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  Ms. Danielle I don't know what we would've done without you. I thank God for sending you to us.

— Hirut from New York, NY

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       I onnly kept my son in public school because of Ms. Goolsby. She was his teacher for 4 years and he learned a lot, especially for a boy with epilepsy. We love her.

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     I'm a teacher myself but wasn't comfortable helping my son with his math homework. I asked Danielle to assist and my son gained confidence and understood what he was being taught because she broke it down in a way that he understood.

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— Geena from New York, NY

Watching Danielle educate young people using differentiated instruction is so amazing

— Angela from New York, NY

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— Kathy from New York, NY

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Proven Success: 90%
grade improvement;
75% higher test scores

Helping children improve in areas where they are struggling is clearly important. Tutoring has a history as a tool to improve students’ academic achievement in the United States (Cohen, Kulik, and Kulik 1982; Wasik and Slavin 1993; Invernizzi 2002).

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For struggling students, tutoring can boost confidence and give previously underperforming children a track record of success. This creates a momentum of its own. For students who are already doing well, tutoring can offer scope for fine-tuning exam and revision technique.

In The News

These type of plans or programs are developed to ensure that a child, not limited to students who may have a disability identified under the law and is attending an elementary or secondary educational institution, but all children be eligible to receive specialized and differentiated instruction and related services, such as tutoring, that would meet their immediate academic needs.

We believe that all learning is active, intellectual, social and emotional. We also believe that students curriculum for learning should begin with the child’s interests and experiences and should be differentiated to pay attention to the individual needs of the student.

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Differentiated instruction and assessment (also known as differentiated learning or, in education, simply, differentiation) is a framework or philosophy for effective teaching that involves providing different students with different avenues to learning (often in the same classroom) in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability.

Individualized, 
Customized â€‹Learning 
​Plans
Different Students 
Require Different
Approaches to Learning
Extra One-on-One Tutoring for Struggling Students
 

This chapter briefly discusses the importance of individualized, one-on-one assistance for struggling students. This aspect of the CREATE model stresses the importance of providing extra help for the target population. Despite culturally responsive instruction, step-by-step personal assessment, a rigorous exit price, and exposure to test models and test-taking strategies, a few kids may still be left behind. These students require additional one-on-one attention, which could take place during class, during a nonacademic period such as lunch, or after school.

A Whole Child Approach to Education & the Common Core State Standards Initiative
 

A whole child approach to education is defined by policies, practices, and relationships that ensure each child, in each school, in each community, is healthy, safe, engaged, supported, and challenged. It engages all stakeholders—educators, families, policymakers, and community members—in defying the “percentage proficient” culture of too many school reform efforts, to focus on each child. And it further raises the bar of accountability beyond narrow, single-issue “improvement” strategies to efforts that reflect the broad array of factors influencing long-term success rather than short-term achievement.

Testimonials 
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