2018 National Title 1 Conference Jeremy Koselak Jeremy.koselak@d11 @koselak37 Brad Lyall

1. 2018 National Title 1 Conference Jeremy Koselak Jeremy.koselak@d11.org @koselak37 Brad Lyall lyallbrad@gmail.com @Brad_Lyall The Revitalized Tutoring Center: Disrupting Inequity Through the Power of Peer Tutors

2. Believing that every/each student can learn at a high level for college and career …and that it is our responsibility to ensure they have enough time and support If so... Clarifying Why

3. to get students “back on track”  • before they fall behind,  • when they behind and  • after they fall behind to ensure they graduate college and career ready at the: • Teacher level • PLC, Course, Department Level • School Level What do you do in your schools (systematically)? 

4. Changing demographics, more at risk, less prepared • Gaps widening, high failure rates for freshmen in math and ELA • Math tutorial, remedial, yearlong placement, or below grade level placement  • Double-dipping most at risk students, who still struggled • Movement to alternative school Our Story

5. Provide Flexible Tier 2 (beyond just remediation) • Embedded in School day (in our control) • Systematic and sustainable way to ensure students aren’t slipping through the cracks • Be preventative and responsive (in a layered manner) • Empower PLCs and their formative assessment process • Actualize the Core Belief...that all students can achieve and it is our job to collectively provide the time and support Creating a Better Way...

6. The Revitalized Tutoring Center! What did we come up with?

7. Evolving Model (started small…) • Hub of support, meeting supply and demand • It is open to all, and directive to some • Open all day, everyday* • System of Layered, Intentional, Flexible Supports • Teacher as conductor... • Leverage peer tutors in partnership with PLCs… • Tutors (peer and community) providing small group support for academics and SEL, mentoring • Bridge (for student and the system)  Picture This 

8. Preventative Support Homework help & skill development Responsive Support Reteach & revisions Test preparation & test taking strategies Salvage and Recovery Retest & rewrite Target credits to save Recover credits Work ethic, organizaiton & study skills Mentoring & motivation The Convergent Process: Layering Preventative & Responsive Supports

9. A room • 1-2 teachers • A cadre of willing peer tutors • The will to try something new and continuously improve What was the cost? 

10. Pause to Ask Quick Questions to Clarify the Picture

11. Palmer HS: % Receiving Free and Reduced Lunch 1735 Students 49.5% White 31% Hispanic 5-7% SPED 4-7% ELL

12. Evidence of effectiveness FRL

14. No Surprise...  Research already pointed to this (Hattie, Tom Many, Dufours, Bloom, and many others) Not surprising why this works: --more time with academic work in small group setting with ample error analysis and….. Benefits accrue to both tutor and “tutee”

15. Research says… • Bowman-Perrott and colleagues summarized the findings from previous reviews to note that “peer tutoring is an effective intervention regardless of dosage, grade level, or disability status” • Over 300 books and 7000 research articles clearly indicating the benefits of peer tutoring (Gordon, Morgan, Ponticell, & O’Malley, 2004)

16. Research says… • As the National Drop Out Prevention Network has pointed out, tutoring in general and cross-age peer tutoring in particular is one of the most cost effective way to improve academic outcomes available to schools today. • It consistently proves itself to be an “enormously resource efficient procedure” (Dufrene, et. al, 2010)

17. Research says… To optimize the impact of peer tutors, schools should be • Intentional • Systematic • Flexible

18. ? ? ? ? Tutoring Center ? ? CORE COMPONENTS—What do you predict?

19. Professional Learning Communities Peer Tutors Leadership Support Personnel Tutoring Center Access Environment CORE COMPONENTS

20. “Relentlessly respectful, respectfully relentless”​ • A dedicated certified FTE with support from admin, PLC teams, counselors, departments.  • Different gig than teaching…more like running a business​ • With several traits that lead to greater success:​ • Entrepreneurial ​ • Great with Students--high expectations blended with empathy– • Focus on Improvement (data driven)​ • Invest in the champion’s mental health and well-being PERSONNEL: Who will be the champion?

