Tutoring Goes Virtual, Charlotte-Mecklenburg

Charlotte NC

05 November, 2020

11:36 AM

Description

Press release from the Charlotte-Mecklenburg Schools: 11/4/2020 More than 1,700 volunteers with three organizations met with Charlotte-Mecklenburg Schools students last year to improve their literacy and math skills. But those tutoring services came to an end when in-person instruction ended in March due to the COVID-19 pandemic. Like other organizations, the Augustine Literacy Project (ALP), Heart Math Tutoring and the Helps Education Fund's HELPS (Helping Early Literacy with Practice Strategies) Program adapted to meet new challenges. For the first time, they are offering virtual tutoring to continue to meet the needs of students. "I was so thrilled that ALP worked so hard to get their virtual tutoring training up and running so quickly," said Shelby Patrick, who has been an ALP tutor for nearly two years. "When in-person school ended so abruptly, it was so hard to have had no goodbye with my student. I signed up for the first virtual training that ALP provided. They did an amazing job. "I have to admit that I was skeptical that it would continue to be beneficial, but after the first session, I knew it would be," Patrick said. "I'm so grateful to be able to continue working with my student, as she'll remain in full-remote learning through the pandemic. I got to meet her mother virtually, and I've also noticed my student is showing more of her personality to me in the privacy of her own home." ALP uses the Orton-Gillingham approach and Wilson Reading System® materials. Orton-Gillingham is a multisensory, explicit, systematic approach to reading instruction that has been effective with students who struggle with literacy for a variety of reasons. ALP has 156 active tutors this year; new tutors will receive five days of training from an experienced team of instructors. The Helps Education Fund provides research-supported, free or low-cost programs and services to improve educational equity. The fund's HELPS Program in an evidence-based intervention to improve students' reading fluency. The program is highly scripted and easy to deliver, and each tutor receives coaching and support from a certified coach. HELPS has 314 tutors this year and is looking for 900 tutors to serve 600 students. "We are excited that we have begun HELPS virtual tutoring," said Kimberly Perkins, program director for the Helps Education Fund. "We are not only grateful for the 300-plus volunteers that have already signed up, but also to school staff who are working hard to make this opportunity accessible for their students." Heart Math Tutoring helps students who are behind in elementary math to build basic math skills and confidence in their abilities. Heart had approximately 1,300 tutors last year and is recruiting about the same number of volunteers for this year. Tutors receive a one-hour, small group training; use a fun virtual curriculum; and have a staff person present in all virtual sessions for support. "While we all miss seeing our students and each other in person, it has been great to tutor online," said Lisa Phillips, Heart tutor. "The staff has morphed the curriculum, which the kids adapt to very quickly. There's an added benefit in getting to see our students in their own home environment with cameo appearances by family members. A good time is had by all!" ALP's Patrick, who was a teacher in California, said these students have so much promise and just need an opportunity to shine. She said tutoring allows her to make an impact, and it is a privilege to work one-on-one with a student and help her make strides. "I'm so proud to be a part of ALP and its mission to impact that crucial K-3 student population," Patrick said. "It's a gift to work with my student and see her smile. She knows that I am committed to her and that I will show up for her twice a week. She's just a sponge and eager to learn. I always look forward to our time together." For more information on virtual tutoring programs, click here. This press release was produced by the Charlotte-Mecklenburg Schools. The views expressed are the author's own.