Addressing COVID-19 Learning Disruptions

Addressing COVID-19 Learning Disruptions:

Four Recommendations for

Effective Tutoring Interventions

As more students return to in-person learning, education leaders are working not only to rebuild school communities and help students transition, but also to address gaps in learning resulting from COVID-19 disruptions. One strategy states and districts are considering is tutoring, or focused instruction provided to students in one-on-one or small group settings. 

Research suggests that tutoring programs can meaningfully increase learning for K–12 students and are especially effective in increasing the achievement of students who are at risk for poor learning outcomes. A range of studies shows that many tutoring programs generated learning gains in reading and mathematics, with greater gains attained in reading at early grades and math at older grades. The U.S. Department of Education’s Institute of Education Sciences (IES) signaled the importance of building the research based on tutoring programs and scaling up effective interventions when it launched Operation Reverse the Loss in late 2020. IES received $100 million from the American Rescue Plan to conduct research related to learning disruptions caused by COVID-19.
 

Recommendations for Choosing and Implementing Tutoring Interventions

Tutoring Supports in States

• In 2020, the Tennessee Tutoring Corps recruited 1,000 college students to tutor students entering grades 1–4 during the summer to address student learning needs.

• With support from federal funds, the Louisiana Department of Education launched a $1 million initiative to create a library of supplemental tutoring lessons aligned to state curriculum standards in English and math.

• Leaders in Maryland and Oklahoma have announced plans to leverage federal stimulus funds to create grants to address the impact of COVID-19, and identified tutoring as one of the approaches that families and schools may use.

• Texas is developing high-quality instructional materials to address student learning needs that can be used in summer learning programs and other learning settings.

The American Rescue Plan includes $129 billion in education funding for new programs and interventions designed to address the impact of the pandemic on student learning. To that end, here are four recommendations to help leaders interested in exploring the use of evidence-based tutoring interventions to accelerate student learning and address pandemic-related learning disruptions.

1. Use evidence-based tutoring models.

Before implementing a broad-scale tutoring program, education leaders should examine the demonstrated effectiveness of different tutoring models and programs to ensure that they are backed by evidence. Evidence-based practices are practices informed by research that lead to improved educational outcomes. Systematic reviews of the research on tutoring have found that “high dosage” tutoring—tutoring that happens in a one-on-one relationship or in small groups at least three times a week—generates positive gains for students in reading and math. In addition, a brief from the Annenberg Institute at Brown University describes design principles for effective tutoring based on rigorous education research, and it covers tutor-to-student ratios, tutoring frequency, focus, and curriculum.

Education leaders can leverage a number of resources to identify evidence-based tutoring models and practices. The What Works Clearinghouse reviews existing education research on various education programs and practices to identify “what works” in education. Its resources include a rapid review of the evidence on distance learning that includes studies of online and computer-based tutoring programs.

Further, the National Center on Intensive Intervention, led by AIR, has developed a series of charts to help educators and families select academic and behavioral assessment and tutoring intervention tools. Resources from the center include a chart comparing research on various academic interventions; an overview of the Taxonomy of Intervention Intensity, which helps educators ensure tutoring interventions are aligned to students’ needs; and a suite of companion resources focused on the taxonomy.

2. Ensure tutors are qualified to deliver the selected model.

Delivering a tutoring lesson to an individual student or small group of students calls upon different skills than those needed to deliver a lesson to a large class of students.

Education leaders will also need to consider the workforce required to implement a larger-scale program and ensure a fit between the type of intervention and staff training and skills. Delivering a tutoring lesson to an individual student or small group of students calls upon different skills than those needed to deliver a lesson to a large class of students. Systematic reviews of tutoring programs have found that tutoring efforts generally are more effective at increasing student learning when led by teachers. However, some evidence-based interventions have been validated with tutors who may not be certified teachers, such as non-teacher school staff, college students in the education field, and service fellows. Recent studies suggest that tutoring programs that use AmeriCorps members and paraprofessionals can be as effective as teacher-led programs in one-to-one or small group settings. Further, research shows that tutoring offered by nonprofessional and family members benefits students, but the benefits are smaller than for tutoring conducted by professionals or paraprofessionals

Leaders should consider the type of training needed to build tutors’ content knowledge and facilitation skills, as well as the ongoing supports that tutors will need throughout their relationship with students. Parents and family members who provide additional academic support may especially benefit from clear, accessible materials that provide scaffolding for how to engage and work with a child on a given learning task.

3. Create conditions for learning.

We know that all students have the potential to thrive when they experience safe, equitable, and engaging learning environments. Building strong, positive relationships between tutors and students can generate meaningful outcomes for students beyond academic gains. Drawing from a synthesis on the science of learning and development, the SoLD Alliance partners have articulated whole-child design principles for education systems; the first principle is that learning environments should support positive developmental relationships that we know have the potential to increase students’ sense of belonging and connection at school.

