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Case Studies

Our school work spans Title 1 schools, charter schools, public schools, and private schools. Specific data and test scores can be provided upon request and school approvals.

In-School Tutoring Examples

Maximize Free Time in High School

Challenge:

Baltimore Design School’s (BDS) last block of the day was reserved for advisory, homework, and intervention time. However, because it was the last period of the day, students were not always productive during this time. School leadership wanted better use of that time by supporting their 8th and 9th graders with additional math support.

Solution:

Eurekii provided live, virtual instruction during the last block period to review and solidify skills learned in math class. The groups were divided so that there were both enrichment and intervention groups. Each group met virtually twice a week with five to eight students per group. Eurekii communicated with the math teachers to design the small group instruction so that the coordination of in-class and small groups were aligned, yielding maximum potential growth.

Results:

The majority of students and teachers reported the sessions positively impacted learning and school performance. This intervention will be in place for the remainder of the school year.

Enrich Grades PreK-3 Learners

Challenge:

New Song Academy’s focus has always been on intervention and those students performing at the lowest levels. Children who were at or above grade level coming into Pre-K eventually fell behind by 2nd or 3rd grade.

Solution:

Eurekii created their first Enrichment program to push students at or above grade level in math starting in the earliest grades (Pre-K-3). Students were challenged with Eurekii tutors while classroom teachers worked with a smaller group of students who needed additional support. Enrichment students had opportunities for additional practice afterschool to further accelerate their progress.

Results:

Teachers and parents both reported strong results as a result of the program with students working on problems one or two grade-levels above what was expected. Based on the success, the school has expanded the program to include more grades.

Strengthen Reading Levels

Challenge:

Historic Cherry Hill Elementary and Middle School had multiple reading levels in each grade and wanted more support during in-school reading time. Teachers were not able to differentiate and support all learners in the classroom.

Solution:

In tight coordination with the grade level teacher, the Eurekii team of tutors worked with a designated set of students for nine-week periods, ensuring growth and personalized attention within that time frame. Weekly lessons and detailed notes were shared and aligned with classroom expectations.

Results:

Because of the positive results in the first nine weeks, the school has expanded reading support to the majority of the students in the school.

Increase Your Math Instruction Capacity

Provide Math Instruction

Challenge:

New Era Academy High School was not able to find a qualified math teacher for Algebra 1 or Probability and Statistics. Their current long-term substitute did not have the content or pedagogy knowledge to effectively instruct students. Their current substitute was eager to learn math and the school saw this as an opportunity to strengthen her skills.

Solution:

Eurekii provided live, virtual instruction during each class period. Eurekii instructors were responsible for the lesson plan, homework assignments, quizzes and tests with answer keys for the substitute to grade. The substitute ensured students were logging on, confirmed attendance and participation, and facilitated the completion of classwork, quiz, and homework. The substitute was also able to engage with students afterwards about the content learned.

Results:

The majority of the students reported learning the same or more math than prior years and are enjoying the classes. Pre- and post- test results confirmed student participation and learning.

Support Long-Term Substitutes

Challenge:

Lillie May Charter School was not able to find certified math teachers for their 7th and 8th grade classes. They brought in two long-term substitutes– one who had the math understanding but not the math pedagogy. The other was an experienced teacher, but not in 7th grade math. Lillie May wanted to invest in the two substitutes to become certified teachers through the alternative certification program.

Solution:

Eurekii trainer met with each sub once a week going through specific content the teachers were to teach that week. The sessions included content review to confirm math understanding and proficiency with several pedagogical strategies to best convey the content. Sessions included discussion of common misconceptions and areas for differentiation, as well as opportunities for enrichment and challenge.

In conjunction with the substitute training, the Eurekii team provided live, small group, in-class virtual tutoring for students during intervention blocks to ensure content understanding.

Results:

Substitutes reported stronger understanding and appreciation of mathematics. Students working with small groups had gains in scores, moving towards and exceeding expected proficiencies.

Build Instructor Pipeline

Challenge:

Rosemont Elementary Middle school needed time to find math teachers and support staff. The original task was to bring in many tutors, however, that solution was expensive, not scalable, and did not fix their instructor pipeline challenge.

Solution:

Working with the school, Eurekii recruited, qualified, and trained eight people from the school community to support students while positions were being filled. Tutors went through content and pedagogical training as well as best-practices tutoring techniques. Four candidates were recommended for hire based on math content pre- and post test results, as well as their ability to effectively tutor. The other four were not recommended but are now supporting their community with their new math understanding.

Results:

By recruiting from the community, the school has identified those who have connections with the school and students, making it easier for the tutors to stay with the school. The four recommended tutors are now successful, full-time paraprofessionals. The principal is using this model as a case study with the district to help other schools bring in staff that are
invested in the school. Each of the tutors are working to improve outcomes for a small group of students with the goal of moving those to grade-level by the end of the year.

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