches students to set goals. Students look forward to attending, gain a positive outlook on their education, and build self-confidence. Students who complete the program attend the final graduation ceremony with parents and family members. At the ceremony students are recognized individually for their academic achievements during the program and presented with a Certificate of Completion. Qualification of Staff - Approximately 95% of TLK instructors are certified teachers, most of whom are hired from the qualifying SES schools where the services are provided. In some areas where certified teachers cannot be located, paraprofessionals from the school or college graduates are employed. All instructors are interviewed and must demonstrate a positive attitude, a willingness to go the extra mile

34 to help students succeed, and a strong track record in tutoring. SLED checks are run prior to employment. Learning Key instructors are required to successfully complete TLK certification training involving three hours of on-site training in using the TLK learning system and in working with SES students. Once tutoring begins, the on-site Education Director monitors the quality of each tutoring table and the instructors daily use of the TLK learning system. Every two weeks a meeting of instructors is held after tutoring to review instructor performance and answer questions. TLK communicates with principals or SES coordinators to ensure that the instructors are aligned with the schools objectives. Evidence of Effectiveness - TLK began providing SES tutoring services during the school year. To date over 6000 students have completed TLK SES tutoring program. During the school year, TLK operated in 19 South Carolina school districts. Each participant was given a pretest and a posttest using the California Achievement Test or the Iowa Test of Basic Skills. MAP scores were also recorded. Data was collected and the results submitted to the state for the session documented that student test scores consistently improved. 86% of TLK students who completed the program increased an average of 12 points on their MAP scores from fall 2012 to spring % of these same students increased an average of ½ grade level on their ITBS/CAT5 pre and post assessments. Data collected from student report cards and progress reports also show improvement. Successful Students Satisfied Parents: TLK values parent involvement from start to finish. Parents are included in the process of developing the student s Individual Academic Plan (IAP). Parents receive initial test results right away, periodic progress reports, and final test results all in writing. Satisfaction surveys show that parents rate the program as excellent or very good. Over the last 10 years The Learning Key has provided tutoring services to 6000 successful students in South Carolina. Legacy Youth & Family Services, Inc (LYFS) has been serving South Carolina schools since 2011; we also have a 3-year assignment offering intensive supplemental education services in Colorado. The talented professionals that are employed by our company possess an extraordinary passion for increasing the scholastic aptitude of the pupils we serve. Our tutors are qualified in teaching and working with students with various kinds of disabilities. All staff are required to comply with very strict hiring criteria that include background checks, extensive training and continuing education. Everything about our service delivery is determined during our intake process, where we work with parents to formulate a plan that focuses on providing SES in the way that is most suitable for them. By affording students the opportunity to receive instruction in an environment that is both familiar and conveniently located at their home, school or community setting, Parents determine when, where and how often the tutor meets with the pupil. We then customize our learning plan according to the needs of our students as outlined in the IEP, and as diagnosed by their performance on our Grade or Gmade pre-assessment. We also utilize a student interest inventory to gather information about each student s strengths and their individual learning style. The pre and post assessment serves as quantitative data, where the student interest inventory is a tool that provides us with the qualitative information that aids us in determining what approach is used during instruction. We especially favor use of multi-sensory manipulatives and activities to maximize receptiveness to concepts being taught and promote interactive learning. The program focuses on improving reading and math skills, which is the foundation for building upon mastery of other subjects. Coach ELA and math products will be used to deliver SES. The curriculum focuses on exact academic standards that enable students to improve their performance in all skill areas tested on the SC PASS exam. In addition to utilizing the Coach curriculum, we will use both Buckle Down and Common Core ELA and Math clinics by Triumph Learning in preparation for full implementation of core standards in Our agency provides a quality service that is backed by valuable research based methods. The program is designed to address the specific needs of students who test below grade level. Instructors are trained to help struggling students master the fundamentals of grade level reading skills, which in turn prepares them to do well in the classroom and on the PASS test. Our approach to ELA instruction begins with readability at a maximum of 2 years below grade level, mid level practice exercises prepares students for their grade level assignments. Our strategy will raise student achievement in phonics, vocabulary, writing, and reading comprehension, while increasing each student s ability to read with

35 greater fluency and accuracy. Students in grades 3-12 may enroll in our Math program, which focuses on strengthening fact fluency to increase application and problem solving aptitude. Pupils will analyze data to solve more complex problems. Lessons in Algebra will master classifying data and predicting the results of transformations. In turn students will demonstrate through the mathematical processes an understanding of algebraic expressions and nonlinear functions. Pupils will complete lessons on data analysis and probability with a focus on organizing data in tables, graphs and interpreting data. For the School year, Legacy was selected to service the students of Lexington 5 for the first time, and we were invited to serve Horry County for the second consecutive year. All of the students registered from both districts had a greater need for tutoring in mathematics; therefore, all pupils were enrolled in our math program. Even so, ELA and reading students in past years displayed significant growth when enrolled with Legacy. Most students improved at least.5 of a grade level after completing the ELA clinic. Evidence of the effectiveness was determined by how student s performed on GMADE, as well as their performance on the math portion of the MAP test administered by the state. By examining the sample mean stanine scores for each district, 63% of our students showed improvement between the pre and posttest scores for the GMADE. By examining the sample mean MAP scores for both districts, we were able to show an improvement between the Fall scores and the Spring scores. The average improvement for Lexington 5 students was 11 points and the average improvement for Horry County students was 15 points. Thus, the results of the GMADE pre and post-test administered by Legacy and the results of the mathematics section of the MAP test administered by the state, both show a statistically significant level of improvement for all students enrolled in our mathematics program. M.K., Inc. has a proven track record of providing tutoring and after-school services for low performing students. M.K., Inc. focuses on student mastery of English Language Arts, Reading and Math grade level standards. Student achievement is increased through direct instruction tutoring sessions, driven by student performance data derived from pre-tests and data from school assessments. A student Data Profile is completed, and the data driven personalized learning plan is implemented. M.K., Inc. provides individualized, small group, and large group instruction. The instructional sessions, of no more than two hours, are interactive, student engaging, fosters critical thinking skills, and are standards driven. K-12 students are engaged in interactive sessions and classes consist of no more than 5 students. The Instructional Curriculum utilized by M.K., Inc. is based on the Common Core Standards. The Common Core Standards are aligned to South Carolina Curriculum Standards. Students are engaged in high interest reading materials, hands on math problems, and critical think English Language Arts exercises. The C- TAG (Closing The Achievement Gap) Curriculum utilized by M.K., Inc. is interactive and aligned to Common Core Standards. The curriculum is research based and has been utilized for the past three years by M.K., Inc. M.K., Inc. places special emphasis on teaching special needs children. Special Needs students are served based upon their IEP. M.K., Inc. has on staff certified Special Needs Teachers. All students with disabilities who qualify for SES are given the opportunity to request to participate in tutoring. When a parent requests M.K., Inc. as their tutor of choice, every best practice and accommodation is made to serve the student regardless of the disability. C-TAG and IEP recommended curriculum materials are utilized to tutor Special Needs children. When possible, with the support of the school and parents, these students are served individually. M.K., Inc. also employs staff members fluent in Spanish to tutor students with English as a second language. The methods of instruction includes Explicit Direct Instruction, Sustained Reading using high interest reading materials, math manipulatives to teach math concepts, and best practices strategies in working with at-risk students. SES teachers are required to contact regular teachers at least three times per child. The SES school coordinator is contacted once each week to update on student progress. When possible, SES teachers check correspondence from teachers through parents and the students so that every effort is made to work with the school to ensure student success. Certified teachers conduct the sessions. All M.K., Inc. Staff are fully certified in the content area they will tutor. Additionally, teacher aides with at least 2 years of college (Highly Qualified) are sought to provide tutoring.

