Week 7 - Previous Grant Info. - Tutoring
These are the questions and answers from a previous grant written by Mt. Zion. There might be good information in here for all of us. I will sift through it and try to direct different people to the information that pertains to them. If you feel like reading through it on your own, go for it.
This is Mount Zion in its own words. This grant was accepted and allowed Mt. Zion to set up their tutoring program. I’m almost certain that this is an annual grant.
The next step is setting up a meeting with Pat to look at the possible revisions. Then we can look at using this information for other grants.
5.1 Demonstrated record of effectiveness -->The provider must have a demonstrated record of effectiveness in increasing the student academic achievement toward meeting the state achievement standards [NCLB, 20 U.S.C. Section 1116(e)(12)(B)(i)].
Summarize the overall proposed program in a narrative including services provided, diagnostic/prescription process, curriculum, type of instruction, mode of instruction, and major elements of the program.
Our program helps students from kindergarten through 8th grade improve their reading and math abilities. Our teachers provide students targeted and focused instruction based on the assessed needs of the students. Using achievement data (1) from the child's school such as report cards, FCAT, and other common assessments as well as diagnostic tools we may administer, we are able to key in on the specific areas of need for (2) your child to help your child experience early successes and gain confidence in their ability. We partner with parents and teachers so children experience consistency and support in all educational areas. Tutoring takes place in small groups with a teacher or trained paraprofessional. Parents are asked to attend training workshops and be actively involved in their child's learning, including committing to reading to their child for 15 to 20 minutes everyday. (3) Our program is offered twice a week, Monday and Wednesday after school and Tuesday and Thursday evenings. Each session is scheduled to last one hour and forty-five minutes which allows for a fifteen minute break and one and a half hour of instruction. We believe that how a teacher interacts with students as they complete a task is important to the students' ability to perform the activity. Research-based techniques and strategies are used and modeled through a scaffolding approach. (4) Scaffolding is an instructional technique whereby the teacher models the desired learning strategy or task, then gradually shifts responsibility to the students. We help children improve their competency in reading through teaching phonological awareness, phonics, fluency, vocabulary and comprehension. For Math, teachers focus on helping the child achieve mastery of numeration and order, operations, functions and sequences, data and chance, algebra, geometry and spatial sense, measures and measurement, reference frames, and patterns.
Possible Revisions:
(1) Instead of using achievement data from the child's school, Mt. Zion can use the pre- and post-test analysis (DAR and TOMA tests).
(2) And who exactly is the audience? There is a switch from "your" child to "their" child.
(3) The two days a week sentence could be re-worded for clarity.
(4) I believe the definition of scaffolding can be removed. This assumes the people reading the grant have some experience/knowledge of education.
5.1.1 Describe specific student achievement data to document evidence that the applicant's company or organization had a positive impact on increasing student achievement toward meeting state achievement standards. Include quantitative data that documents student learning gains.
(1) Research has consistently shown that well-designed tutoring programs that use volunteers and other nonprofessionals as tutors can be effective in improving children`s reading skills. Students with below-average reading skills who are tutored by volunteers show significant gains in reading skills when compared with similar students who do not receive tutoring from a high-quality tutoring program. Students who are often demonstrate higher self-esteem and positive attitudes toward school. Among the features of tutoring programs associated with the most positive gains are extensive training for tutors, formal time commitments by tutors, structured tutoring sessions, careful monitoring of tutoring services, and close relationships between classroom instruction and curriculum and the tutoring services provided. (2) (Office of the Under Secretary Planning and Evaluation Service U. S. Department of Education 1997). Prior to receiving funding for services, our program has been run by volunteers for over eight years. At the beginning of each school year, these dedicated volunteers commit to participating as a tutor for the duration of the program. (3) All tutors receive formal training and oversight by a highly qualified certified teacher employed with Pinellas County School Board. This certified teacher provides oversight, training and documentation of the level of intervention and quality of each tutor. The materials and books used align with the local designated curriculum and the Sunshine State Standards. The findings of the US Department of Education holds true for the voluntary program that our agency has operated for the last eight years. One hundred percent of parents surveyed in 2008 reported that their child's grades and proficiency had improved in the educational area their child received tutoring in. Ninety percent of the parents reported that their child scored better on the common assessment or FCAT test that they had prior to receiving our tutoring services. Teachers and tutorial paraprofessionals prepare progress notes after each session documenting gains the child has made.
