ACTIVITY

  PROGRAM  THEORY   REASONING   EVIDENCE  

Offering  in-­‐house  tutorial   IF  online  students  are   Students  who  are  left  on  their  own  to  complete  online   • Other  schools  in  the  NESD  
periods  to  support  online   registered  in  a  tutorial  period   courses  typically  fall  behind  and  become  at-­‐risk  of   currently  implement  this  model  
students  in  establishing   to  establish  online  learning   completing  courses.    If  students  are  offered  structured   and  have  a  higher  online  school  
online  learning  strategies   routines  and  skills  THEN   time  that  provides  accountability  and  support  in   completion  rate    (NESD  data)  
and  routines  in  addition  to   students  will  successfully   building  their  online  learning  strategies,  they  will  be   • https://files.eric.ed.gov/fulltext/EJ
accountability  measures.   complete  online  courses  by  the   more  likely  to  successfully  complete  the  courses.   876131.pdf  
expected  completion  date.    
Offering  scheduled  tutorial   IF  regular  program  students   Students  who  require  extra  support  may  not  have   • Previous  tutorial  program  
periods  to  students  who   who  require  academic  support   access  to  these  tools  during  regular  class  time.     students  have  shown  that  this  is  
require  academic  supports   are  registered  in  a  tutorial   Providing  extra  time  to  finish  assignments  or   successful    
to  build:   period  to  build  self-­‐regulated   assessments  may  alleviate  anxieties  associated  with   • https://www.edutopia.org/blog/e
o Self-­‐efficacy   learning  strategies  and  self-­‐ such  tasks.    Additionally,  time  provided  for  furthering   nsuring-­‐enrichment-­‐and-­‐
o Self-­‐regulated   efficacy  and  have  access  to   English  language  skills  or  for  asking  questions  in  a  one-­‐ intervention-­‐brent-­‐emmons  
learning   extended  time,  one-­‐on-­‐one   on-­‐one  setting  will  increase  confidence  and  success  in   • http://www.ohiomla.org/sites/def
strategies   assistance,  and  academic   their  regularly  scheduled  courses.   ault/files/pictures/final_focus.pdf  
And  have  access  to:     supports,  THEN  students  will      
o One-­‐on-­‐one   successfully  achieve  credit  for   Furthermore,  by  offering  students  the  opportunity  to  
support   all  secondary  courses.   build  their  learning  strategies,  assessment  preparation  
o Extended  time   skills,  time  management  skills,  and  sense  of  
periods   responsibility,  students  are  building  the  capacity  to  be  
o Academic   independently  successful  in  their  learning.    
supports  
Offering  scheduled  tutorial   IF  students  who  have  difficulty   Students  who  are  absent  from  school  (for  various   • Previous  tutorial  program  
periods  to  students  who   attending  school  regularly  are   reasons)  often  become  buried  in  the  academic   students  have  shown  that  this  is  
have  attendance  barriers  to   offered  a  tutorial  period  for   demands  and  often  end  up  withdrawn  from  or  failing   successful  
establish  a  connection  to   schedule  flexibility,  increased   courses;  therefore,  these  students  require  flexibility  in   • https://files.eric.ed.gov/fulltext/E
school,  a  more  flexible   time  for  assignment   their  schedules  and  extended  time  in  order  to  meet   D485683.pdf    
schedule,  and  increased   completion,  and  to  build  a   the  demands  of  a  regularly  scheduled  course.    Offering    
time  to  complete  required   connection  to  the  school,  THEN   a  positive  connection  to  the  school  and  time  to  “dig  
course  tasks.   students  will  successfully   themselves  out”  should  provide  students  the  
achieve  credit  for  all  secondary   opportunity  to  complete  and  achieve  credit  for  their  
courses.   courses.      A  flexible  schedule  may  offer  students  the  
opportunity  to  take  online  courses  or  move  around  
mandatory  courses  in  order  to  meet  graduation  
requirements.  
Supporting  student   IF  the  tutorial  teacher  is  an   It  is  necessary  that  all  stakeholders  (students,  parents,   • https://www.guilford.com/bo
achievement  through   active  member  of  the  student   administration,  student  support  services,  and   oks/RTI-­‐Team-­‐
collaboration  with  student   support  services  team  and   classroom  teachers)  are  all  working  together   Building/Broxterman-­‐
support  services  team  and   effectively  communicates  with   effectively  in  order  to  determine  the  best  plan  to   Whalen/9781462508501  
communication  with   all  stakeholders,  THEN  students   support  our  students.    When  the  professional  team  is   • http://www.jimwrightonline.c
stakeholders   will  receive  support  in  tutorial   a  unified  front  and  able  to  communicate  their  plans  to   om/mixed_files/rome/RTI_Te
that  best  meets  their  learning   both  parents  and  students,  it  is  more  likely  that  an   am_Introduction_Rome_CSD_
needs.   increase  in  student  achievement  will  result.   8_Nov_2010_PPT.pdf  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
LOGIC  MODEL  
 