36 Oasis of Love Deliverance Ministries Inc has a proven record of enhancing student academic achievements in students from kindergarten through twelfth grade. Using the state standards and materials that are aligned with these standards this company has provided students with quality instruction that is geared towards lifelong learning and success on the state tests. Students are exposed to computer assisted learning as well as individualized learning plans based on areas of weaknesses identified on pre assessments. Each tutoring session lasts 90 minutes per subject and the students get at least two sessions per week for each subject. Tutoring sessions are offered Monday through Fridays for 1.5 hours after school, two to three times weekly for each student. Saturday tutoring covers 2 to 3 hours of tutoring in two subject areas. Students can choose a combination of weekdays or weekends. Saturdays will have four sessions starting at 9:00 AM and running until 5:00 PM so parents/students can choose the time period best suited to their schedule. Oasis of Love Deliverance Ministries Inc is committed to providing supplemental educational services designed to empower diverse student populations through monitoring, evaluative and remediation processes over the course of one year. For the school year, it has served 64 children, of which 42 received tutoring in reading. Students were low income and underachieving to include those who were faced with grade retention, level 1 on FCAT, with disabilities and an Individual Education Plan (IEP). The outcome after receiving minimum of 20 hours of instructional services in reading was as follows: 100% made progress toward one or more goals 97% showed learning gain by an average of 22% 97% met one or more goals 100% were promoted to next grade 84% increase by one or more letter grades in reading/ language arts For the school year, returning students of 17 were noted as having higher numbers on FCAT developmental scale score; 6 students moved from level 1 to level 2; 16 of the 19 secondary school students met one or more goals for reading; 19 of the 19 secondary school students showed measureable learning gains in reading. This organization s track record of demonstrating its effectiveness in improving student achievement continues with 11 of the 14 elementary school students meeting one or more goals for reading; 12 of the 14 elementary school students showed measureable learning gains by an average of 18%. This is inclusive of 6 elementary school students exceeding the minimum goals for reading. Oasis of Love Deliverance Ministries Inc has consistently demonstrated a successful record of effectiveness in increasing student academic achievement toward meeting state standards. During school year, a total of 33 students received tutoring in math of whom 90% were low income, on IEPs and underachieving. The outcome is as following: 17 of the 19 secondary school students met one or more goals 18 of the 19 secondary school students showed measureable learning gains by minimum of 15% 12 of the 14 elementary school students met minimum goals 14 of the 14 elementary school students achieved measureable learning gains by a minimum of 15% which is inclusive of 9 that exceeded the minimum goals 100% promotion rate 2 returning students advanced to level 2 on FCAT 85% improved by one or more letter grades 75% students with disabilities or on IEP showed learning gain by more than 10% Teaching/tutoring methods, styles and activities include but will not be limited to: Interactive Instruction, independent Study, Indirect Instruction, Direct Instruction, and differentiated Instruction. INTERACTIVE INSTRUCTION is used via guided discussions beginning with tutor-posed questions after student reads a given passage. It facilitates oral exploration of a topic, concept or experience whereby student shares their questions and ideas in small group setting. INDEPENDENT STUDY is used to foster the development of individual student initiative, self-reliance, and self-improvement. Computers are also used to provide immediate feedback, letting students know whether their answer is correct and shows students how to correctly answer the question. INDIRECT INSTRUCTION is student centered and used to seek a high level of student involvement in observing, investigating and drawing conclusion or inferences from data or given text. Tutor s role shifts from lecturer, as in explicit instruction, to a facilitator or supporter. DIRECT INSTRUCTION is commonly used, tutor-led and effective for providing information or developing skills among students. Tutors facilitate explicit teaching, scaffolding, graphic organizer, drill and practice, compare and contrast, didactic questions, demonstrations, guided & shared reading/ viewing/ thinking and structured overview which helps students place new ideas in context as to see "the big picture". DIFFERENTIATED INSTRUCTION- tailoring instruction to meet individual needs whether it is differentiated in content, process, products, or the learning environment. The use of ongoing

37 assessment and flexible grouping makes this a successful approach to instruction. Tutors differentiate on 4 elements based on readiness, interest, or learning profile. One On One Learning-The applicant s program is designed to promote student achievement. In the year , a total of 840 students in grades K-12 participated in the applicant s tutoring program in South Carolina. Pre and post-tests that are aligned to state standards were administered to all participants. Comparison of pre-test and post-test results was used to measure increased achievement. 93% of students who received instruction in Reading/English Language Arts demonstrated an increase from pre-test to post-test. 96% of students who received instruction in Mathematics demonstrated an increase from pretest to post-test. Data gathered from district pre and post assessments also demonstrated increased student achievement. Fall MAP data was compared to Spring MAP data. 83% of students who received instruction in Reading/English Language Arts had an increased score. 87% of students who received instruction in Mathematics also had an increased score. Evidence of effectiveness was also measured by feedback received from parents. Upon completion of the program, parents were able to provide the applicant with direct feedback as to their satisfaction with the services rendered. One of the questions on the survey was whether or not the student demonstrated increased academic achievement. 92% of parents indicated they noticed increased student achievement. The applicant s mission is to provide the highest quality academic assistance to all students. Our program is designed with the intention of developing instruction to address the individual needs of students. A pre-test correlated to the South Carolina Curriculum Standards in Reading/English Language Arts and/or Mathematics is administered to all students. Student results on state assessments are gathered. Individual skill gaps are identified and intervention is prescribed according to the student s strengths and weaknesses. Furthermore, feedback from parents, teachers, and school personnel is requested to help ensure the appropriate selection of learning goals. Students are placed with a trained, qualified instructor and complete daily lessons and activities that are designed to promote learning and mastery of all identified deficiencies. Student progress is measured by quizzes and tests taken upon the completion of each lesson. Final achievement is measured by the completion of a post-test correlated to the SC Curriculum Standards. It is also measured by comparing Fall state assessment data with Spring state assessment data. The applicant s program offers parents the choice of individual or group tutoring in Reading/ELA and/or Mathematics. Tutoring can be held in home, at school, or at off-site locations. Tutoring schedules are flexible and can take place weekdays and on Saturdays. Curriculum materials include Ladders to Success and Coach