Possible Revisions:
(1) The first few sentences could be written in a more powerful/assertive way. It seems like a justification for using non-professionals instead of focusing on the training provided.
(2) I'm not sure what this specifically references. Perhaps quotes can be used to identify the data.
(3) The remainder of this question is strongly worded with statistics and data to support those ideas. Perhaps this data needs to be collected and submitted as evidence of the program's measurable data.
5.2 Services consistent with instructional program of school district and state --> The provider must document that the instructional strategies used are high quality, based upon research, and designed to increase student academic achievement of eligible students and attain proficiency in meeting the state’s academic achievement standards [NCLB, 20 U.S.C. Section 1116(e)(12)(C)(ii)].
5.2.1 (0-5 points) Identify the curriculum of the proposed program and quantitative research that documents its effectiveness in increasing student achievement.
Each student will have an individual student learning planning that identifies strengths and weaknesses of the student based on achievement data from the child?s school such as report cards, FCAT, and other common assessments. (1) In addition, if further assessment is needed, we will administer test such as the Diagnostic Assessment for Reading (DAR) or Test of Mathematical Abilities-Second Edition (TOMA-2) to help our teachers target specific areas of so the student experiences early successes and gains confidence in their ability. (2) All books and materials used for instruction align with the Pinellas County School District curricula and the Sunshine State Standards.
The reading program focuses on developing skills phonological awareness, phonics, fluency, vocabulary and comprehension and are essential competencies for reading in the finding from the National Reading Panel (3) (National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved March 1, 2008, from http://www.nichd.nih.gov/publications/nrp/smallbook.htm.
The core curriculum for Math will be Everyday Mathematics, published by Wright Group/McGraw-Hill, This curriculum covers numeration and order, operations, functions and sequences, data and chance, algebra, geometry and spatial sense, measures and measurement, reference frames, and patterns. At each grade level, the Everyday Mathematics curriculum provides students with multiple opportunities to learn concepts and practice skills. Across grade levels, concepts are reviewed and extended in varying instructional contexts. The distinguishing features of Everyday Mathematics are its focus on real-life problem solving, student communication of mathematical thinking, and appropriate use of technology. This curriculum also emphasizes balancing different types of instruction, using various methods for skills practice, and fostering parent involvement in student learning. Four studies of Everyday Mathematics met the What Works Clearinghouse (WWC) evidence standards with reservations. These studies included a total of approximately 12,600 students in grades 3?5 from a range of socioeconomic backgrounds and attending schools in urban, suburban, and rural communities in multiple states. The WWC considers the extent of evidence for EverydayMathematics to be moderate to large for math achievement.
Possible Revisions:
(1) This paragraph will change because DAR is used as the default measurement criteria.
(2) The larger question asks about the consistency of the program with the state. The more focused question asks about the research that documents the effectiveness of the program. Aren’t the books being used from the county? If that’s the case, focus on that to prove consistency. For effectiveness, let’s contact people at the school district level. I guarantee they have oodles of files that will document the effectiveness of their program and the rationale for choosing the books they use. The trick will be getting them to share that data. (just a thought.)
(3) Is there a set format for referring to research? And if it’s available, it might be effective to include all the links.
5.2.2 (0-5 points) Identify the key instructional strategies of the proposed program and the quantitative research that documents the effectiveness of the instructional strategies in increasing student achievement. Examples of instructional strategies may include scaffolding, graphic organizers, use of manipulative resources, effective question and answer techniques, use of prior knowledge, direct instruction, directed practice, and mastery learning.
