What we learned about host school relationships
Deep partner relationships will have a greater impact on each child's reading growth
ESLC Literacy Mentors tutor during the day and after school. The nature of the relationship shifts shifts as student needs change based on student outcome data, changing demographics, and emerging research.
In recent years, a couple of our education partners began asking ESLC to reduce dosage and/or serve different types of children. We learned this year that our partners are asking us to think differently about tutoring. Tutoring for 45 minutes may be too long for some students to focus, particularly first and second graders. They need down time for the brain to function properly.
This year, two schools requested shorter sessions. When we told them about the possibiity of sending tutors in for 30-minutes, even for older children, one principal stated, "This is what we wanted all along." We are excited about this shift.
Another principal stated, "Your dosage is too high for the type of intervention you are providing." Four days per week for 45 minutes is considered high-dosage and is reserved for major interventions. With that dosage, schools expect most of our students to meet benchmarks or demonstrate accelerated growth according to their data, not our data.
This means ESLC will be partnering more closely to align the program with the needs of the schools as well as the children. Each school's agreement may look different based on the needs of the students. For example, some students will receive tutoring 2 days a week, while others may participate 3 or even 4 days a week.
With this change, Site Coordinators will have an opportunity to work more closely with classroom teachers and literacy coaches to improve each child's reading ability.