As we approach the ESSER spending deadline, schools across the country are trying to figure out how to sustain tutoring. This year, DC Public Schools' (DCPS) Kindergarten tutoring initiative is a great example of how intentional decision-making around program adoption, scheduling, staffing, tutor support, and evaluation can lead to a sustainable, affordable plan for the future.

Understanding the power of intervening early and often, DCPS implemented a Kindergarten tutoring model called Whole Number Foundations (WNF, formerly Roots) in more than half of the district's elementary schools. A Tier 2 intervention shown in rigorous research to improve foundational skills in early mathematics, the WNF project is funded by Accelerate, a national nonprofit committed to the scaling of proven tutoring strategies.

"The program is baked into the school day," said Jennifer Rosenbaum, Deputy Chief of Schools at DCPS. “As we prepare for a future with fewer tutoring dollars, DCPS believes that tutoring has the greatest chance of being sustained when it is effective and fully integrated in the school program.” To support this belief, Ms. Rosenbaum and her team designed a tutoring initiative they could widely implement this school year, test, and sustain for the long term if effective:

The Proven Model Adopted

WNF is a small-group, early mathematics intervention that has been proven effective and is affordable. The paper-based program disseminated by the Center for Teaching and Learning (CTL) at the University of Oregon has 50 sequential lessons designed to be delivered 3-5 times a week in 20-minute sessions. The systematic program helps students develop their conceptual understanding, procedural fluency, and automaticity. The track record of effectiveness and affordable materials were major considerations for DCPS during the selection process.

The Tutor and Training

Training and supporting DCPS paraprofessionals to deliver the program this year will provide the district with a pool of tutors who can provide an effective intervention for years to come. With scripted lessons and explicit training in the use of WNF, paraprofessionals have the support and structure to effectively address students’ needs. Feedback from the tutors has been "super positive," according to the DCPS team. One paraprofessional shared with them, "This is the first time I've received dedicated professional development." The training provided by CTL includes school visits and 1:1 coaching for tutors throughout the year.

The Schedule

To ensure students receive the intended dosage, DCPS and school leaders have embedded the program in the existing master schedule, making use of intervention blocks and small group time during the math block. The relatively uncomplicated schedule requires no trade-offs for students or the school.

Scale of Project and Evaluation

DCPS invested in a relatively large-scale pilot, serving students in need of additional support in more than half of the district's Kindergarten classrooms (40 schools). Given their commitment to tracking implementation, monitoring progress, and evaluating impact, the district has a rich set of data that will guide internal reflection and planning around whether WNF should be sustained and if so, how it can be refined and expanded to serve more students.

Thinking Ahead

There is no one-size-fits-all approach to tutoring. Really different approaches can be equally effective. As schools navigate a post-ESSER world with fewer tutoring dollars, DCPS' decision-making offers valuable lessons: plan with the future in mind, select a program with evidence of impact, and commit to program fidelity.