PowerPoint Template

High Impact Tutoring:

Program Implementation

As you join us, please:

Introduce yourself via chat with your name,

LEA/Organization, and your favorite summer activity.

Introduction: TEA Team

A few logistical notes:

• Feel free to enter

questions and reactions

in the chat box

throughout

• We will follow up with the

slides and recording

Megha Kansra

Director of System

Support & Innovation

Megha.Kansra

@tea.texas.gov

Lizette Ridgeway

Director of District

Systems and Strategies

Lizette.Ridgeway

@tea.texas.gov

Colby Self

Director of Texas

Tutoring Supports

Colby.Self@tea.texas.

gov

Agenda for Today

Quick Recap of High Impact Tutoring

Update on TEA Tutoring Supports

LEA Spotlight: Spring ISD

High Impact Tutoring Toolkit: Program Implementation

Closing and Questions

Key Principles of High Impact Tutoring

High impact tutoring programs have a

few key attributes

…

…and can have a significant impact on

student outcomes

Well-trained, consistent tutor (can be a teacher,

paraprofessional, teacher candidate) who builds

a strong relationship with students

High quality instructional material aligned to

standards and core classwork

At least three sessions per week for

sustained support, 30 minutes minimum

Data-driven with tutors building sessions around

student strengths and needs

Embedded in the school day or immediately

before or after, to maximize student access

months

Additional progress

One-to-one or small group for individualized

support (1-to-3 maximum ratio recommended)

A 2020 meta-analysis of 96 studies of

high-quality tutoring programs found

that students made 5 months of

additional progress on average, a large

pooled 0.37 effect size

Sources: 1) Kraft, Matthew A., and Grace Falken. (2021). A Blueprint for Scaling Tutoring Across Public Schools. (EdWorkingPaper: 21-335). Annenberg Institute at Brown University: https://doi.org/10.26300/dkjh-s987; 2) Researchers are still vetting the effectiveness of 1:4 groups and currently recommend a careful

approach to 1:4 support, with Dr. Robert Slavin (Johns Hopkins University) recommending: “I would keep careful track of how students are progressing…A lot of kids will be successful at one-to-four [groups] but there may be kids who are not, and I would reserve one-to-one for those who are not” (Source: Education

Week) 3) Nickow, Andre Joshua, Philip Oreopoulos, and Vincent Quan. (2020). The Impressive Effects of Tutoring on PreK-12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence. (EdWorkingPaper: 20-267). Annenberg Institute at Brown University: https://doi.org/10.26300/eh0c-pc52; 4)

Kraft, M. A. (2020). Interpreting effect sizes of education interventions. Educational Researcher, 49(4), 241-253.

High Impact Tutoring Webinars

Overview

The High Impact Tutoring Webinars are intended to provide LEAs with an overview of high impact tutoring. With the

signing of recent House Bills, TEA will be adding additional webinars to the calendar in the near future.

Overview of

High Impact

Tutoring

Program Design

Program

Implementation

Continued

Support For

Implementation

The recording and slides from the first two webinars

can be found on the Strong Start page

May 7, 11 May 26 June 17 Date TBD

TEA Supports

Texas Tutoring Supports

High-Impact Tutoring

Implementation

Workshop Series

LEA Supports

Vetted TX Tutor

Corps

4-week Workshop Series for LEA Academics &

Tutoring Leads

• Guidance and support to design and execute

a high impact tutoring program

• Facilitated decision-making &

implementation support

• Development of key implementation tools

(e.g., training material)

Webinar series for interested LEAs sharing:

• Introduction to high impact tutoring and

implementation toolkit

• Decision-making guidance

• Implementation guidance (e.g., effective

tutor training)

• Additional TEA and/or ESC supports

TEA-subsidized tutoring supports

• TEA-subsidized high-quality instructional

materials

• TEA-subsidized tutoring platform for in-

person and virtual tutoring

• Tutors sourced and trained in alignment

with principles of high impact tutoring

• Ongoing support, assessment-driven

quality checks with LEAs

• Continuous tutor training to improve

program

Statewide

Webinars

Continuum of support level options

TEA is Creating Optional Supports to Help School Systems

Implement Supplemental Instruction (Tutoring) Requirements

Use Vetted Tutor Provider with

Subsidized Curriculum and Training

(Vetted Texas Tutor Corps)

