provides students with structured, teacher-guided time each day to receive individualized help, clarify assignments, and build study skills so they complete and understand their homework
This Academic Guide supports our trained staff working with students on literacy and numeracy, aligned with NYC DOE curriculum. Goals include strengthening foundational reading skills (phonics, fluency, comprehension, vocabulary) and core math competencies (number sense, operations, problem solving, and math fluency) so students meet grade-level learning targets and demonstrate measurable growth on NYC DOE benchmarks and screeners. Tutors will set measurable objectives for each student using baseline data, targeting short-term progress (4–6 weeks) and long-term outcomes (semesterly performance), and document progress in accordance with NYC DOE progress-monitoring protocols.
Procedures and Tutoring Structure
Begin each cycle with a diagnostic aligned to NYC DOE screeners to identify literacy and numeracy gaps. Small-group schedule of 30–45 minute sessions, 2–5 times per week depending on student need. For literacy, we combine explicit phonics instruction, guided oral reading, targeted vocabulary routines, and comprehension strategy modeling with scaffolded text. For numeracy, deliver focused number talks, guided practice on operations, concrete–pictorial–abstract progressions, and word‑problem schemas. Each session opens with a quick warm-up (5 minutes) that reviews high‑frequency skills, includes 20–30 minutes of targeted instruction and guided practice, and ends with a 5–10 minute reflection and exit ticket to capture evidence of learning.
Use frequent, curriculum‑aligned checks for understanding (weekly quick checks and biweekly running records or computation probes) and record results in the tutor’s student log consistent with NYC DOE data practices. Adjust instructional pacing and groupings based on progress-monitoring data, employing reteach cycles and stretch tasks as indicated. Maintain communication with classroom teachers and families through brief, regular updates that highlight student strengths, targeted goals, and suggested at-home practice aligned to DOE resources and the classroom curriculum.
Instructional Supports and Equity Considerations
Differentiate materials and scaffolds to meet diverse learner needs, including multilingual learners and students with IEPs, using culturally relevant texts and multiple representations of math concepts. Emphasize academic language development in both subjects and provide explicit supports (sentence frames, visual models, manipulatives). Ensure all instruction reflects NYC DOE priorities for rigorous, standards-aligned practice and fosters student agency by setting clear, attainable goals and celebrating incremental progress.
Dance classes (hiphop, popping, locking, breaking, house), theatre dance, jazz dance & ballet dance I teach music production, I teach voice lessons, and I teach acting classes
