2007 pca/cite partnership support grant program form # 1 ~ … · o 1. project proposal o the...

Forms are available on our website at www.bgsu.edu/pcacitesupportgrant in PDF, and WORD formats.

TYPE PROJECT NAME HERE:EASTWOOD HIGH SCHOOL MATH PEER-TUTORING INITIATIVE (EHS MPTI)

Please ensure that your application packet contains all of the following:

GRANT APPLICATION FORMSo 1. Application Checklist

o Use this form to make sure your application packet is complete.o 2. Project Summaryo 3. Project Co-Directors Contact Sheet

o Please list all Co-Directors. Copy sheet as necessary depending on number of Co-Directors.o 4. Reciprocity Agreement

o Signed by all Co-Directors and by faculty advisors if any Co-Directors are BGSU students.o Copy this sheet as necessary depending on number of Co-Directors in the project.

o 5. Project Co-Directors Profileo 6. Community and BGSU Partners and Sponsors Listo 7. Project Budgeto 8. Service-Learning Special Category Additional Application Sheet

o For those applying for the Service-Learning category only—must be filled out in addition to the rest ofthe application

o 9. East Toledo Special Category Additional Application Sheeto For those applying for the East Toledo category only—must be filled out in addition to the rest of the

application

o APPLICATION PROPOSALo 1. Project Proposal

o The Project Proposal cannot exceed five pages, should be single-spaced in 12 point Times New Romanfont, and use 1-inch margins.

o Should include a statement of need, a project narrative, activity timeline, plans for assessment andevaluation, and plans for sustainability.

o 2. Letters of Supporto From key sponsors, organizations or individuals who can address the need for the project and its potential

for success.o 3. Supporting materials (if relevant)

o Videos, CDs, curriculum samples, trainer/speaker materials, etc.

FORMAT - 18 Paper Copies of all of the above + 1 Electronic CopyDO NOT use folders or file covers of any kind. The electronic copy must be submitted as an attachment via email oron a Zip Disk or CD in Microsoft Word Format. Label all attachments and disks clearly with the name of the project.

DEADLINE – Monday, December 4, 2006 by 12:00 noon (CITE/PCA 111 University Hall Office)

PCA/CITE Partnership Support Grant Program ~ 111 University Hall, Bowling Green, Ohio 43403Grant Office: (419) 372-9624 ~ Fax: (419) 372-8264

[email protected]~http://www.bgsu.edu/pcacitesupportgrant/

2007 PCA/CITE Partnership Support Grant ProgramFORM # 1 ~ APPLICATION CHECKLIST

Forms are available on our website at www.bgsu.edu/pcacitesupportgrant in PDF and WORD formats.

Please note that these descriptions will be used in all media outreach for successful grants.

PLEASE TYPE

TYPE PROJECT NAME HERE: (No more than 10 words)

EASTWOOD HIGH SCHOOL MATH PEER-TUTORING INITIATIVE (EHS MPTI)_____________________________________________________

PROJECT ABSTRACT: (No more than 50 words)

Eastwood High School (EHS) and BGSU ‘s Math and Stats Tutoring (MAST) Center will collaborate toestablish a math peer-tutoring program at EHS modeled after the university’s program. This project affordshigh school students opportunity to improve math achievement by utilizing the MAST staff’s expertise inrunning a successful center.

PROJECT DESCRIPTION: (No more than 250 words)

The EASTWOOD HIGH SCHOOL MATH PEER-TUTORING INITIATIVE (EH MPTI) is scheduled torun January through May 2007. EHS staff will be responsible for interviewing and selecting the peer tutorswhile MAST staff will be responsible for tutor training. Both partners will share the responsibility ofsupervising students and overseeing the center. Peer tutors will be successful EHS calculus students.Students who performed below proficiency on math achievement tests, the OGT, quarterly math grades,and any students desiring additional math support are targeted tutees. From past experience, the belief ofboth partners is that one-on-one tutoring significantly improves math competency and test scores. Ofadditional benefit to EHS students is the more readily available tutoring in mathematics, as the rural locationand cost of individual tutoring makes it somewhat prohibitive. Also, strong math students will acquirevaluable experience as tutors. Given that EHS is ranked 7th of the feeder schools for first year admissions,the university will benefit by bringing stronger math students to campus. It will potentially reduce the lossof developmental math students due to the pending legislation (SB 311) which proposes to eliminate thesecourses from four-year institutions. Finally, it will give the MAST staff a better understanding of mathfoundations taught at the high school level in order to potentially influence curricular change at BGSU bysharing the initiative’s assessment results with Math and Stats Department faculty. The partnership willhopefully secure additional or alternate funding to eventually extend services to all students within thedistrict.

2007PCA/CITE Partnership Support Grant Program

FORM # 2 ~ PROJECT SUMMARY

Have any of the Co-directors involved with this project received a PCA/CITE Support Grant in the past?