(1) We use the scaffolding technique as a basis for our instruction. Scaffolding is an instructional technique whereby the teacher models the desired learning strategy or task, then gradually shifts responsibility to the students. Clay and Cazden (1992) point out two scaffolding strategies in teaching reading: working with new knowledge and accepting partially correct responses. In the first strategy, when a teacher suspects the child does not have the ideas or words needed for a particular text, he/she may explain some part of the story or contrast a feature presented with something he/she knows the child understands from another reading. In the second strategy, the teacher uses what is correct in the student`s response but probes or cues the student, so as to suggest good possibilities for active consideration. Using scaffolding techniques within the small group setting help student build on their strengths and promote success. Tutors will provide direct instruction to the student and will employ effective question and answer techniques so the child begin to learn and develop mastery of the key concepts. When appropriate, tutors will use graphic organizers to better illustrate connection between ideas. (2) We will use thematic instruction within the small groups to promote learning. Effective thematic instruction involves using a theme as "conceptual glue" for learners, strengthening bonds to knowledge. This approach relies on teachers who have a strong sense of curriculum as a learning process and can see ways to connect learning with key concepts. The goal is to choose themes that relate to students` lives to ensure interest and engagement in the content. Concepts that work best depend on students` age and developmental level. Research on brain-based teaching explains that the brain learns, and recalls learning, through nonlinear patterns that emphasize coherence rather than fragmentation. The more teachers make connecting patterns explicit and accessible for students, the easier the brain will integrate new information (Hart, 1983).
Small-group instruction provides a safe forum for children to learn while getting the needed support from the tutor and peers. Classrooms free of threat, students engaged in immersive learning experiences, and curriculum that connects to the community and the students` lives are all aspects of brain-compatible teaching (Caine & Caine, 1991, 1994, 1997a, b). Other instructional strategies may be employed depending on each child?s need. If a child continues to struggle, the supervisor and the tutor will meet to identify new instructional strategies to target the child?s specific need. Students learn through different modes, styles and multiple intelligences. Teachers should access and integrate these modes for increasing opportunities for students to access and retain new knowledge (Gardner, 1993).
Possible Revisions:
(1) This question and the last one asked for a documentation of instructional strategies. Is there a theorist we can refer to summarize the learning philosophy? (Meaning, Montessori schools imply a certain approach. If the teaching resembled a specific school of thought, it may be easier to present and defend its approach instead of individual strategies.
(2) This information could be better organized into paragraphs.
5.2.3 (0-5 points) Identify the major design elements of the proposed program and quantitative research that documents the effectiveness of the elements in increasing student achievement. Examples of major elements may include mode of instruction, time on task, or resource materials.
Through the small group setting, we guide students through the learning process from prior-knowledge activation, modeling and instruction, to independent work. The tutor provides direct interactive instruction. The tutor gives feedback on student?s progress throughout the tutoring session. Providing the right kind of feedback to students can make a significant difference in their achievement. The feedback will be timely and responsive to specific aspects of student work, such as test or homework answers, and will provides specific and related suggestions. This kind of feedback extends the opportunity to teach by alleviating misunderstanding and reinforcing learning. Feedback has been shown to be one of the most significant activities a teacher can engage in to improve student achievement (Hattie, 1992). When appropriate alternate modes of instruction may be used including computer based learning such as FCAT Explorer or other computer-based programs that align with the district curriculum. FCAT Explorer offers students fun, effective practice on skills outlined in the Sunshine State Standards and tested on the Florida Comprehensive Assessment Test (FCAT). A study on 916 students in Leon county using the FCAT explorer showed that FCAT Explorer 5GM can play a significant role in helping 5th graders prepare for math FCAT.
Possible Revisions:
(1) Consider reorganizing this information for clarity (paragraphs?).
5.2.4 (0-5 points) Identify the delivery model of the proposed program and the quantitative research that documents the effectiveness in increasing student achievement. Include academic research with specific evidence the delivery model has positive impact on increasing student achievement. Examples of delivery models include group size for instruction, direct instruction, distance learning, computer-based, individual tutoring, in-home tutoring. (NOTE: Homework assistance is not a form of SES.)