21. Pause and jot down the answers to this question, as well anything else that comes to mind thinking of personnel.   • Who are 2 –3 people that come to mind when describing this role? Time to Think Personnel

22. Educators working in collaborative teams, with a results orientation, represent the best way to guarantee high levels of learning.​ • This is about never giving up on students and building a growth mindset. A formative shift---my students haven’t learned that…yet.​ PLC as Guiding Culture & Beliefs

23. Amplifying PLCs and RtI/MTSS  to provide a viable “middle tier” support structure & enhance PLC’s active collaboration 4 C’s of RtI: • Concentrated Instruction (ELO) • Collective Responsibility • Convergent Use of Data (CFA) • Certain Access (DuFour’s, Eaker, Many; Mattos, Bufum and Weber) PLCs linked to TieredSupports

24. clarify essential outcomes by grade or course (for college and career).  • establish SMART goals and monitor their progress on those. • develop common formative (short-cycle) assessments.  • analyze assessment results in order to  • improve assessment/curriculum • identify effective instructional approaches • identify students by name and need for intervention and enrichment • plan for, deliver, and monitor the impact of intervention by name and need.  • improve instructional strategies through job embedded professional development (observe one another, lesson study, seek help based on identified needs) • innovate responsibly based on action research  (Adapted from DuFour and Many) Read: High Leverage actions of PLCs

25. Consider both the beliefs and high leverage actions of PLCS: • Discuss how a Revitalized Tutoring Center Harnesses the Power of PLCs while also being Empowered by them. Time to Collaborate--PLC

26. Building leaders through service​ • Recruiting is ongoing and diverse • Training initially is essential • Why—making students feel valued, focus on positives, ok to make mistakes! • Do’s and Don’ts • Role Play (emphasize asking questions) • Curriculum • Regular feedback and re-training • Peer tutor rubric​ • Training guide (role playing, practice)​ Peer Tutors (and Community Volunteers)

27. What questions do you have about Peer Tutors?

28. Focus on what you can control: in the school day, all day every day​ • Open to all, Directive to some*​ • With admin support​ • Study hall/study skills, distributed advisory​ •     …other ideas (even less than ideal)? ​ • ​ • ​ ACCESS to Students

29. Pause and jot down the answers to these questions, as well anything else that comes to mind thinking of access.   • What existing structures would allow access to students in the school day for flexible support? • What model of access would most likely fit your situation? (e.g., study hall, intervention class, distributed advisory) Time to Think Access

30. What current space is underutilized and conducive for a tutoring environment? Time to Think Environment

31. Who is the #1 ally who needs to get behind the model?   Time to Think Leadership

32. It is all about the PLCs and access points​ • Beware of the “band-aid” effect​ • Focus on the tutors!​ • Watch for burn out​ • The tutoring center is not enough--if we don’t better hook students into their “purpose” behind their diploma, even the best of interventions and programs can only do so much...​ • Long term approach, not a short term fix​ • Shift towards Competency Based Learning (H.O.W., SAT, etc.) OBSTACLES AND LEASONS LEARNED

33. Book Signing (Q/A) at 12, Book Store in Exhibit Hall Jeremy Koselak Jeremy.koselak@d11.org @koselak37 on twitter Brad Lyall lyallbrad@gmail.com @Brad_Lyall Contact & Follow Up Support

34. Bloom, B. S. (1984). The 2-sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher, 13(6), 4-16. Bowman-Perrott, L., Davis, H., Vannest, K., Williams, L., Greenwood, C., & Parker, R. (2013). Academic benefits of peer tutoring: A meta-analytic review of single-case research. School Psychology Review, 42(1), 39-55. Buffum, A., & Mattos, M. (2011). Simplifying response to intervention: Four essential guiding principles. Solution Tree Press. DuFour, R., & DuFour, R. (2013). Learning by doing: A handbook for professional learning communities at work TM. Solution Tree Press. Dufrene, B. A., Reisener, C. D., Olmi, D. J., Zoder-Martell, K., McNutt, M. R., & Horn, D. R. (2010). Peer tutoring for reading fluency as a feasible and effective alternative in response to intervention systems. Journal of Behavioral Education, 19(3), 239-256. Gordon, E. E., Morgan, R. R., Ponticell, J. A., & O'Malley, C. J. (2004). Tutoring solutions for No Child Left Behind: Research, practice, and policy implications. NASSP Bulletin, 88(638), 59-68. Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge. Koselak, J., & Lyall, B. (2016). The Revitalized Tutoring Center: A Guide to Transforming School Culture. Routledge. National Dropout Prevention: http://dropoutprevention.org/effective-strategies/mentoring-tutoring/resources/ Wexler, J., Reed, D. K., Pyle, N., Mitchell, M., & Barton, E. E. (2015). A synthesis of peer-mediated academic interventions for secondary struggling learners. Journal of Learning Disabilities, 48(5), 451-470. Research