__X__ NO____YESWhat was the name of your project(s)?__________________________________________

In which grant year was your project(s) funded?___________________________________

Did you complete all of your reporting requirements in a timely manner? ____NO ____YES


[email protected] ~ http://www.bgsu.edu/pcacitesupportgrant


Duplicate form as necessary to include ALL Project co-directors. PLEASE TYPE

PROJECT NAME:EASTWOOD HIGH SCHOOL MATH PEER-TUTORING INITIATIVE (EHS MPTI)

PROJECT CO-DIRECTORS:Name:Lisa FoosTitle/ Position:Math SpecialistOrganization:BGSU Math and Stats Tutoring CenterAddress:208 Moseley HallBowling Green State UniversityTel:419-372-7214Cell:N/AFax:419-372-8486Email:[email protected] site:http://www.bgsu.edu/offices/acen/mathlab/

Name:Michelle HeckmanTitle/ Position:CoordinatorOrganization:BGSU Math and Stats Tutoring CenterAddress:208 Moseley HallBowling Green State UniversityTel:419-372-9406Cell:N/AFax:419-372-8486Email:[email protected] site:http://www.bgsu.edu/offices/acen/mathlab/

Name:Donna SchuesslerTitle/ Position:Guidance CounselorOrganization:Eastwood High SchoolAddress:4800 Sugar Ridge Rd.Pemberville, OH 43450Tel:419-833-3611Cell:N/AFax:419-833-6014Email:[email protected] site: www.eastwood.k12.oh.us/

Name:Chris StandringTitle/ Position:School Improvement SpecialistOrganization:Eastwood Local SchoolsAddress:4800 Sugar Ridge Rd.Pemberville, OH 43450Tel:419-833-3611Cell:N/AFax:419-833-6014Email:[email protected] site: www.eastwood.k12.oh.us/


[email protected] ~ http://www.bgsu.edu/pcacitesupportgrant


FORM # 3 ~ PROJECT CO-DIRECTORS CONTACT SHEET


PLEASE TYPEAdd additional sheets if necessary.Any student co-directors must have this agreement signed by a BGSU advisor.

PROJECT NAME: EASTWOOD HIGH SCHOOL MATH PEER-TUTORING INITIATIVE (EHSMPTI)

• By signing below, all parties affirm the collaborative decision-making process for theconceptualization, implementation and evaluation of the project.

• This agreement affirms that all parties agree to the structure and functioning of the proposed grantproject.

• If funded by PCA/CITE, all parties affirm their intent to work toward the sustainability of the project.• If funded by PCA/CITE, all parties agree to meet the terms and conditions of the grant program as

outlined in the Application Guidelines.

Lisa Foos_________________________________________________________________________11/29/06Project Co-Director Name Signature Date

Michelle Heckman_________________________________________________________________11/29/06Project Co-Director Name Signature Date

Donna Schuessler__________________________________________________________________11/29/06Project Co-Director Name Signature Date

Chris Standring____________________________________________________________________11/29/06Project Co-Director Name Signature Date

**SIGNATURES ON PHOTOCOPIES**STUDENT CO-DIRECTORS / ADVISOR DETAILS: (If applicable)

__________________________________________________________________________________________Student Co-Director’s Name Advisor’s Name Advisor’s Signature Date

__________________________________________________________________________________________Advisor’s Department Name Telephone # Email Address

__________________________________________________________________________________________PCA/CITE Partnership Support Grant Program ~ 111 University Hall, Bowling Green, Ohio 43403

Grant Office: (419) 372-9624 ~ Fax: (419) [email protected] ~ http://www.bgsu.edu/pcacitesupportgrant


FORM # 4 ~ RECIPROCITY AGREEMENT


PROJECT CO-DIRECTORS AND PARTNERS PROFILES:NAME ROLE IN PROJECT BACKGROUND AND EXPERIENCELisa Foos • Train tutors;

• Supervise Center;• Complete final analysis of program

success.

• BGSU MAST Math Specialist – 4 years;• Part-Time Instructor for the BGSU Math and Stats

Department – 4 years, teach/tutor everything fromdevelopmental math to abstract courses (300 level);

• Teaching Assistant for BGSU Math and Stats Department –1 year, taught Pre-calculus and Calculus;

• Math and Math Lab Instructor at Owens CommunityCollege – 3 years, taught/tutored all levels of mathematics;

• Undergraduate Peer-Tutor at Miami University – 3 years;• B.S., Secondary Math Education;• M.A., Pure Mathematics (to be completed in August 2007).

MichelleHeckman

• Train tutors;• Develop evaluation and assessment

program;• Liaison with BGSU administration.

• BGSU MAST Center Coordinator – 3 years;• Part-Time Instructor for BGSU Math and Stats Department

– 3 years;• BGSU Student Support Services Math Specialist – 5 years;• BGSU Math Lab Assistant – 2 years;• BGSU Undergraduate Peer Tutor – 1 year;• B.S., Elementary Education;• M.A.T., Mathematics.

DonnaSchuessler

• Recruit, hire, and reward tutors withEHS Committee;

• Recruit tutees;• Supervise Center;• Liaison with EHS students and

faculty.

• 20 years experience in education;• High School Guidance Counselor at EHS – 7 years;• Taught middle school students– 7 years;• Taught elementary students– 1 year;• B.S., Elementary Education;• M.A., Guidance.

ChrisStandring

• Liaison with EHS administration;• Secure additional/alternate funding

for future.

• 20 + years educational experience;• School Improvement Specialist for Eastwood Local Schools,

responsibilities include securing grant money to enhancestudents’ educational opportunities and experiences – 9years;

• Staff member of Wood County Educational Service Center –9 years;

• PRAXIS III Assessor;• Adjunct professor for Ashland University;• Ed.S., Educational Specialist.

PCA/CITE Partnership Support Grant Program ~ 111 University Hall, Bowling Green, Ohio 43403Grant Office: (419) 372-9624 ~ Fax: (419) [email protected] ~ www.bgsu.edu/pcacitesupportgrant


FORM # 5 ~ PROJECT CO-DIRECTORS PROFILE


PLEASE TYPE


COMMUNITY SPONSORSPlease list all organizations or agencies that are associated with this project through provision of services,provision of personnel, financial or in-kind support, trainers, or presenters, etc.