Our delivery model employs a small group approach. A small-group setting allows for clear and explicit instruction for each child in the group. Small group typically have a 1:4 teacher/student ratio and never exceeds 5 to a group. The relationship developed between the tutors and the students help develop the student?s self-confidence and promote learning through active involvement and participation. Classrooms free of threat, students engaged in immersive learning experiences, and curriculum that connects to the community and the students` lives are all aspects of brain-compatible teaching (Caine & Caine, 1991, 1994, 1997a, b). Small group instruction allows the program to quickly adjust to a youth`s preferred mode of learning. Instruction is presented in such a manner that a youth can learn at his or her own pace. Struggling learners are provided additional individualized attention both during and outside of these small group sessions. Small group and individualized instruction increase educational achievement while in the program and improve a youth`s attitude toward education providing a foundation for life-long learning. The main effect of small-group learning on achievement, persistence, and attitudes among undergraduates in SMET was significant and positive (1) (see Figure 1). Based on 49 independent samples, from 37 studies encompassing 116 separate findings, students who learned in small groups demonstrated greater achievement (d = 0.51) than students who were exposed to instruction without cooperative or collaborative grouping.
Possible Revisions:
(1) This seems like it is quoted from a study. We should check to see that it’s cited properly. Also, is there a figure 1? Can we include websites or create appendices?
5.2.5 (0-5 points) Describe how instruction will be focused, intensive, and tailored to meet the needs of individual students, including students with disabilities, students with 504 plans, and/or English language learners.
Each student will have an individual student learning planning that identifies strengths and weaknesses of the student based on achievement data from the child?s school such as report cards, FCAT, and other common assessments, the student?s academic plan, 504 Plan or IEP. (1) In addition, if further assessment is needed, we will administer test such as the Diagnostic Assessment for Reading (DAR) or Test of Mathematical Abilities-Second Edition (TOMA-2) to help our teachers target specific areas of so the student experiences early successes and gains confidence in their ability.
Upon review of all assessment information, a student learning plan with educational goals will be developed. Each learning plan will align with the student?s academic plan and IEP. The learning plan will identify areas of strength and weakness for the student and goals for strengthening deficit areas. All lesson plans will be developed to meet the needs of each student and their current level of instruction. We use effective learning and teaching strategies and employ diverse teaching strategies to meet the needs of ELL students, students with disabilities, and students with 504 plans. Upon the completion of each tutoring session, tutors will write a progress note identifying lesson plan given and progress the student has made toward the student learning plan. (2) Progress notes will be reviewed and signed off by the supervisor. The supervisor will redirect a tutor if they appear to divert from the child?s plan. Regular review of the student?s progress allow adjustments to be made if warranted. (3)
Possible Revisions:
(1) This will change because DAR is being used.
(2) The explanation of the supervisor’s oversight is effective.
(3) The question asks about the intensity of the program. Should that be addressed in this question?
5.3 Instructional strategies are high quality, based upon research, and designed to increase student academic achievement --> The provider must ensure that supplemental educational services are consistent with the instructional program of the local educational agency and the academic standards set forth by the state (Sunshine State Standards) [NCLB, 20 U.S.C. Sections 1116(e)(5)(B) and 1116(e)(12)(B)(ii)].
5.3.1 (0-5 points) Describe the process the applicant will use to ensure that the proposed curriculum is correlated to the Sunshine State Standards. For information on Florida?s Sunshine State Standards, see http://www.fldoe.org/bii/curriculum/sss/.
Direct oversight of the program will be provided by a certified teacher. In addition most of the tutors are teachers employed from the Pinellas County School District. All certified teachers have are trained in the school district?s accepted curriculum and the Sunshine State Standards. We will use the information available from Pinellas County Schools including all assessments and standardized tests to determine the student?s learning plan. An in depth Review of the Sunshine State Standards has been conducted by the Executive Director to ensure alignment of current practices used and the Sunshine State Standards. For example in reading, our students will focus on developing competency in phonemic awareness, phonics, vocabulary, comprehension, and fluency. Students will learn sounds of language, & the phonemes in words, letters & letter sounds (LA.A.1.1.2, 1.2.2, 2.1.1, 2.2.1, 2.3.1,2.4.1,1.2.3)
Possible Revisions:
(1) This question is similar to 5.2 and 5.2.1 in that there is a larger question and then a more focused question under it. The larger question here asks about the instructional strategies. The more focused question asks about the correlation to the Sunshine State Standards. (So it’s implied that the Sunshine State Standards are researched and designed to increase student achievement?!) Let’s discuss this one. If Mt. Zion is using books from the county, most of them have the standards that are being taught for each lesson right in the teacher’s edition of the text.
