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IN SCHOOL EXTENSION PROGRAM
Sponsored by
Local Investment Commission
(Caring Communities)
and
Men on the Move of Blenheim Elementary School
REPORT
Richard Crowder, Principal
Carol Savage, Vice Principal
Anna Alexander, Parent Liaison
Lee Bohannon, Facilitator
James May, Site Coordinator
William Grace, Executive Director
Janet Stevenson, Instructor
Rita Charleston, Instructor
Vashon Middleton, Instructor
Tracye Riley, InstructorINTRODUCTION
During the 199394 school year, W.E.B. DuBois Learning Center entered in an agreement with the Kansas City Missouri School District Effective School Program. This agreement was to supplement classroom curricula with academic coaching via traditional oneonone and small group tutoring sessions. The W.E.B. DuBois In School Extension Program is an outgrowth of that pilot project designed for those students that are below grade level in reading and mathematics who could benefit from supplementary tutorial assistance. The Blenheim In School Extension Program is the continuation of that process resulting from a request to DuBois Learning Center by the Men On The Move to provide tutorial assistance to students at Blenheim Elementary School.
The DuBois In School Extension Program represent an organized approach to the delivery of supplementary education services.
GOALS/OBJECTIVES
To assist the learning process by improving the reading and mathematics skills to a level that will enhance self esteem, thus promoting success in all subjects.
To validate "literacy" as a life long means to life ends, and develop personal portfolios" of success, thus enhancing self confidence, personal strengths and talents.
To academically prepare fifthgrade students for the transition into middle school, thus reducing the likelihood of dropping out of school.
To improve the academic achievement of students performing below grade level through tutorial assistance in reading and mathematics.
ENROLLMENT/TESTING
Participating students were selected by the school administration and teachers, giving preference to fourth and fifth grade students with special academic needs. A total of 72 students were enrolled and tested the first week of program activities. The Men On The Move ambitiously assisted the Dubois tutors with testing, and Mrs. Alexander (Parent Liaison) was very instrumental in assisting with the logistics of testing.
Students enrolled in the reading program were given the Wide Range Achievement Test (WRAT) to evaluate grade level relative to word identification and pronunciation. The WRAT is standardized and is used by school districts nationwide. There were 37 fourth graders and 35 fifth graders tested in reading. Test data indicated an average range of pretest scores for fourth grade students were 4.3, and fifth grade students 4.3.
Students in the mathematics program were given a basic proficiency test to determine grade and placement levels. The mathematics test was comprised of problems in addition, subtraction, multiplication, division, fractions, decimals, and percents. Of the 37 fourthgrade students tested in mathematics, I I were placed in addition, 20 in subtraction, and 6 in multiplication. Post testing average range if progress indicated all students advanced in mathematical achievement, with some students progressing from simple addition to advanced addition, from addition to subtraction, from subtraction to multiplication, from multiplication to division and one student from division to fractions.
No. No.
Grade Subject PreTested PostTested
4th Reading 37 25
4th Mathematics 37 21
5th Reading 35 26
5th Mathematics 35 25
CLASSES
Classes were held two days weekly, Tuesday and Thursday 9:30 a.m.  2:30 p.m. Approximately I hour of tutorial assistance was provided for each class.
Reading  Immediately after the completion of testing, participating students were assigned tutors based on test score results. Students attended reading classes on Thursday at 9:30 a.m. to 2:30 p.m., with each group receiving I hour of tutorial assistance Students reading level was within a range of 2.2  62, grouping those students whose numerical grade level range had no more than of 6 months disparity in grade configuration. Classes were comprised of students whose grade level was within the following range: Group (1) 2.2  2.7, Group (11) 3.6  4.2, Group (111) 4.3  4.8, and Group (IV) 4.9  5.5, respectively. A typical class size had anywhere between 5 to 7 students.
Categorically, students were provided instructional assistance with phonics, syllables, and vowel sounds which enabled them to gain proficiency with word identification and pronunciation, followed by structural skill on base words with prefixes, suffixes, and plural form. Comprehension skills were an important component of the reading objectives, using fables, proverbs, and short bibliographies as a motivational strategy.
Men On The Move, through a series of workshops were trained to assist the instructors in working with students on comprehension and other reading skills. They were also instrumental with maintaining discipline in the classroom specifically for the boys.
Mathematics  Immediately following the completion of testing, participating students were assigned to tutors based on test score results. Students attended mathematics class each Tuesday from 9:30 a.m. to 2:30 p.m., with each group receiving one hour of tutorial assistance. Test scores indicated that the majority of students needed assistance with subtraction, addition and multiplication, respectively.
Categorically, students were provided instructional assistance with addition, subtraction, multiplication and division. Students were provided assistance with areas of difficulty as indicated on the proficiency test.
In subtraction, many students began subtracting from the top down  if the top number was smaller than the bottom number instead of borrowing from the left. This was corrected by providing stepbystep instructions on the correct method of solving subtraction problems.
In multiplication, we observed many students did not know their multiplication tables, thus making it difficult to solve multiplication problems. The instructors required each student to study and memorize their multiplication tables one (1) through nine (9), and be able to recite them without hesitation.
As a result of receiving instructional assistance over specifics for each function of solving basic arithmetic, students were drilled for proficiency. As demonstrating mastery after category, the students were promoted to the next sequential order of problem solving.
SUMMARY
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