Texts. Curriculum is specifically aligned to SC Curriculum standards. Each lesson addresses a specific standard and is in a format whereby tutors are able to easily identify the standard being taught. Multi-sensory resources (games, manipulatives, flash cards, etc.) are used to maintain interest and increase motivation. High frequency word lists and math facts are also used to supplement instruction. The applicant has over thirteen years of experience providing services to special populations. Instructors working with Students with Disabilities (SWD) and English Language Learners (ELL) receive professional development in working with these students. SWD receive the accommodations prescribed in their Individualized Educational Plans (IEPs). Bilingual tutors are hired to work with ELL students. Direct, explicit instruction is the primary instructional method used by tutors. Visual, auditory, kinesthetic, and tactile learning strategies as well as Differentiated Instruction are covered during training as they are utilized to meet the diverse needs of students, especially minority students and those with learning disabilities. The applicant works closely with school personnel. School teachers are contacted for feedback during the creation of student learning plans. Progress reports are provided via to school personnel on a monthly basis. The contact information of the tutor is listed so that school personnel can easily communicate any areas of need or concern. In order to serve as a tutor for the program, an individual must be eighteen (18) years or older and have completed 60 college credit hours. Preference is given to applicants with valid SC teaching certificates and multiple years of experience working with K-12 students. The applicant will focus on hiring and utilizing certified teachers who work at eligible schools. Instructors experienced in working with Title I, special education, and/or ELL are recruited to serve as tutors. They will also receive professional development in working to meet the unique needs of these students.

38 Project Educate Me Project Educate Me Learning Center (PEM) provides data-driven tutoring/academic intervention specializing in working with economically disadvantaged students, students with disabilities, migrant students, and English Language Learners. PEM instructional program is high quality, researched based and proven to be an effective key element in increasing student academic achievement in Reading/ELA and Mathematics. Project Educate Me instructional program is aligned with state standards to complement and extend K-12 th classroom instructional objectives and goals. Curriculum used will address student s individual needs based on identified gaps in knowledge as indicated through testing data on each child. PEM is dedicated to hiring and training of qualified employees in every aspect of the organization. PEM instructional staff includes a robust of Educators including certified teachers, instructional coaches, and guidance counselors, degreed professionals, and/or individuals with a minimum of 60 hours of college credit. Experienced certified teachers working with at-risk students are given preferential preference. We are committed to hiring the most qualified and dedicated tutors to ensure the success of our tutorial program. Continuing professional development is provided to staff ensuring effective utilization of PEM curriculum, CCGPS, and instructional strategies. Additional training topics include employing differentiated instruction, serving students in special population, the philosophies and principles of the National Teachers of ESOL, and the provisions outlined in the Individuals with Disabilities Education Act and student IEP and 504 plans. PEM executive staff evaluates the effectiveness of PEM tutoring instructors continuously to ensure that each student is receiving quality tutoring. This is done through weekly observations, progress reports, and lesson plans to ensure sessions are directly connected to educational goals and objectives outline in student s individualized plan. PEM methodology focuses on individualized instruction tailored to meet the needs of each student. Tutors work with students individually in one-on-one and small group learning sessions with a tutor student ratio of no more than 1:8. Research shows that tutoring conducted in low student to instructor ratios has resulted in statistically and practically greater learning gains (Flynn et. al., 2012). As research indicates, tutoring increases mastery of academic skills (Topping, 2012), improves students' attitudes toward school: reduces dropout rates, truancies, and tardies, and breaks down social barriers. Tutorial sessions are designed to complement and extend classroom instruction that will ultimately contribute to reaching standards on state mandated assessments. All tutorial sessions demonstrate research based learning strategies such as standards based instructional practices and Marzano s high- yield strategies ensuring that our students are successful. A record of proven effectiveness has been demonstrated by PEM in increasing student academic achievement in Mathematics and ELA/Reading. Substantial evidence supports the high quality of tutorial services provided by PEM tutors includes valid and reliable statistical data, positive feedback from stakeholder s surveys, improved grades and attendance of participating students. Data will include initial diagnostic test, summative and formative assessments, and benchmark assessments. All students enrolled in Project Educate Me tutorial program are required to take a pre-and post-test assessment prior to and upon completion of our basic program consisting of a minimum 22 tutorial sessions. Students are given a pre-assessment to determine placement and a post-assessment to demonstrate the student s progress relative to baseline achievement. Project Educate Me recognizes that formative and summative assessment is essential for tutors in the evaluation of student learning. Tutors use the results of all assessments to prescribe a set of measurable performance goals and objectives that will meet the specific educational needs of each individual student. This will be done to effectively plan and guide instruction. PEM believes that it is critical to be able to accurately assess learner skills and knowledge to diagnose where they are, and successfully guide them through their next step. During the school year, Project Educate Me provided supplemental educational services in both small group tutoring and one on one tutoring to 215 students in Language Arts and 310 students in Math grades K-12 th. During school year results were overwhelmingly positive showing significant gains. The average score on the GRADE reading diagnostic assessment was 58%. After tutorial services their post-test overall average score was 76% indicating an 18% overall improvement. 96% of enrolled students finished the basic tutorial program including the pre-testing and post-testing. The average score on the GMADE (math) pretests was 45%. The post-test average was 60% which resulted in 15% overall improvement. 96% of

