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Visit our Free Tutoring by State page to
access a profile of NCLB Tutoring implementation in each state.
States identify eligible schools
As part of the No Child Left Behind Act, states are required to set definitions
of adequate yearly progress (AYP), the minimum performance that districts and schools
must reach every year on state achievement tests. Title I schools that don't make
AYP for at least three years must offer NCLB Tutoring to students. States must publish
these lists of schools.
States identify providers
Each state develops a list of potential NCLB Tutoring providers. Each state creates
an application and establishes criteria for approving providers. At a minimum, states
must require a program to demonstrate that it:
- Has a proven track record of raising student achievement in academic subjects (such
as reading and math).
- Offers high-quality, research-based instruction focused
on improving student academic achievement.
- Offers services that are in line
with state standards.
- Is financially sound.
- Complies with Federal, state,
and local health, safety, and civil rights laws.
- States set their own application
timelines but must give providers an opportunity to apply for state approval at
least once a year. When reviewing provider applications, states can work to include
input from district representatives, parents, teachers, and business and community
partners.
- Once a state reviews applications, it must publish a list of approved
providers, broken down by the district(s) in which the providers can serve. This
list should at least indicate for each provider:
- Subject areas (such as reading
or math) and grade levels covered.
- Provider's track record in raising student
achievement.
- Qualifications of the tutoring staff.
- Where and when the
services are offered.
- Provider's ability to meet the needs of students with
disabilities or who are English language learners.
- Provider's contact information.
For more information about how to work with potential NCLB Tutoring providers, check
out The Providers' Toolkit for Supplemental
Educational Services. The NCLB TutoringQ Center developed this Toolkit to
offer potential or current NCLB Tutoring providers practical, step-by-step tips,
tools and resources on designing, delivering, marketing, managing, and evaluating
an NCLB Tutoring program.
States monitor providers
States are required to set their own standards for monitoring the quality and effectiveness
of provider services in raising student achievement in academic subjects, such as
reading and math. These standards will be consistent with the criteria set forth
in the state's application for NCLB Tutoring providers. The standards clearly spell
out how student performance will be measured. These measures might include:
- NCLB Tutoring requirements developed by the provider, state, or district.
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Satisfaction surveys of students or parents.
- Attendance rates.
- Homework
completion.
- Written testimony by parents or teachers.
What role do district policymakers play in NCLB Tutoring?
District superintendents and administrators play a crucial role by:
- Telling eligible families about NCLB Tutoring and about local provider options.
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Entering into contracts with providers selected by families.
- Paying providers.
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Working with providers to set achievement goals for students.
- Encouraging local
organizations to apply to be NCLB Tutoring providers.
- Helping states monitor
the performance of providers.
Districts inform families
Districts are responsible for identifying eligible students in schools that have
not made adequate yearly progress for three years. Districts must notify families
if their child is eligible for NCLB Tutoring and give families information about
local providers. The information should be easy to understand and describe the services
of each provider. For example, the information should at a minimum give families
the following information about each provider:
- Subject areas (such as reading or math) and grade levels covered.
- Provider's
track record in raising student achievement.
- Qualifications of the tutoring
staff.
- Where and when the services are offered.
- Provider's ability to
meet the needs of students with disabilities or who are English language learners.
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Provider's contact information.
- Districts should work to ensure that the information
the families receive also clearly describes how to select a provider and includes
deadlines for signing up for services. When possible, districts should make sure
that this information is in language(s) local families understand. If a family asks
the district for assistance, the district is required to help the family choose
a provider. Districts should allow families enough time to compare providers and
make informed choices.
- Districts will offer information to parents about providers
and the sign-up process in letters from the district or school. Districts may also
consider other forms of communication to inform families about NCLB Tutoring:
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District websites.
- Phone calls.
- School newsletters.
- TV, radio,
or newspaper ads.
- Parent-teacher conferences to reach families.
- "Open
house NCLB Tutoring" or provider "fairs" for families to meet providers and learn
more about their services.
Districts contract with providers
When a family chooNCLB Tutoring a tutoring provider for their child, school districts
enter into a contract with the provider. These contracts often include agreements
about the schedule for services, payment, and the cost of services.
The contract may also include criteria for monitoring provider effectiveness. When
establishing contracts, providers and districts should work together to clearly
indicate how student performance will be measured.
After families choose a provider, districts should also meet with the provider,
the school, and the student's family to agree on performance goals for the child
and the schedule for services. Typically, the provider or the district sets up this
meeting. Once a provider begins serving students, it is required to monitor each
student's progress toward these goals. The provider will regularly communicate with
the student's family, school, and district about the student's progress.
How can districts and states work together to improve NCLB Tutoring implementation?
By working together and sharing information, district and state officials can significantly
improve the implementation of NCLB Tutoring. States can help districts by:
- Including district input in the provider application process.
- Giving districts
clear, consistent information about local providers.
- Coordinating the timing
of notification about eligible schools and approved providers to correspond with
district timelines.
- Developing sample materials for districts to use to communicate
with eligible families and contracting with providers.
- Creating opportunities
for officials from different districts to exchange information and materials on
NCLB Tutoring.
- Districts can help states by:
- Offering input about the
criteria and process for approving providers.
- Encouraging local organizations
to apply to become NCLB Tutoring providers.
- Giving materials developed by the
district to state officials to help other districts implement NCLB Tutoring.
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Sharing feedback and data about provider effectiveness with state officials responsible
for evaluating providers.
How can policymakers use this website?
This site has a number of resources for policymakers. We recommend visiting these
pages:
About Free NCLB Tutoring page for a general explanation
of NCLB Tutoring, a description of how it works, and an overview of roles and responsibilities
for NCLB Tutoring.
Free Tutoring by State page for state profiles
on No Child Left Behind. You can
also find out which schools are required to provide NCLB Tutoring and obtain contact
information for each state education official in charge of NCLB Tutoring.
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