Office of Accountability

Supplemental Educational Services
Service Summary Information

Education Futures Corporation

1.

Name of organization:

Education Futures Corporation

Primary location:

2600 Philmont Avenue, Suite 311
Huntingdon Valley, PA 19006

Contact information:
(phone / email / website):

(267) 241-7792 
efc2@educationfuturescorp.com
www.educationfuturescorp.com

LEAs where service will be provided:

All eligible districts/LEAs in NYS

2.

Years provider has delivered service:

1 1/2 years

3.

Evidence that services have been effective:

To establish our effectiveness with the low income students we serve, we collected pre- and post-test scores for K - 7th grade students from 31 schools across 10 New Jersey school districts. Students were tested using the nationally-recognized, criterion-referenced Achieve Test.

Students across all grades showed at least a 16% improvement in Math and a 14% improvement in Reading/Language Arts after receiving at least 50 hours of tutoring.  326 students were surveyed in Reading/English Language Arts and 328 students were surveyed in Math.

4.

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

Developmental Studies Center’s Afterschool KidzLit, Afterschool KidzMath, and The Math Explorer

5.

Grade level(s) the provider will serve:

Kindergarten – 8th grade

6.

Content area(s) provider will serve:

Reading/English Language Arts and Mathematics

7.

Number of sessions provided per week, if applicable:

EFC students will be offered 2 – 3 sessions per week.

8.

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

2.5 hours per session

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;):

September 1 – August 31, weekdays, weekends, and summer. The tutoring term will extend from September 1 – June 30 and will include 2 – 3 sessions per week.

10.

Type of instruction:

Education Futures Corporation’s (EFC) instruction is designed specifically as an after school program and aims to engage and motivate students to read by providing a wide array of readings with stories, characters, and ideas that students can relate to their own lives.

Reading/English Language Arts sessions use a five-part process: Introduction, Read-Aloud, Talk, Connection Activity, and Wrap-up.  Conversations about the readings with the tutor and other students, in small groups, has been proven to boost reading comprehension and motivate students to read more.

The mathematics program aims to engage students in discussions and games that will help them build mathematical skills and improve their understanding of math concepts by involving them in their own learning.  The math program also emphasizes books and stories that include mathematical concepts and ideas that the students can read, discuss, relate to real-life situations, and practice.

Students learn to communicate mathematical ideas and concepts and create visual representations of the ideas.

10a

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

EFC will provide accommodations for all students with disabilities, recruit qualified special education teachers/tutors, and adapt instruction techniques to the needs of each student. 

In the initial assessment period, EFC will allow extended time for testing and present questions orally or in other alternative formats, as needed.  EFC will review students’ IEPs and incorporate the IEP recommendations into the student’s learning plan as well as the results of the EFC assessment. 

We use teaching techniques proved effective for students with learning disabilities such as teaching in small interactive groups, matching the difficulty of tasks precisely to the student’s ability, ongoing assessment of the students’ progress coupled with continual feedback to the students about their performance.

10b

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

EFC recruits and trains bilingual teachers for eligible LEP students, including Spanish/English speakers and other languages spoken in the communities we serve.  Bilingual teachers and tutors receive training in the instructional techniques, curriculum and teaching methods used in EFC tutoring.  When the program begins, students take assessment tests to identify their strengths and weaknesses and their current knowledge and skills.  The teacher/tutor will use that information to create a learning plan that will be approved by the parents/guardians and the student.
LEP students’ tutoring sessions are, in many respects, the same as mainstream tutoring, although the pace to achieve mastery of skills is slower.  LEP teachers emphasize audio content in their classes as well as reading aloud, and small group discussions.  A strong component of listening and speaking in English is important to boost the students’ progress. 

In math, tutors working with LEP groups give a high level of support to students as they begin a new and difficult skill, and decrease the amount of support as students practice the skill, until they are able to perform it independently.

11.

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

EFC’s policy is to hire certified teachers with classroom experience whenever possible. We will recruit and hire NY certified teachers to oversee our program at each school.  It is our practice to hire tutors from the schools our students attend so that there will be continuity between their school day teachers and after school tutors.  If we are unable to hire enough New York state certified teachers, EFC will hire graduate students in education who have completed at least two years of coursework.

12.

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

EFC believes in the importance of close communications with the students’ parents/guardians.  At the beginning of the program, in a meeting with parents/guardians, parents are asked to specify their preferred method of communication.  Reports may be delivered by U.S. mail or hand-delivered.  Parents/guardians may request email delivery.  If parents/guardians are non-English speakers, bilingual staff members will translate their reports.  Reports to the school teachers and to the LEA will be delivered via email.
Attendance will be reported to the parents on a weekly basis by phone or in- person.  Academic progress will be reported once a month.  Progress reports will contain evaluations of the student’s performance in the sessions including scores from pre-tests and post-tests of lesson material and information regarding attendance and classroom behavior.

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)

EFC expects that most tutoring will be provided at the school that the students attend, or in a nearby facility.  EFC will  provide transportation to and from school and community sites, as needed.

14.

Additional relevant information:

All of EFC’s programs are specifically designed as after school programs and provide engaging activities including games, creative and artistic work, imaginative discussions, and the linking of education to life experience.

Last Updated: April 26, 2012