Date: Wednesday, November 17
Time: 1:00 p.m. (PT) / 4:00 p.m. (ET)
The U.S. Department of Education’s ED COVID-19 Handbook highlights tutoring as a key approach for supporting student academic needs. Tutoring can also be used to address the impact of lost instructional time because of the COVID-19 pandemic. Schools and districts can use funds from the American Rescue Plan to implement high-quality tutoring.
In this third webinar of a three-part series on high-quality tutoring, presenters will share an overview of best practices from research in K-12 tutoring, describe how math and reading goals are addressed in the context of a tutoring program, and provide an example of implementing a reading tutoring program from a district in California.
Participants will:
- Learn about research findings and best practices related to systematic tutoring, focused on math and reading outcomes
- Explore key issues about delivery of reading and math tutoring interventions, including tutor selection, instructional content, assessment of student progress, and tutor oversight
- Hear examples of reading and mathematics tutoring as designed by one national service tutoring program and as implemented program personnel at one district
- Ask questions and receive resources to guide their own work
Speakers
Katie Drummond is a Senior Research Scientist at REL West with over 20 years of experience with evaluation and technical assistance projects related to literacy, early childhood, special education, and professional development.
Lindsay Dolce is the Chief Advancement Officer for ServeMinnesota and the Reading and Math Foundation. She supports continuous improvement and scaling of all strategic initiative and works with emerging states to successfully implement the Reading Corps, Math Corps, and Recovery Corps models.
Marc Hernandez is the founding director of NORC’s Early Childhood Research and Practice Collaborative. He is an applied developmental psychologist with expertise in cognitive development, early childhood and elementary education, both in informal and in formal educational settings.
Sandra Morán Pulles is the Vice President of Equity and Inclusion at ServeMinnesota, with a focus on researching and contributing to the development and implementation of Reading and Math Corps. She aims to bridge research to practice in communities that primarily serve Black and Latino students.
Alicia Sanborn is the Director of Early Literacy and Assessment for Washington Unified School District in Fresno, California. She is responsible for implementing tutoring programs her district to address early literacy needs and weaknesses.