• Coaching connection

    BE A LEARNING COACH! Are you a student champion who is committed to making a difference? Looking to make an even greater impact? Join the CLV Coaching Connection to see how visible teaching and learning can accelerate success. 

    CLV Coaching Connection is focused on connecting students and compassionate educators to address the disproportionate impact of COVID-19 and mitigate learning loss. CLV's Coaching Connection program seeks to address not only kid's academic needs, but their social, emotional, and behavioral needs, as well. Educators become more than tutors. They will be coaches and mentors who will serve as champions of learning and growth, creating meaningful and engaging connections throughout our CLV community. 

    ARP-ESSER-funded programs must address the impact of lost instructional time through the implementation of evidence-based interventions. Using the work of John Hattie and the Visible Learning and Teaching studies, we know that there are six areas that contribute to learning - the student, the home, the school, the curricula, the teacher, and teaching and learning approaches. He found that the key to making a difference in all of these areas was by using HIGH IMPACT STRATEGIES that make teaching and learning visible. 

    Coaches will use Hattie's HIGH IMPACT STRATEGIES to support classroom content and skill development (Academic Coachs) or engage in metacognitive and executive functioning skill building (Success Coach). Coaches can be teachers, counselors, Speech teachers, OT/PT providers, Special Area Teachers.... anyone who is looking to make authentic connections with kids to support their learning and growth. 

Learn More about CLV's Tutoring Program


      • EVIDENCE-BASED PRACTICE: High-dosage tutoring consists of:

        1. Intensive tutoring that occurs one-to-one or in very small groups on a sustained, daily basis, during the school day, to help all students accelerate their learning in an individualized manner.
        2. An intentional use of additional time with a specific focus on building prerequisite knowledge and skills while simultaneously integrating new learning that is part of the grade-level curriculum.

        High-dosage tutoring is not remedial work. Rather, it focuses on scaffolding academic content so students can access new learning, while also building upon their knowledge and skills base. Research has found that when tutoring is provided at a “high dosage” and with certain features in place, it leads to increased learning for students.

        Is is not

        LEARN MORE: https://osse.dc.gov/sites/default/files/dc/sites/osse/page_content/attachments/HighDosageTutoringGuidance.pdf 


      • DESIGN PRINCIPLE: Frequency - Tutoring is most likely to be effective when delivered in high doses through tutoring programs with three or more sessions per week or intensive, week-long, small-group programs taught by talented teachers.

        • CLV Tutoring Criteria: Each tutoring cycle will be 10 weeks, 3 hours per week, totaling 30 hours of instruction. Tutoring can be in-person or virtual, and can occur before and after school, and/or on the weekend. 

        DESIGN PRINCIPLE: Group Size - Tutors can effectively instruct up to three or four students at a time. However, moving beyond this number can quickly become small group instruction, which is less personalized and requires a higher degree of skill to do well. One-to-one tutoring is likely most effective but also more costly.

        • CLV Tutoring Criteria: Up to three students can participate in a small group. Although one-to-one is more effective, small group tutoring provides more student opportunity.

        DESIGN PRINCIPLE: Focus - Researchers have found tutoring to be effective at all grade levels —even for high school students who have fallen quite far behind. The evidence suggests that high dosage tutoring is most effective when it addresses skill and content deficits.

        • CLV Tutoring Criteria: High dosage tutoring should focus on implementing evidence-based interventions to address skills and foundational learning gaps and/or teach missed curricular content. 

        DESIGN PRINCIPLE: Curriculum - Using high-quality evidence-based interventions that are aligned with classroom content allows tutors to reinforce and support teachers’ classroom instruction.

        • CLV Tutoring Criteria: Tutors are expected to use evidence-based interventions. 

        DESIGN PRINCIPLE: Measurement - Tutoring programs that support data use and ongoing informal assessments allow tutors to more effectively tailor their instruction for individual students.

        • CLV Tutoring Criteria: Tutors are expected to measure progress and evaluate each learning objective.