We use the HIT model of 3 sessions per week, 30min per session. We work in pods of no more than four students. We can provide instruction virtually or in-person. This year, we worked with approximately 20 schools, and most were in-person, but we have great success on the virtual platform as well. Virtual works best in a quiet space, with each child having a device and headset. Students are typically in grades K-2, but we can work with any student population and grade level. 

All tutors hold a minimum of a four year degree, and we prefer to hire tutors with a background in education or a degree in education. Tutors are provided with a minimum of five hours of training, but many avail themselves of additional training hours, as we offer bonuses and incentives for attending trainings. All tutors are trained in the Orton-Gillingham Method, which is a sequential, kinesthetic phonics program based in the science of reading. 

We work with schools to determine the best schedule for the school and students. Typically, we provide services for 36 students per day, which works out to 9 pods per day. We work around the bell schedule and lunch. We create a calendar shared among our and your admin team and the tutor, to ensure DOE holidays are taken into account when solving for the minimum session count, which according to the HIT program is 30 sessions or ten weeks of services. 

The HIT program is supposed to be geared towards Tier 2 students, which are students that are below grade level but will work well in/benefit from a small group setting and do not require 1:1 services. Acadience data combined with teacher feedback determine which students the school teams select for services. During the first two weeks of services (effectively the “add/drop” period for the program), tutor feedback and teacher feedback can be used to further revise the groups. HIT allows for students to be swapped in and out during the first two weeks, and then after that, HIT requires the groups remain fixed. 

We provide daily feedback on a progress monitoring spreadsheet, which notes the skill(s) being worked on that day and whether a student has exceeded, met, or approached expectations. At the conclusion of services, tutors fill out a comprehensive report card for each student, which includes aggregated attendance, a check list of benchmark skills for literacy, and an optional narrative box. Additionally, Enriched schedules an exit meeting with the school admin teams, where report cards and BOY/MOY/EOY data is compared and discussed. 

Our case study school this year saw the percentage of students meeting benchmark expectations in literacy, according to Acadience testing, rise from 4% to 45%. We are currently actively receiving EOY results from all of our partner schools for this year, and will have more data to share in a few weeks. Re: virtual, we have a partner school in Bellevue, Idaho that saw 18/20 1st grade ESL learners (native Spanish speakers) go from not reading to on grade level in 20 weeks time, using the HIT model.