EASTWOOD LOCAL SCHOOLS

BGSU SPONSORSPlease list all academic departments or programs, administrative units, research centers, and/or other campusorganizations associated with this project.

BOWLING GREEN STATE UNIVERSITY’S MATH AND STATS TUTORING (MAST) CENTER

PCA/CITE Partnership Support Grant Program ~ 111 University Hall, Bowling Green, Ohio 43403Grant Office: (419) 372-9624 ~ Fax: (419) [email protected] ~ www.bgsu.edu/pcacitesupportgrant


FORM #6 ~ COMMUNITY/BGSU PARTNERS &SPONSORS LIST


PLEASE TYPE

Complete the Project Budget Form by providing detail about the personnel, operations, and administration ofthe grant project. Add categories in the Line Item Column as necessary.

1) General Narrative: explain clearly and briefly why funds are needed and write a justification for allbudgetary allocations. This is the place where you should indicate whether any otherorganizations/agencies/individuals are providing financial and/or in-kind support. Make clear what the“need” is for the funding you are requesting.

2) Explanation: provide a short explanation of each Line Item including exactly how calculations werearrived at, and the rationale for the expenditures.

3) Line Item: provide names and titles of personnel, and a simple description of supplies, equipment, andadministrative needs.

4) Grant Funds: provide estimated funds requested from PCA/CITE for each Line Item. These amountsmay be rounded to the nearest dollar amount.

5) In-Kind Share/Extramural Funds: provide estimated funds being provided by partners, agencies,external funding sources, businesses, and others, and identify the specific source in the Line Itemcolumn.

6) Totals: provide total funds (both grant and in-kind share) for this project.

7) Accuracy: this is not an Excel file, so please double-check figures for accuracy.

2007 PCA/CITE Partnership Support Grant ProgramFORM # 7 PROJECT BUDGET

2007 PCA/CITE Partnership Support Grant ProgramFORM # 7 ~ PROJECT BUDGET

PROJECT NAME: EASTWOOD HIGH SCHOOL MATH PEER-TUTORING INITIATIVE

GENERAL NARRATIVE: briefly explain why grant funds are being requested for this project (please keepthis statement under a half a page) Grant funds are being requested because currently there exists no funding for such an initiative at either EHSor MAST. This is the reason salaries for three of the co-directors are displayed as in-kind share. Due toimplementation of this initiative, Lisa Foos will spend three mornings a week at EHS during her normal worktime to co-supervise, act as a liaison between MAST and EHS, and work with EHS students and staff. She willalso be required to travel from EHS to the MAST Center three days per week. Donna Schuessler will spendtime throughout her normal schedule co-supervising, coordinating tutor and tutee schedules, andcommunicating with EHS staff. Michelle Heckman will contribute extra time from her daily responsibilities todevelop the evaluation and assessment measures for the program. Chris Standring’s salary is not considered inthe budget, as her duties for the project are within the range of her normal job description. Finally, a tutortrained by the MAST Center will be hired through the grant. Salaries were calculated by each individual’shourly rate multiplied by the number of hours contributed. Tutors will receive “incentives” as opposed to pay, since they will be working during school hours. Theirrate of “incentive” is $5 for every hour worked. Rewards will be disbursed in $50 increments in the form of giftcertificates, gas cards, and athletic passes, just to name a few. Finally, a Student Success and Tutor Appreciation party is scheduled for the end of the program foracknowledging the success that students and tutors have realized. Certificates will be awarded for variouscategories.BUDGET REPORT

Line Item Grant Funds In-Kind Share TotalsA. Personnel

1. Salary/StipendsSalary for Lisa Foos (17 weeks @ 46.50/week)Salary for Donna Schuessler (17 weeks @$88.00/week)Salary for Michelle Heckman (8 hours @ $22/hour)MAST Center Supervising Tutor (17 weeks @$17/week) $289.00

$790.50

$1,496.00 $176.00

$790.50

$1,496.00 $176.00

$289.002. Services

3. OtherHigh school peer tutor incentives (17 weeks @ 40hours/week @ $5/hour) $3,400.00 $3,400.00

Personnel Subtotal $3,689.00 $2,462.50 $6,151.50B. Project Operations

1. TravelTutor mileage (21 miles roundtrip @ $.43/mile for34 roundtrips)Lisa Foos (10.5 miles one way @ $.43/mile for 51trips)Bussing for training (2 hours @ $40/hour)

$307.02

$230.27 $80.00

$307.02

$230.27 $80.00

2. SuppliesPaper (2 reams @ $9.50 each)Certificate Paper (2 pkg. @ $4.79 each)Pencils

$19.00 $8.58 $13.00

$19.00 $8.58 $13.00

3. Equipment 4. Rental 5. Other

Project Operations Subtotal $657.87 $657.87C. Administration

1. Outreach/PromotionTutor Appreciation and Student Success Party $200.00 $50.00 $250.00

2. FacilitiesLibrary space overhead (Estimate provided byEHS) $150.00 $150.00

3. Maintenance/Repair 4. Reporting Presentation Materials / PCA Grant Launch $100.00 $100.00 5. Other

Administration Subtotal $300.00 $200.00 $500.00Totals $4,646.87 $2,662.50 $7,309.37

PROPOSAL FOR EASTWOOD HIGH SCHOOL MATH PEER-TUTORING INITIATIVE

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INTRODUCTIONThe BGSU Math and Stats Tutoring (MAST) Center contacted Eastwood High School

(EHS) staff in May of 2006, about partnering to establish a math peer-tutoring program at EHSmodeled after the MAST Center. After investigating the options and possibilities during phoneand face-to-face meetings, all co-directors agreed to submit a proposal.