5.3.2 Describe the process the applicant will use to ensure the proposed program aligns with the instructional program of the school district(s) in which the applicant intends to serve students. Cite at least one example of the correlation of the proposed program and describe its integration with at least one district that the applicant intends to serve.
Our services are provided to only one school district, Pinellas County. Direct oversight of the program will be provided by a certified teacher currently working in the school district and most of the tutors are teachers employed from the Pinellas County School District. All certified teachers have are trained in the school district?s accepted curriculum and the Sunshine State Standards. We will use the information available from Pinellas County Schools including all assessments and standardized tests to determine the student?s learning plan. The key elements of our reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) and math program (numeration and order, operations, functions and sequences, data and chance, algebra, geometry and spatial sense, measures and measurement, reference frames, and patterns) are consistent with Pinellas County School District.
Possible Revisions:
(1) The logic here could be clearer. This question asks about the process that will be followed to ensure correlation with the school district. Mt. Zion is using teachers from the district, therefore, the programs align. It sounds like an ongoing process, so it may be more effective to cite how the program hears about or integrates possible changes.
5.3.3 Describe the process to ensure that the applicant will coordinate supplemental educational services with the classroom instructional program of the students receiving the services.
As part of registration in our program, we will ask the District for all assessment and diagnostic information on the student including the most recent common assessment, FCAT, and report card. In addition, (1) within 14 days of enrollment to our program, the supervisor or assigned tutor will contact the child?s teacher to open communication related to strategies and needs of the child. We are there to support the whole education of the child and (2) supplement strategies used by the classroom teacher so that the child experiences success not only through the tutoring experience, but in the classroom as well. Routine communication with the teacher will be made through phone, email or in person related to the student?s progress and continued areas of need. In addition to progress notes documenting the student work after each session, our tutors will provide (3) monthly progress reports to the parent and the classroom teacher. These reports will identify areas the child has worked on, assessed progress toward achieving goals identified on the learning plan, and projected work to be focused on over the next month. Our goal is to partner with (4) both parents and the classroom teacher to ensure the child achieves success. (5) All curricula and materials used in the tutoring program align with the Pinellas County School District and the Sunshine State Standards and support the work of the classroom teacher.
Possible Revisions:
(1) This is a stronger opening sentence.
(2) I thought the supplemental educational services is Mt. Zion. This phrase here is confusing.
(3) Highlight the monthly progress report. Consider adding an example as an appendix.
(4) hyper-edit: using “both” here could have multiple interpretations.
(5) This is a safe statement to add, but is it needed for this question?
5.4 Measurable achievement goals, timelines, measure student's progress, inform of progress --> The provider must set measurable achievement goals for each student in consultation with each student?s parents and the school district and adhere to the timetable for improving the student?s achievement in the student learning plan. The provider must measure the student?s progress, and regularly inform the student?s parents and teachers regarding the progress of the student in improving academic achievement as outlined in the student learning plan [NCLB, 20 U.S.C. Sections 1116(e)(3)(A) and (B)].
5.4.1 (0-5 points) Describe how diagnostic assessment data will be used to identify the student?s knowledge and skills gaps and set measurable goals for the student learning plan. Identify the specific assessment to be administered if district student data are not available for developing the student learning plan.
