| One of the biggest problems across our nation | | | | each student with timetables. Nationally |
| is large classrooms and too many students | | | | recognized instructional tutoring materials |
| falling behind in their education. There are | | | | are used by these Chicago schools tutors. |
| too few teachers for individualized | | | | Children with special needs receive special |
| instruction, and generally those parents of | | | | accommodations. |
| children who fall behind cannot afford | | | | |
| private tutoring. They personally cannot | | | | According to Chicago schools Superintendent |
| tutor their own children, in most cases, | | | | Arne Duncan, U.S. Secretary of Education |
| because they either lack sufficient education | | | | Margaret Spellings cut through the red tape |
| themselves or are too busy - sometimes | | | | and bureaucracy to make the tutoring program |
| working two and three jobs to support their | | | | happen. Duncan expressed his appreciation to |
| family. | | | | Spellings at a special ceremony in 2005, |
| | | | which was attended by the Secretary, Mayor |
| In the fall of 2005, the Chicago schools got | | | | Richard Daley, Senator Dick Durbin, Senator |
| the help they needed in this area from the | | | | Mike Enzi, Congressman Danny David, |
| United Stated Department of Education that | | | | Congressman Bobby Rush, and other city and |
| now underwrites the new Chicago schools | | | | Chicago schools officials. |
| A.I.M. High! program. (A.I.M. means Advancing | | | | |
| Individual Mastery.) The program gives | | | | Though such assistance was promised by NCLB, |
| supplemental tutoring services after-school | | | | this extra assistance from Spellings for the |
| to low-performing students, who attend | | | | Chicago schools means a win-win situation for |
| Chicago schools that have not met adequate | | | | the schools, the educators, the community, |
| yearly progress for three consecutive years | | | | the parents, and especially for the Chicago |
| under the No Child Left Behind (NCLB) Act. | | | | schools students. Spellings noted that A.I.M. |
| | | | High! will make a huge difference for Chicago |
| The tutoring is held in the child's school at | | | | schools students in their futures - meaning |
| no cost, covering Chicago schools students in | | | | there may be an opportunity to continue on to |
| grades one through twelve. There are a | | | | college and knowing that they will be |
| maximum of 15 students for each tutoring | | | | prepared to enter the workforce with |
| class, and a maximum of 20 weeks of | | | | sufficient skills to be successful. |
| instruction per student, including 60 to 80 | | | | |
| hours in reading and math. Tutoring teachers | | | | Both the Chicago schools and Spellings see |
| receive professional development and are both | | | | this as a new opportunity for the U.S. |
| highly qualified and certified. Tutors are | | | | Department of Education and school districts |
| familiar with each student's particular | | | | across the nation to work together to help |
| needs, using an individualized tutoring plan | | | | students succeed in life. It is definitely a |
| that specifies achievement objectives for | | | | win-win situation for all concerned. |