STATEMENT OF NEED:The Eastwood High School Math Peer Tutoring Initiative (EHS MPTI) is a project

designed to provide additional academic support to students at EHS who have scored poorly inmath on their achievement tests, OGT, or quarterly grades. It will also support any students whomay not have failing scores, but who struggle with math and would like additional support. Thefollowing text outlines the statement of need from both constituencies: EHS/Community andMAST/BGSU

• Statement of Need - EHS/Community perspectiveCurrently, 8 seniors and 13 juniors have not passed the math OGT at EHS which

represents approximately 7% of the junior and senior class combined. Also, 20-25 integratedmath students received poor and/or failing math grades on their first quarter report card. A fewhave already contacted their guidance counselor about getting help from the proposed tutoringprogram. These, as well as those students who have indicated they are struggling with their mathclasses, are the targeted “at risk” students for whom the program is initially being proposed. Pastexperience by both EHS and MAST professionals with such students has proven that one-on-onetutoring is effective in fostering success on the OGT and improving test scores for them. Oncesuccess is demonstrated for these students during the initial phase of this project, the focus willhopefully broaden to include students at various levels of achievement, most likely requiringadditional or alternative funding. Please refer to the section entitled “Project Sustainability” formore information.

Certainly EHS students and their parents could hire private tutors. EHS also offers acomputer based program called “NovaNet” in place for those students who fail a math class.However, with private tutoring costing between $15 to $20 per hour and NovaNet costing $60per semester or $120 per year to enroll in, those options may be cost prohibitive to many familiesin the community. When compared to cost-free tutoring through the initiative, those studentswhose families cannot afford these fees would obtain the additional help they need.

In addition to the OGT and math failure rate, the rural location (approximately 11 milesnortheast of the university) hinders students from getting additional support at the BGSU MASTCenter, unlike Bowling Green High School students who are able to catch a shuttle after schoolto utilize services at the BGSU MAST Center. EHS MPTI would allow students easilyaccessible academic support on a regular basis.

• Statement of Need - MAST/BGSU perspectiveIn 2005, Eastwood High School sent 31, or 19.3% of its graduating seniors to BGSU, an

increase from 16.7% in 2003. This translates to an annual increase of 7.5% of EHS seniorsattending BGSU. According to Vice Provost, Dr. Alberto Gonzalez, EHS is ranked as 7th out ofthe top 10 feeder schools for first year student enrollment. If the trend of the 7.5% annualincrease continues, assuming enrollment remains constant, we may see EHS moving up in rankas a feeder school. Even if it doesn’t, consider that, currently, EHS graduating seniors make up alittle less than 1% of first year students. This may seem like a small percentage of the entirefreshmen class at BGSU, but if you consider that EHS MPTI is being proposed with the idea to


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expand to other feeder schools after proving success with EHS, the numbers are significant.Why does this matter? The Ohio Board of Regents reports that 5% of last year’s first yearstudents at BGSU and 30% of first year students statewide took a developmental math course.Couple this with the pending Ohio Core legislation (SB 311-see Attachment 1) from thegovernor’s office to eliminate developmental courses at four-year institutions. If BGSU loses theability to offer developmental courses to students, it is imperative for BGSU and the MASTCenter to do everything possible not to lose those students who currently would place intodevelopmental math. For this reason, we are proposing EHS MPTI to improve the mathachievement of such students so that they may enter university level math courses as opposed todevelopmental courses. Who better to properly prepare these students for university level mathcourses than those who teach and tutor them? This obviously affects the Admissions and theMathematics and Statistics Departments as well as the MAST Center at BGSU. For this reason,the MAST Center and BGSU need to deal directly with the high schools, EHS specifically in thiscase, to enact change. Reproducing our expertise by establishing a math peer-tutoring centerbased on BGSU math achievement standards appears to be an appropriate remedy.PROJECT NARRATIVE

EHS MPTI is designed to reach those EHS students who struggle mathematicallydetermined either by failing test scores or grades or by self-declaration. A math peer-tutoringcenter will be established using the model of the MAST Center. Preparation for implementingEHS MPTI has already begun. To date, tutor candidates have been recruited from the pool ofEHS calculus students. Interested students were given applications to complete and return to theguidance counselor, for committee review (math teachers, principal and guidance counselors),interviewing and selection of peer tutors. Once tutors are selected, training will be held at theMAST Center during the week of December 18th. Tutors will be transported by bus to BGSU forthis training. As soon as word is received that the project has, in fact, been funded, the initiativewill commence promptly with a Kick-off Open House on January 29, 2006 at EHS to introducestaff and students to the program. Actual tutoring will begin on Tuesday, January 30th. Tutoringwill run for 17 weeks and will be held Tuesday through Friday from 7:30 to 8:15 a.m., which isthe students’ usual academic assist time. Mondays will be reserved for on-going tutor trainingcovering anything from specific content training to using graphing calculators to tutoring tips.Those Mondays on which training is not scheduled will be used for tutor journaling of the priorweek(s). Mondays will also be the day when tutees sign up for tutoring times for the upcomingweek. Tutors will be rewarded with a $50 gift card for every 10 hours of work they complete.Donna Schuessler, Eastwood High School Guidance Counselor, and Lisa Foos, BGSU MASTCenter Math Specialist, will serve as co-supervisors of the center. Donna will be present daily,while Lisa will be present three days per week from 7:30 – 8:15 a.m. The two days on whichLisa is not present, a MAST Center trained tutor, hired through the grant, will serve in Lisa’sstead. Donna’s supervisory duties will include collaborating with EHS math departmentteachers, scheduling and recruiting tutors and tutees, disbursing tutor rewards, and distributingevaluations, while Lisa’s supervisory role will focus more on the center’s operation, training oftutors, and even tutoring, although several duties will also be shared. Evaluation and assessmentwill be completed throughout the 17 weeks in the form of tutor journals, student and teacherevaluations, and grade comparisons. Please see the section on “Evaluation and Assessment” formore information. A Tutor Appreciation and Student Success Party will be held at the end of the17 weeks to recap and celebrate the efforts of everyone involved with the initiative.


