GSES’s Instructional Support Division works with all of our students in a differentiated and individualized manner in a one-on-one or small group setting. The focus for these sessions is determined by the results of individually administered achievement testing and in conjunction with teacher and parent insight. Having identified areas of strength and challenge for each child, tutoring sessions focus on increasing success, and therefore confidence, in challenge areas. Students performing above grade level receive sessions focused on further challenging and extending skills. As the year progresses, the focus of sessions changes with the child’s developing and emerging capabilities.
At GSES, we believe Instructional Support is integral to every student reaching their maximum potential. A 1984 study by American Educational Psychologist Benjamin Bloom revealed precisely how effective individual tutoring is for students. In his study entitled “The Two-Sigma Problem,” he outlined the results of his research metastudy on students pulled from class and given individual instruction. He learned that students provided with individual attention reliably performed two standard deviations (sigmas) above their peers who remained in a regular classroom. Therefore, a child who would score at the 50th percentile on a standardized test following group instruction would score at the 98th percentile if personalized tutoring replaced typical classroom instruction. Bloom supported his theory with valid research, and the majority of experts agree with his conclusion.