Issue 3 21-22

Page 1

the

prOspectOr

801 WEST KENSINGTON ROAD, MOUNT PROSPECT, ILLINOIS

THE VOICE OF PROSPECT HIGH SCHOOL SINCE 1959

VOLUME 61, ISSUE 3

FRIDAY, DECEMBER 10, 2021

asking for answers Learning gaps leave beneficial changes to tutoring program OLIVIA KIM Editor-in-Chief

E

ntering Prospect at the beginning of this year, freshman Isabella Smith expected the semester to be challenging. She received straight A’s during her time in middle school and stayed committed to learning for the last two years, even through remote instruction. However, a learning gap was inevitable, and Smith anticipated a need to hit the ground running going into her first year at Prospect, which would simultaneously be her first full year of in-person learning since sixth grade. Despite her efforts in the classroom, she ended up scoring lower on one of her first geometry tests than she had hoped. This led to Smith deciding that she needed some assistance. After asking her teacher where she could find some help, she was referred to the Knights Inspired To Teach (KITT) tutoring program. Smith said that after one session during her open period with a peer tutor, she saw immediate improvement in her work, which was proven when she received a higher score on her next test. “I was very surprised at how well that tutoring had helped me achieve that [score],” Smith said. “I really felt much better [about the workload].” As the first semester of fully in-person learning wraps up, teachers and students have been working to ease the transition from remote instruction. As a result of pandemic learning, Associate Principal for Instruction Joyce Kim notes that students have been struggling with shortened attention spans, lost organizational skills and gaps in sequential skills such as in math or foreign language. These challenges have been approached by teachers primarily in two ways: the first emphasizes classroom or relationship

building, and the second focuses on estabstarting at Prospect in August, has already lishing a traditional curriculum structure received at least 160 requests for appointwith regular test-taking and assignments. ments from students. She says while there Kim says that while she prefers the first have been occasional emails from parents strategy, she knows that it is more difficult asking her to set up tutoring for their child, to implement in certain subjects, especially nearly all of the requests have come directfor AP courses that work to prepare stuly from students. dents for an end-of“I’m really exyear exam. cited that students “The teachers are getting the help desire to prepare that they need and the kids to the [that] the appointbest of their ments are effiability, and … cient,” McKay said. it’s just so com“… It feels great [to plicated,” Kim help students get said. “The kids help].” are trying their One potential best; I feel for problem that McKthem. The teachay fears students ers are trying their may have is that best, [too].” they are afraid to In the face of all request academic these challenges, support because of -Isabella Smith, freshman however, students any stigmas there and teachers have may be around askturned to Prosing for help in genpect’s tutoring programs to give students eral, but she hopes that students know that the assistance they need. The KITT tutorreaching out is empowering, even if it can ing program has expanded over the years be hard to do. and has now incorporated a program called KITT President Delaney Nold says that Every Knight Achieves (EKA), which is rethere has been a noticeable increase in the quired in some form in every school in Disnumber of students receiving help this year, trict 214. which she attributes to in-person learning EKA was started last year to help get making tutoring seem more accessible to students who were failing multiple classes students. During remote instruction, Nold back on track and consists of some teachobserved a disappointingly low number of ers supervising along with student tustudents requesting Zoom tors that work together in “pods.” Kim tutoring, despite the difsays that the program has been helpful ficulty of having to many students and encourages an advisory-like environment which allows students to feel more comfortable engaging in learning and receiving help. KITT’s Tutoring Facilitator Grace McKay organizes and assigns students who have requested help to a tutor proficient in a specific subject, and since

I WAS VERY SURPRISED AT HOW WELL ... TUTORING ... HELPED ME ... I REALLY FELT MUCH BETTER [ABOUT THE WORKLOAD].”

to adjust to the online environment. Luckily, this has been less of an issue this year. “I have been happily surprised by how many people have taken advantage of [peer tutoring] this year … I would say we have gotten some of the highest numbers we [ever] have in students asking for help,” Nold said. “Seeing the program from [how it’s changed over the past three years has been] really great … because of all the changes that have been made.” While some, like Smith, may only choose to attend tutoring sessions when they have specific questions or find themselves struggling in a certain subject, freshman Griffin Handler says that he enjoys going to tutoring in order to benefit from an environment where he feels he can focus better. During remote instruction in middle school, he didn’t feel the same pressure to complete all of his assignments along with his peers, but now that he is in high school, he said he aims to be more focused especially since he plans on qualifying for the Harper Promise Scholarship. In order to do so, when he gets stuck on a problem on an assignment, instead of moving past it, he goes to KITT to ask for help, even if it’s to make sure that he’s on the right track. Other struggles for Handler have stemmed from organizational challenges such as remembering passwords or managing the homework load, but he has found comfort in attending tutoring sessions so that he can complete his assignments without any distractions. Regardless of how that time at tutoring is spent, Handler and Smith are happy to have the resource available. Nold believes that KITT will serve as a strong opportunity for anyone that seeks it, especially because of the content gaps caused by the pandemic and the changes made to the program in the past two years. “I feel like [KITT] is a perfect representation of people giving up their time to better other people, to better a community, which I think is a really great thing,” Nold said. “I feel like that’s also why I know that this program will never go away … Especially after the pandemic, I feel like we really all realize how important … it is to give back and to be close to others.”

STUDY SESSION: A student receives assistance with their homework from a peer tutor. Tutoring programs at Prospect have undergone major changes, including a revamping of Every Knight Achieves (EKA), to support students with the transition to in-person instruction. (photo illustration by Olivia Kim)

request

a tutOring sessiOn

What’s inside? OpiniOn

Features

in-depth

spOrts

Knight Media staFF suggest iMprOveMent FOr schOOl security and cOMMunicatiOn (page 3)

One blue line deFines divisiOn in MOunt prOspect surrOunding pOlice patch (page 4)

What giving-bacK Means FOr students, prOspect cOMMunity during hOliday seasOn (page 6)

seniOr basKetball player KazuK OvercOMes acl tear beFOre juniOr seasOn (page 11)


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Issue 3 21-22 by The Prospector - Issuu