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PROJECT TIMELINEDate(s) EventDecember 18th-22nd Tutor training at MAST CenterJanuary 29th Kick-off Open House at EHSJanuary 30th Tutoring begins *Feb 5th Tutor trainingFeb 26th Tutor trainingMarch 26th Tutor trainingApril 6th-13th EHS Spring Break – No SchoolApril 23rd Tutor trainingJune 4th Tutor Appreciation and Student Success Party

*Tutoring will be held weekly Tuesday through Friday from 7:30-8:15 a.m. Mondays arereserved for appointment scheduling, tutor journaling, tutor training, and student evaluations.

For those days in which school is not in session either due to cancellation or holidays, notutoring or training will take place. Adjustments will need to be made to accommodate foraltered schedules when there are school delays or early release.

EVALUATION AND ASSESSMENTEvaluation and assessment of the success of the program will be completed on several

levels. First, students will complete evaluations using a Lickert scale on a bi-weekly basis todetermine the effectiveness of the tutoring experience. The surveys are intended to reflectwhether students are seeing positive changes in both cognitive and affective skills. Secondly,tutors will journal their experiences and thoughts weekly about the process in order to self-assesshow they can be the most effective tutor possible with their students and to also assess whetheror not their own math skills have improved as a result. Grades for the remaining two gradingperiods will be compared to the prior two grading periods to determine whether grades have beenpositively affected after students have received tutoring. At the close of the program, teacherswill complete evaluations as to their assessment of the program’s success. Please refer to theattached evaluations. Finally, the co-directors will summarize the results using all of the inputand data gathered. Please refer to Attachments 2-4 for evaluation forms.

PROJECT SUSTAINABILITYIn order to not only sustain, but expand this initiative, the co-directors will draw upon the

expertise of one of its own members, Chris Standring, to research and secure federally fundedgrant money to accomplish this. As the School Improvement Specialist for EHS and professionalstaff for the Wood County Educational Service Center, Chris has enjoyed great success insecuring such funding for many educational initiatives in the past. Additionally, as the team’shope is that the program will boast great improvement in math achievement for students, we willattempt to procure funding as well from the Parent-Teacher Organization (PTO) at EHS.

Once EHS has become completely self-sufficient in running EHS MPTI, MAST willlikely attempt another partnership and thus, another PCA grant, with another feeder school inorder to expand their efforts in keeping with the goal of better preparing high school students foruniversity level math classes. MAST can easily foresee inviting the Wood County EducationalService Center to be one of its future partners as well.


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RELEVANCE TO PCA/CITE MISSION STATEMENTSThe beginning of the PCA Mission Statement which includes the phrase: “redefining

relationships between the University and the broader community” is addressed in EHS MPTI’sestablishment of a direct relationship between MAST and EHS to provide instruction, guidance,and service to promote higher math achievement in keeping with the goals of improving testscores and grades in high school and reducing the number of students placed into developmentalmath courses in college. PCA’s mission of mobilizing ideas which “enhance equal educationalopportunity” is the motivation behind EHS MPTI. Both tutors and tutees will be afforded greateducational opportunity resulting from this inititative. Tutees will improve math achievement aswell as build confidence in their ability to succeed in math. Not only will tutors sharpen theirown math skills, but they will hone leadership skills. Furthermore, no student desiring help fromEHS MPTI will be turned down. Any students indicating a need or desire for additional supportwill be served. Thus, the opportunity is equally distributed among all EHS students. Nostudents will be discriminated against because they don’t possess the funds or transportation toget the assistance they need. The opportunity for middle school as well as elementary studentswill hopefully become available as time progresses and additional funding is secured.

Additionally, the goals and objectives of the grant program are well met with EHSMPTI. For example, this partnership is between the community (EHS and surroundingcommunity) and MAST/BGSU. Both partners benefit greatly from this partnership as defined inthe next section in detail. Another goal that will be attained is to create partnerships which areself-sustaining and enduring. This objective is met upon securing other funding after the initialfunding period is over and to continue this relationship beyond that time. Even after EHSdemonstrates self-sufficiency, MAST will always be available to EHS and the community on aconsultative basis. This initiative also reaches those EHS students who may not haveopportunity otherwise. The tutoring will be done at school during normal school hours at nocharge. Thus, all EHS students have the ability to obtain additional academic support, regardlessof their level of involvement in after-school activities and financial standing. The initiative willalso provide EHS students and the community access to the University’s resources, another ofthe grant program’s goals, since EHS MPTI is modeled after the MAST Center at BGSU. AsMAST Center professionals work directly with the high school, they will familiarize themselveswith the foundational math taught at the high school level. As this initiative grows to otherfeeder schools, research and analysis, another of the grant’s objectives, will be done to see ifthere is great disparity between high school and first year college level mathematics. This couldbe the impetus to make curricular changes either at the high school or college level, or both. Inhopes that this initiative will begin a trend in mathematics education across Wood County andpossibly, the state of Ohio, the goals of this grant program would be met not only for EHS andsurrounding community and MAST/BGSU, but for a much larger pool of constituencies, whichfulfills the grant’s goal of increasing applications for external funding for partnership activities.

