Week 5 - Mt. Zion

First things first.

Last week we visited Mt. Zion and had a very productive meeting. Even though I was accused of playing teacher, I played secretary and wrote down what was being discussed. Everyone had chosen areas of interests that they wanted to pursue. If anyone forgot what they signed up for, or if you just want to know what other people are doing, here it is:

 It's a bit dark, but it gives us an idea of where we (the royal "we") stand.  Outcome driven is one of the main ideas that applies to all of us.  Think like a bureaucrat - it must be measurable.  You need to be able to show (read "prove") the benefits.  You can't just say, "give us money, because this will be great."  You must spell it out so clearly that a blind person could see it.   

While I was able to speak briefly with Pat, she suggested I return later in the afternoon to speak with Doris Newton, the woman who heads up the tutoring program. A few days later, I did just that. I was under the impression that the tutoring started at 3:30, so I showed up at 3:15 hoping to cross paths with Doris. My intention was simple: I just wanted to introduce myself. The odds of her returning my call without knowing me were slim. If she didn't have time to talk, we would set an appointment for another day. Also by just showing up, I would get to observe the tutoring in progress.

Miss Rhonda who works the front desk recognized me. I told her I was there to see Doris Waters. After correcting me on the name, she told me Doris wouldn't be in until 4. Surprised, I said that I thought the tutoring started at 3:30. With my second mistake in as many minutes, she jokingly suggested that I start writing stuff down. Given that I had 45 minutes to kill, I started doing just that.

As soon as the students arrived, Miss Rhonda greeted them by popping open the locked door. She kept a roll of wreath-covered Christmas wrapping paper close by so she can reach the door from behind her desk. She called it her "helping hand." Students filed in, some noisier than others. Miss Rhonda made small talk asking about their day and gently admonishing students not following the well-established routine.

"You know you're not supposed to go in there yet. Now come back out here and sit at the table."

Students sat at round table outside of the classrooms as Rhonda doled out handfuls of pretzels and Dixie cups of grape juice. She explained that students get a snack and are allowed to relax for a few minutes before they have to start their tutoring. The children, ranging in age from first to sixth grade, chatted about the events of the day. One boy who decided to wear his blue Nike jacket over his head talked about another boy getting mad on the bus. A girl with pink flower hair barretts and a matching pink shirt explained that the boy was sick not mad. This exchange bounced back and forth over crunching pretzels. More students walked in to join the snack and discussion already in progress. The noise and energy peaked about the time Doris walked in.

Doris walked over to the students first and directed them into their rooms. She then went to her office and started getting materials ready for her tutors. Rhonda told her that I was there to see her, so she came out to the lobby. I introduced myself and briefly stated my intention. She wanted to start giving me information immediately, but it became apparent that she had more pressing things to do. I told her I would wait until she had time. While I was waiting in the lobby, Pat walks in and asked, "Did we have a meeting?" I explained that I was there to observe and meet Doris. Once the tutors had their materials and after the students settled into their lessons, Doris and I sat down and talked tutoring.

Title 1 students are eligible for free tutoring under the No Child Left Behind Act. The current program provides tutoring to roughly 60 students. Thirty students show up on Mondays and Wednesdays, with the other thirty having the Tuesday/Thursday schedule. The instruction is considered "small group instruction" which means there are about five students per tutor. Initially, the students are assessed in reading and math. The Diagnostic Assessment of Reading (DAR) determines what grade level the students are functional. The Test of Math Ability (TOMA) identifies their math level. Based on the assessments, students are placed into groups with tutors. These 90 minute tutoring sessions work through the Harcourt Series Books. These books were previously used by all Pinellas County elementary schools. Book contracts last about five years. After that, many school districts switch to a competitor or to a different product. The books that are no longer being used are called "out of adoption." Mt. Zion is using "out of adoption" books that Doris was able to get at a great rate. Even if she had unlimited funds, she would not purchase the new books the students use in school. Even though these books teach the same concepts, they are presented with different pictures and different stories. "If they saw the same thing they saw in school, they wouldn't participate."

Since I will detail the program in much more depth later, I will leave it there for the introduction.

I left Doris and Pat with two things we need to follow up on. One is an operating budget. We need to have an idea of what the program will cost to run and will most likely have to defend that number in a grant proposal. If she has plans to expand the program, we need to identify the cost drivers and have some easily manipulated ratios to figure out how much it should all cost. Cost per student seems to be the most obvious, but perhaps it's number of teacher hours. Two, we will need the DAR assessment analysis. This will show how the students score now as compared to six months ago before they had any of the tutoring. This analysis will be worth its weight in gold going forward. Here should be tangible, measurable, quantifiable data that shows tutoring works to help improve student achievement.

Links to Further Info.:

Title 1 = http://en.wikipedia.org/wiki/Title_1

No Child Left Behind = http://www.ed.gov/nclb/index/az/index.html

Title 1 Form w/ income levels = http://www.lancaster.k12.oh.us/docs/LDA%20Student%20Income%20Form%2008-09.pdf

DAR assessment = http://www.hmco.com/company/newsroom/news/news_release_071305.html

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