39 enrolled students finished the basic tutorial program and 70% of students served reached a passing score on state mandate test. During the academic school year, Project Educate Me executive team collaborated with school level data team to collect and analyze data. Our team disaggregated data by school, content area, and specific groups of students to provide a detailed analysis of results by objective or skill in addition to overall scores. Collaboratively, we analyzed data longitudinally over a three-year period to identify and note trends to determine the appropriate subject area to target in after school tutorial program. Consequently, we provided academic intervention/remediation tutorial services in both small group and one to one tutoring sessions to 150 students in Reading/ELA and 250 students in Mathematics. Test data results were enormously positive showing significant high gains. The average score on the GRADE reading diagnostic assessment was 55%. After tutorial services their post-test overall average score was 79% indicating a 24% overall improvement. 97% of enrolled students finished the basic tutorial program including the pre-testing and post-testing. The average score on the GMADE (math) pretests was 50%. The post-test average was 85% which resulted in 35% overall improvement. 98% of enrolled students finished the basic tutorial program. Previous school year passage rate on the Math EOCT was 28% with an astounding EOCT Math passage rate of 76% including students with disabilities for the Spring 2013 testing. South Carolina UpLift Community Outreach (SCUCO) Tutorial Program proposes to provide after school tutoring for students in grades K-8 which is designed to increase their academic achievement in Math, and ELA/Reading. We will provide direct instructional services to students in large groups, small groups and one to one tutorial sessions. The program will provide direct instruction/academic reinforcement two days per week, (Tues. /Thurs. or Mon. /Wed.) for a minimum of 90 minutes per day. We propose to offer 20+ hours of instruction to each student. Certified teachers will provide differentiated instruction to a maximum of 5 students in ELA/Reading and Math. Teachers will develop and utilize weekly lesson plans using the school day curricula with goals and objectives which are aligned with the South Carolina Department of Education s curricula standards. We will collaborate biweekly with classroom teachers, counselors and other school staff members relative to each student s specific weaknesses and or special needs. Communication through , personal contact, and written progress reports, will be ongoing. We will use the Comprehensive Assessment of Reading Strategies (CARS) and Strategies to Achieve Reading Success (STARS) as our resource for test preparation. The STARS and CARS are a comprehensive resource that allows teachers to identify and teach essential reading comprehension strategies. STARS series is a prescriptive reading series that provides essential instruction in the same 12 reading strategies as the diagnostic CARS series. The ten level series is designed for students in grades K-8. STARS provide precise instruction in and practice with the strategies students need to master in order to achieve reading success. STARS uses several effective instructional procedures that support all students in their academic growth. Curriculum Associates provide a Math series, which we use, with the assessment (CAMS) and instruction (STAMS) components which focus on critical math concepts and skills that students need to advance from one grade to the next. CARS/STARS and CAMS/STAMS offer the core learning standards students need. They have been studied and used extensively in a wide variety of classroom and district settings. A central theme and previous experience is that the series improve student outcomes in reading/ela and math for general and special populations. Supplemental materials approved by the classroom teachers will also be utilized. Parents are an integral part of our effort; we have pre-entry conferences, daily contact during the program and send bi-weekly written progress reports. Our tutors are retired certified teachers, practicing professionals and retired administrators who have over sixty years of experience in educating low income children and increasing their achievement. The data from the districts that we served when average together is reflected as follows: CAMS 97% of students showed 28% average increase, CARS-81% of students showed 27% average increase. Districts data: MAP Math-79% of the students showed 12% average increase, MAP- Reading 73% of students showed 13% average increase.

40 Smart Stop Learning Center Inc.(SSLC) provides high quality reading interventions for students in grades K through 5. By using the effective SRA curriculum, intensive small group instruction and trained tutors, students receive the support and skills they need for reading success. **The Program is Tailored to Meet The Needs of Special Populations: Created originally for low-income academically challenged students, the program provides one-to-one and small group tutorial assistance in Reading and Language Arts for K-5 students. The SIOP Model will be incorporated in the lesson plan and implemented by the tutors. **The SSLC Program is Aligned with The South Carolina Department of Education's Curriculum Standards: SSLC provided SES services in Virginia and South Carolina for 2008, 2009 and Smart Stop tutoring sessions use one of three McGraw-Hill SRA curricula: the Early Interventions for Reading program for K-3 students (2005), the corrective Reading program for grades 3-5 students (2008) and, when applicable, the Language for Learning program for English Learners (2008). These SRA programs, which were developed specifically for literacy intervention, include intensive, systematic and direct instruction for all five reading skills. **Teaching Methods, Strategies, Styles, and activities Used in The Program: The programs contain pre-and post-assessments, suitable stories, activity books, sound/letter cards and a detailed teacher guide. Each lesson provides an assessment of student progress and gives direction for future work. The SRA program Early Interventions in Reading was involved in several federally funded research studies. The Federal studies found that, after participating for one year, "over 99% of students initially at risk of reading failure at the beginning of the academic year were no longer at risk of failing in reading" (McGraw- Hill, 2006). This proves it to be effective at providing students with the knowledge and tools they need for reading success. Students participating in the SSLC program will improve their reading skills for a number of reasons. The additional time spent after school will allow them to focus on reading skills with substantial individual and group support. **Direct Instructional Services to be Provided to Students: The SRA instructional programs use the National Reading Panel best practices to support student learning in the deficit areas. The SRA curricula will complement the classroom reading program and district language art goals so students will find that this instructional time supports their classroom activities. **Qualifications of Instructors/Tutors: Sponsors hold one on more of the following qualifications: (a) Certified teacher in South Carolina (b) Professional tutor by trade, must be 18 years or older (c) College graduate or a student currently enrolled in a four year accredited college or university (d) High School graduate, must be 18 years or older (e) Substitute teacher, with high school diploma and 18 years old or older Professors hold one or more of the following qualifications: (a) An advance degree in education or other specialized field (b) Expert knowledge in English or a foreign language, mathematics, science, social studies, politics, technology, or business (c) Highly experienced consultant. Instructional staff is already knowledgeable tutors when hired. In addition to their previous skills and experiences, they are provided with orientation to the SSLC instructional program before tutoring begins. At each participating school, a site coordinator monitors the tutoring sessions to insure that the tutors are providing the highest quality instruction and support for students. In additions, the state program coordinator will periodically visit each site to verify program quality. SSLC believes that parent involvement is an invaluable asset to a child's overall academic success. **Methods of How The Program Will Increase Student Achievement: SSLC will provide positive feedback and rewards to encourage attendance, motivation and achievement. A synthesis of the research on parent involvement reported in a New Wave of Evidence (Henderson, Mapp, 2002) concludes that "the evidence is consistent, positive and convincing: families have a major influence on their children's achievement in school and through life. When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more." In order to develop this circle of support, tutors make a home visit at the beginning of the program to share program goals with parents. Open lines of communication are nurtured between SSLC tutors and parents to share academic and behavior changes in the student and to maintain a system of accountability. Throughout the SES program, tutors communicate with the parents through weekly progress reports of work accomplished, monthly phone calls to share results and listen to possible concerns, and an evaluation at the end of the program. **Strategies To Work With School Personnel: The school and district staff will also be well informed about the program activities and student progress. The pre-and post-assessment test results will be given