Based on review of the all diagnostic information from Pinellas County School District, communication with the local school and teachers and conference with the parent, a student learning plan with measureable educational goals related to the student?s knowledge and skill gap will be developed. To further target areas to be addressed, additional assessments such as the Diagnostic Assessment for Reading (DAR) or the Test of Mathematical Abilities-Second Edition (TOMA-2) (1) may be administered. Based on the results of assessments, communication with the classroom teacher, the student and parents, a learning plan will be developed. Each learning plan will identify student strengths and skill gaps. With the comprehensive information and communication with those that know the student the best, we will be able to target the areas the student needs to work on in the tutoring sessions. The IEP goals for students with disabilities will be reviewed and used to develop the plan for students with disabilities. The learning plan will be developed jointly with the tutor, the student and parents to keep everyone focused on the student achieving their goals. The classroom teacher will be given a copy of the learning plan as well as monthly progress report to so stay informed of goals and progress toward achieving those goals. Student performance is monitored and documented after each session and reviewed by the supervisory weekly to ensure that goals are met. (2)
Possible Revisions:
(1) Incorporate new DAR verbiage.
(2) This question refers to information that was answered in other questions. Consider referencing previous answers.
5.4.2 (0-5 points) Describe the process and timelines for the development of the student learning plan.
Upon receipt of all diagnostic materials and when indicated administration of the DAR or TOMA-2, a conference will be conducted with the supervisor, the tutor and the parent and child. All assessments will be reviewed as well as initial observations from the tutor and the classroom teacher. The learning plan will be developed with the input from both the parent and the child. If the student is involved in the development of the plan, they are more likely to take ownership of achieving the goals set forth. Each child?s learning plan will be developed no later than the fourth session after the child begins the program. The learning plan will be an important tool to help all understand what the child?s goals are for the program. A progress report will be written each month and sent to the child?s parents and classroom teacher. (1)
Possible Revisions:
(1) This question refers to information that was answered in other questions. Consider referencing previous answers.
5.4.3 (0-5 points) Describe the procedures and timelines to be used to evaluate, monitor, and report each student?s progress toward meeting the goals as stated on the student learning plan. Address how applicant ensures that the progress reports are understandable to parents and in parents? native language, if feasible. Include frequency of progress reports to student?s parents, teachers, and appropriate school district staff.
After each tutoring session, the tutor will write a brief summary of the student`s progress and the lesson plan and given to the program supervisor. Once a month, a formal progress report report will be written evaluating the student`s progress, and specifically identifying accomplishments of since enrollment in the program and areas that student is still working on. Parents and the classroom teacher will be given a copy of the learning plan as well as monthly progress report to so stay informed of goals and progress toward achieving those goals. As the parents assisted with the development of the learning, it will be easier for them to understand progress reported. (1) Tutors will be trained in communicating, documentation of progress and conferencing techniques as part of their initial training. (2)
Possible Revisions:
(1) Good point. This reinforces parental involvement as an element of understanding their child’s progress. The question seems to be focused on native language issues. Consider addressing that directly with a comment about the non-native English speaking parents (one? none? a percentage?).
(2) Again, consider including a copy of the monthly progress report as an addendum.
5.4.4 (0-5 points) Describe how student attendance and participation data will be collected, verified, and reported to the school district. Include strategies for improving attendance of students who are habitually absent.
Student attendance will be kept for each tutoring session. Student?s will sign in at the beginning of each session noting the time of arrival. Attendance sheets with the (1) student?s signature will be give to the Agency?s business manager for input into the the agency?s database and reports with required information will be sent to the school district. (2) The sign in sheets will provide back-up documentation and verification of the child?s attendance.
Ongoing communication with the parents and child will take place routinely. If a child is habitually absent, the first course of action will be communication with the parent. Evaluation of the attendance issues will be discussed and all efforts to remove barriers from the child attending will be made. The establishment of the relationship between the tutor, the child and the parent is a critical component in efforts to reduce attendance issues. If the child is learning in an inviting environment, they are more likely to attend. As the tutoring sessions take place in a Children?s Center, it is a child friendly environment.
Possible Revisions:
(1) Students’ signatures? Would there be a teacher generated attendance form as well?
(2) It might be more complete to explain where the information is sent. (To the child’s school? To the district itself? Which office, title of person, etc.)
5.4.5 (0-5 points) Describe the process and timelines the applicant will use to ensure that services begin no later than October 15th of each school year. Include steps and timelines the applicant will implement from approval of the application to the provision of services to students.
