What is "High Impact Tutoring"

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I thought having high impact tutors was a state initiative to help deal with Covid learning loss?

It is.

I asked what our ES was doing at my son’s IEP meeting and the staff didn’t know what I was talking about.

How are programs implemented functionally in some schools and so dysfunctionally in others?

Did the IEP team include a principal or an assistant principal? If so, they were lying to you. Every school has a dedicated source of funding for tutoring that the principal can decide how to spend. It might be that he/she has already allocated the money given that it’s late in the year.

No—a Principal designee attends. She was aware of HIT, but not necessarily how they were implementing it. The case manager chimed in that she knew of (1) 4th grader getting some hours, because his test scores were really low.

I think I’ll keep digging. Compensatory services due to Covid issued last summer were a joke.

You can keep digging, of course; but this money has already been decided on and spent or will be spent in the next month. They’re not just gonna add a kid to the mix.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a tutor come to my classroom for a student who is already getting intervention and still needs support. Not an SOL grade.

All grades are SOL grades. Those are the standards you teach.

Ok sorry. I meant an SOL TEST grade. Happy?

Yes. Thank you. I have had principals that have made sure we don't say things like, "It's not an SOL grade". The standards you teach will probably be part of an assessment in later years.

Also, why would it matter that your grade level isn't given an SOL test? If the students need support, they need support.

Because people above were saying that the tutoring was for SOL test prep and in my case it is not.

[Anonymous]

Anonymous wrote:$48 an hour is higher than what newly higher Ed teachers with BA earn. I don’t think this is right

There are no benefits and you only have part time hours. They pay what they need to pay to attract qualified candidates. Clearly they are privileging hiring experienced candidates, even if the minimum qualifications are low. Look who they actually hire.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I thought having high impact tutors was a state initiative to help deal with Covid learning loss?

It is.

I asked what our ES was doing at my son’s IEP meeting and the staff didn’t know what I was talking about.

How are programs implemented functionally in some schools and so dysfunctionally in others?

Did the IEP team include a principal or an assistant principal? If so, they were lying to you. Every school has a dedicated source of funding for tutoring that the principal can decide how to spend. It might be that he/she has already allocated the money given that it’s late in the year.

No—a Principal designee attends. She was aware of HIT, but not necessarily how they were implementing it. The case manager chimed in that she knew of (1) 4th grader getting some hours, because his test scores were really low.

I think I’ll keep digging. Compensatory services due to Covid issued last summer were a joke.

You can keep digging, of course; but this money has already been decided on and spent or will be spent in the next month. They’re not just gonna add a kid to the mix.

In my class, the SPED kids who qualified for intervention are receiving it from their SPED teacher. The high impact tutoring is targeting other students.

[Anonymous]

We just got a notice from my child's middle school that she will be getting assistance in the math class from a "high impact tutor" twice a week- from this week until "after the SOL testing period". She has been struggling in math all year so the timing seems bizarre. IF they could only hire a tutor now, why not provide the tutoring until the end of the school year?

[Anonymous]

HIT here. From one of our info sessions, we learned that the budget for the program was recently expanded. This is why schools suddenly hired tutors or expanded the hours of existing tutors. Next year’s plan is not finalized yet but may look different in terms of which school levels will be funded. HITs have a wide range of backgrounds, some really interesting and impressive. Most importantly, we want flexibility and a high hourly rate over benefits, and we want to make an impact. We are willing to do whatever it takes to support students and teaching staff, if it might help kids make progress. No slight to teachers or OP, but one doesn’t necessarily need a teaching certificate to connect with students. Sometimes just removing them from the classroom — or letting them know that you are monitoring their progress and saw their recent increase in effort — makes all the difference. So many kids are struggling inside of noisy classrooms next to disruptive peers. Or they are sleeping through class (please do not allow screens in kids’ bedrooms!). We know your time and attention as a teacher is limited. We have very little planning to do and have no homework to grade, so we are simply there to help move kids forward in any way we can. The program could use tweaking, for sure, but we are all on the same team!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I thought having high impact tutors was a state initiative to help deal with Covid learning loss?

It is.

I asked what our ES was doing at my son’s IEP meeting and the staff didn’t know what I was talking about.

How are programs implemented functionally in some schools and so dysfunctionally in others?

Did the IEP team include a principal or an assistant principal? If so, they were lying to you. Every school has a dedicated source of funding for tutoring that the principal can decide how to spend. It might be that he/she has already allocated the money given that it’s late in the year.

No—a Principal designee attends. She was aware of HIT, but not necessarily how they were implementing it. The case manager chimed in that she knew of (1) 4th grader getting some hours, because his test scores were really low.