41 to the child's teacher. Progress reports will be shared with school personnel weekly along with detailed documentation of phone conversations and home visits with parents. As a courtesy to parents, SSLC provides transportation to take students home after their tutoring session. This is one less obstacle for parents to consider in their daily schedules. SSLC drivers are licensed and full SLED reports have been performed before they are hired. Vehicles are professionally maintained and serviced. Students Opting 4 Success Tutoring provides high quality; supplemental service programs that help all students in kindergarten through twelfth grade improve their overall academic performance and increase their state test scores in Reading/English Language Arts and Mathematics. In addition, we help students build academic skills and develop self-confidence and a love for learning by providing a unique combination of individual assessment and personalized instruction with an emphasis on student academic goal-setting and positive reinforcement. The program starts with an assessment to identify each student s specific learning needs. Students are placed in individual or small groups based on their learning needs and ability levels. Instruction is delivered no more than twice a week for no more than two hours per session with a live from highly qualified instructors, or on-line from multimedia internet-based courses developed by experienced educators. Every session includes time for skill demonstration, guided practice by the tutor, and independent practice by the student. With online instruction, parents have the option of scheduled tutoring with a live tutor or unscheduled that is self paced and can be accessed 24 hours a day. Online tutoring eliminates the need to travel to and from sessions and allows students to spend more time learning. Our curricula, which are tied to state and district standards, leverages highly qualified, experienced teachers using research-based, proven methodologies and tools, resulting in students achieving measurable improvements. In SY we were an approved SES provider in South Carolina and were an EXCELLENT rated provider in Florida. Sylvan Learning Center, Ladson, South Carolina has been in continuous operation by the original owner since 1985 and is the world s leading provider of supplemental education. We offer Reading/Language Arts and Math programs in our Centers. The Sylvan curriculum is directly aligned with South Carolina s Academic Standards for Reading/Language Arts and Math. Sylvan s Academic Reading and Beginning Reading approach includes phonemic awareness, phonics, fluency and sight words, vocabulary, reading comprehension and writing. Sylvan s Math Essentials approach includes five Mathematical Content Standards and five Mathematical Process Standards. The strand sets that Sylvan s curriculum focuses on mirrors South Carolina s Standards. The program begins with a diagnostic assessment that allows us to pinpoint each student s strengths and weaknesses, as well as functional grade level. Our Directors then analyze the test results, review any test data in Cayen (MAP/PASS), and design a program unique to each student. Any special needs of a student are incorporated into the program. This method ensures that we are meeting the needs of special populations. Goals are established by the center and the parent(s) during a post-test conference. Since each student has his/her unique program, instruction is individualized with no more than three students to one teacher. This individualized program is written keying in on specific vocabulary and comprehension areas of weakness (reading); computation and concepts and applications (math). The program then follows a path for mastery criteria before moving on to the next level of instruction. After completion of the program we retest the student to measure progress. We contact the classroom teacher seeking input using a formal questionnaire which is mailed to each teacher. We continue teacher contact via , phone calls, etc. throughout the course of the program. Our Directors and Instructors are all state certified and thoroughly trained in the Sylvan method. Students may attend the center at least two hours per week. We offer classes Monday through Saturday. Since we begin each student s program at his or her appropriate level, the student enjoys an immediate feeling of success. With warm encouragement and individual attention from the instructor, we build self-confidence and self-motivation, especially lacking in low performing students, along with academic skills. Our students are assigned a Director of Education who meets with parents monthly to discuss student progress. Sylvan Directors, teachers, parents and students all work together to help ensure success in school. We stay in touch with the classroom teacher by personal contacts, and by mailing copies of

42 student progress reports. The following shows the average functional grade level growth for SES students attending our Ladson location from Reading 1.6 years growth and Math years growth. By using the above method of testing and instruction, along with reviewing MAP scores in Cayen, over 80 percent of our students have increased achievement. Our center is fully accredited by SACS and CASI. Taylor Learning Resource Center Inc. has been a supplemental educational service provider in South Carolina since 2003 and has been raising academic achievement levels of students for more than thirtythree years. It will provide tutoring in the content areas English Language Arts, Reading and Mathematics using its Back the Basic Approach Curriculum. This program is designed using the South Carolina Department of education s Curriculum standards and indicators. The manipulative, games, worksheets, quizzes, and non-threatening competition integrate the standards and indicators for each grade level content area. The components present the standards and indicators in basic format utilizing jargon that students are familiar with and examples that are common in their surroundings. It has pictures and text presented in the simplest form so that each student can understand it regardless of their educational level. Students in the special population needs IEP s if applicable will be incorporated into the student learning plan as stated on the IEP. The non-threatening competition, worksheets, test, and quizzes consist of direct and indirect questions about the standards and indicators. Some questions are open-ended, multiple choice, fill in the blank, and true or false. The staff consists of South Carolina State certified current and retired teachers with after school program teaching experience, bachelors or master s degree. They have received initial and monthly professional training in policies and procedures of Supplemental Educational Services, South Carolina State Curriculum Standards for each content area, Classroom Management, Behavior Modification, and Company Policy and Procedures including Privacy Act and the teaching and learning process for children. They have passed an assessment test, SLED check, and TB test. The student s learning plan will be created utilizing the school personnel input in a collaboration for