Family & Community Students & Families Student and Secondary Support
21st Century Community Learning Centers (CCLC) Grant Program
(Federally funded through NCLB Title IVB - Fund Code 647)

Promising Practices - Ware High School

I. Program Info

II. Learning Outcomes

Homework Assistance

Homework

 

Academic Outcomes

Math Communication

Math Problem Solving

Reading

Verbal Communication

Written Communication

 

SAYO Intermediary Outcomes

Engagement in learning

Initiative

Communication

Relationships with adults

Relationships with peers

III. Narrative

1. Project Description:

   Select high school students with no lower than a "B" in any class are hired to tutor students in eighth and ninth grade who are in danger of failing or not being promoted to the next grade level. Tutors ensure the students understand and finish the assigned homework for the day. The tutors support the acquisition of problem solving skills as they help students work through their assignments and require the students explain how they arrived at an answer rather than just giving answers. Reading is supported, as the students are required to read on a daily basis whether it is a complicated chapter or simply a set of directions. Verbal communication is addressed because students must communicate with their tutors about what a problem is asking and "how" they arrived at an answer. Bill Griffin, who is the school adjustment counselor for the 8th and 9th grade students, serves as the facilitator of the program. He is familiar with the students' academic history and personal circumstances. He and the 21CCLC director decide if a student is a candidate for the program. Bill communicates daily with the students' school-day teachers to gather their assignments and class project information and to discuss how the students are doing. We chose 20 prospective students, contacted their families, received approval, and began. The ratio is one tutor to two students (1:2).

2. Needed materials and costs:

   The materials needed for the program are very limited. Pencils, pens, index cards, rulers and enthusiasm are all that is needed. The costs of the program are as follows: One facilitator @ $25 per hour. Ten tutors @ $7.50 per hour. One facilitator: $25/hr x 2.5 hrs. + 10 student tutors: $7.50/hr x 2.5hrs. = $250 per day. The program runs from 1:50 p.m. to 3:15 p.m. whereupon the students are picked up by bus or walk home. The bus is free of charge since it is also our elementary day bus.

3. How do you know this practice is having a positive impact on students?

   Students have shown improvement in grades since the beginning of the tutoring program. Their teachers have reported on these improvements and provided letters of support for this application. We also received positive feedback through a MA Department of Elementary and Secondary Education site visit about the quality of student interactions.

4. If applicable, describe strategies that were used to help overcome barriers you may have faced.

   I have faced two major barriers in the implementation of this program. One is the fact that you simply cannot force a student to stay after school regardless of their academics. We needed the parents to come on board and know that we were doing this to help, not to punish or embarrass those chosen, and to assure us that their children would be there. Secondly, we had to create parameters stating that if the student misses several days without reason they would be removed from the program and replaced by another student. We also had to limit this group to those who were in danger of failing all their classes, not just having a little bit of difficulty in one. We decided to do it this way because it made it more likely that students would show up for help, and as we're paying staff daily to show up, we need to make sure students are there as well.

5. What factors do you think have contributed most to the success of this practice?

   The factors that have contributed most to this program are the facilitator and the tutors. Without a good staff, the program would have been a shambles. The tutors are young and enthusiastic since they can help other students and get paid at the same time. The facilitator is the glue of the program. Being the adjustment counselor he knows exactly what trouble areas to pinpoint and improve on. He takes much pride in this position and it shows because of the positive results.

6. What suggestions do you have for others regarding potential improvements?

   A program like this requires the right timing and many groups must be on board for success. Parents, bus companies, staff, and the students must work together for optimum achievement.