School-Based Tutoring Programs
Dan L Duncan Reading Initiative
During the school year, the Dan L Duncan Reading Initiative provides early intervention to students who are at-risk for or who are experiencing reading failure as well as enrichment programs for students with grade level academic skills. We currently serve children in grades K-5 in English and Grades K-2 in Spanish. All intervention programs are evidence-based and have been identified as effective approaches to reading instruction. Based on assessment results and needs, an individualized instructional plan is implemented.
Since 2007, the Dan L Duncan Reading Initiative has provided tutoring sessions in schools in a pull-out format for 40-minutes a day. Students are tutored four times a week in groups of one to three children. Children’s reading skills are assessed with both curriculum-based and norm-based assessments before and after participating in the program. Based on assessment results and needs, an individualized instructional plan is implemented for each child. Using a response to intervention model, progress monitoring waves of assessments are administered to inform instruction.
- Sound Building Level - Less than 80 percent on either letter or sound identification
- Early Reading Level 1 - 80-100 percent on both letter and sound identification and reading less than 60 words correct per minute
- Early Reading Level 2 - 80-100 percent on both letter and sound identification and reading 60-89 words correct per minute
- Fluency and Comprehension Level - Still developing in word attack, fluency, and comprehension
- Multisyllabic Word Reading and Rate Development Level - Reading fluently and still developing in reading comprehension
|Level||Phonemic Awareness||Phonics||Word Recognition and Spelling||Vocabulary and Fluency||Listening and Reading Comprehension|
|Early Reading Level 1||✔||✔||✔||✔||✔|
|Early Reading Level 2||✔||✔||✔||✔|
|Fluency and Comprehension||✔||✔||✔|
|Multisyllabic Word Reading and Rate Development||✔||✔||✔|
Project Manager: Victoria Moss M.Ed.
A. R. TONY AND MARIA J. SANCHEZ FAMILY FOUNDATION MATH INITIATIVE
We offer low tutor-to-student ratios (1:2) for first and third grades. Our intervention programs are evidence based and have been identified as effective approaches to math instruction. Based on each child’s individual needs, an individualized instructional plan will be implemented in a variety of areas.
Instructional Plan Areas
|Numbers and Operations||Algebraic Reasoning||Geometry and Measurement||Data Analysis|
|Whole Numbers||Number Patterns||Two-Dimensional Shapes||Organize Data|
|Number Magnitude||Word Problems||Three-Dimensional Objects||Interpret Information|
|Base-10 Place Value System||Algebraic Equations||Length/Time||Problem Solving|
|Addition/Subtraction||Algebraic Expressions||Classification||Summarize Data Sets|
|Coins/Values||Standard/Metric Measurement||Collecting, Organizing, Displaying, and Interpreting Data|
From January to April of 2016, the CLI Clinics Mathematics Tutoring Program worked with 28 students in first or second grade from three schools in the Houston area. Students were referred for the Tier II intervention program in mathematics. Students were assessed prior to the start and at the completion of the intervention. On average, students participated in 41 sessions of targeted mathematics intervention within a small group setting (e.g., 2-3 students). Sessions occurred four days per week and were 45 minutes in length.
Students enrolled in the program made substantial improvements in their math fact fluency and ability to solve applied mathematical problems. On average, students improved nine percentile points for math fact fluency and seven percentile points for solving applied mathematical problems after only three months of receiving the intervention. These moderate gains indicate that students were catching up to their same age peers in these areas of mathematics.
Our Advisory Panel consists of UTHealth educators, physicians, and psychologists. Our panel provides expert consultation on assessment and research on best practices for interventions for children with learning problems. See the research tab of the CLI webpage for more information on past and current research and research to practice programs directed by our panel.
- Dr. Linda Ewing-Cobbs
- Dr. Mike A. Assel
- Dr. Marcia Barnes
- Dr. Carolyn Denton
- Dr. W. Daniel Williamson