All Action Potential Learning programs are built on a foundation of consistent, incremental improvement. Our goal is to adapt and consistently improve year over year as we work with a particular client and learn what works best based on the specific environment, culture, and needs of the school. This means that data is incredibly important to our programs, because it allows us to constantly refine and target instruction in real-time and from year to year, giving us the ability to make a large impact on student progress.
One added benefit to our internal analysis is our ability to share this data with the schools we work with. At the end of the school year, we perform a complete data analysis of your school's STAAR data in areas where we have provided tutorial services, and provide data charts and results in multiple formats so you have ready-to-use data tables as a supplement to your own research and discussions with peers.
Our robust teacher resource portal allows every tutor to define content covered in each session, track individual student or group behavior and attendance data, and gives them the ability to write notes and communicate effectively with campus staff and teachers allowing for better alignment of classroom instruction with our intervention support programs.
The below data highlight a class of 8th grade Algebra I students that participated in push-in and co-teaching tutorials through APL’s Intervention Support Tutorials Program during the spring of 2016. The Algebra I class of a k-8 school was selected based on their classroom performance in the fall of 2015. The goal of the program was to increase the number of students meeting Level III Advanced performance standards for the 8th grade Algebra I class and to improve student overall growth as indicated by their progress measure for the 2016 school year.
This data highlights a group of 5th grade math students that participated in Saturday tutorials through APL’s Comprehensive Support Tutorials Program during the Spring of 2016. A group of 16 students were selected based on their previous year’s STAAR scores and current classroom performance during the 2015 Fall semester. The goal of the program was to increase students’ overall growth as indicated by their progress measure, for the 2016 math STAAR.
This study highlights a class of 8th grade math students that participated in pull- out and co-teaching tutorials through APL’s Intervention Support Tutorials Program during the fall and spring of 2016. The 8th grade class of a k-8 school was selected based on their previous year’s STAAR scores and the experience level of the regular classroom teacher who was a first-year teacher. The goal of the program was to increase average STAAR scores for the 8th grade class and improve student overall growth as indicated by their progress measure for the 2016 8th grade math STAAR.
This data summary was prepared for a school where Action Potential Learning performed pull-out tutorials on Saturdays for the spring semesters. Students entering APL’s Comprehensive Support Tutorial program were selected based on classroom performance in the fall of 2015.
In the case study we analyze the entire school's STAAR results for both math and writing for 4th and 5th grade and break out both Spanish vs. English testers’ performance year over year as they transition to English-only testing. We also tracked cohorts of students, allowing tracking of individual student performance.
The data serve as a case study for the type of performance tracking and reporting we prepare for our in-school tutorial clients.
This data highlights a group 16 5th grade reading students that participated in pull- out tutorials up to two times per week for 50 minutes each session through APL’s Intervention Support Tutorials Program during the fall and spring of 2016. The 5th grade groups of a k-5 school were selected based on classroom performance in the fall of 2015.