Those small groups with one teacher and a couple of children and the work that they do over the course of a couple of weeks can have a massive impact on a child’s education.”4 In addition, the Better and Fairer review — intended to underpin the next agreement on school funding between the federal government and states and territories — recommended the implementation of small-group catch-up tutorin. [...] It is done in addition to — not as a replacement The evidence base for small-group for — regular instruction in the subject(s).15 tutoring is large and varied, showing a range of impacts on student outcomes, In this broad definition of tutoring, the so considerable nuance is required in distinct features are simply that the student translating the findings of research to is considered ‘behind’ and. [...] The However, the question for policymakers authors comment the null findings may is not whether this is a promising policy be due to the relatively more advantaged idea but whether the reality can match the demographics of the student group expectation in the Australian context. [...] effectiveness of the TLI examined overall implementation effectiveness.50 The report used the Department of Education’s own Summary of results framework to see what proportion of schools utilised effective models, which Perceived outcomes included the following factors: In New South Wales, only the Phase 2 • Targeting: selection of students for (covering the 2021 school year) and assistance; Phase. [...] delivering the training to the teachers across Providing the screening tools and list of the schools in the districts.103 validated programs and educators trained in relevant methods are necessary but not in Recommendation: Australian governments themselves sufficient to ensure success.102 should move towards a pilot program of MTSS that embeds all the enabling factors The Coyne et al.
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- 36
- Published in
- Australia
Table of Contents
- Trisha Jha 3
- Contents 4
- Executive Summary 6
- Introduction 7
- 1. The student achievement problem 8
- A third of Australian students arent proficient 8
- Students who fall behind stay behind as they progress through schooling 9
- Small-group tutoring is not necessarily a fit-for-purpose solution to this problem 9
- 2. Understanding small-group tutoring 10
- Small-group tutoring should fit within a multi-tiered systems of support model 12
- MTSS in the literature 13
- Reading 13
- Mathematics 14
- 3. COVID-response small-group tutoring 15
- New South Wales 15
- Victoria 16
- Figure 6 Response to Intervention model promoted for the Tutor Learning Initiative 17
- Summary of results 18
- Perceived outcomes 18
- New South Wales 18
- Victoria 18
- Academic outcomes 19
- New South Wales 19
- Victoria 19
- Other effects 19
- Barrier 1 Inconsistent quality of instruction at Tier 1 21
- Why it matters 21
- 4. Barriers to implementing catch-up tutoring at scale 21
- Current practice 22
- Barrier 2 Lack of access to screening and diagnostic tools to correctly identify student need 23
- Why it matters 23
- Current practice 23
- Barrier 3 Lack of access to evidence-based intervention programs 24
- Why it matters 24
- Current practice 25
- Barrier 4 Lack of access to effective progress monitoring tools 25
- Why it matters 25
- Current practice 26
- Tutoring will require capacity improvements in order to be scalable 26
- 5. Policy implications 27
- Take a preventative approach by focusing on quality and consistency of Tier 1 instruction 28
- Target assistance by improving access to screening and diagnostic tools 29
- Provide intensive support by taking the guesswork out of intervention program selection 29
- Ensure students receive the support they need with careful monitoring 30
- Ensure school-based expertise and coordination 30
- Implement and scale up with care 30
- Conclusion 31