Once we are informed of approval of the application, we will develop our business plan to ensure that service will begin no later than October 15, 2008. The supervisor of the Program and or the Executive Director of the Agency will schedule to attend all required meetings with the Florida DOE or school district. We will begin recruiting teachers in July to ensure all prospective employees are identified and hired no later than August 31, 2008. Necessary screening will be conducted and completed by September 15th. Two required four hour training sessions will be held for new hires will be scheduled to occur in September. We will attend provider fairs and once children have been placed in our program, we will conduct any additional assessment. All initiatives related to implementation of the program will be completed by September 30, 2008. (1)
Possible Revisions:
(1) The dates may change for next year depending on the start date of the school year.
5.5 Capacity and resources, compliance of applicable federal, state, local health, safety, and civil rights laws --> The provider must have the capacity and resources, including financial soundness and compliance with applicable federal, state, and local health, safety, and civil rights laws and regulations, to provide supplemental services to students [NCLB, 20 U.S.C. Sections 1116(e)(12)(b)(iii) and (e)(5)(C)].
5.5.1 (0-5 points) Describe the applicant?s infrastructure, including resources such as personnel, buildings, or equipment, and capacity to ensure services begin no later than October 15th of each school year. Include roles and responsibilities of staff within the organization.
Our agency currently operates a Children Center licensed for 120 students and Administrative office with a GED lab that designed for 20 students. In the evening, both building are unoccupied and have ample resources including computers, classroom space, phones, and a rich library of educational resources. As we currently operate a voluntary tutoring program, we have the reading and math materials to implement a formal tutoring program. (1) Our Agency has an Executive Director and a Business Manager who will dedicate part of their time to implement this program to ensure all program needs are met. In addition, the supervisor of the program currently leads the voluntary tutoring program and has been able to sustain a successful program for over eight years.
Possible Revisions:
(1) This language will change now since the “formal” tutoring is being offered. Not sure how much information / distinction will be / should be included about the voluntary tutoring program.
5.5.2 (0-5 points) Describe the process for recruiting, hiring, and initial training of staff.
We will begin recruiting teachers at the beginning of the summer. Our agency has relationships with many of the local schools and we will hire teachers and other paraprofessional working in local schools. In addition, we currently have three former teachers on staff that will be provide tutoring services. As an organization affiliated with a 4000 member church, we will also recruit teachers and other paraprofessionals from our church. Staff will be hired prior to September so that additional background check can be made if needed.
Required training for all tutors will be conducted prior to the first tutoring session and will provide a formal overview of the program as well as housekeeping issues related to start and end times, scheduled breaks, supervision of students, tutor/student ratios, and other related topics. Instructional materials will be reviewed and assigned copies of given to each tutor. This training will provide review of instructional techniques, test preparation strategies, lesson plan development, student progress documentation, communication and conferencing techniques, and other professional development needs. Each month, tutors will be required to attend a staff meeting with the supervisor of the program to discuss issues, ongoing needs and other training matters. All tutoring sessions will use only approved instructional materials that will be housed on sight.
5.5.3 (0-5 points) Describe the professional development and support provided to tutors to ensure that the proposed program is implemented with fidelity.
Most of the tutors of the program will be current teachers with the school district. If teachers do not have a reading certification, we will support efforts for the tutor to get certified. Required training for all tutors will be conducted prior to the first tutoring session and will provide a formal overview of the program as well as housekeeping issues related to start and end times, scheduled breaks, supervision of students, tutor/student ratios, and other related topics. Instructional materials will be reviewed and assigned copies of given to each tutor. This training will provide review of instructional techniques, test preparation strategies, lesson plan development, student progress documentation, communication and conferencing techniques, and other professional development needs. Each month, tutors will be required to attend a staff meeting with the supervisor of the program to discuss issues, ongoing needs and other training matters. All tutoring sessions will use only approved instructional materials that will be housed on sight.
Possible Revisions:
(1) Reference the previous question’s answer.
