1.  It is an “out of the classroom” intervention  A tutor works with a small group of 3 students  The goal is to get the students ready for the maths classroom experiences that they will have with their regular class teacher.

2.  Given the diversity of achievement in most Maths classes (MYNRP: Year 8 = 8 year knowledge gap), and the other pressures on teachers it seems unrealistic to assume that classroom teachers, as part of their everyday teaching, can provide the support needed by students who have fallen a long way behind.  Some students are too far behind for the teacher to catch them up

3.  Classrooms are complex settings and there is usually too much going on for those students who are falling behind to know what to focus on

4. Sensory register Working Memory Long term memory Selection Attention

5.  Classrooms are also social settings... and no one wants to feel that they cannot cope or contribute  Performance avoidance, identity and other issues

7.  Yes. Even with my own teaching – I’ve been able to keep the lessons flowing rather than having to stop and start. This way it’s been easier to go through all the topics. (Teacher, School A)

8.  I think it’s because they feel more confident about the topic we’re learning about because they’ve already had a bit of work with Jo, so I think that helps them a lot. It’s sort of a confidence thing where they can participate and they’re willing to participate in discussions. (teacher, School B)

9.  My thought was that we are targeting those students that just need that extra bit to give them that shove and the biggest thing I’ve noticed is their confidence. They coming back in and these kids are putting up their hand and they are getting the answer right. I do a lot of language in mathematics before I start anything, so the constant reinforcement, they are not just hearing it from me, they are hearing it from Janis as well and that has made the biggest difference.

10. Comparison of mean gains of outcomes for tutored and non-tutored students (semesters 1& 2 program) School GRIN (n) non-GRIN (n) A.38 (5).24 (86) B.90 (6).41 (63) C.56 (12).33 (40) D.40 (5).67 (33) E.60 (9).58 (24) F.62 (21).28 (75) G.27 (7).15 (31)

11. SchoolGroupNMean gainMedian gain SC 1 (N=168) Tutored24.45.55 Not tutored144-0.03.08 SC 2 (N=111) Tutored21.48.50 Not tutored90.29.40

12. Comparison of mean gains of outcomes for tutored and non-tutored students (semesters 1& 2 program) School GRIN (n) non-GRIN (n) X.77 (7) -0.1 (51) Y.32 (4) -0.13 (78) Z.21 (10).1 (99)

13.  It works!  20 minutes for a GRIN session is ‘about right’  The time scheduled for the GRIN tutor sessions is a school-based decision... tutor, teacher & student opinions varied  It doesn’t fit all students

14.  The biggest challenge is the communication between the GRIN tutor and the classroom teacher!  Things to be considered: - meeting face-to-face to discuss the Maths content is paramount - being part of the planning process within the teaching team is ideal