Summary: The PAVES coaching program in Alabama community colleges results in increased retention utilizing phone support. This article reviews the goals of the program and provides prospective from both students and coach POVs.
By staff, Community College Times, originally published 7/30/13
Shekitha Sanders (right), a student at Wallace State Community College in Alabama, listens during a lecture on insulin in a nursing class. Also pictured are students Stephanie Hollis (left) and Brandy Robinson. Photo: Wallace State0235
Freshmen in certain programs at Wallace State Community College in Hanceville, Ala., can access—free of charge—a life coach to help them through their first year as a college student. The PAVES (Partnership for Accelerated Learning through Visualization, Engagement and Simulation) coaching program is an initiative aimed at keeping students in school, thereby improving their academic and employment outcomes. It is provided through a grant from the U.S. Department of Labor’s Trade Adjustment Assistance Community College and Career Training grant program. Wallace State-Hanceville leads a consortium that includes Central Alabama Community College and Wallace State-Selma sharing the $9.5-million grant.
The college programs for which the PAVES resources are offered at Wallace State include several advanced manufacturing and allied health programs, plus two transportation programs and one public safety program. Students apply to participate for up to 12 months of free coaching, and they can discontinue at any time. After one term using the program, Wallace State reported an increase in retention rates of its first-year students, with a 5.8 percent bump in the number of students returning in those programs.
The goal of coaching
The goal of the one-on-one “life coaching” or “success coaching,” as the college calls it, is to help students balance the demands of college, work and family life. Coaches also help students develop skills and habits needed for long-term success.
Filed under: Coaching,College
Summary: The Boston Teachers union, in a bid to represent tutors, is planning to file a grievance over tutors being hired to participate in a turnaround at two schools. This program will be overseen by Blueprint Schools Network, a Newton nonprofit which employs intensive tutoring as a key turnaround strategy.
by James Vaznis, originally published in the Boston Globe on 7/6/13
The Boston School Department, as it attempts to prevent a state takeover of two underperforming schools, has run into opposition from the Boston Teachers Union over one turnaround strategy: bringing in math tutors. The union is planning on filing a grievance over the tutoring issue, contending that anyone who fills the one-year positions should automatically become union members, said Richard Stutman, the union’s president. “The issue is we think we should represent the tutors, and they are being shortchanged salary and benefits,” Stutman said.
The tutors, who would make about $20,000 annually and receive health benefits, would work at the two underperforming schools at risk of a state takeover, English High School in Jamaica Plain and the Elihu Greenwood Leadership Academy, an elementary school in Hyde Park. The tutors are being overseen by Blueprint Schools Network , a Newton nonprofit with which Boston has contracted to help run the two schools for the next three years, at the recommendation of the state Department of Elementary and Secondary Education.
Intensive tutoring is a key turnaround strategy employed by Blueprint, which is also working with schools in Denver and Houston. Other elements call for establishing a culture of high expectations, conducting frequent assessments, and extending the school day. The organization will also share in decision-making on the hiring of teachers and administrators at the two schools.
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Filed under: Academic Learning Centers,K-8
Summary: As a result of the “Race to the Top Waiver” granted to Florida schools and the effects of the sequester, the Marion County School District has chosen to replace SES tutoring providers with a variety of solutions. Schools are hosting intervention paraprofessionals and math coaches as well and are hopeful that grants will support after-hours tutoring and enrichment.
By Joe Callahan, Staff writer, Ocala StarBanner, originally published 8/29/13
Last year at elementary schools countywide, the Marion County School District spent $1 million in federal funds to tutor 1,000 low-income students. This year, though the need is still great, there is not enough money to pay for the same tutoring program because of complicated federal funding issues.
This development has prompted the district to take some creative approaches to plug the financial hole and help these struggling students. District officials are adding intervention paraprofessionals and math coaches at the schools that need help the most, and also installing new computer software to assist students. At some schools, like Fessenden Elementary, officials vow to stretch the federal money they get to help low-income children.
This is all necessary because of two separate funding issues: Florida opting out of the controversial No Child Left Behind Act and the federal government’s sequester cuts. Last year, Florida education officials signed a “Race to the Top” waiver that, among other things, cut Title I tutoring dollars — known as Supplemental Educational Services (SES) funds — to districts. Because that tutoring money had been cut, Florida lawmakers forced school districts to set aside 15 percent of remaining federal Title I dollars to use for SES tutoring in 2012-13.
This spring, lawmakers did not require districts to set aside those Title I dollars for 2013-14. In fact, interim Commissioner Pam Stewart said districts do not have to use any of their shrinking Title I dollars for the SES tutoring.
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Filed under: Funding,NCLB