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Training Paraprofessionals as High-Impact Tutors: Unlocking Potential for Student Success
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  • Training Paraprofessionals as High-Impact Tutors: Unlocking Potential for Student Success

Training Paraprofessionals as High-Impact Tutors: Unlocking Potential for Student Success

The role of paraprofessionals in schools is evolving. Traditionally seen as classroom aides, paraprofessionals are increasingly being recognized as a vital part of the educational team, particularly in the realm of high-impact tutoring. This blog explores how paraprofessionals, with the right training and support, can become effective high-impact tutors, enhancing student achievement and contributing to a more equitable education system

The Case for Paraprofessionals as Tutors

Paraprofessionals are already integral to many schools, providing a range of support services under the supervision of certified teachers. These roles often include administrative support, classroom management, and one-on-one assistance for students with special needs or those requiring additional help. Given their existing presence in schools and familiarity with students and staff, paraprofessionals are well-positioned to step into tutoring roles.

High-impact tutoring has emerged as one of the most promising strategies for boosting student engagement and learning outcomes. This approach involves consistent, well-supported tutors who provide tailored, one-on-one or small-group instruction. Research shows that high-impact tutoring can result in significant learning gains, equivalent to several months of additional learning, especially when integrated into the school day. This is particularly beneficial for students who have fallen behind due to the disruptions caused by COVID-19, ensuring that they receive the support they need without additional costs to families.

Benefits of Training Paraprofessionals as Tutors

Training paraprofessionals as tutors offers numerous benefits:

1. Cohesive Experience: Paraprofessionals are already familiar faces in schools. They know the students, understand the school’s culture, and can more easily build relationships. This familiarity allows for a seamless transition into tutoring roles, minimizing the disruption that can occur when external tutors are brought in.

2. Supply of Tutors: There is already a substantial pool of paraprofessionals in schools, particularly in high-need areas. This existing workforce can be more efficiently utilized, reducing the challenges associated with recruiting external tutors.

3. Community Connection and Linguistic Diversity: Paraprofessionals often reflect the racial, ethnic, and linguistic diversity of the communities they serve, which can enhance their ability to connect with students and provide culturally responsive tutoring.

4. Professional Growth: Tutoring provides paraprofessionals with opportunities for professional development and growth. Those interested in pursuing teaching certification can gain valuable experience, making this pathway particularly appealing.

5. Accountability and Sustainability: By training paraprofessionals as tutors, schools can integrate these roles into existing accountability systems, ensuring that tutoring is consistently high quality. Moreover, this approach is sustainable, as it builds on existing human resources, promoting long-term capacity within the school system.

Effective Practices for Training Paraprofessionals

For paraprofessionals to succeed as high-impact tutors, targeted training and ongoing support are crucial. Here are some effective practices for training paraprofessionals:

1. Skill-Focused and Actionable Training: Training should be practical and directly applicable to the tasks that paraprofessionals will perform. It should include explicit, actionable coaching, opportunities for practice, and feedback on day-to-day expectations.

2. Understanding Trauma and Anxiety: Tutors should be trained to create a safe and supportive environment that addresses student anxieties, such as math anxiety or past traumas related to learning. This fosters a supportive atmosphere for mistakes and growth.

3. Content Knowledge: While paraprofessionals may not need specialized knowledge for lower elementary grades, effective tutoring in upper grades requires a stronger understanding of subject content. Training should, therefore, be tailored to the specific needs of the grade levels in which paraprofessionals will work.

4. Use of Technology and Data: Training should also cover the use of technology and data to track student progress and provide targeted support. This ensures that paraprofessionals are equipped to use digital tools effectively and can leverage data to improve student outcomes.

Implementation Strategies

Implementing high-impact tutoring with paraprofessionals requires careful planning and coordination. Here are some strategies to ensure successful implementation:

1. **Pilot Programs**: Begin with pilot programs in select schools to refine the tutoring model and build buy-in from staff. This allows for adjustments to be made before scaling up the program district-wide.

2. Clear Communication and Expectations: Establish clear expectations for paraprofessionals, teachers, and school leaders. Everyone should understand their roles and responsibilities, as well as the goals of the tutoring program.

3. Continuous Support and Development: Provide ongoing coaching and support to paraprofessionals, including regular check-ins and professional development opportunities. This helps to maintain high standards of tutoring and supports paraprofessionals in their roles.

4. Strategic Scheduling: Adjust school schedules to allow for regular tutoring sessions without disrupting core instructional time. This might involve reassigning paraprofessionals to specific grade levels or subjects where their impact can be maximized.

Eurekii’s Role in High-Impact Tutoring

Eurekii is recognized as a leader in the field of high-impact tutoring, particularly in training paraprofessionals. Eurekii’s approach involves rigorous training and continuous support for tutors, ensuring they are equipped with the skills and knowledge needed to make a significant impact on student learning. By partnering with schools and districts, Eurekii has developed a robust model that integrates paraprofessional tutors into existing school frameworks, promoting both student success and professional growth for paraprofessionals.

Eurekii’s program emphasizes the importance of pre-and post-assessment to track student progress, providing tailored support that addresses individual learning gaps. This results-focused approach ensures that tutoring is effective and that students are continuously moving towards their academic goals.

Conclusion

Training paraprofessionals as high-impact tutors presents a unique opportunity to enhance student learning, promote equity, and utilize existing school resources more effectively. With the right training and support, paraprofessionals can become powerful agents of change, helping students to achieve their full potential. Eurekii’s leadership in this area underscores the potential for schools to innovate and adapt to meet the needs of all learners, fostering a brighter future for every student.

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Raising Teacher Expectations, Training Paraeducators, and Providing Small-Group Enrichment: Eurekii 3D at New Song Academy
Challenge:

New Song Academy math scores were traditionally low, well below state and national averages.