all stakeholders involved in this process. These individuals will receive monthly student progress reports from Taylor Learning Resource Center Inc. Through tutoring and remediation the Back to the Basic Approach has increased student achievement for at least 80%. Independent Surveys revealed that Taylor Learning Resource Center Inc. has had a positive impact on improving student s grades, attendance, promotion, and graduation rates. The South Carolina Supplemental Educational Service Program Pre and Post test data for the past eight years, The Language Arts/ Reading gain was 21% for , 23% for , 24% for , 26% for , 28% for , 29% for , 30% for , 31% for The Data for in Language Arts/ Reading is unavailable at this time. The Mathematics gain was 12% for , 15% for , 16% for , 19% for , 21% for , 22% for , 24% for and 25% for The Data for in Mathematics is unavailable at this time. Tekk Solutions and Above and Beyond Students are partnering to provide students with a well-formed SES experience. Our program uses researched based strategies to help students develop skills and improve proficiency in ELA/reading, math and or science. To impact students we provide direct and explicit instruction that is skill based allowing students to be active participants in learning. We combine small learning units into meaningful wholes and monitor understanding to measure progress. Our instruction provides students with content-rich materials, engaging meaningful discussions and purposeful writing, all of which afford students opportunities to practice strategies. Teachers present and model material, followed by student practice and additional instruction if needed, and assessments to gauge progress. Our reading program builds word knowledge and teaches skills and strategies to strengthen reading comprehension using a variety of genres and reading styles. Strategies to help students become proficient in math provide step-by-step problem solving, practicing math reasoning, justifying answers and learning math vocabulary. Students who lack mastery of math facts daily practice math drills. Science tutoring will focus on key science concept and grade level topics. To assist special needs students we follow their school learning plans, use direct instruction to guide students in learning and teach material in smaller units and frequently ask questions to access understanding. Tutors use visual aids, manipulative,

43 and board games to teach concepts. Each tutorial lesson is aligned with SC education curriculum indicators and provides a description of what students should learn as a result. Staff review and receive a copy of SC education standards during staff training. We work with school staff to develop student SES learning plans, consult them on teaching strategies, materials and any identified goals they want set for students. We extend opportunities to meet with school staff and also provide them with monthly progress reports. Our staff of highly qualified tutors consist of school staff, certified and retired teachers, paraprofessionals and highly qualified college students with experience working with diverse youth. Our programs have provided academic enrichment for over 15 years. Participants have benefited by improving on school test and increasing End of Year reading and math levels. Our achievement results for 165 afterschool attendees were as follows: Reading: 7% increased 2 grade levels, 48% increased 1 grade level, 26% had no change. In Math 4% increased by 2 grade levels, 55% increased 1 grade level, 31% had no change. Our science component had a 100% success rate in improving student's attitudes toward science and building knowledge of science career paths. Students who showed growth is a clear indication that attending a highly effective researched based program can have a significant impact on student achievement Tutor Doctor increases student achievement exclusively through high quality one-to-one in-home tutoring for students in Grades 1 through 12. Its program includes a) language arts (reading de-coding; comprehension; and both middle school English and high school English); b) mathematics through calculus; and c) the sciences (e.g., chemistry, physics, biology, physical science). In all courses, Tutor Doctor s staff adheres strictly to the South Carolina Department of Education s curriculum standards published on Tutor Doctor s tutors are exclusively highly qualified professional educators, subject matter experts and/or experienced tutors. The 40-member tutor roster includes two Ed.Ds, one Ph.D, one doctoral candidate and four Masters of Education; experts in the student's class or study field; and professionals in special education situations and tutoring. The in-home tutoring model allows Tutor Doctor to serve all relevant special student populations, including those with the full range of physical, mental, emotional and learning disabilities. Tutor Doctor s staff includes tutors who have professional and personal experience instructing students with these conditions. Tutor Doctor s model allows one-to-one tutoring for students lacking transportation to and from school or another facility outside the home. Tutor Doctor staff tutors use an array of teaching modalities, learning tools and activities tailored to the individual student and subject, as appropriate: a) talking out loud; b) backchecking; c) pen and paper; d) memory pegs and memory triggers; e) global and microscopic approaches to problem solving; f) transfer skills; g) positive self-talk; and, h) it s OK to be wrong. Tutor Doctor has accumulated a) anecdotal evidence of local success and b) both anecdotal and quantitative evidence of its worldwide success. Independent research has shown the effective of both the one-to-one tutoring model and the program's specific instructional components. Also, as Jim Shelton, the U.S. Department of Education s Assistant Deputy Director for Innovation and Improvement states: (A) student in a given subject, learning through 1:1 tutoring, outperformed students in a traditional classroom by two standard deviations meaning a student in the 50th percentile would instead be in the 98th percentile There is no disputing these findings (See Raising the Bar: How Education Innovation Can Improve Student Achievement; U.S. House of Representatives; Committee on Education and Workforce; Subcommittee on Early Childhood, Elementary, and Secondary Childhood; February 14, 2013) Tutor Doctor receives written parent authorization for the tutor to discuss with the classroom teacher(s) the student s learning style, relevant academic issues (e.g., inability to test effectively to the otherwise apparent knowledge and understanding), subject matter and teacher objectives. The Silver Eagle Educational Consulting, LLC According to the OBAMA administration, state and local educators must decide how to best meet the student's needs (2012). The Silver Eagle Educational Consulting, LLC (SEEC) provides tutoring to K-12 students in Math and Reading statewide, including students identified as receiving an IEP or 504 Plan (Autism, LD, EMD). A total of hours will be provided with a teacher student ratio of 1:6-8, 1:2-5, and 1:1. Tutoring is provided in schools, community

