Math Masters A Peer Tutoring Program for Elementary Aged Students Kelsey Augst School Counselor, Wake County

Objectives for Today Participants will: ▫Understand research behind peer tutoring best practices ▫Learn about Math Masters Peer Tutoring program ▫Share peer tutoring and mentoring programs

How will we meet these objectives? Introduction Discussion of Best Practices Outline of Math Masters program Results Reports & Reflections Future Recommendations and Discussion

It is not what is poured into a student, but what is planted. ~Linda Conway

Research shows… Academic and social development (Ehly, 1986, Garcia-Vazquez & Ehly, 1995) Different ability levels (Kunsch, Jitendra, & Sood, 2007) Highly structured activities (Barley et al., 2002) ▫Structured teacher activities ▫Structure routines Materials provided ▫Flash cards, manipulatives, etc.

Elements of an Effective Peer Tutoring Program Supplement classroom instruction Thorough training to tutors Monitoring for effectiveness

Math Master’s Peer Tutoring Program

Closing the Gap Action Plan Counselor Intended effects on academics, behaviors or attendance ASCA Student Competency ASCA Domain/ Standard Type of activity to be delivered in what manner Curriculum and Resources needed Projected number of students impacted (Process data) Evaluation method. How will you measure results? (Perception and results data) Project start/ Project end K.AugstStudents who received a level 2 in Math during the first grade will bring up their grade to a level 3 in at least one Math objective during their third quarter progress report. A:A2.2 A:A3.5 A:B1.1 A:A2 A:A3 A:B1 Tutor/Mentor program Daily Math Prompts Math Expressions Series Teacher and textbook created math games 32 Improved course grades Increased scores on pre and post tests Jan 2009 Mar 2009

Preparation & Timeline December: Determine targeted students ▫2 nd grade students who achieved a Level 2 in math during the 1 st quarter December: Determine recommended peer tutors ▫5 th grade students recommended by teachers December: Parent permission letters to tutors and tutees January: 3 weeks of 45 minute training for peer tutors February-April: 6 weeks of 45 minute peer tutoring sessions ▫Beginning session with pre-assessments; monitor progress with math review, ending session with post-assessments

Peer Tutor Training Lesson 1: Introduction to peer tutoring, Write peer tutor guidelines, Handling tutee misbehavior Lesson 2: Introduction to weekly math skill review, Compliments Lesson 3: Introduction to math games

Peer Tutor Schedule 8:00 a.m. Arrival 8:00-8:10 a.m. Meet on the carpet for announcements, math practice, and goal setting 8:10-8:25 a.m. Guide student through math review at table. Correct any mistakes. Praise. 8:25-8:35 a.m. Play selected math game with student. 8:35-8:45 a.m. Clean up and meet on the carpet for success stories and compliments

Math Masters Practices Used Math Skills Review: ▫Daily Math Warm-Ups, Grade 2 Carson Dellosa ▫Materials from Math textbooks ▫Math Skills 1 minute probes:  Number identification  Addition/Subtraction (Mad Minute) 

Math Masters Practices Used Math Games ▫Games included in math textbook series ▫Math “folder” games provided by 2 nd grade teachers ▫Math board games provided by 2 nd grade teachers

Program Results Report CounselorTarget Group Curriculum and Materials Type of Service Delivered in What Manner? Start Date End Date PROCESS DATA (Number of students affected) PERCEPTION DATA (pre and post test competency attainment or student data)* RESULTS DATA (How did the student change as a result of the lesson)* Implications (What do the data tell you?) K. Augst2 nd grade students with a Level 2 in math during the first quarter Daily Math Warm- Ups, Math Expressions by Houghton Mifflin Weekly 45 minute peer tutoring sessions for 6 weeks February 4 – March 18, studentsOf 9 students tested at the beginning and end of the program, 8 students were able to represent numbers, determine number of shape sides and corners, and complete 2 digit addition at the end of the program. 7 students were able to solve addition word problems. Students still showed difficulty with rounding, greater than/less than, and word problems with addition. 33% of students showed growth on objective 1.01a (represent numbers). 44% of students showed growth on objective 1.01c (compare and order numbers). 44% of students showed growth on objective 1.01d (rename numbers). 22% of students showed growth on objective 1.03 (solving addition and subtraction problems). 33% of students showed growth on their overall math grade from 2 nd to 3 rd quarter. The data tells me that the program helped some students to improve their understanding and performance on specific objectives. The program was particularly effective when games and/or skills reviews focused upon specific objectives.

Reflections Pre and post assessment Progress monitoring with weekly math probes 9 weeks instead of 6 weeks Academic self esteem

Resources Barley, Z., Lauer, P. A., Arens, S. A., Apthorp, H. S., Englert, K. S., Snow, D., & Akiba, M. (2002). Helping at risk students meet standards: A synthesis of evidence-based classroom practices. Retrieved October 17, 2009, from the Midcontinent Research for Education and Learning Web site: RR_RSHelpingAtRisk.pdfhttp:// 5022RR_RSHelpingAtRisk.pdf Carson Dellosa. (2004). Daily Math Warm-Ups: Grade 2. Greensboro, NC:Carson Dellosa Publishing Company. Ehly, S. (1986). Peer Tutoring: A guide for school psychologists. Washington, DC: National Association of School Psychologists. Garcia-Vazquez, E., & Ehly, S. (1995). Best practices in facilitating peer tutoring programs. In A. Thomas & J.Grimes (Eds.), Best Practices in School Psychology-III (pp ). Washington, DC: National Association of School Psychologists. Kunsch, C., Jitendra, A., & Sood, S. (2007). The effects of peer mediated instruction in mathematics for students with learning problems: A research synthesis. Learning Disabilities Research & Practice, 22(1), Wright, Jim. (2004). Kids as Reading Helpers: A peer tutoring manual. Retrieved October 17, 2009, from Intervention Central website:

Thank you for your participation! Contact Information ▫Kelsey Augst ▫School Counselor, Hilburn Drive Elementary ▫  All handout materials on website  Peer tutoring manual on website  Peer tutoring lesson plans on website