RECIPROCITY, CO-EQUAL PARTICIPATION, AND MUTUAL BENEFITThe idea to partner MAST with EHS in this manner originated from the large number of

developmental math students that MAST professionals were working with. Lisa Foos, beingvested in the EHS community and a former math teacher at EHS, recognized the need forimplementing such a tutoring program at EHS as well. Since presenting the idea to all co-directors, this project has been and will continue to be a coordinated effort on the part of all co-directors. The following table outlines the duties each co-director has been and will be involved


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with to implement EHS MPTI. Please note that all co-directors were involved in the planningand development of the initiative although it is not shown in the table.

Lisa Foos Michelle Heckman Donna Schuessler Chris Standring• Train tutors• Supervise

Center• Complete final

analysis ofprogramsuccess

• Train tutors• Develop

evaluation andassessmentprogram

• Liaison withBGSUadministration

• Recruit, hire,and rewardtutors withEHScommittee

• Recruit tutees• Supervise

Center• Liaison with

EHS studentsand faculty

• Liaison withEHSadministration

• Secureadditional/alternate fundingfor future

Finally, many mutual benefits have already been outlined within this proposal. The tablebelow summarizes the benefits to all constituencies affected at this time. It is the hope of all co-directors that you will agree that this is a project worthy of funding.EHS

• Tutees improve math OGT pass rates and math achievement in general, usuallytranslating to better funding

• Tutees confidence in their ability to do math increases as skills improve• Tutors gain valuable experience to put on resumes and college applications• Tutors improve math skills as well as acquire and/or enhance ability to explain concepts

to others• Tutors receive financial incentives or service hours credit as a reward for their service• Tutees/Tutors better prepared for college• Providing students without experience at BGSU a better transition as a first year student

Community• Cost-free tutoring for families who cannot afford individualized tutoring or programs• Time and cost savings since tutoring is available during school without additional travel

requiredMAST Center

• Familiarity with foundational math taught at the high school level to possibly affectcurricular change at the university

• Increased recognition of the MAST Center among colleagues• Professional development opportunity for Math Specialist and MAST Center tutor• Preparing potential future MAST Center tutors

BGSU• Better prepared first year math students affecting positive change of first year student

admissions• Prevents loss of developmental math student population• Providing students first impression of BGSU to affect positive change in admissions• Additional recognition of BGSU among the greater community to positively affect

admissions

EASTWOOD HIGH SCHOOL MATH PEER-TUTORING INITIATIVE (EHS MPTI)

ATTACHMENT 1: State Bill 311, Section 3345.061

ATTACHMENT 2: Tutor Evaluation Form

ATTACHMENT 3: Tutor Experience Evaluation Form

ATTACHMENT 4: Math Tutoring Teacher Survey

ATTACHMENT 5: Tutor Application

ATTACHMENT 6: Weekly Tutor Journal

ATTACHMENT 7: Purpose of a Tutor - Training Handout

ATTACHMENT 8: Six Goals of Tutor – Training Handout

ATTACHMENT 9: Tutor Bill of Rights – Training Handout

ATTACHMENT 10: Student Bill of Rights – Training Handout

ATTACHMENT 11: Typical Tutoring Problems – Training Handout

SB 311

ATTACHMENT 1

Sec. 3345.061. (A) The general assembly finds that Ohio's two-year institutions ofhigher education are respected points of entry for students embarking on post-secondary careers and that courses completed at those institutions are transferableto state universities in accordance with articulation and transfer agreementsdeveloped under sections 3333.16, 3333.161, and 3333.162 of the Revised Code.(B) Beginning with undergraduate students who commence undergraduate studiesin the 2011-2012 academic year, no state university listed in section 3345.011 of theRevised Code, except Central state university, Shawnee state university, andYoungstown state university, shall receive any state operating subsidies for anyacademic remedial or developmental courses for undergraduate students, includingcourses prescribed in the Ohio core curriculum for high school graduation underdivision (C) of section 3313.603 of the Revised Code, offered at its main campus,except as provided in divisions (B)(1) to (4) of this section. (1) In the 2011-2012 and 2012-2013 academic years, a state university may receivestate operating subsidies for academic remedial or developmental courses for notmore than three per cent of the total undergraduate credit hours provided by theuniversity at its main campus. (2) In the 2013-2014 academic year, a state university may receive state operatingsubsidies for academic remedial or developmental courses for not more than fifteenper cent of the first-year students enrolled in the university at its main campus, ascalculated on a full-time-equivalent basis. (3) In the 2014-2015 academic year, a state university may receive state operatingsubsidies for academic remedial or developmental courses for not more than ten percent of the first-year students enrolled in the university at its main campus, ascalculated on a full-time-equivalent basis. (4) In the 2015-2016 academic year, a state university may receive state operatingsubsidies for academic remedial or developmental courses for not more than fiveper cent of the first-year students enrolled in the university at its main campus, ascalculated on a full-time-equivalent basis. It is the intent of the general assembly that state universities make every effort overtime to eliminate the academic remedial or developmental courses they offer ontheir main campuses. A state university may offer academic remedial ordevelopmental courses at any of its branch campuses.(C) Except as otherwise provided in this section, beginning with students whocommence undergraduate studies in the 2011-2012 academic year, academicremedial or developmental courses offered by state institutions of higher educationshall be available only at Central state university, Shawnee state university,Youngstown state university, any university branch, any community college, anystate community college, or any technical college.(D) Each state university shall grant credit for academic remedial or developmentalcourses successfully completed at an institution described in division (C) of thissection pursuant to any applicable articulation and transfer agreements theuniversity has entered into in accordance with policies and procedures adoptedunder section 3333.16, 3333.161, or 3333.162 of the Revised Code.(E) The Ohio board of regents shall do all of the following:(1) Withhold state operating subsidies for academic remedial or developmentalcourses provided by a state university as required in order to conform to division(B) of this section;(2) Adopt standards for academic remedial and developmental courses;(3) Encourage and assist in the design and establishment of academic remedial anddevelopmental courses by institutions of higher education;(4) Define "academic year" for purposes of this section and section 3345.06 of theRevised Code;(5) Encourage and assist in the development of articulation and transfer agreements

