Past Projects
PATH to College Success
PATH to College Success was a three-year project in collaboration with College Spark Washington and the Edmonds School District. Its purpose was to determine how all students can academically excel and be college-ready. This project followed a group of 6th graders leaving elementary school through middle school and up to their 9th grade year of high school.
The three-year study established an academic culture among these students, taught them necessary study and test-taking skills, and monitored their progress with continuous feedback. Two major aspects of the study were holding these students accountable to the system and motivating them to excel. We followed these students through the next three years of high school.Read more...
KITE: Kids in Training to Excel
KITE is a homework center, tutoring and mentoring program which helps multi-family communities set up study tables for their children after school. The KITE program is designed to provide mentoring, tutoring, and enrichment opportunities for youth in 6th through 9th grade outside of the school day. A certified high school teacher manages the twice-weekly study table program, while high school volunteers, adult volunteers, educational programs, and computer-based learning are used to facilitate academic support.
We have published an all-inclusive 107 page “How To” manual which provides a template for setting up a homework study club (KITE program). This manual allows one to set up and operate a systematic, organized study table/tutoring program. The information contained in the manual is taken from our three year KITE program and includes material on site selection, personnel, and day-to-day operations. One of the most valuable features of the manual is a set of 35 study skill lessons in an easy to present format. Also included are numerous examples of forms, letters and newsletters which can be customized to fit individual needs. Read more...
SES: Supplemental Educational Services
The Supplemental Education Services Program was funded under the Federal “No Child Left Behind Act”. The SES program provided academic instruction to children whose school was determined by state criteria as “needing improvement.” ALO contracted with the Washington State Department of Education and individual school districts; serving over 460 students in 15 school districts!
In 2015 the SES program was changed to ESSA (Every Student Succeeds Act) by the Federal Government, and is funded and administered differently than the SES program. The SES program that ALO participated in providing tutoring services no longer exists. Read more...
PATH to College Success (2010-2013)
The PATH program was a three-year grant project in collaboration with College Spark Washington and the Edmonds School District. Its purpose was to determine what students need to have in place to excel, academically. We followed a group of fifty (75% low income) students leaving 6th grade, entering Alderwood Middle School, and continuing through ninth grade at Lynnwood High School. We took students through two challenging transitions and three years of school. August summer camps prior to entering the next level kicked each transition year off.
Tow major aspects of study were holding the students accountable to the expectations of the system and motivating them to become independent learners.
PATH students were held to very high standards of earning A and B Grades and passing the State test. PATH showed that every student can excel when held accountable by parents and staff, with support available when needed. The goal was for them to have a GPA of 3.0 or higher, no D or F grades, pass the "College Knowledge" test, and be involved in at least two school or community activities. Monthly parent/student meetings were held to develop a team effort and support an academic culture among the students.
We teamed with parents, monitored and documented grades and worked with students to be a self-advocate. We sent congratulatory notes and emails. Earning D or an F resulted in a letter, a To Do list, or a phone call home to discuss roadblocks and how to address them. We met one day afterschool a week for academic support.
At the end of 9th grade, 49 students were in the program for two students for two students had moved out of state. Sixteen students earned all A's. Three more earned all A's plus one other grade. 61% (176/290) of all grades were A, 29% (82/290) grades w B, 9% (26/290) were C, and 1% (3 of 290 grades) were D. there were no F's. We felt confident and successful with the PATH students.
Ending the grand, at the end of 9th grade, we continued to monitor students though high school graduation.
2013 “PATH to College Success” 9th Grade 2nd Semester Student Grades
(48 students for a total of 290 grades)
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- 16 earned all A’s
- 3 more earned all A’s plus one other grade
- 61% (176/290) grades were A
- 29% (82/290) grades were B
- 9% (26/290) grades were C
- 1% (3/290) grades were D
- 0% (0/290) grades were F
KITE: Kids in Training to Excel (2007-2010)
KITE was a homework center, tutoring and mentoring, held in a large multi-family community in Lynnwood. The goal was to get the service close to the home. It served youth in grades 6th through 9th crucial years in developing a good work ethic and preparing students for high school. A teacher managed the twice-weekly study table program with volunteers, computers, and additional support. During summer, we offered three day a week focus on study skills, test taking strategies, and board games. Management stated the atmosphere in the complex changed as students became more studious, attentive to their behavior, and polite. We published an all-inclusive "How To" manual as a template for setting the program into practice. It includes material on site selection, personal, and day-to-day operations. It also includes thirty-five study skill lessons in an easy to present format along with examples of forms, letters and newsletters which can be customized to fit individual needs. It was a great experience, but the difficulty was the most large complexes do not have a room to be designated to constant use. We also learned that we need to be closer to school data and the school environment to really make an academic impact.