Office of Accountability

Supplemental Educational Services
Service Summary Information

EBL Coaching

1.

Name of organization:

EBL Coaching

Primary location:

17 East 89th Street, Suite 1D
New York, NY 10128

Contact information:
(phone / email / website):

212-249-0147
info@eblcoaching.com

www.eblcoaching.com

LEAs where service will be provided:

We will provide service to all LEAs in Brooklyn, New York City, Bronx, Queens, and Staten Island. SES services will be provided at schools, the EBL Coaching Learning Center, and/or other public spaces that are accessible to individuals with disabilities and easily accessible to the students served.

2.

Years provider has delivered service:

6 years

3.

Evidence that services have been effective:

EBL Coaching has been working with students to help build their reading, writing, spelling, vocabulary, and mathematics skills for the past six years. We have worked with over 400 students, helping them develop their core academic skills. All students at EBL Coaching are tested prior to the start of instruction using the Wide Range Achievement Test (WRAT4) to test for reading, spelling, and mathematics, and the Test of Written Language (TOWL) to test for their written language skills.
 
We tested all EBL students from 12/2008 and 12/2009, and found that every age group, K - 12, we tutored saw grade level gains (G.L.E.) from beginning to end of our program. Improvements were seen for all subject areas, reading/English Language Arts and math, for all age groups. The highest gains were made by our 10th grade students in both reading/Language Arts and math.  On average, this group showed academics improvements of an entire grade level (1.0 G.L.E.) in math, and moved up by over a grade level (1.25 G.L.E.) in their reading/ English Language Arts proficiency scores on the WRAT4. These results demonstrate our ability to provide high quality, effective instruction in reading/ELA and math for grades K - 12.

4.

Title of the instructional program, curriculum series to be used (if appropriate):

For Reading, we use the Orton-Gillingham approach (multisensory, systematic instruction). We use an assortment of curricula to address the needs of our diverse students.

5.

Grade level(s) the provider will serve:

K-12

6.

Content area(s) provider will serve:

English Language Arts/Reading and Mathematics

7.

Number of sessions provided per week, if applicable:

3 sessions per week

8.

Average length of each service session (minutes/hours):

1 hour for grades K-1, 1.5 hrs for grades 2-12

9.

Duration of the available service period (e.g. September 1 – June 30; September 1 – August 31; weekends only; summer school only; specific number of weeks or hours, other, etc;):

We offer tutoring before and after school and on weekends (Saturdays and Sundays). Tutoring services are also available during summer break, and will be offered from September 1 – August 31

10.

Type of instruction:

Small group & 1:1 instruction

10a

Description of methods and strategies for serving eligible students with disabilities:

We specialize in providing explicit, direct, multisensory (including visual, auditory, and tactile/kinesthetic learning modalities), systematic instruction for reading, writing, spelling, vocabulary, and mathematics that is diagnostic and prescriptive, and individualized according to the needs of each student. We also integrate Individualized Education Plan (IEP) goals when relevant. Furthermore, we provide accommodations for students with disabilities, including preferential searing, establishing routines, providing sequential directions, providing tangible manipulatives, repeating key points, and using praise. All instructional methodologies used will be consistent with students’ IEP’s. Research indicates that explicit and direct instruction is essential for students who are at risk for reading failure (Chall, 2002). Students with learning disabilities are best able to build their academic skills with a structured, systematic, multi-sensory method of teaching. In particular, when teaching students with learning disabilities, lessons should be designed in a multi-sensory, systematic format with direct instruction that is flexible, diagnostic, and emotionally sound (McIntyre & Pickering, 1995).

10b

Description of methods and strategies for serving eligible students with limited English proficiency:

Students with limited English proficiency will have access to bilingual personnel who can communicate with them in their native language.

We integrate the following principles into our instruction for students with limited English proficiency : increase comprehension (including providing nonverbal clues such as pictures, objects, demonstrations, gestures, and intonation cues), increase interaction (including cooperative learning, study buddies, and project-based learning), and increase thinking/study skills (including asking students higher order thinking questions, modeling "thinking language" by thinking aloud, and teaching study skills and test-taking skills).

11.

Qualifications of the service provider(s)/instructor(s):

At minimum, we require that all instructors hold a New York State teaching certificate and have at least 2 to 4 years teaching experience, preferably with low-income, at risk and/or Title I students. Preference is given to teachers who are experienced providing instruction to low-income, at-risk students as well as students with disabilities and LEP students. When possible, we prefer to hire teachers who are employed within the school and/or LEA where SES services are being provided. We hire bilingual staff to work with LEP students and we hire teachers with NY State Special Education certificates to provide services to SWDs.

12.

Reports to parents, teachers, and LEA (Content, frequency, method of delivery):

Detailed progress notes are written at the end of each month for every student. These notes include specific lessons that were covered during that month and any progress that was noted. Progress reports are mailed on a monthly basis to parents, teachers and LEA. At the end of each school year individualized student progress reports are mailed to parents, teachers and LEAs, detailing the material that was covered for that year and overall progress that the student made toward his/her learning goals, including an analysis of pre- and post-test scores for the year.

13.

Will transportation to the service location be provided at no charge if requested? (Note: LEAs are not required to provide or pay for transportation)

EBL Coaching will not provide transportation

 

14.

Additional relevant information:

EBL Coaching does not discriminate in hiring or advancement opportunities on the basis of race, color, religion, sex, national origin, age, disability, or any other characteristics protected by law.

Last Updated: March 21, 2014