CASE STUDY
From 14% to 51%: How Consistent K-5 Support
Lifted Reading Benchmarks
A Brooklyn Elementary School | 2025–26
The Administrator Challenge
The school needed consistent K-5 tutoring capacity that could help scholars strengthen foundational literacy, comprehension, writing, Math, and test-readiness skills while teachers continued moving classroom instruction forward. Fall Reading data showed a clear opportunity to help more students move toward benchmark by midyear.
The PRACTICE Approach
- Four Education Champions supported grades K-5 from Sept. 8 through May 1, 2026.
- Classroom-based and small-group tutoring reinforced ELA, phonics, fluency, comprehension, writing, spelling, and vocabulary.
- Tutors also supported Math review, DataMate/mock assessments, state-test readiness, showing work, and explaining answers.
- Support gave teachers added capacity for small groups, reteaching, independent practice, classroom routines, and scholar focus.
What Stood Out
- The share of students at or above Reading benchmark increased from 14% to 51%.
- The Above Benchmark group grew from 9% to 38%.
- The school paired that growth with consistent K-5 tutoring support across 288 documented sessions.
Why This Model Fits a Busy Elementary Campus
This model gives teachers another trusted adult during the school day while giving scholars repeated chances to practice priority literacy and Math skills. At this school, that meant more small-group support, more help with classroom tasks, and more opportunities for students to move toward benchmark.
Takeaways for School Leaders
- The school’s Reading data shows a clear Fall-to-Winter growth story, with students at or above benchmark increasing from 14% to 51%.
- Tutoring gave teachers consistent K-5 classroom capacity across 288 documented sessions for literacy, Math reinforcement, and test readiness.
- Staff feedback highlighted patience, focus, and classroom support, while pointing to the value of clear routines and communication for 2026-27.
VOICE FROM THE SCHOOL
“Always willing to help students and very good at helping them focus on the task.“
– Educator at Brooklyn elementary school
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