Synchronous Learning for High-Quality Math Tutoring
IHE Tutoring Project: Synchronous Learning Session #2
(Resources for Providing High-Quality Tutoring in Mathematics)
September 11, 2023
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The University of Cincinnati’s Systems Development & Improvement
Center (SDI Center) supports ODE-funded IHE Tutoring Grantees by
providing a comprehensive professional learning program with three
major components:
•
Community of Practice (CoP) and Action Forum (AF) sessions that engage
participants with content that applies across tutoring environments;
•
Synchronized Learning Sessions (SLS) that focus on more specific content
related to tutoring in literacy and math, respectively; and
•
Collaborative learning sessions in which participants receive
individualized support.
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This report summarizes feedback from the second SLS of the second
year of funding, which was held on September 11, 2023 and focused on
providing resources for high-quality tutoring in mathematics.
The report looks at participants’ satisfaction with the session, including
their ratings of the session’s quality, relevance, and usefulness.
The report also shares participants’ feedback about (1) the session’s
benefits and (2) possible improvements for future sessions.
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2 questions about respondent roles
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4 questions about presentation quality
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4 questions about presentation relevance
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4 questions about presentation usefulness
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2 open-ended questions
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Number of session participants: 11
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Number of survey respondents: 5
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Response rate: 45%
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2 IHE Faculty Members
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3 IHE Staff Members
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Agree
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Neither Agree Nor Disagree
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Disagree
Rationale: Broad categories were used because the PD content is new and
presenters are working to refine it. Broader categories support formative
evaluation purposes more effectively than narrower categories.
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Two respondents provided feedback, as paraphrased below:
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Hearing about high-quality resources used by other projects and
learning about the practice guides; and
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The reiteration of best practices and sharing with other sites.
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One respondent made a suggestion, as paraphrased below:
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Would love to have more links to share with tutors; I go to YouTube for
videos but would love a bank of videos to use with various practices.
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There were 11 participants at this SLS with an evaluation response
rate of 45%. All respondents were affiliated with IHEs in some
capacity, with a fairly even split between those who were and were
not PIs.
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Overall, the session was very well received on the measures of quality
and usefulness. Measures of relevance received slightly lower ratings.
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There were only a few comments in response to open-ended
questions. These comments reflected participants’ appreciation both
of session content and the ability that the session gave them to
interact with participants from other projects.
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In interpreting these results, it is important to note the combination
of two contingencies: a low attendance rate and a low survey
response rate. The latter contingency limits the generalizability of the
findings.
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These findings suggest that future sessions might continue to
deploy some of the valuable practices used in the current
session, such as:
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providing opportunities for interaction,
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providing materials to share with tutors (e.g., videos to use with tutors
to model specific practices), and
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providing content that illuminates evidence-based tutoring practices.
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Evaluator’s statement
This report was prepared by Laurel LaPorte-Grimes, PhD on behalf of WordFarmers
Associates LLC (WFA). WFA supports the IHE Tutoring Project at the SDI Center by providing
independent evaluation of project components, participant satisfaction, and project impact.
This report summarizes feedback from a Synchronized Learning Session focusing on resources for high-quality math tutoring. It includes participant satisfaction ratings, benefits, and suggestions for improvement, based on survey responses. The University of Cincinnati's SDI Center supports IHE Tutoring Grantees through professional learning programs.
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Presentation Transcript
IHE Tutoring Project: Synchronous Learning Session #2 (Resources for Providing High-Quality Tutoring in Mathematics) September 11, 2023
Context and Purpose Context and Purpose
Context Context The University of Cincinnati s Systems Development & Improvement Center (SDI Center) supports ODE-funded IHE Tutoring Grantees by providing a comprehensive professional learning program with three major components: Community of Practice (CoP) and Action Forum (AF) sessions that engage participants with content that applies across tutoring environments; Synchronized Learning Sessions (SLS) that focus on more specific content related to tutoring in literacy and math, respectively; and Collaborative learning sessions in which participants receive individualized support.
Purpose Purpose This report summarizes feedback from the second SLS of the second year of funding, which was held on September 11, 2023 and focused on providing resources for high-quality tutoring in mathematics. The report looks at participants satisfaction with the session, including their ratings of the session s quality, relevance, and usefulness. The report also shares participants feedback about (1) the session s benefits and (2) possible improvements for future sessions.
Methods Methods
Brief Survey Brief Survey 2 questions about respondent roles 4 questions about presentation quality 4 questions about presentation relevance 4 questions about presentation usefulness 2 open-ended questions
Participants Participants
Survey Response Rates Survey Response Rates Number of session participants: 11 Number of survey respondents: 5 Response rate: 45%
Respondents Roles Respondents Roles 2 IHE Faculty Members 3 IHE Staff Members
Principal Investigator Status Principal Investigator Status
Quality, Relevance, and Quality, Relevance, and Usefulness Indicators Usefulness Indicators
Response Choices Response Choices Agree Neither Agree Nor Disagree Disagree Rationale: Broad categories were used because the PD content is new and presenters are working to refine it. Broader categories support formative evaluation purposes more effectively than narrower categories.
Indicator Percent Agreement The objectives of the professional learning session were clear. The professional learning session incorporated active learning. The presenter(s) modeled effective instructional practice. The professional learning session supported collaboration. The content of the professional learning session helped me think about effective tutoring, especially for struggling learners. The content of the professional learning session was evidence-based. The content of the professional learning session reflected Ohio s education priorities (e.g., Ohio's Plan to Raise Literacy Achievement). 100% 100% 60% 100% 80% 100% 80% The activities used in the professional learning session presented realistic problems of practice. 80% I will use what we learned in today s session to grow professionally. What I learned in the session will help me play a role in providing high-quality tutoring in reading and math, especially to struggling learners. Colleagues in my setting (e.g., IHE, teacher ed program, district) would benefit from learning what we learned in today's session. 100% 100% 100% Tutors of reading and math, in general, would find the content of this session useful. 100%
Responses to Open Responses to Open- -ended Questions Questions ended
What did you like most about todays professional learning session? What did you like most about today s professional learning session? Two respondents provided feedback, as paraphrased below: Hearing about high-quality resources used by other projects and learning about the practice guides; and The reiteration of best practices and sharing with other sites.
What changes would improve this professional learning session? What changes would improve this professional learning session? One respondent made a suggestion, as paraphrased below: Would love to have more links to share with tutors; I go to YouTube for videos but would love a bank of videos to use with various practices.
Summary and Summary and Recommendations Recommendations
Major Findings Major Findings There were 11 participants at this SLS with an evaluation response rate of 45%. All respondents were affiliated with IHEs in some capacity, with a fairly even split between those who were and were not PIs. Overall, the session was very well received on the measures of quality and usefulness. Measures of relevance received slightly lower ratings. There were only a few comments in response to open-ended questions. These comments reflected participants appreciation both of session content and the ability that the session gave them to interact with participants from other projects. In interpreting these results, it is important to note the combination of two contingencies: a low attendance rate and a low survey response rate. The latter contingency limits the generalizability of the findings.
Take Take- -aways aways These findings suggest that future sessions might continue to deploy some of the valuable practices used in the current session, such as: providing opportunities for interaction, providing materials to share with tutors (e.g., videos to use with tutors to model specific practices), and providing content that illuminates evidence-based tutoring practices.
Evaluators statement This report was prepared by Laurel LaPorte-Grimes, PhD on behalf of WordFarmers Associates LLC (WFA). WFA supports the IHE Tutoring Project at the SDI Center by providing independent evaluation of project components, participant satisfaction, and project impact.
