PLEASE NOTE: ESC of Central Ohio offices are now open with restricted access. Staff are prepared to serve you via email, phone, videoconference, and/or by appointment. Please contact us for assistance
 
ESC of Central Ohio Central Office background check services reopened on Thursday, June 25, 2020. Background check and fingerprinting services are currently limited for educational personnel only, regardless of employer. This service is available by appointment only. Learn More

Elementary Tutoring Services

Elementary Tutoring Services

The ESC of Central Ohio receives funding to provide tutoring services to students in our districts. These programs are both legs of AmeriCorps and exist to provide one-on-one and small group support to those identified as below-proficient in either literacy or math. The ESC recruits, trains and places AmeriCorps members to provide tutoring for 30-40 hours each week throughout the school year.
 

Our Mission

Mission Statement: Empowering students and building confidence by providing targeted literacy and math intervention to below-proficient students across Ohio.

 

Our Program

Founded in 2012, Ohio Reading Corps (ORC) provides individualized tutoring for students in grades K-3 who are struggling with literacy and students in grades K-5 who are struggling with math. Members strive to build students' feelings of confidence and ability to perform grade-level tasks as well as those tasks that will help them be successful going forward.

ORC tutors are trained through the Educational Service Center in their region to be able to provide effective tutoring. Trainings include basic literacy and math strategies, growth mindset, relationship building, and many more relevant topics.

Tutors are paired with a partner school, where they serve 30 hours each week. Each tutor works with a caseload of about 20-30 students, meeting with each student multiple times per week. Training begins in September, and school placement begins in late September. Once placed in a school, tutors serve 30 hours per week for the remainder of the school year.

 

Our Goals

  • Improve reading and math outcomes for all students enrolled into the Ohio Reading Corps program
  • Build confidence in students to perform and excel in a variety of settings
  • Reach grade-level proficiency and/or make significant progress during the course of the year
 
 

Ohio Reading Corps

Members provide literacy support to below-proficient readers in grades K-3.More than 2,000 students in and around Columbus, Cleveland, Dayton, and Youngstown are provided tutoring each year by our program.

Ohio Math Corps

 
Members provide basic math support to students in grades K-5 who are below-proficient in the subject.

Our program has served more than 300 students each year. We currently provide our services in Central Ohio (Columbus) and Youngstown, and we plan to expand into the Cleveland and Cincinnati areas in the near future.

About AmeriCorps

Serve Ohio   AmeriCorps

AmeriCorps is a network of national service programs, made up of three primary programs that each take a different approach to improving lives and fostering civic engagement. Members commit their time to address critical community needs like increasing academic achievement, mentoring youth, fighting poverty, sustaining national parks, preparing for disasters, and more.

Approximately 75,000 Americans across the country participate in AmeriCorps each year. All of them are tackling different community needs in different ways.

The benefits of service include, but are not limited to:

  • Student loan deferment
  • Skills and training
  • Living allowance
  • Limited health benefit options
  • Education Award upon completion of service to help pay for college, graduate school, or vocational training, or to repay student loans
  • Career opportunities with leading employers from the private, public and nonprofit sectors


To learn more, visit https://www.nationalservice.gov/programs/americorps

Quotes from our Schools

"Thank you for this opportunity for our students! Our [Member] was WONDERFUL and had such a positive attitude and demeanor! She was a pleasure to work with!"

 

"This program was a joy to work with! Professional and wonderful women striving to help our students achieve!"

 

"We felt that students benefited more than just academically. We saw confidence levels increase and participation increase in the classroom. Students that had gaps in skills were able to work on those skills. We were even able to address issues with students that they felt comfortable talking about in a small group."

 

"Our students enjoy working one-on-one or in small groups with adult leads. The program has provided additional reading practice for our students while building their confidence.

It was beneficial to our students and our staff members. Our corps member was reliable, professional, and made great relationships with students and staff."

 

"Students who would not have had extra reading help were able to receive service and the service made a difference to their self-esteem, enjoyment of reading, and progress this year."

 

"Students who needed additional one-on-one supports were able to work closely with [our Member]. She aligned her practice closely to what was happening in the classroom which helped with the alignment too."

