The Lana Learn team in Washington, DC gears up for the second half of the school year by identifying High-Impact Tutoring candidates to serve at-risk students.
This month, the Lana Learn team in Washington, DC completed the first half of the 23-24 school year High-Impact Tutoring (HIT) sessions. Students from this cohort of tutoring expressed both gratitude and a sense of accomplishment upon completion of their last session. This three-year HIT initiative is funded by the Office of the State Superintendent of Education (OSSE) in Washington, DC. Our goal is to accelerate learning for students who are at-risk or experienced disrupted instruction during the COVID-19 pandemic. Therefore, we provide students with one semester of high-frequency tutoring sessions organized in small groups. The Lana Learn academic coaches are now gearing up to work with the spring cohort of students at Theodore Roosevelt High School by identifying High-Impact Tutoring candidates.
HIT Program Progress
As we wrap up this semester, we are reflecting on the progress that English language arts (ELA) students made in the HIT tutoring program. 80% of ELA students improved their Required Curricular Task (RCT) writing score by at least 1 point over the course of the semester. Students have improved their spelling, grammar, reading comprehension, and writing skills. English Language Learners (ELLs) also saw growth in their reading, writing, and language skills. 100% of ELL students in the ELA cohort improved their overall ELA class grades for this semester.
Although HIT tutoring provided an overall positive learning experience for students, we are still experiencing some challenges with student attendance. About 80% of ELA students have consistent attendance (12 out of 15 students). However, only 66% of our math students have consistent attendance (2 out of 3 students). We are collaborating with school administration to improve student attendance rates.
Candidates for High-Impact Tutoring
We are excited to provide High-Impact Tutoring for the next cohort of students. In the meantime, we have been working diligently with school staff to identify eligible participants for the HIT program. Currently, we have identified 22 students and are on track meet our goal of 30 prior to the beginning of the upcoming semester. When considering students who would benefit from this support, we evaluate students based on specific criteria. We especially look for students who may need academic or social and emotional support. When working with school staff to identify candidates, we consider the following characteristics for program participants.
- Motivation to learn: Students who are motivated to improve their academic performance and are actively seeking support tend to benefit more from HIT tutoring.
- Openness to assistance: A willingness to accept help and engage in the tutoring process is essential. Students who are open to receiving guidance and feedback from tutors are likely to experience positive outcomes.
- Effective communication skills: Being able to communicate with the tutor about challenges, questions, and understanding is crucial. Students who can express their needs and thoughts contribute to a more effective tutoring relationship.
- Regular attendance: Consistent attendance to tutoring sessions is important for the continuity of learning. Regular participation allows students to build on their knowledge over time.
- Reflective learning: Students who are willing to reflect on their own learning experiences and adapt their strategies based on feedback and insights gained from tutoring are likely to see improvement.
- Active participation: Actively engaging in the learning process, asking questions, and participating in discussions contribute to a more dynamic and effective tutoring experience.
- Resilience: Academic challenges are a normal part of the learning process. Students who demonstrate resilience and a willingness to persist through difficulties are likely to benefit from HIT tutoring.
- Collaborative Attitude: Viewing tutoring as a collaborative effort between the student and the tutor fosters a positive learning environment. A collaborative attitude encourages open communication and shared responsibility for academic success.
It’s important to note that these characteristics are general guidelines. The effectiveness of tutoring can vary based on individual preferences and learning styles. Additionally, the role of the tutor is crucial in adapting to the unique needs of each student and creating the best possible experience for all students involved.
We are excited to continue this program for the second half of the school year. Our academic coaches are confident that they will get the same great results from our next cohort of students!