Given the contexts and experiences that students and tutors alike will bring to the table, education leaders should equip tutors with support and guidance so that they cultivate meaningful relationships with students to bolster their resiliency and engage them in learning—within the tutoring context and beyond.

4. Monitor and support quality implementation.

Carefully designing and implementing tutoring programs—as well as setting up rigorous monitoring systems—can allow education leaders to adjust and target interventions to the greatest needs.

Broader scale efforts to implement tutoring services have taught us that leaders need to monitor implementation. A good example of this is the No Child Left Behind Act of 2001, which provided funding for students in Title I schools to access tutoring services. Many states did not have the capacity to monitor the supplemental education services being offered, nor could they conduct more rigorous evaluations of the programs to understand their efficacy. Carefully designing and implementing tutoring programs—as well as setting up rigorous monitoring systems—can allow education leaders to adjust and target interventions to the greatest needs.

Leaders may want to review materials from the National Center on Intensive Intervention, which identified five considerations for the effective implementation of an intervention: student engagement, program specificity, adherence to the intervention plan, quality of delivery, and the duration of the intervention. Tools from the center can support educators as they implement and monitor interventions and assessments.

Throughout the lifecycle of the tutoring program, leaders can incorporate practices from continuous improvement science to collect data, build in flexibility, make adjustments, and reflect on what’s working—and what’s not. In our work with district and school leaders through the District and School Improvement Center, we have found this approach allows leaders not only to implement and monitor ongoing feedback loops, but also to make data-based decisions that lead to improvement for all students.
 

Next Steps

Just as the COVID-19 pandemic has lasted longer than many of us anticipated, education leaders also should be prepared that the process of recovery and rebuilding from the pandemic also will take time. The federal stimulus funding for K-12 education provides an opportunity for states to invest in new programs and opportunities, and leaders must consider both the scalability and sustainability of these programs to meet students’ needs for academic support—and understand that these needs may extend beyond 2021. These investments also provide an opportunity to build the lasting capacity of the education system to provide universal and intensive, individual supports and leverage research to accelerate student learning.

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Vint Hill Educational Services offers small pod tutoring for grades K-12. Students can work with a tutor in a small group setting of 2-5 students. Sessions can take place at our offices, a local library, in student homes, at public facilities, or virtually through Lessonspace. The students in the pod should be enrolled in the same class or currently studying the same subject. Multiple subjects can be covered in the same pod. Special pod tutoring rates apply. Please contact us to learn more.

The Six Pillars of Community Schools

As an organization that Vint Hill Educational Services reveres, the National Education Association (NEA) is more than 3 million people—educators, students, activists, workers, parents, neighbors, friends—who believe in opportunity for all students and in the power of public education to transform lives and create a more just and inclusive society.

NEA and its leaders and members in public schools across the country, have joined with families, communities, school districts, and other key partners, to implement a powerful tool to achieve “the promise of public education to prepare every student to succeed in a diverse and interdependent world.” Community schools provide not only tremendous opportunities for learning and success for students, but also offer hope, opportunity, and transformation to entire communities.

The Community Schools Model advanced by NEA includes six pillars of practice. Unlike most public education models, these pillars are adaptable to the needs of an individual school’s students, staff, families, and community and pay particular attention to creating, supporting, and sustaining a culturally relevant and responsive climate. NEA was instrumental in ensuring the inclusion of two pillars—high-quality teaching and learning and inclusive leadership.  

Strong and proven culturally relevant curriculum

Educators provide a rich and varied academic program allowing students to acquire both foundational and advanced knowledge and skills in many content areas. Students learn with challenging, culturally relevant materials that address their learning needs and expand their experience. They also learn how to analyze and understand the unique experiences and perspectives of others. The curriculum embraces all content areas including the arts, second languages, and physical education. Teachers and education support professionals (ESP) are engaged in developing effective programs for language instruction for English learners and immigrant students. These schools offer rigorous courses such as Advanced Placement or International Baccalaureate. They provide learning and enrichment activities before and after the regular school day, including sports, the arts, and homework assistance. Schools address the needs of parents and families through programs such as English-as-a-Second-Language classes, GED preparation, and job training programs.  

High-quality Teaching and Learning

Teachers are fully licensed, knowledgeable about their content, and skillful in their practice. Instructional time focuses on learning rather than testing. Individual student needs are identified and learning opportunities are designed to address them. Higher-order thinking skills are at the core of instruction so that all students acquire problem solving, critical thinking, and reasoning skills. Educators work collaboratively to plan lessons, analyze student work, and adjust curriculum as required. Experienced educators work closely with novices as mentors, coaches, and “guides on the side,” sharing their knowledge and expertise. ESP members take part in professional learning experiences and are consulted and collaborate when developing plans to improve instruction. Together, educators identify the methods and approaches that work and change those that do not meet student needs.  