44 centers, and in homes. Tutors will be selected that are certified teachers, degreed professionals, or students with college credit. SEEC tutors receive training on program implementation, curriculum, methods of instruction, and proper assessment techniques. Ongoing training will be provided via face to face, and conference call settings throughout the duration of the tutorial sessions. Our tutors are trained to use teacher-centered approaches and student centered approaches which includes cooperative learning, direct instruction, discovery learning, graphic organizers, role playing, storytelling, and verbal praise. SEEC tutors will address learning styles such as linguistic, logical, musical, spatial, bodily kinesthetic, interpersonal and intrapersonal. Tutors are encouraged to select a variety of activities that are geared toward several learning styles each session. SEEC s curriculum will cover SC reading and math standards. Our program implements explicit instructional strategies to promote students growth through hands on activities, the use of manipulates, bulletin board demonstrations, computer activities, worksheets, and short homework assignments to ensure that families are engaged in the learning process. SEEC will use PASS Coach Assessment tools, to pinpoint the needs of students. This diagnostic tool teaches students to understanding the six key comprehension strategies: monitor and clarify, make connections, visualize, ask questions, infer and predict, and summarize with the SC PASS standardized instrument. The assessment is used to correlate instruction and plan individual activities to directly address test results. SEEC will determine what developmental skills students have mastered and where the students need instruction and intervention. The assessment tool differentiates instruction, measure progress, and ensures mastery. SEEC will assess to gauge baseline skills, and analyze test data to pinpoint strengths and weaknesses to plan instruction. Second, SEEC will intervene to use the data to correlate a variety of activities to engage the student to improve. Last, SEEC will re-assess to measure progress. During the school year SEEC's statistics demonstrated that 80% of the student who finished the SEEC program showed a 10% increase in their Math scores, while 78% showed a 12% increase in Reading. During the school year, the MAP data revealed that there was a serious deficiency in the areas of Reading and Math. The data analyzed revealed that students had serious problems with Reading comprehension, fluency and retaining materials taught. Math revealed that basic processes had not been obtained and therefore there were severe computation errors. SEEC used many repetitions to get students to grasp the materials and learn basic math processes. District # 1 made a 20 point difference in Math and in Reading. District # 2 made a 9.1 increase in Math and 7.9 in Reading. District # 3 made a 20.5 increase in Math and 23.8 increase in Reading. District # 4 showed a 21.3 increase in Math and 26.7 increase in Reading. District # 5 revealed a 18.3 increase Math while their Reading scores remained the same. SEEC believes that this was because of poor test taking skills. District # 6 demonstrated a 32.6 increase in Math and a 34.8 increase in Reading. The assessment data showed an overall increase from all school districts. Students impressive gains across six counties increased 13.8 points in Reading and 17.4 points in Math. Progress was conveyed to parents weekly when students were picked up from their sessions, and written progress reports were mailed to the parents and district personnel monthly. TRAC-Interactive hands- on curriculum taught through direct small group and individual instruction. Each skill is taught in a three phase lesson format, direct instruction, guided practice and independent practice. Our reading program is a balanced instructional model, which includes Word Analysis, Phonemic Awareness, Phonics, Vocabulary Development, Reading Fluency, and Reading Comprehension. Our math program is based on the content standards, Numbers and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability and the process standards, Problem Solving, Reason and Proof, Communication, Connections, and Representation. Activities are challenging, motivating, and integrated. The instruction is a balance between direct instruction and discovery learning. Skill instruction starts with active learning activities, using manipulative material, and then moves to more practice to include problem solving, critical and abstract thinking. Qualified staff must be able to: handle at-risk student behavior, demonstrate systematic instruction; provide individual instruction and enrichment. They must pass a complete background check and complete tutor training. Staff must demonstrate the ability to reach at-risk students. Their resumes must show experience in education. Hiring

45 Priority: Current Educators; Veteran Educators; 2-year degree education majors (Early Childhood Education); Individuals enrolled in college (with concentrations in reading or math) trained by provider s lead staff to implement a designed program. In of the students tutored in South Carolina, 93.5% made gains in Reading according to result of the GRADE posttest and MAP Spring test. According to the GMADE posttest and the MAP Spring test, 96% made gains in Math. In a final rating of 93.75% was given by the UNCG SERVE Center with an overall rubric score of 3.75 out of a maximum Likert score of (4). The Reading effect size was 1.69 with a rubric of (4). The Math effect size was 1.34 with a rubric of 3). In a final rating of 93.75% was given by the UNCG SERVE Center with an overall rubric score of 3.75 out of a maximum Likert score of (4). The Reading effect size was 0.41 with a rubric of (3). The Math effect size was 0.60 with a rubric of (4). In of the thirty-eight 3rd-5th grade students tutored 100% of the students in Pitt County Schools made growth on the North Carolina End-Of-Grade Reading and Math test. In of the 75 students tutored 81.0% made improvements in Reading and 90% made improvements in Math. During the SES provider evaluation issued by University of North Carolina at Greensboro (UNCG) SERVE Center reported a final rating of % with an overall rubric score of 3.75 out of a maximum Likert scale score of (4). The Reading effect size was 0.41 with a rubric of (3). The Math effect size was 0.71 with a rubric of (4) Instruction is presented in several formats that match the student s individual academic needs, auditory, visual, tactile and kinesthetic. Typical teaching methods and styles include cooperative learning, explicit instruction, hands-on active learning, modeling (teacher demonstration), activities based on learning style modalities, systematic and data driven instruction and the use of hand held technology that reinforces critical thinking and problem solving strategies. Activities are direct and guided with scaffolding, explicit remediation, cooperative learning, inquiry based and interactive learning. Each site will have a site coordinator that will oversee the day to day operations of the program. TutoringOne effectively links the technology students crave with the instruction they need. The K-12 web-based online math and reading services are provided in the student s home via software videos. All students must take an initial assessment that is automatically aligned to the Common Core Standards. The assessment adapts to the skills and responses of the student to improve testing accuracy and reduce student frustration. All lessons are tailored to the unique learning profile of each student to develop a student s learning plan (SLP). Students must access the program for at least 2 hrs/wk. Tutors monitor and adjust students weekly curriculum as needed. The reading curriculum addresses the 8 recommended subskills: High Frequency Words, Phonemic Awareness, Phonics, Word Recognition, Vocabulary, Spelling, Silent Reading Comprehension, and Fluency. The math addresses Basic Math, Pre-Algebra and Algebra. The curriculums are grade-level specific for Numbers and Operations, Algebra and Functions, Geometry, Measurement, Data Analysis and Probability, Problem Solving, Reasoning, and Proof. The assessments and curriculums have been correlated to South Carolina State Standards and Curriculums, Common Core Standards, and the National Council of Teachers of Mathematics (NCTM) Standards for pre-algebra and algebra. Professors as well as content math and reading specialists have aligned the commercial program to the state standards. The videos are presented through multi-modalities (e.g. audio, individual pace, visuals, modeling, repetition, manipulative, music, and song). The US Department of Education and more than 10 case studies have awarded the materials for its effectiveness for diverse populations, slow readers, English Learners, and students with disabilities. Although students use the computer for assessments and instructions, all tutors are NCLB highly qualified and have BS/BA degrees; some have MS/MA degrees. A tutor is assigned to work with students and districts to ensure a seamless instructional program. The tutor will collaborate with parents and the district to develop the SLP. They will align and modify the SLP with the district s focus as well as IEP s, 504 s or literacy plans. Parents, districts and schools receive monthly progress reports via s. Using the DORA-Reading and DOMA- Math Online Series and I-Ready, our student show positive growth. In 2012, students completing the reading program averaged an increase of 1 year of growth. In basic math, students completing the program averaged an increase of 7.7 months of growth. In pre-algebra, students completing the curriculum averaged an increase of 2 major constructs of growth. This year, 2013, students specifically in