Resources: Vetted curriculum, tutoring

platform, vetted tutor recruitment

organizations, aligned tutor training by

TEA or ESCs, subsidized costs

Timeline: End of July

Build it Yourself

Resources: Statewide Webinar

Series, High Impact Tutoring

Toolkit, High Impact Tutoring

Workshop Series

Timeline: Available Now,

Additional Workshops Coming in

July

Use Pre-approved List

Resources: Clearinghouse of

pre-approved full and partial

tutor program providers

Timeline: End of June

(rolling deadline)

Three Approaches

High Impact Tutoring Implementation Workshop

Series

Date(s)

Event

June 21 – July 16

State

-wide Cohort 1 (application closed)

Beginning in

August

Statewide Cohort 2 and Regional Cohorts

Overview

The High Impact Tutoring Implementation Workshop Series is intended to provide training and coaching to districts to help

them establish high-impact tutoring programs. This training will also serve as a trainer of trainer model to train other

entities such as Education Service Centers to facilitate future workshops.

Timeline

Scope and Sequence

Orientation

Workshop 1: Program Aim

Workshop 2: Identifying Students and Budget Needs

Workshop 3: Hiring and Training Tutors + Materials

Workshop 4: Evaluation and Communication

Host

Amplify is a publisher of K–12 core and

supplemental curriculum, assessment,

and intervention programs for today’s

students.

Build it

Yourself

HB 4545

Overview

HB 4545 specifies the requirement for providing accelerated instruction for students who fail to achieve satisfactory

performance on certain assessment instruments.

Each time a student fails to perform

satisfactorily on an assessment instrument in

grades 3 - 8, the school district shall provide

accelerated instruction in the applicable subject

area during the subsequent summer or school

year and either*:

1. Allow the student to be assigned a

classroom teacher who is certified as a

master, exemplary, or recognized teacher

for the subsequent school year in the

applicable subject area; or

2. Provide the student supplemental

instruction (e.g., tutoring)

Supplemental instruction must:

• Include targeted instruction (e.g., grade level and subject area)

• Be provided in addition to instruction normally provided

• Be provided for no less than 30 total hours – if it takes place in the school year

it must occur at least once per week

• Include effective instructional materials designed for supplemental instruction

• Be provided individually or in a group of no more than 3 unless a parent of

each student authorizes a larger group

• Be provided by a person with training in the materials and under the oversight

of the school district

• To the extent possible, be provided by one person for the entirety of the

supplemental instruction period

*If a district receives funding from the Coronavirus Response and Relief Supplemental Appropriations Act, 2021 or the American Rescue Plan Act of 2021.

Source: https://capitol.texas.gov/tlodocs/87R/billtext/pdf/HB04545F.pdf#navpanes=0

HB 4545 (cont.)

Overview

HB 4545 specifies the requirement for providing accelerated instruction for students who fail to achieve satisfactory

performance on certain assessment instruments.

Other Information

• Each school district shall establish a process allowing for the parent or guardian to request that the student be assigned to a

particular classroom teacher in the applicable subject area of the subsequent school year, if more than one classroom teacher is

available.

• The educational plan must be documented in writing, and a copy must be provided to the student ’s parent or guardian.

• The board of trustees of each school district shall adopt a policy to allow a parent to contest the content or implementation of an

educational plan.

• If the student fails again, the superintendent shall meet with the accelerated learning committee to identify the reason and

appropriate path forward.

*If a district receives funding from the Coronavirus Response and Relief Supplemental Appropriations Act, 2021 or the American Rescue Plan Act of 2021.