SB 311

ATTACHMENT 1

between state universities and other institutions of higher education in accordancewith policies and procedures adopted under sections 3333.16, 3333.161, and3333.162 of the Revised Code.Section 2. That existing sections 3301.42, 3313.603, 3313.61, 3313.615, 3314.012,3314.03, 3325.08, and 3345.06 of the Revised Code are hereby repealed.Section 3. Section 3313.603 of the Revised Code is presented in this act as acomposite of the section as amended by both Am. Sub. H.B. 94 and Am. Sub. S.B. 1of the 124th General Assembly. The General Assembly, applying the principlestated in division (B) of section 1.52 of the Revised Code that amendments are to beharmonized if reasonably capable of simultaneous operation, finds that thecomposite is the resulting version of the section in effect prior to the effective date ofthe section as presented in this act.

ATTACHMENT 2

Tutor Evaluation

Please take a few minutes and complete this evaluation of your tutoring experience.

Use the scale1 – Strongly Disagree 2 – Disagree 3 – Somewhat disagree4 – Somewhat Agree 5 – Agree 6 – Strongly Agree

Circle the number that corresponds with your answer for each of the following and use the linesprovided for any explanations you would like to include.

1. The tutor was able to explain topics so that I understood them.1 2 3 4 5 6

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2. The tutor was patient with me.1 2 3 4 5 6

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3. The tutor helped me improve my math grade.1 2 3 4 5 6

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4. I would work with the tutor again given the opportunity.1 2 3 4 5 6

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5. Please share one positive AND one negative experience you had during tutoring._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Any other comments: (Continue on back if more space is needed).____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ATTACHMENT 3

Tutor Experience Evaluation

Please take a few minutes and complete this evaluation of your work experience with thetutoring program.

Use the scale1 – Strongly Disagree 2 – Disagree 3 – Somewhat disagree4 – Somewhat Agree 5 – Agree 6 – Strongly Agree

Circle the number that corresponds with your answer for each of the following and use the linesprovided for any explanations you would like to include.

1. I am able to explain concepts to students better than I could at the beginning of this semester.1 2 3 4 5 6

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2. I’m more confident in my ability to tutor.1 2 3 4 5 6

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3. I have increased my own understanding of math through tutoring.1 2 3 4 5 6

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4. I was instrumental in improving student success rates.1 2 3 4 5 6

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5. Please share one positive AND one negative experience you had tutoring this semester._________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Any other comments: (Continue on back if more space is needed).____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ATTACHMENT 4

Math Tutoring Teacher Survey

This survey is for the Math Tutoring Center to be able to provide quality services that meet the needsof the students. Please answer truthfully as this will help evaluate the need for the program.

Use the following scale for questions 1 – 5.1 – Strongly Disagree 2 – Disagree 3 – Slightly Disagree4 – Slightly Agree 5 – Agree 6 – Strongly Agree

Circle the number that corresponds with your answer for each of the following.

1. Use of the Tutoring Center has benefited my students.1 2 3 4 5 6

2. Students said tutors were able to answer questions in a helpful manner.1 2 3 4 5 6

3. I recommended the tutoring services for at least one of my students.1 2 3 4 5 6

4. I would be willing to recommend students as tutors for the program.1 2 3 4 5 6

5. I would like to see the tutoring program continued.1 2 3 4 5 6

6. My students’ confidence in the class has improved.1 2 3 4 5 6

7. Students’ ability to apply concepts taught in this class has improved.1 2 3 4 5 6

8. How many of your students received tutoring assistance? __________________

9. What did you like best about the tutoring service? ______________________________________

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10. What, if anything, would you change about the tutoring service? __________________________

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__________________________________________________________________________________(Please continue on back if more space is needed.)

ATTACHMENT 5

Eastwood High SchoolMath Tutoring Center

Tutor Application

Name ________________________________ Phone ____________________

e-mail ___________________

Address ________________________________________________________________

________________________________________________________________

Math Courses completed and grade:

Course

Grade

Please answer the following:

1. Why would you like to be a tutor?

2. What personal characteristics do you have that will enable you to effectivelyperform the duties of a tutor?

ATTACHMENT 5

3. What do you believe is the purpose of tutoring?

Applicant Signature __________________________________ Date _________

Teacher Recommendations:

I recommend this student as a candidate to serve as a math tutor.

____________ _________________________________________Date Teacher or Counselor

____________ _________________________________________Date Teacher or Counselor

Return the completed application to Mrs. Schuessler by __________________________.

ATTACHMENT 6

WEEKLY TUTOR JOURNAL

Week of:__________________________________

List the subjects you tutored in over the past week:

What were your strongest areas content-wise? Weakest? Why?

What did you learn new this week about mathematics?

What did you learn this week about tutoring?

Describe your most and least difficult students to tutor this past week.

What are some ways you can improve the tutoring experience for your most difficultstudent?