46 South Carolina, averaged an increase of 8 months in reading on DORA-Reading and 7 months on DOMA-Math. One hundred percent of the completing students grew on the MAP:Math 2-5 and MAP:Math 6+ and averaged an increase of 10 and 13 points respectively. One hundred percent of participating students on MAP:Reading 2-5 and MAP:Reading 6+ grew and averaged an increase of 11.5 and 7.7 points respectively. On the MAP:Language 2-12, 67% of the students grew and averaged 7.7 points increase. Although the program is based upon student results and pace, most students can complete the program within hours. All students completing the program receive services until July 30th. If needed, parents receive a WiFi ready tablet or netbook. TutoringOne has been a SES Provider in SC for 4 years and was approved in 12 states prior to waivers. We have never been disbarred or investigated The Urban League of the Upstate s Urban Achievers afterschool tutoring and enrichment program has been an approved SES provider since 2004, serving more than 1,100 youth in grades K5-8 from Title I schools in Greenville County, Spartanburg School District 7, Cherokee and Union Counties. The program has a demonstrated record of success at improving student achievement in English language arts, reading and math. Based on our Pre/Post Assessments, the average one-year improvement in ELA/reading has been 87% and math 90%. During , we served 52 children: 100% of them improved their math scores after participating in the program. Accordingly, 99% of the students enrolled, increased their MAP test scores in reading and math. Urban Achievers provides a comprehensive curriculum to: 1)improve academic performance in ELA/reading and math; 2)improve achievement on the Palmetto Assessment State of Standards Test (PASS), and 3)promote self-confidence and self-esteem. Students receive a minimum of 25 instruction sessions and as many as 45 sessions, depending upon their level of need as determined by program staff during initial assessment. Participants are transported from school to a Learning Center (located in nearby community centers and churches), where customized academic instruction is provided by our team of experienced educators in both small group and one-on-one settings. Performance incentives include social and cultural enrichment opportunities, and students receive book bags, school supplies, age-appropriate books and other reading material to support learning onsite, at home, and in the classroom. Parents, teachers, and school administrators are critical partners in the Urban Achievers model, providing input into the development of each students individualized education plan and assessment support through monthly progress reports. The Urban Achievers curriculum is provided by Curriculum Associates, a Massachusetts-based firm with 40 years experience in creating researchbased instructional tools tied to state learning standards. We use four models for assessment and instruction: 1)Comprehensive Assessment of Reading Strategies (CARS);2)Comprehensive Assessment of Mathematics Strategies(CAMS);3) The Strategies to Achieve Reading Success (STARS);and 4)Strategies to Achieve Math Success(STAMS). Program staff includes a Program Director, with ten years experience in K-12 educational services; contracted Program Instructors (from a pool of 20, with 7 possessing Master s Degrees) and Program Aides,contracted as needed to support a low instructor-tostudent ratio of 1:8,and two work-study college students. The Urban League of the Upstate has been serving the educational needs of our community for 40 years. Village Concepts Consultants (VCC) served 89 students (57 elementary, 21 middle, and 11 high school). As of the date of submission of this application, 6 students have not completed a posttest administered by VCC due to attendance or because they are still receiving tutoring services. Hiring certified teachers and/or tutors who were supervised by certified teachers, increasing site visits by VCC personnel, increasing student incentives, providing additional supplementary materials, providing additional tutoring hours at no charge for some students, increasing communication with parents, reducing student-teacher ratio, and increasing frequency of formative assessments, were among the steps taken by VCC in to increase academic achievement. As a result, on the assessments administered by VCC, 92.7 % (77 of the 83 students who took the posttest) met the target goal of 5-10 points set for individual students. The overall average increase for students in ELA/Reading and math was 12.7 points. The overall average increase, based on available data, on MAP for ELA/Reading and math students was 8.06 points. For the year ,information gathered from diagnostic tools will help

47 identify academic needs of students in ELA/Reading and Math. Formative and summative assessments will inform the selection of materials and strategies. Instructional materials by Triumph Learning (i.e. Coach and Options) will be used. The materials are aligned with South Carolina Academic Standards and Common Core. Step by step instructions in math allow students to be introduced to key concepts in a systematic manner. ELA/Reading lessons provide scaffold support as targeted skills are introduced. In Options, materials are leveled and organized to allow for individualized instruction. The school s instructional program and other resources will augment the lessons in Coach and Options. Research-based instructional strategies proven effective with low-income, culturally diverse, and students with special needs will be used. The students benefit from strategies that address all modalities of learning. Strategies include Direct Instruction, Visual Representation, and Scaffolding. Direct Instruction involves the explicit and systematic teaching of a skill-set. Visual Representation uses demonstrations, illustrations, or relationships to teach a concept. Scaffolding gradually builds on prior knowledge. The tutoring program offered by Village Concepts Consultants is tailored to meet the needs of special populations because of certified and/or qualified trained tutors and individualized instruction. Instructors will include certified teachers and/or qualified individuals who work under the supervision of certified teachers. Instruction will be aligned with goals in the individual Student Learning Plan (SLP). Input from parents and school districts will be included in the SLP. The contents of the SLP will ensure services are consistent with the school s instructional program. Individualized instruction in groups of 8 or less, 2 to 3 days weekly will be provided. Tutors will attend a mandatory training before starting instruction. Coordinators and/or company personnel will provide embedded professional development as needed to increase student proficiency. Contact information will be exchanged between all stakeholders. Verbal and/or written daily, weekly, and/or monthly feedback will be provided to students, parents, and school districts to ensure they are updated on student progress.