Inclusive Leadership 

Leadership teams with educators, the community school coordinator, and other school staff share the responsibility of school operations with the principal. This leadership team ensures that the community school strategy remains central in the decision-making process.  

Positive Behavior Practices (including restorative justice) 

Community school educators emphasize positive relationships and interactions and model these through their own behavior. Negative behaviors and truancy are acknowledged and addressed in ways that hold students accountable while showing them they are still valued members of the school community. All members of the faculty and staff are responsible for ensuring a climate where all students can learn. Restorative behavior practices such as peer mediation, community service, and post-conflict resolution help students learn from their mistakes and foster positive, healthy school climates where respect and compassion are core principles. Zero-tolerance practices leading to suspension and expulsion are avoided.  

Family and Community Partnerships

Families, parents, caregivers, and community members are partners in creating dynamic, flexible community schools. Their engagement is not related to a specific project or program, but is on-going and extends beyond volunteerism to roles in decision making, governance, and advocacy. Both ESP and teachers are part of developing family engagement strategies, and they are supported through professional learning opportunities. Their voices are critical to articulating and achieving the school’s overall mission and goals. When families and educators work together, students are more engaged learners who earn higher grades and enroll in more challenging classes; student attendance and grade and school completion rates improve.  

Coordinated and Integrated Wraparound Supports (community support services) 

Community school educators recognize that students often come to school with challenges that impact their ability to learn, explore, and develop in the classroom. Because learning does not happen in isolation, community schools provide meals, health care, mental health counseling, and other services before, during, and after school. Staff members support the identification of services that children need. These wraparound services are integrated into the fabric of the school that follows the Whole Child tenets.  Connections to the community are critically important, so support services and referrals are available for families and other community members.  

To learn more about Community Schools, click the link below.

LEARN MORE ABOUT COMMUNITY SCHOOLS

Summer Mock Test Dates
with a Live Virtual Proctor 

 

VHES offers online mock SAT and ACT tests Saturdays at 9:00 am through Lessonspace, a teaching platform that enables our proctors to oversee virtual exams and gauge students' test readiness. Upon registering for mock tests, students will receive a test packet in the mail that includes the following:

• ACT/SAT answer sheet

• ACT/SAT test booklet

• Testing instructions

Please sign up no later than Monday during the week of the mock test. The day before each test, students will receive an emailed link to join the virtually proctored test.

Upon completion of the test, parents and students receive a 9-page diagnostic report showing how the student is performing in each dimension of the SAT or ACT. This detailed report is used to establish a baseline score, is the basis for test-prep planning, and is instrumental in helping us customize a tutoring program that addresses the most pertinent test sections. For students taking both the ACT and SAT, we also provide a concordance chart with test recommendations. See what our baseline test reports look like: ACT and SAT. There is a $25 test registration fee.

Register for a mock test by clicking on a specific test date below. 

Mock ACT test dates:

August 14, 2021

Mock SAT test dates:

August 7, 2021

August 21, 2021

Visit our Mock Testing page to learn more.

ACT Introduces Recommendations and Diagnostics (RAD) Engine, a Breakthrough in Personalized Learning

ACT announced a breakthrough software capability designed to guide students to education resources that address their individual learning needs.

The Recommendations and Diagnostics (RAD) engine, delivered through an application programming interface (API), was recently integrated into ACT Academy™, ACT’s free online learning tool. ACT Academy helps students improve their academic skills by giving them access to its collection of online learning resources. Each student receives a personalized study plan, based on ACT Academy’s diagnostics or scores on the ACT test, PreACT®, or an official ACT practice test.

As students take quizzes or tests on ACT Academy, RAD continuously tracks their mastery of specific academic skills. Then, based upon the results, it recommends education resources—including lessons, videos, games and other content—that address key skills the student has not yet mastered. It’s all done in real time.

RAD was developed by ACTNext™, ACT’s multidisciplinary innovation unit, using the principles of computational psychometrics (AI-based algorithms fused with psychometric theory).

“The RAD engine makes it easy for students to identify their own particular academic deficiencies and address them,” said Alina von Davier, senior vice president of ACTNext. “It’s the first of its kind, and it’s a huge step in providing students with personalized learning, one of ACT’s key goals as it transforms into a learning, measurement, and navigation organization.”

While ACT Academy is the first online learning platform to integrate the power of the RAD engine, it will not be the last. ACT envisions many more potential uses of the capability in the future. RAD can be integrated into any system that has a set of learning standards underlying its instructional content, and it was developed in such a way to make it adaptable by assessment and learning programs with ease and efficiency.

For example, in addition to ACT Academy and the ACT Holistic Framework®, the RAD engine may interface with other measurement resources based on skills hierarchies, such as specific state learning standards, Next Generation Science Standards, and the Common Core State Standards.

ACT is also partnering with Smart Sparrow, a courseware design platform provider, in order to deliver RAD in an easy-to-configure way to thousands of courseware design teams worldwide.

More information about the RAD engine can be found on the ACTNext website.