5.5.4 (0-5 points) Describe procedures for supervising tutors to ensure the proposed program is implemented with fidelity and that all employees comply with ethical business practices pursuant to assurances found in the Request for Application, such as behavior at provider fairs, quality of tutoring services, and effectiveness of instruction.
Each employee will be given a copy of relevant Assurances set forth in the Request for Application. As part of the initial training, conducted prior to hire, a review of Education Industry Association Code of Professional Conduct and Business Ethics for Supplemental Education Services Providers will be reviewed. Employees will be required to sign an agreement indicating that they have reviewed the Code of Professional Conduct and Business Ethics and will agree to abide by the Code. (1)
Required training for all tutors will be conducted prior to the first tutoring session and will provide a formal overview of the program as well as housekeeping issues related to start and end times, scheduled breaks, supervision of students, tutor/student ratios, Code of Conduct and Business Ethics and other related topics. Instructional materials will be reviewed and assigned copies of given to each tutor. This training will provide review of instructional techniques, test preparation strategies, lesson plan development, student progress documentation, communication and conferencing techniques, and other professional development needs. Each month, tutors will be required to attend a staff meeting with the supervisor of the program to discuss issues, ongoing needs and other training matters. All tutoring sessions will use only approved instructional materials that will be housed on sight.
Possible Revisions:
(1) Good procedure. Consider mentioning that these will be kept in some file somewhere.
5.5.5 (0-5 points) Describe the process and procedures for monitoring the program to ensure the proposed program is implemented with fidelity, such as tutor/student ratio, supervision of students, approved instructional materials, students on task, or beginning services on time.
A supervisor will be hired for the program to ensure that the program is implemented as designed. In addition to having the student attendance, the supervisor will also document attendance of the tutors and will be on sight during tutoring sessions. The supervisor is responsible for ensuring that the program is implemented as designed and provides coaching and training for the tutors to ensure that quality services are delivered. The supervisor will provide the Executive Director of the Agency with monthly reports that document the number of students in attendance by session, the number of tutors present, general progress of the students, the number of parent/tutor conferences held, the number of training sessions held, attendance or tardiness issues for students and tutors and improvement plan for the same, and other related issues or needs of the program. In addition, the Executive Director or designee will conduct unscheduled sight visits to monitor and review program implementation and document and discuss any issues with the supervisor.
Required training for all tutors will be conducted prior to the first tutoring session and will provide a formal overview of the program as well as housekeeping issues related to start and end times, scheduled breaks, supervision of students, tutor/student ratios, Code of Conduct and Business Ethics and other related topics. Instructional materials will be reviewed and assigned copies of given to each tutor. This training will provide review of instructional techniques, test preparation strategies, lesson plan development, student progress documentation, communication and conferencing techniques, and other professional development needs. Each month, tutors will be required to attend a staff meeting with the supervisor of the program to discuss issues, ongoing needs and other training matters. All tutoring sessions will use only approved instructional materials that will be housed on sight.
5.5.6 (0-5 points) Describe procedures to be used to ensure that all staff providing direct services to students and having access to school grounds comply with fingerprint-based background screening pursuant to Section 1012.465, Florida Statutes (Background screening requirements for certain noninstructional school district employees and contractors). For more information, see the related Technical Assistance Paper at http://www.fldoe.org/flbpso/pdf/tap_fingerprint.pdf (PDF)**
As a condition of employment, all employees of the tutoring program as well as any who have direct contact with students or school grounds will comply with the criminal background checks and fingerprinting guidelines. A state and national criminal history background check will be conducted prior to offer and will include fingerprinting to be submitted to the Florida Department of Law Enforcement and the Federal Bureau of Investigation for state and national criminal history information. Only prospective employees who do not have a criminal history with offenses related to criminal moral turpitude will be hired. All background and fingerprint checks on be on file at the main office of the agency. Employees currently employed by the local school district or other child care agency that mandates the fingerprint-based background screening compliance will be verified through the District or agency. (1)
Possible Revisions:
(1) I can find it, but somewhere in one of the previous questions, it sounded like the background check was optional (or if necessary). If it’s mandatory, it should be revised.
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