2007-08 Approved Oregon Supplement Education Service Provider
ALL ACCESS: K-12 TUTORING GROUP
ALL ACCESS: K-12 TUTORING GROUP Local Commercial Provider
Contact information:
Name of the Company _ALL ACCESS: K-12 TUTORING GROUP____
Address: 2375 E. CAMELBACK ROAD # 500, PHOENIX AZ 85016
Street City State Zip
Phone:1-800-341-2656 Email:
For further information about the company contact:
Name:ADAM LUWAGA
Address:1120 TUCKER ROAD HOODRIVER OR 97031
Street City StateZip
Phone:1-800-341-2656 Email:
ALL ACCESS Representative in Oregon
Contact Information:
Name:ADAM LUWAGA
Address: 1120 TUCKERROAD HOODRIVER OR 97031
Street City State Zip
Phone:1-800-341-2656 Email:
Qualifications:
- Number of Years with the Company: __5__years __3__months
- Describe representative’s role in district arranged parent recruitment meetings and meetings with parents to set goals, timelines and measures of progress in collaboration with parents:
Representative is going to have an effective role which will primarily be that of communication. With the parent we have the most open channels of communication in a language and format that they can readily understand. The majority of families in our program are from Hispanic background so communication has been either in Spanish or English. Representative will first of all communicate on when, where and how they would like us to provide service to their children depending conveniently on their schedule be it work, family responsibilities elaborating on how long sessions will be and course duration. After a couple of sessions we contact the parent to get feedback about the instructor and service then share the results of the first test with them and halfway through the service issue them copy of the students progress report. We discuss strategy and then on completion share students test results on post assessment and again review course of action for forthcoming academic year.
3. Describe experience, and/or training, to accurately describe SES services, set student goals, timelines and measure student progress in collaboration with parents:
We work with principals, teachers and parents as needed to develop instructional plans that are geared to the needs and success of the students and also aligned with State standards.
Information that we get from our enrolled students includes the school they go to, the grade and their class teacher. We then make an effort to contact the school teacher to talk about the student, share lesson plans and materials that we use in our program. The parents are notified either by regular or E-mail about their students performance on the initial diagnostic test and what course of action or strategies to help the student overcome whatever academic difficulties they have are discussed. Midway through tutorial service a copy of the student’s progress report is sent to the school and the teacher for review, possible effects of current study plan are discussed and on agreement go through the study plan and complete the final hours of the service after which we administer the post assessment exam. The results are shared and discussed with the parents and possible courses of action are reviewed for the student when enrolling for the next academic year. Parents will have the privilege of being involved in the supervision of the instructors. After the 3rd session, parents will be contacted for their overall evaluations of the tutor, students/instructor interaction and students’ progression. To enhance communication and assess the program effectiveness we conduct phone interviews and several surveys that may be categorized as Principal/School survey, Teacher survey, and even parent surveys (Samples of either one of these are available upon request)
- Describe services representative will provide in program implementation and technical assistance:
The program will be efficiently supervised by this representative who is a key figure in our organization that manages and administers daily operations. This is a person of vast experience and a well proven track record who will schedule and coordinate with parents, schools, districts, students and instructors on times, facilities, evaluations, monitoring and all the necessary activities to make this operation viable and effective. This administrator at corporate office will coordinate with the Oregon representative and together they will be in charge of hiring, training, supervising and evaluating excellent tutors. All of our instructors hold Bachelors, Masters or Doctoral degrees (many also hold other top professional credentials in a variety of fields.) We also have assistant instructors who are recognized as top students in our local colleges and universities.
Occasionally there will be unannounced visits from a Site Monitor. This is a field representative who unexpectedly drops in on tutorial sessions in order to make sure that sessions are going according to organizational guidelines and that tutors are appropriately dressed in their Company logo attire, have all the necessary materials and so on. Reports from these visits will be made to the Director of Operations for review. Instructors who receive consistently positive remarks and positive comments from parents will be acknowledged and rewarded while those who are not will be re-evaluated and re-trained to conform to company standards.
- Describe experience and/or training to assist parents and students with any support services provided by the company
All Access has been providing services both privately and now as part of the No child left behind Program providing SES for over five years. We have had incredible success with over 1200 students that have progressed through our system and feel we can duplicate this success with the Oregon SES program.
We also wanted to be a part of this program because it coincides with our mission which is “Elevate the socio-economic wellbeing of people through Education” and we have learned that none of our competitors can offer a mission this comprehensive and none of them can deliver the results we can.