Stories from our Members

"I work with a kindergartner who is very far behind, even much farther than the other students I work with in his class. He is still working on saying the alphabet, writing his name, etc. He also has some trouble with behavior and attention. At first, I was pulling out a group of kindergartners together but he would act out a lot during this time and wouldn't get much done, despite my best efforts. His behavior was also distracting the other students. The teacher and I talked and decided to split the time so that I could work with this student individually. He has never had individualized time before, and instantly I could tell a difference. I discovered right away what a huge problem was - his gears are moving, but not in the more linear thought process like other students and the typical lesson plan. With time just with him I have the freedom to work at his pace and in the order of his thinking. He notices things in the book or worksheet that I wouldn't even think to talk about, and he is constantly moving around, wanting to write letters or words on my whiteboard or point things out on the alphabet chart. I'm glad to provide the space for him to do this, whereas in the classroom he couldn't wander to where his brain takes him all the time. My favorite thing about switching from working with him in a group to individually has been his excitement to learn. In a group and in the classroom he did not seem like this at all. However, after everything he answers or every letter he writes he yells "I did it!!!" Every day I can really see his excitement and learning and I feel like our time together is making a difference. I'm also glad that I noticed this change early in the school year because he is an important reminder for me to put myself in my students' shoes and teach to where they are and how they learn best."

"In our October meeting, Meaghan taught us how to make and facilitate a math game called Kaboom! For my version, I chose to use multiplication facts. I knew my kids needed the practice, but I expected them to hate every second of the game because it was multiplying. I couldn't have been more wrong. The first day I introduced the game, the kids didn't want to stop playing. It was the first time I really saw them enjoy math and working with each other. Since then, I'm asked every day if we can play the game and it has become a great motivator in getting work done so they have time to play. On top of it, I'm watching some kid’s multiplication skills improve significantly, memorizing or finding quicker techniques to come to an answer. The game really changed the dynamic of each of my groups and I don't think I would have the same relationship with my kids if I hadn't brought it in. I'm thankful for Meaghan's help and I'm really proud of all my students' growth."

"I was struggling with a group of five students where three students consistently did not get along and taunted each other. Some of these behaviors occurred outside of our reading group, however, the students are affected by this in group and react by calling each other names. It escalated to the point where the kids where going back and forth and I decided that I needed to find a method to intervene. The next day I had each student write something positive about a particular student and rotated the student we were writing about each day. The student we wrote about would then have the statements to take home. The first day some of the students were resistant to writing and some did not want to read their positive statement they wrote aloud. After the third day, all of the students were beaming and volunteered to read their statement. Throughout the rest of the reading group session, they were cooperative, kind, and the mood had changed."

"The other day I took a couple of students out for tutoring, as usual. It wasn't until we got to my station and sat down that one of my kids tells me it's her birthday. "Well, HAPPY BIRTHDAY!" I exclaimed. She's by far my quietest student, incredibly soft-spoken, but doesn't seem to mind me being loud. I was so excited for her birthday I tried to think fast about what activities I could pull out to make the day special; I settled on reading a book called "Old Bear's Surprise Painting" to them, and promised we could even do a MadLib if we had enough time, but before any of that could happen I wanted them to do the lesson. So we got to work on the day's tutoring lesson, a fun with phonics activity worksheet on combination sounds. I was hoping we could get through it quickly to get to the fun birthday stuff, and wow... I was amazed by how fast they did the worksheet, I felt so proud because both of the students have already shown progress, this was a nice confirmation that they are really learning. When we read the book, I told them I would be reading out loud and might be going kind of fast to tell the story fluently, but I told them they could still read along. I was so impressed by how well they kept up and even flubbing some words, I was really happy with the fluency I was seeing. The last thing was the aforementioned MadLib, as promised. A fun way to review nouns, verbs, adjectives, and other word types, the MadLib had them laughing out loud and was a great way to end the tutoring session. An impromptu reading party for a student's birthday, what could be better?"

Become a Tutor

Members begin tutoring in two cohorts: fall and winter.
 
For information on becoming a tutor, click here.

Request a Tutor

Schools Interested in Hosting Reading and/or Math Tutors
Sign up your school to host an AmeriCorps member

Contact Us

Ohio Reading and Math Corps

Educational Service Center of Central Ohio

2080 Citygate Drive Columbus, OH 43219


Sean Noe, PhD: Program Coordinator

Ohio Reading and Math Corps

[email protected]

(614) 542-4173

Tutors in Action