SHORT-­‐TERM   LONG-­‐TERM  
ACTIVITY   INPUTS   INDICATOR-­‐OUTPUT   INDICATOR-­‐OUTPUT  
OUTCOME   OUTCOME  
Offering   • Time  to  develop  supports  for   Online  students  will   • Online  course  access  data   Online  students   • Course  completion  
tutorial  period   online  students     develop  the   • #  of  online  assignments   will  successfully   data  and  dates  
to  support   • Staff:  tutorial  teacher,  online   technology  skills  to   submitted  on-­‐time   complete  online   collected  through  
online  students   school  staff,  SST  professional   engage  in  online   • Students  Achieve   courses  by  the   Moodle  and  online  
staff   learning.     gradebook  data  will   expected   school  staff  
• Learning  resources:  classroom     indicate  a  positive   completion  date.   • An  increase  in  online  
space,  online  school,   Online  students  will   increase  in  successfully     school  registrations  
technology  access   establish   complete  assignments   Self-­‐regulated   and  course  
• Scheduled  tutorial  time   independent   • Teacher-­‐collected  data   online  learners   completions  
learning  routines   (quantitative)     who  are  able  to  
needed  to  complete   • Student  learning  plans   support  the  online  
online  courses  on   school  
time.  
Offering   • Time  to  develop  academic   Students  will  access   • RTI  data  (housed  in   Students  will  have   • Exit  surveys  
tutorial  period   supports  and  plan  for  teaching   supports  necessary   ClevR)  will  indicate  access   improved  self-­‐ completed  by  
to  support   learning  strategies/skills   for  academic   to  supports     efficacy.   students  indicate  an  
students  with   • Staff:  tutorial  teacher,   achievement.     • Students  Achieve     increase  in  self-­‐
academic   classroom  teachers,  SST,     gradebook  will  indicate   Students  will   efficacy    
barriers   administration  team   Students  will   supports  accessed  on   successfully   • Students  achieve  
• Learning  resources:  classroom   improve  upon  self-­‐ assessments     complete  all   data  indicates  an  
space,  resources  for  learning   regulated  learning   • Tutorial  teacher  collected   secondary  courses.   increase  in  
strategies/skill  development,   strategies  and  time   data  tracks  positive   completed  
technology  access     management  skills.   improvement     secondary  courses  
• Scheduled  tutorial  time  
Offering   • Time  to  develop  supports  for   Students  will  attend   • Attendance  data  will   Students  will  have   • Attendance  data  will  
tutorial  period   attendance  students   tutorial  period.   show  an  increase  in   improved   show  an  
to  support   • Staff:  tutorial  teacher,     tutorial  classes  attended   attendance.     improvement  in  
students  with   classroom  teachers,  SST,     • Students  Achieve  data     classes  attended.  
attendance   administration  team   Students  will   will  indicate  a  positive   Students  will   • Students  Achieve  
barriers   • Learning  resources:  classroom   successfully   increase  in  successfully   successfully   data  indicates  
space,  resources  for  learning   complete  regular   complete  assignments   complete  all   successfully  
strategies/skill  development,   course  tasks.   secondary  courses.   completed  
technology  access   secondary  courses    
• Scheduled  tutorial  time  
Supporting   • Staff:  tutorial  teacher,   Professional  staff   • Documented  staff   Students  will   • Exit  surveys  
student   classroom  teachers,  SST,   meet  regularly  to   meetings  &  minutes     receive  support   completed  by  
achievement   administration  team   discuss  on-­‐going   • RTI  data  collected  in   that  best  meets   students  and  
through   • Scheduled  time  for   student  case  loads     ClevR  will  track  progress   their  learning   parents  indicate  
collaboration   professional  team  meetings   The  tutorial  teacher   of  students     needs  in  a  positive   positive  experiences  
with  student   • Time  for  communicating  with   effectively   • Academic  data  is  housed   learning   with  program  
support   stakeholders  and  collecting   communicates  with   in  Students  Achieve   community.   • RTI  and  academic  
services  team   data     stakeholders     • Communication   data  collected  in  
and   • Access  to  data  programs  and     documented  (email,  logs)   ClevR  and  Students  
communication   other  information  systems     The  tutorial  teacher     Achieve  
with   collects  necessary  
stakeholders   data  to  track  student  
progress