Students from our program will be trained and assisted on acquiring stronger academic skills, better concentration, more confidence, motivation, stronger test taking and study skills. We work closely with our districts, schools, parents and students at all levels and although this is the first time that we are proposing to provide SES within the state of Oregon we are confident that we are capable of providing courses that cover the basic skills of grammar, reading, writing and math aligned Oregon’s Common Curriculum Goals, content standards and Oregon Administrative Rules.
At the heart of our program we have dedicated tutors who have a sincere love for children and commitment to their growth and success. All Access Tutoring Group is very deserving, will be successful at this project and we guarantee that every graduate from our program will exceptionally prepared to transition in to their next educational phase and ultimately contribute to these schools meeting their AYP obligations.
1
Approved 2007-2008 SESP
ALL ACCESS: K-12 TUTORING GROUP
2007-08 Approved Oregon Supplement Education Service Provider
ALL ACCESS: K-12 TUTORING GROUP
Capacity
Service Areas, Capacity for serving students and Content Areas
Name Of District / Grade Levels / Maximum Number Of Students To Be Served In Math / Maximum Number Of Students To Be Served In Reading / Maximum Number Of Students To Be Served In ELD / Total By DistrictPortland Public Schools / K-12 / 100 / 100 / 200
Salem-KeizerSchool District / K-12 / 50 / 50 / 100
WoodburnSchool District / K-12 / 50 / 50 / 100
Program Sessions
Frequency, Length, Times and Location of Sessions
Average number of sessions: _depending on per pupil allocation_ Average number of sessions per week___2-3_____
Length of each session:___1-2 Hours______Average Cost of each Session___$ 50 per hour______
Times of Service
List specific times - Sessions must not be held during regular school hours.
Afternoon / Evening / Summer3pm-6pm / 6pm-9pm / Dates: June –AugustTimes: 8am-1pm
Location of Sessions:
District (S)List Each District To Be Served / Name(S) And Contact Information Of Administrator(S) At Each District Giving Permission For Use Of District Facilities
Portland Public Schools District / Dunya Minoo503-916-2000 X 4929
WoodburnSchool District / Jennifer Spencer-Iiams 503-981-2707
Salem-KeizerSchool District / Maria Palacio 503-391-4120
Student’s home: __YES_____ Other: Describe: __School facilities to be provided if need be______
1
Approved 2007-2008 SESP
ALL ACCESS: K-12 TUTORING GROUP
2007-08 Approved Oregon Supplement Education Service Provider
ALL ACCESS: K-12 TUTORING GROUP
Program Description
- What languages of instruction are available to students? English and Spanish
- What diagnostic assessments are used?
After a student enrolls in our program, we conduct a diagnostic assessment which is a standardized grade level appropriate performance test aligned with Oregon academic content standards that quickly and accurately pinpoints the student’s strengths, weaknesses and skills needed for improvement. Using our well developed curriculum and materials we design a personalized program and then give the students the finest instruction possible in a positive, fun and caring environment. After we administer a standardized copy of a previous grade appropriate state test to show the student’s improvement.
- Approximately how long does the diagnostic assessment take for students to complete? 45 minutes – I hour
4.What assessments are used to determine student progress?
The appropriate Spectrum Test is a standard diagnostic test that assesses student strengths and weaknesses to inform instructional decisions. These assessments are aligned to Oregon’s Academic Content Standards in reading and mathematics
5.How are student achievement goals measured?
After the initial assessment is completed, the school, parent and student will be provided with a comprehensive report outlining the student’s strengths and weaknesses, an intervention plan to ensure a permanent solution to the student’s difficulties.
When reviewing work/information on the students test, we have a rubrics design that has guidelines for what to observe and evaluate. This rubric is both process and product based for instance in Reading – it highlights the scores in reading, spelling, listening speaking and viewing. One for math highlights quickness in thinking, basic skills of addition, subtraction, multiplication and division. Then the student’s performance and progress is evaluated for each criterion based on the informal assessment and information that you have collected over the marking period such as observation, checklists, anecdotal notes, running records, student portfolios, teacher/student conference notes and learning logs. This information is put in the student account and once a curriculum has been developed, progress of this student will be indicated on the progress report (sample attached herewith) that is generated midway between tutorial hours assigned are completed. For example if assigned time is 30 hours a progress report will be generated after the 15th hour).