Intervention:

Using Eurekii 3D, we changed the math culture of the school to embrace problem-solving, rigor, building number sense and reasoning skills. We introduced the importance of using data to inform and stay on pace. We also built an enrichment culture to stretch and challenge the youngest students (PreK-3) to raise expectations across all grades.

Results:

In 2023, New Song Academy was named one of the top 10 schools to have the highest math growth in Baltimore City.

School Summer Boost Camps: Meade Cluster Schools
Challenge:

Meade Cluster schools wanted to minimize learning loss during the summer by providing virtual summer programs focused on presenting STEAM and academic content areas in a fun way.

Solution:

Eurekii ran several camps for Meade Cluster including MathMagic, a puzzles and games class, to sharpen math skills and several beginner coding classes to further challenge students and build analytical thinking skills.

Results:

Based on the success of the camps, Eurekii was asked to continue providing classes in subsequent school years.

Math and English Summer Intervention: University of Maryland School of Nursing Summer Program
Challenge:

University of Maryland School of Nursing ran summer programs for underserved middle school students. The program included two weeks of college and career mentorship as well as academic support. Many of the students were disengaged with traditional learning methods, so the University was looking for a partner to engage students with math and English in a much more creative way.

Solution:

Eurekii gave students a pre-test in both English and Math to know which areas to focus on. Students then spent two weeks working on a creative project practicing skills they needed based on the test. In English, they worked on defining and developing a character, and writing about the character’s traits, life, hobbies, and interests. Through their character development, they practiced writing and reading comprehension skills. For math, each student created their own animal within math parameters to reinforce key middle school math skills.

Results:

Over 91% of the students reported enjoying the camp and over 72% reported an increase in math and English skills. Pre- and post-test results showed an increase of over 59%.

Build Instructor Pipeline: Rosemont Elementary School
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-practice 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 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 became successful, full-time paraprofessionals.

Training Paraeducators to Teach Middle School Math: Lillie May Charter School
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 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 small group, in-class online tutoring for students during intervention blocks to ensure content understanding.

Results:

Students in grades 7 and 8 performed 100% to 300% better with two paraeducators than they did in past years with a certified math teacher. A record number of students enrolled in Baltimore City’s top most competitive high schools than ever in the school’s history.

Provide Math Instruction: New Era Academy
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, quizzes, and homework. The substitute was also able to engage with students afterwards about the content learned.

Results:

Surveys showed most students reported learning the same or more math than prior years and enjoyed the classes. Pre- and post-test results confirmed student participation and growth.

Almost there—just one quick step to unlock your resource.

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We are in the process of curating some really fun stuff for you, stay tuned!

Almost there—just one quick step to unlock your resource.

Almost there—just one quick step to unlock your resource.

Almost there—just one quick step to unlock your resource.

Strengthen Reading Levels: Cherry Hill Elementary and Middle School
Challenge:

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:

Due to the positive results in the first nine weeks, the school expanded reading support from two to four grades for the remainder of the school year. The following year, the school kept all four reading grades and expanded the work to include an additional four math grades.

Enrich Grades PreK-3 Learners: New Song Academy
Challenge:

Enrich Grades PreK-3 Learners: New Song Academy

Solution:

Eurekii created the school’s 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 after school to further accelerate their progress.

Results:

Both teachers and parents reported strong results with students working on problems one or two grade levels above what was expected. Based on the success, the school expanded the program to include more grades.

Maximize Free Time in High School: Baltimore Design School
Challenge:

Baltimore Design School’s (BDS) first period  was reserved for advisory, homework, and intervention time. However, students were not always productive. School leadership wanted better use of that time by providing 9th graders with additional math and English support.

Solution:

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

Results:

Both students and teachers reported the sessions positively impacted learning and school performance. BDS plans to expand this intervention for the next school year.

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Baltimore City provides Eurekii’s leadership team with beginning-of-year (BOY) and end-of-year (EOY) iReady data, comparing students using Eurekii tutors to students not receiving tutoring. In reviewing the state test results (known as the Maryland Comprehensive Assessment Program, or MCAP) students receiving Eurekii tutoring performed significantly better than both the school district and the state.

Out of the 74 participants, students receiving Eurekii tutoring services for five or more months, 70% improved at least one grade level, of which 15% improved at least two grade levels, compared with their peers who did not receive tutoring.

Eurekii students scored significantly higher on the standardized state test, outperforming the overall Baltimore City Public Schools average by 17% points and exceeding the state average by several percentage points.

Our work in middle school showed Eurekii students scored higher on the standardized state test, outperforming the Baltimore City Public Schools average by nearly 8% and performing several percentage points better than the state average.

Our ‘training and management of tutors’ work has been featured in monthly district tutoring meetings and shared with other tutoring teams.

The AACPS tutoring program is a county-wide opportunity offered to those students who would benefit from additional tutoring. Students received targeted instruction in Math aligned to their performance on the beginning-of-year (BOY) diagnostic and ongoing progress monitoring using the Standards Mastery Assessments in i-Ready. The primary goal of the tutoring program is to move students toward grade-level performance in math based on individual student academic needs as measured by i-Ready diagnostic, grades, and MCAP scores. The pupil-to-tutor ratio is 4:1, and students meet with their tutor twice a week for a total of 1,025 sessions. Each session is 25-35 minutes in length.

The disaggregated outcomes demonstrate a decrease in the number of students who performed three or more grade levels below on their i-Ready Diagnostic Assessments and increased the number of students who performed at or above.
90% of students increased their iReady scores by at least 1-2 grade levels after our tutoring sessions.

Meade Heights Elementary School: 100% of students met or exceeded their stretch goals to move from below grade level to at or above grade level.

CLICK HERE to access the final data for this program.