West | September 22, 2021
This three-part webinar series will address high-quality tutoring as a strategy for accelerating learning after disruptions during the COVID-19 pandemic.
The target audience for this series includes local education agency (LEA) staff and school-level staff who have questions about choosing and implementing tutoring programs or approaches and state education agency (SEA) staff who have been tasked with distributing and vetting the use of ARP funds and seek information on evidence-based practices to assist districts and schools in choosing tutoring approaches.
September 22, 2021
As states and districts use their federal recovery American Rescue Plan (ARP) funds to accelerate learning over the next several school years, high-quality tutoring is a promising way to address the impact of lost instructional time due to COVID-19 and address student academic needs. Tutoring is highlighted as a key strategy in the U.S. Department of Education’s (ED) ED COVID-19 Handbook, which provides strategies that can be supported by ARP funds to address opportunity gaps exacerbated by the pandemic.
In this 90-minute webinar, presenters will discuss the research base for systematic, high-quality tutoring and share a case study of how one nonprofit high school math tutoring program enacts evidence-based principles.
In the second webinar, participants will build upon knowledge and research presented in the first webinar and become familiar with specific evidence-based tools developed by Brown University’s National Student Support Accelerator, which facilitates district planning, launch, and continuous improvement of effective tutoring programs.
In this third webinar, presenters will share specific models and strategies for addressing reading and math skills used by Reading Corps and Math Corps, two AmeriCorps tutoring programs. The strategies draw on findings from several impact studies and lessons learned from replicating and expanding these programs in 14 states.