I think I’ll keep digging. Compensatory services due to Covid issued last summer were a joke.

You can keep digging, of course; but this money has already been decided on and spent or will be spent in the next month. They’re not just gonna add a kid to the mix.

Well…
1. You don’t know if you don’t ask.
2. See expansion info below your post.

[Anonymous]

We do actually “Just add a kid to the mix”. My groups change regularly based on assessments Kids improve and I switch them out for a different student who is in need of help. As a previous poster said, I don’t see kids with IEPs.

[Anonymous]

Anonymous wrote:HIT here. From one of our info sessions, we learned that the budget for the program was recently expanded. This is why schools suddenly hired tutors or expanded the hours of existing tutors. Next year’s plan is not finalized yet but may look different in terms of which school levels will be funded. HITs have a wide range of backgrounds, some really interesting and impressive. Most importantly, we want flexibility and a high hourly rate over benefits, and we want to make an impact. We are willing to do whatever it takes to support students and teaching staff, if it might help kids make progress. No slight to teachers or OP, but one doesn’t necessarily need a teaching certificate to connect with students. Sometimes just removing them from the classroom — or letting them know that you are monitoring their progress and saw their recent increase in effort — makes all the difference. So many kids are struggling inside of noisy classrooms next to disruptive peers. Or they are sleeping through class (please do not allow screens in kids’ bedrooms!). We know your time and attention as a teacher is limited. We have very little planning to do and have no homework to grade, so we are simply there to help move kids forward in any way we can. The program could use tweaking, for sure, but we are all on the same team!

You don’t even need a license to teach anymore.

[Anonymous]

[quote

You don’t even need a license to teach anymore.

If kids aren’t making progress in classrooms with licensed teachers, what do you sugggest?

[Anonymous]

Anonymous wrote:

Anonymous wrote:HIT here. From one of our info sessions, we learned that the budget for the program was recently expanded. This is why schools suddenly hired tutors or expanded the hours of existing tutors. Next year’s plan is not finalized yet but may look different in terms of which school levels will be funded. HITs have a wide range of backgrounds, some really interesting and impressive. Most importantly, we want flexibility and a high hourly rate over benefits, and we want to make an impact. We are willing to do whatever it takes to support students and teaching staff, if it might help kids make progress. No slight to teachers or OP, but one doesn’t necessarily need a teaching certificate to connect with students. Sometimes just removing them from the classroom — or letting them know that you are monitoring their progress and saw their recent increase in effort — makes all the difference. So many kids are struggling inside of noisy classrooms next to disruptive peers. Or they are sleeping through class (please do not allow screens in kids’ bedrooms!). We know your time and attention as a teacher is limited. We have very little planning to do and have no homework to grade, so we are simply there to help move kids forward in any way we can. The program could use tweaking, for sure, but we are all on the same team!

You don’t even need a license to teach anymore.

It's true you can start teaching without a license, but you have to get one within a short time frame. My guess is that the hurdle to do this while full-time teaching will dissuade a lot of the people who start from continuing on as teacher--so these provisional programs are band-aids on the shortage. On the plus side, the teachers who have experienced teaching as starting out without a license and still go on to get one are likely to be strong teachers. It will be a tough few years for them, but it's definitely a trial by fire approach.

[Anonymous]

Anonymous wrote:HIT here. From one of our info sessions, we learned that the budget for the program was recently expanded. This is why schools suddenly hired tutors or expanded the hours of existing tutors. Next year’s plan is not finalized yet but may look different in terms of which school levels will be funded. HITs have a wide range of backgrounds, some really interesting and impressive. Most importantly, we want flexibility and a high hourly rate over benefits, and we want to make an impact. We are willing to do whatever it takes to support students and teaching staff, if it might help kids make progress. No slight to teachers or OP, but one doesn’t necessarily need a teaching certificate to connect with students. Sometimes just removing them from the classroom — or letting them know that you are monitoring their progress and saw their recent increase in effort — makes all the difference. So many kids are struggling inside of noisy classrooms next to disruptive peers. Or they are sleeping through class (please do not allow screens in kids’ bedrooms!). We know your time and attention as a teacher is limited. We have very little planning to do and have no homework to grade, so we are simply there to help move kids forward in any way we can. The program could use tweaking, for sure, but we are all on the same team!

