High-Impact Tutoring Characteristics - Self-Reported
This provider self-reports that it includes these high-impact tutoring characteristics in its program design, however, these statements have not been independently verified by NSSA.
- Dosage: Three or more tutoring sessions a week; Tutoring is provided at a minimum of 75 minutes per week
- Ratio: Provided in tutor-student ratio of 1:4 or less
- Tutor consistency: Students are matched with a consistent tutor for more than 80% of sessions
- Setting: Implemented throughout the school day or immediately before/after school
- Integration with school schedule: Tutoring does not replace tier 1 core instruction
Please see Tutoring Quality Standards for more information on all high-impact tutoring characteristics.
Organization and Contact
Program Overview
Once’s mission is to deliver early-reading instruction that accelerates every child toward a life full of the opportunity, connection, meaning, and joy that come from being a successful reader.
Once is an evidence-based reading program (tested to the gold standard of a randomized controlled trial) that parents, peers, paraprofessionals and volunteers use in school and at home to teach 3-7 year-olds how to read fluently and independently. The adult, seated side-by-side next to the child, spends 15 minutes per day providing instruction in front of a laptop, phone or tablet. The curriculum and instructional script are displayed on the screen and adapt in response to feedback the adult provides on what the adult hears the child say. Once also includes a set of 100 hard copy books aligned to the online curriculum.
Tutoring program that offers one-on-one and/or small group tutoring directly to students, either in-person, virtually, or through both modes of delivery.
Academic intervention that offers materials (e.g., an instructional scope and sequence, placement assessment, progress monitoring tools) that are used by a tutoring program, but do not offer tutoring directly.
Students and Offerings
Service Area
Delivery Model and Staffing
Onboarding (e.g., introduction to tutoring program, tutors, and staff), Scheduling (e.g., session availability based on student needs and parent consultation for preferred timings), Attendance (e.g., reminders for upcoming sessions and feedback on attendance issues), Student progress (e.g., regular progress reports shared), Parent training to support academic skills at home, Parent training to support child social-emotional health
Customer and Cost
Research Evidence
Forthcoming JHU / Amanda Neitzel
Will be published on https://www.evidenceforessa.org/program/once-early-reading-program/
https://www.evidenceforessa.org/program/once-early-reading-program/
https://tryonce.com/blog/quasi-experimental-study-on-impact-of-once-on-kindergarten-reading-growth-24-25-as-measured-by-fastbridge