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Accountability
Targeted Assistance
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Provider: Club Z! In-Home Tutoring Services
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| Provider Details |
| Program Areas: | Reading, Mathematics |
| Grades: | K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Post 12 |
| Place of Service: | Student's School, Student's Home, Place of Religious Worship, Community Center, Other |
| Type of Organization: | For Profit |
Experience with:
Limited English Proficient (LEP) students: Yes
Students with disabilities: Yes |
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| Program Description (written by provider) |
| Club Z! delivers the individualized instruction students need to meet their academic goals in reading and mathematics. Club Z! specializes in working with all students, including those with disabilities and English language learners. Club Z! develops a customized program aligned to the Massachusetts Curriculum Frameworks for each student for advanced academic achievement. Club Z! instructors travel to each student's home so parents/guardians are not required to provide transportation to and from a learning center. Club Z! also offers small group instruction where students are tutored in groups of no more than 5 students per instructor directly after school hours. Students who complete Club Z! supplemental educational services show an average of a year’s worth of growth, so start your child on the road to academic success by joining the Club Z! club today! |
| Evidence of Effectiveness (written by provider) |
The Club Z! Supplemental Educational Services (SES) program has clearly accelerated the academic achievement of economically disadvantaged students, at-risk students, students with disabilities, students from ethnic/racial minorities, and students with limited English proficiency and has data collected from various sources including state assessments, provider independent assessments, and other independent research. For example, the effectiveness of the Club Z! program in Phillipsburg School District (New Jersey) has also been overwhelmingly positive.
Of the students at Andover Morris School (grades three through five) who received supplemental educational services from Club Z! during the 2006-2007 school year, 75% passed the New Jersey Assessment of Skills and Knowledge (NJASK) in the spring of 2007. The Club Z! program has had similar effectiveness in the state of Minnesota as well. Dr. David Heistad, Executive Director of Research, Evaluation, and Assessment for the Minneapolis Public Schools conducted a research study evaluating Club Z! SES for the 2004-2005 school year. Thirty students enrolled in the Club Z! SES program, 73% of whom were English language learners, were assessed using the Minnesota Comprehensive Assessments II for mathematics in 2005.
Matched sample reading results for Club Z! revealed that 27 out of 30 students receiving Club Z! SES interventions demonstrated higher state test scores than students matched on pre-test and demographic characteristics. In addition, 100% of students receiving Club Z! SES language arts instruction showed improvement on the MCAII in reading (Evaluation of SES in Minnesota Public Schools: An Application of Matched Sample Statistical Design, Dr. David Heistad, 2006). A similar comparison study was conducted in the state of Indiana on data collected from state ISTEP+ scores from the 2006 and 2007 school year. Based on matched samples of students receiving supplemental services with Club Z! with other students from their school, a matched comparison revealed that a greater percentage of students receiving services with Club Z! showed growth on the ISTEP+ scale score than those students not receiving supplemental services in English/Language Arts. A higher percentage of students receiving supplemental educational services with Club Z! passed ISTEP+ in 2007 than those not participating in the program.
The matched comparison of students was based on a number of characteristics including grade in school, race, free/reduced lunch eligibility, special education status, limited English proficiency, and 2006 ISTEP+ scale score (Indiana Department of Education, SES Preliminary Evaluation Report). In addition the Club Z! program has demonstrated a positive impact on student performance using nationally norm-referenced assessments published by Pearson Education. Based on an analysis of valid and reliable performance data gathered from Club Z! programs, achievement levels increased drastically for those students completing the Club Z! program.
During the 2007-2008 school year students in Marlborough (Massachusetts) completing the Club Z! SES program in reading showed an average increase of 2 grade levels, and students receiving instruction in mathematics showed an average increase of 3 grade levels. Similarly, in East Baton Rouge (Louisiana), students completing the Club Z! supplemental educational services program (all students from a racial minority) in reading/English Language Arts and/or mathematics showed an average grade level increase of over one full grade level as measured by the Kaufman Test of Educational Achievement. Of the students with disabilities finishing the program, 75% met or exceeded their academic goals and over 93% of all students finishing the program showed academic improvement. This data clearly proves Club Z! SES has had a significant impact on student achievement nationwide.
In Gadsden County School District (Florida), Club Z! administered an SES program specifically serving students with disabilities. Of the 21 students enrolled in the Club Z! program, 15 had specific learning disabilities, 3 of whom also had speech/language disabilities, 4 were diagnosed as emotionally handicapped, and 2 students were emotionally mentally handicapped. Each student was paired with a Club Z! instructor trained on intervention techniques, alternative strategies, and additional methods of instruction that incorporate the provisions outlined in the Individuals with Disabilities Education Act and student IEP and/or 504 plans.
Students in this program displayed an average increase of .9 grade levels in mathematics, 1 grade level in reading, and .7 grade levels in spelling as measured by the KTEA. Club Z! programs have also been analyzed by third party researchers to determine program effectiveness. In 2007 M&I Consulting Network conducted detailed data analysis on the Club Z! program. M&I reported compelling evidence that the Club Z! program benefits student academic performance. Statistical analysis, conducted through two sampled two-tailed t tests assuming equal variances, provides compelling evidence that the positive change realized by the vast majority of students was the result of the Club Z! tutorial program. Nearly all students showed improvement in academic skills as measured by the Kaufman Test of Educational Achievement (KTEA) in reading and mathematics. Many of these students showed statistically significant improvement (P. M&I Consulting Network, Inc. 5318 E. 2nd St. #700 Long Beach CA 90803).
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| District(s) Served |
Please note that these are the districts this provider is approved to serve through this contract. Not all of these districts may be required to offer supplemental educational services through Title I of the No Child Left Behind Act. Check with your school or district for more details.
| All Massachusetts Districts |
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