Hey HIT, thanks for doing what you do. My kids don't need your services, but even having you help other kids in the classroom means less differentiation is required and therefore more attention can be paid to the kids who are on level/advanced. What you do literally benefits whole classes, though of course the most benefit is to the kids you work with directly.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:HIT here. From one of our info sessions, we learned that the budget for the program was recently expanded. This is why schools suddenly hired tutors or expanded the hours of existing tutors. Next year’s plan is not finalized yet but may look different in terms of which school levels will be funded. HITs have a wide range of backgrounds, some really interesting and impressive. Most importantly, we want flexibility and a high hourly rate over benefits, and we want to make an impact. We are willing to do whatever it takes to support students and teaching staff, if it might help kids make progress. No slight to teachers or OP, but one doesn’t necessarily need a teaching certificate to connect with students. Sometimes just removing them from the classroom — or letting them know that you are monitoring their progress and saw their recent increase in effort — makes all the difference. So many kids are struggling inside of noisy classrooms next to disruptive peers. Or they are sleeping through class (please do not allow screens in kids’ bedrooms!). We know your time and attention as a teacher is limited. We have very little planning to do and have no homework to grade, so we are simply there to help move kids forward in any way we can. The program could use tweaking, for sure, but we are all on the same team!

You don’t even need a license to teach anymore.

It's true you can start teaching without a license, but you have to get one within a short time frame. My guess is that the hurdle to do this while full-time teaching will dissuade a lot of the people who start from continuing on as teacher--so these provisional programs are band-aids on the shortage. On the plus side, the teachers who have experienced teaching as starting out without a license and still go on to get one are likely to be strong teachers. It will be a tough few years for them, but it's definitely a trial by fire approach.

I know some going into their 3rd year next year with no license. On the one hand they want to stay but on the other they are getting pushed by FCPS to finish the requirements.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:HIT here. From one of our info sessions, we learned that the budget for the program was recently expanded. This is why schools suddenly hired tutors or expanded the hours of existing tutors. Next year’s plan is not finalized yet but may look different in terms of which school levels will be funded. HITs have a wide range of backgrounds, some really interesting and impressive. Most importantly, we want flexibility and a high hourly rate over benefits, and we want to make an impact. We are willing to do whatever it takes to support students and teaching staff, if it might help kids make progress. No slight to teachers or OP, but one doesn’t necessarily need a teaching certificate to connect with students. Sometimes just removing them from the classroom — or letting them know that you are monitoring their progress and saw their recent increase in effort — makes all the difference. So many kids are struggling inside of noisy classrooms next to disruptive peers. Or they are sleeping through class (please do not allow screens in kids’ bedrooms!). We know your time and attention as a teacher is limited. We have very little planning to do and have no homework to grade, so we are simply there to help move kids forward in any way we can. The program could use tweaking, for sure, but we are all on the same team!

You don’t even need a license to teach anymore.

It's true you can start teaching without a license, but you have to get one within a short time frame. My guess is that the hurdle to do this while full-time teaching will dissuade a lot of the people who start from continuing on as teacher--so these provisional programs are band-aids on the shortage. On the plus side, the teachers who have experienced teaching as starting out without a license and still go on to get one are likely to be strong teachers. It will be a tough few years for them, but it's definitely a trial by fire approach.

I know some going into their 3rd year next year with no license. On the one hand they want to stay but on the other they are getting pushed by FCPS to finish the requirements.

Because provisional licensing is only 3 years.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:HIT here. From one of our info sessions, we learned that the budget for the program was recently expanded. This is why schools suddenly hired tutors or expanded the hours of existing tutors. Next year’s plan is not finalized yet but may look different in terms of which school levels will be funded. HITs have a wide range of backgrounds, some really interesting and impressive. Most importantly, we want flexibility and a high hourly rate over benefits, and we want to make an impact. We are willing to do whatever it takes to support students and teaching staff, if it might help kids make progress. No slight to teachers or OP, but one doesn’t necessarily need a teaching certificate to connect with students. Sometimes just removing them from the classroom — or letting them know that you are monitoring their progress and saw their recent increase in effort — makes all the difference. So many kids are struggling inside of noisy classrooms next to disruptive peers. Or they are sleeping through class (please do not allow screens in kids’ bedrooms!). We know your time and attention as a teacher is limited. We have very little planning to do and have no homework to grade, so we are simply there to help move kids forward in any way we can. The program could use tweaking, for sure, but we are all on the same team!

You don’t even need a license to teach anymore.

It's true you can start teaching without a license, but you have to get one within a short time frame. My guess is that the hurdle to do this while full-time teaching will dissuade a lot of the people who start from continuing on as teacher--so these provisional programs are band-aids on the shortage. On the plus side, the teachers who have experienced teaching as starting out without a license and still go on to get one are likely to be strong teachers. It will be a tough few years for them, but it's definitely a trial by fire approach.

I know some going into their 3rd year next year with no license. On the one hand they want to stay but on the other they are getting pushed by FCPS to finish the requirements.

Because provisional licensing is only 3 years.

Nope. 3rd year trainee. No provisional.