This report will be provided to the district, school and parent. At All Access: K-12 Tutoring we feel that from an academic standpoint, frequent and clear communication with student’s teachers, parents and families in a language and format that they can readily understand is crucial to the success and efficiency of our program.
The student’s performance is continuously monitored for the remainder of the session and at the end, a post assessment test, a standardized State test is administered and graded. 99% of the time the student shows a steady improvement evidenced by the difference in grades between the two tests.
Please briefly describe a typical tutorial session.
The student will be assigned 2 or 3 - 60-minute sessions per week in our reading, math or reading/writing programs. Following is the structure for these sessions:
For Reading
K-3(30 minutes – phonics and sight words, 15 minutes – math test prep, 15 minutes – reading comprehension and writing)
Grades 4-12 (30 minutes – reading and comprehension, 15 minutes – math test prep, 15 minutes writing composition, sentences, essays and grammar).
For Math
For all grades K-12 (30 minutes – review of student’s math text books, 15 minutes – Math test prep, 15 Minutes – Math curriculum to help student catch up). Special emphasis will be made on Pre-Algebra, Algebra 1, Geometry and Algebra 2 depending on student’s weakness.
We have many choices available for the students and our on site individualized direct one –on-one instruction provides them with long term skills that will last a life time. We also have sessions in small groups of 3-5 students per instructor and these will be conducted after school, weekends and during the summer with our instructors physically present at the learning centers.
7.Describe how the program accommodates students with disabilities, on an Individual Education Plan (IDEA) or a 504 plan.
The mission of the All Access: K-12 Tutoring Group is to ensure that all students with disabilities have equal access to educational opportunities provided by our program, so they can participate, freely and actively, in all facets of school life. Our Program serves students with disabilities of all kinds, including mobility, visual, or hearing impairments; speech impairments;
When parents or the school request services from the disabled students' program, our instructors have the responsibility for determining whether the students have disabilities impeding educational access. In making this determination, they conduct a comprehensive assessment and evaluation process that is consistent with established system practices. The assessment and evaluation process includes interviews with the student as well as review of documentation provided by physicians and other clinicians (for example, clinical psychologists, audiologists, and optometrists).When students are determined to have disabilities impeding educational access, we then put together an Individual Education Plan for them. Some students require program modifications: for example, a reduced course load. Many students require academic adjustments, or modifications in instructional methods: for example, brailed textbooks and class handouts, extended time for examinations, or substitution of an essay for an oral presentation. In combination, program modifications, auxiliary services, and academic adjustments are often referred to as "academic accommodations" within our SES program.
- Describe how the program ensures that the program is aligned with a student’s IEP or 504 plan.
In alignment with Student’s IEP we provide frequent opportunities for feedback: for example, weekly quizzes on assigned reading, instructor review of early drafts of essays, error-analysis of tests. If a student's written exams seem far inferior to the student's class work, we can meet time outside our regular office hours for a discussion of the exam questions. This discussion will provide a better idea of what the student really knows and how we can help the student produce better exams or other written work.
Encourage students to contact you in order to clarify assignments. We suggest that students re-phrase the assignment and consider alternate activities/exercises that can be utilized with less difficulty for the student, but have the same or similar learning objectives.
Give plenty of reinforcement when it is evident that the student with a learning disability is trying things that are made difficult by the disability.
8. Describe how:
a. the program is aligned with the student’s classroom work.
After a student has enrolled our program we conduct a standard grade appropriate performance test to highlight the students’ areas of difficulty. After this we are in close communication with the teacher to discuss what material has the student been taught in class and at the same time try to review the district/school curriculum. With this analysis we have an understanding where they should be in terms of comprehension and understanding of the subject matter at hand and design a plan to follow accordingly. Because of the large numbers of assessment that we give year after year we have developed extensive educational research that indicates that children below grade level or with weak academic skills in reading, Math or writing tend to stay below grade level unless serious intervention is taken and children that are 6 months to 1 year ahead of grade level in the primary academic skills have the greatest chance for success in school. Therefore we move quickly to let you know that we can help.
- students are informed of their progress: During their sessions
- parents are contacted to report student progress.: Through Phone contact, regular and electronic mail
- parents are contacted to report student attendance.
Through out the sessions a students attendance is marked on our special attendance report( attached herewith) which shows the date the sessions were held, time and the detail of the session with both parent and tutor signing at the end of the session. Periodically this attendance report is monitored and students or parents are contacted if attendance becomes irregular. Then depending on the cause if the irregularity schedules are revised, or facilities changed all done so that regular attendance can be restored for our students to get the best of our program.