Option 01 : Personalized Remote Tutoring
Baseline tutors will provide tutoring for students in grades 4-12 using a remote platform. Students will be assigned to groups of 6 and will engage in small group learning dialogues to teach and reinforce Reciprocal Teaching reading strategies, read (or listen to) high quality children’s literature and learn to construct meaning from writers’ cues and from understanding the typical and common format of informational text.rem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.
Diagnostic-Prescriptive Academic Tutoring
The proposed program will provide participants with development in literacy-based learning using the Reciprocal Teaching (Reading and Learning Intervention) and the correlate study skills that enhance understanding. This component provides the skill development students need to create a framework for reading informational text and the tutees learn to use self-directed study skills when they engage in learning.
Diagnostic-Prescriptive Learning for the Common Core K-12 English Language Arts
Participants will complete a detailed assessment of their skills in the K-12 Common Core English language arts to generate individualized learning plans keyed to each student’s needs and an individualized learning plan will be generated for each participant.
Guided Structured Individualized Learning
Tutors will oversee students’ learning using Guided Pathways approach which rests on 4 foundational pillars ideal for individualizing lessons. These include helping each student to
(1) clarify the path by ensuring clear curricular pathways,
(2) enter the path created by helping students choose their approach,
(3) help students stay on the path consistently, and
(4) ensure learning by ensuring that learning is happening with intentional outcomes.
Also, this approach allows students to document their learning using a Guided Pathway Tutoring Portfolio that includes a ten-step individualization process that can be repeated across the curriculum and that requires students to (1) preview, (2) discover, (3) comprehend, (4) enrich, (5) develop, (6) analyze, (7) synthesize, (8) review, (9) assess, and (10) evaluate.
Option 02 : In-School Embedded Highly Qualified Tutor(s)
Our embedded tutors engage students in small groups and as individuals needing reinforcement of skills and understanding. We join the school staff and follow a structured schedule to ensure high impact among the students being tutored. We provide a structured schedule but will adjust to the requirements of students or their teachers. This option may be in person or virtual. Embedded Tutors’ Program is an MSTEP Preparation Program as well.
Option 03 : After School or Summer Programming with Highly Qualified Tutor(s): Baselines’ After School or Summer Tutoring Program
After School or Summer Programming with Highly Qualified Tutor(s): Baselines’ After School or Summer Tutoring Program is a 50-session, metacognitive learning development program that develops learning competence among each student in 50 sessions. Our goal is to help students develop fluency in literacy-based applications and in foundational self-directed study skills that aid learning. An intent is to strengthen students’ skills in self-directed learning strategies as well as to facilitate their ability to construct meaning from informational text. Baseline’ 50 session program is designed for students in grades 4-12. The program teaches and reinforces skills with a goal of accelerating students’ capacity to learn and improving their reading and writing competence. The program helps students learn how to construct knowledge using cognitive strategies, and guide, regulate, and evaluate their learning by using metacognitive strategies.
Option 04 : A Male-Male Mentorship and Tutoring Program
The term, “Big Daddy,” hails from Black Southern culture where grandfathers are called “Big Daddy” to connote a larger perspective than a father. Big Daddies have more resources and are more generous with these than daddies; they have more patience than daddies and more time to talk to boys. They are favorite staples in the Black community in southern states. Our program is based on this cultural tradition. We recruit and screen successful urban men who want to make a difference in the lives of young males. These “Big Daddies” serve as online mentors who engage young males weekly for dialogues reflections, and success planning for the future. “Big Daddies” engage their mentees via email and Zoom for weekly meetings where male discussion and guidance take place. These include personal concerns, career explorations, and academic tutoring.
Option 05 : Tiers 2-3 Mentoring Programs for Middle Schoolers: (1) for females: Sapphire Sisters Program
Tiers 2-3 Mentoring Programs for Middle Schoolers: (1) for females: Sapphire Sisters Program for female urban students in grades 6-8 who experience difficulty adjusting to the classroom. A graduate-level certified female guidance counselor provides weekly support for middle school female students who need mentorship and academic tutoring support. For males: The Lions’ Society Program for male urban students in grades 6-8who have trouble adjusting to the classroom.
A graduate-level certified male guidance counselor or social worker provides weekly support for middle school students who need mentorship and academic tutoring support. These include Tiers 2-3 female or male middle school students who need individualized and small group support to help them adjust to the routines and expectations of classroom learning or juvenile diversion.