Source: https://capitol.texas.gov/tlodocs/87R/billtext/pdf/HB04545F.pdf#navpanes=0

LEA Spotlight

Spring ISD: Integrated Small Group Instruction

Spring ISD: Integrated Intervention Blocks

Spring ISD: Overview of 2020-21 Tutoring Program

Program Focus

• Small group accelerated high dosage

tutoring in reading, writing, math, and

language development (ELs)

• Students were identified based on Fall

STAAR Interim Assessment

results

• Student Selection for High Dosage Tutoring

▪ Targeted campuses were our 6 redesign schools

▪ Students who were served in Special Education

▪ Students who were English Language Learners

▪ Students with the greatest achievement gaps and

who had multiple-year skill deficits

▪ Students in Grades K-8

Spring ISD: Overview of 2020-21 Tutoring Program

Structure

• Integrated into the students

school day

• 45 minutes (Sessions)

• 5 times per week

Spring ISD: Overview of 2020-21 Tutoring Program

Tutor Selection Partner

▪ Live high-quality tutors

▪ Tutors available in alignment

with student’s home language

▪ 4:1 Student/teacher ratio

▪ Highly engaging/SEL

integration

▪ Data monitoring (dashboard &

weekly/biweekly data debrief)

▪ Schoology integration

▪ Texas Based Company

▪ True TEKS/STAAR Alignment

Spring ISD: Implementation and Lessons

Learned

Data Action Planning & Student Growth

Spring ISD: Implementation and Lessons

Learned

Spring ISD: Implementation and Lessons

Learned

Data Action Plan and Student Growth

Spring ISD: Implementation and Lessons

Learned

Engaging the Stakeholders

Spring ISD: Plans for Next Year

High Impact Tutoring Toolkit: Program Implementation

Introduction to High Impact Tutoring Toolkit

The High Impact Tutoring Toolkit outlines the foundational

principles and key considerations that all LEAs should consider

when implementing a high impact tutoring program.

Table of Contents

➢ Background and Research

➢ Key Principles of High Impact Tutoring

➢ Program Design

▪ Assembling The Team

▪ Selecting A Program Focus

▪ Student Prioritization

➢ Creating the Structure

▪ Scheduling

▪ Dosage

▪ Delivery Mode

➢ Selecting a Tutoring Provider

➢ Identifying High-Quality Instructional Materials

➢ Program Implementation

▪ Training Tutors and Providing Ongoing Support

▪ Curriculum and Instructional Strategy

➢ Engaging Stakeholders

➢ Evaluating the Program

➢ Ensuring Equity

Training Tutors and Providing Ongoing Support

Key Principles for Tutor Training

1. All tutors, regardless of their experience

and background, benefit from continued

training

2. The design of the tutoring program will

influence training content

3. Student data should also inform training

content

4. Pre-Service Training should focus on

building knowledge, while in-service

training should hone skills

Best Practices for Ongoing Support

1. Create a culture of open

communication and feedback

2. Support tutors in creating their own

goals

3. Plan for regular observation and

debrief cycles

4. Invest in developing a rubric or fidelity

checklist specific to your model

Instructional Strategy

Example Session Structure

1. Session Opening: Relationship Building

2. Data Touchpoint

▪ Assess the student’s current mastery of a relevant skill

3. Framing and Objective

▪ Introduce the session’s topic or focus and clearly state today’s learning objective

4. Mini Lesson & Explicit Model

▪ Explicitly model the step-by-step process that students will use to reach the session’s

learning goal

5. Purposeful Independent Practice

▪ Provide plenty of time for multiple “at-bats”

6. Formative Assessment

▪ Let students demonstrate their progress; an exit ticket is often used

Engaging Stakeholders

Internal Communication (District and Campus Levels):

1. Communicate the purpose, mission, and goals of the tutoring program

2. Establish continued communication and collaboration channels

3. Solicit additional input from internal stakeholders

External Communication (Parents and Families):

1. Communicate clear expectations about the purpose and desired goals

2. Be transparent; provide specifics related to the setting, tutor background, and

safety measures put in place

3. Continue to solicit feedback and provide an open channel of communication

Evaluating the Program

LEAs seeking to effectively use data in their tutoring program should develop: (1) a performance

measurement plan and (2) regular routines for data review

1. A Performance Measurement Plan

outlines how to assess a program’s

progress and assess whether the

program is on track.

2. Data Review is the process of

collecting data, reflecting on it, and

distilling it into actionable insights.

Regular cycles of Data Review will

ensure that the tutoring program

maintains consistent progress toward

its goals.

Excerpt from an example performance measurement plan

Closing & Questions

We’re Here To Help!

Please contact us with any questions! We have a dedicated

communication stream to empower and enable success

around high-impact tutoring work.

Email: TexasT[email protected]xas.gov