What did you like this week about tutoring? Dislike?

What tutoring practices will you keep the same and which will you change for nextweek?

ATTACHMENT 7

Purpose of a Tutor

The purpose of a tutor is different from the purpose of a teacher. Being atutor requires special skills. A tutor needs four essential elements to besuccessful. They are as follows:

1. The tutor must be competent in the subject material.2. The tutor must address and be sensitive to the needs and attitudes

of the students.3. The tutor needs to listen to the student. They must be able to

determine what the students think they know and what they think theproblems and solutions are. A tutor should ask questions and guidethe students’ learning. They must show students ways to discoveranswers to their own questions.

4. The tutor needs to help make students accept responsibility fortheir own learning.

Tutoring is not teaching. It is a method for assisting students in reachingtheir educational goals set for them by their instructors.

Tutoring is not counseling. If students begin discussing personal problemsas opposed to working on academics, it is the responsibility of the tutor torefocus the students.

Tutoring takes dedication and understanding. It is not an easy job, butextremely rewarding.

The ultimate purpose of a tutor is to encourage the student in his/her ownmastery of the subject so that tutoring is no longer necessary.

ATTACHMENT 8

SIX GOALS OF TUTORING

The goals of tutoring indicate what tutors do. If you stay focused onthese goals of tutoring, then you will be within your role as a tutor.

1. Promote independence in learning.

2. Personalize instruction.

3. Facilitate student insights into learning and learning processes.

4. Provide a student perspective on learning and school success.

5. Respect individual differences.

6. Follow a job description.

ATTACHMENT 9

TUTOR BILL OF RIGHTS

1. Every tutor has the right to be treated with respect by office staff and students.Without tutors this program would be nonexistent. When a problem arises, it should betreated with confidentiality and fairness by all staff members.

2. Every tutor has the right to learn effective tutoring techniques. Assuming a studentwho has earned a high grade in the classroom can effectively pass on his/her knowledgeto other students is unfair to both the student attempting to tutor and the one receivingthe tutoring. Training must be made available to tutors so that they might have theability and the confidence to know how to help students learn. Tutoring is a waste ofthe college's money if training is not required.

3. Every tutor has the right to be treated as a tutor and not be expected to do instructoror instructional aide duties.

4. Every tutor has the right to say "I don't know." S/he should then seek additionalinformation that will enable her/him to answer the question and help her/him in her/hissubject discipline of tutoring. As a tutor you need to be comfortable enough withyourself that you can admit to a student when you do not know the answer. This alsohelps the student to learn how you learn.

5. Every tutor has the right to express grievances to supervisors and be informed of theresults. Not all personalities work together harmoniously. There should be a waywithin your system to let your supervisor know of problems you have and for thesupervisor to let you know what will be done about those problems.

6. Every tutor has the right to ask a student to leave the lab and seek instructorassistance if not prepared to utilize services. A student who is unprepared will not learnto become prepared by being coddled. S/he may, however, need some assistance intime management and correct study skills. While this is a tutor's right, this isn't likely tohelp a student feel positive about coming back for more tutoring. This right must bebalanced against the student's right to be treated with respect, sensitivity, andunderstanding.

ATTACHMENT 10

STUDENT BILL OF RIGHTS

1. Every student has the right to be treated with respect by tutors and office staff. No studentwill be made to feel bad about seeking assistance in the tutoring lab. (There is no stigma toneeding a tutor.)

2. Every student has the right to be assisted by a tutor. The tutor will: 1. Use restraint withhis/her knowledge (not talking over the head of the student); 2. Practice patience by allowingthe student the time to think about and form answers to questions; 3. Use positivereinforcement (acknowledge successes) without being condescending and; 4. Promote andencourage the student's desire to be an independent learner.

3. Every student has the right to not have his/her intellect or motivation questioned by his/hertutor or have his/her strengths and weaknesses compared to other students.

4. Every student has the right to make the final decision regarding his/her work.

5. Every student has the right to a tutor knowledgeable in the subject and trained in effectivetutoring techniques.

6. Every student has the right to learn strategies for effective study and exam preparation.

7. Every student has the right to the confidentiality of sessions.

ATTACHMENT 11

What to do if you encounter these typical tutoring problems:

A student that is not prepared or is showing little effort

Students may be unprepared at first because they don’t understand what tutoring is allabout. If a student appears unprepared or shows little effort, explain the responsibilitiesand role of a tutor. The student needs to make a commitment to show some real effort.Try not to give too much information before a student has attempted the problem inquestion. It is OK to ask a student to leave and come back when they are more prepared.

An angry student or one who is overly demanding

Some students might get very frustrated and even angry if they don’t understand yourexplanations or can’t apply your suggestions. Be patient. Try analyzing the concept ortask in more detail to see where the problem really occurs. Go back to basics. Tryanother method. Share your responsibilities and general goals as a peer tutor and justhow far you can go in helping.

A student whose academic difficulties appear to be more extensive than just that onecourse or than you can cope with

Please refer them to Donna or Lisa. They may need some additional tutoring in otherareas, or may need to be tested for learning disabilities.

A student that is becoming too dependent

If you feel your student is becoming over-dependent on you or you are too involved withtheir needs, begin by reviewing your responsibilities and goals with them. Thisexplanation might help him/her to see the limits of your job as a peer tutor. Rememberthat as a tutor you must learn how to maintain professional objectivity.

A student that complains about the teacher

Don’t allow a session to become a complaint fest. You may need to take some time tocalm down a student or discuss their options, but quickly refocus on the tutoring tasks.Don’t share your personal feelings about faculty members.

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