Grade level tutoring is one strategy for accelerating learning for students so that they are able to access and be successful in grade-level content. It strategically prepares students for success in the present by focusing only on the specific connections and understandings that are needed for the current grade-level content. As such, the tutoring explicitly and intentionally connects to current grade-level learning to provide students with a bridge to their core content. Click here to view a flyer with more information.

Best Practices In Grade Level Tutoring

From the current literature and research on accelerating student learning, the following best practices for implementation of grade level tutoring were identified: 

• Frequency: 3 or more sessions/week, 20-60 minutes/day; last at least 10 weeks
• Group Size: 3-4 students 
• Personnel: Wide variety of tutors with adequate training and support, including training on resources DPS offers, GT, special education, language, and SEL
• Focus: effective at all grades; strongest evidence for reading in early grades and math for older students
• Measurement: includes ongoing informal assessments
• Relationships: consistent tutor with a student for as long as is feasible and promote positive teacher-student relationships 
• Curriculum: high-quality instructional materials aligned with school-selected curriculum
• Scheduling: greater learning gains if conducted during school day
• Delivery Mode: in-person and delivered at a distance

Design Group Core Beliefs 

• Expanding access to extended learning time before and after school is a strategy schools can use to re-engage students and support students in finding joy in school and learning, which are both necessary enabling conditions for accelerating student learning.
• In alignment with the CRE Mindsets, all students should be able to access and experience high-quality extended learning environments (1) that are safe, joyful, rigorous, and personalized, (2) where they can explore their interests, and (3) where their academic, social and emotional development is integrated.
• The District has a unique opportunity to allocate ESSER funding to schools and programs starting in Spring 2021 so that school-based staff have the resources (including staff time) to flexibly and effectively plan and implement extended learning opportunities that best meet the re-engagement needs of their particular school community. 
• If we plan with evaluation in mind, we can measure the impact of this additional funding, which could be used to help demonstrate to local and state voters what adequately funded “school” can look like and do for students.

Summer Programming can improve academic, behavioral and social and emotional outcomes for all students. Enrichment opportunities provide students with motivation and experiences that they might otherwise not have.  (Rand)

Best Practices in Summer Academic Programming

From the current literature and research on accelerating student learning, the following best practices for implementation of summer programming  were identified:

• Maintain a class size ratio of 1:12
• Recruit and Hire the District’s Most Highly Effective Teachers
• Provide Teachers Sufficient Professional Development Prior to the Program
• Emphasize to Teachers That Engaging Academic Work Is a Part of Summer Fun
• Operate the Program for Five to Six Weeks with Three to Four Hours of Academics per Day
• Develop Accurate and Timely Recruitment Materials
• Personalize Recruitment of Students and Their Families
• Encourage Instructional Leaders to Observe Instruction of the Curriculum and Provide Feedback

Check out our Summer Connections page for more information.

The African American Young Ladies' Summit Program (AAYLS) is a holistic village practice that values, empowers, and equips young women with the tools they will need for a lifelong journey of personal success and achievement.

Engagement of young African American women in AAYLS affirms:

• Academic scholarship (Present & Future)
• Overcoming racial barriers in society,  school, and in life
• Afro-beauty (Beauty, Fashion and History)
• Community Engagement & Financial Stability
• Belonging, Health & Connecting
• Leadership, Self-worth & Confidence

See their work in action.

For more information about AAYLS, please visit their website.

Mission

To improve the life outcomes and experiences of young men and boys of color and increase the capacity of the youth service professionals who work with them to provide their services through an equity and gender lens.

Organizational Objectives

SFF’s key organizational objectives are to:

• Decrease truancy rates, suspensions, and expulsions.
• Increase young men and boys of color’s participation in leadership and school activities.
• Increase young men and boys of color’s self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
• Increase young men and boys of color’s capacity to make choices aligned with their ambitions.
• Increase the capacity of youth service professionals to serve young men of color.

For more information about the Sims-Fayola Foundation, please visit their website.

Ciginition is our tutoring partner for math, grades 6-8.

Learn more about the program design.