Brilliance   Academy   is   a   for-­‐profit,   onsite   tutoring   provider   offering   small   group   tutoring   to   students   in   language  arts  (reading

 and  writing),  and  mathematics  to  grades  K-­‐  12.  Students  have  been  successfully   learning  in  our  program  for  over  three  years,  and  have  significantly  improved  their  standardized  testing   and  in-­‐class  scores.  At  Brilliance  Academy  we  use  a  unique  two-­‐part  approach  to  ensure  that  students   are   benefiting   from   our   curriculum—one   that   is   both   individualized   and   grade-­‐level   aligned.   The   program   we   use   is   designed   by   Brilliance   Academy   and   aligned   with   state   and   national   standards.   Additionally,  our  curriculum  has  been  endorsed  by  the  National  Tutoring  Association.         Brilliance   Academy   understands   that   each   student   is   different.   Students   operate   not   only   on   varied   academic  levels,  but  they  also  learn  through  a  variety  of  modalities;  this  is  why  we  believe  it  is  important   not   only   to   diagnose   students   academically,   but   also   to   assess   their   learning   preferences.   Our   programming   is   designed   with   both   of   these   elements   in   mind.   Each   student   is   given   their   very   own   curriculum  based  on  their  needs  as  outlined  by  the  results  of  their  initial  standardized  assessment.  This   means  that  if  a  student  is  strong  in  one  area  yet  weak  in  another,  they  will  receive  a  curriculum  that  is   tailored  to  those  needs.       The  content  of  our  curriculum  is  based  upon  state  standards,  and  our  method  of  delivery  is  rooted  in  the   ideology   of   success   of   small   class   size.     The   basis   our   curricula   implementation   is   Bloom’s   Taxonomy   (Benjamin   S.   Bloom;   Taxonomy   of   Educational   Objectives:   Published   by   Allyn   and   Bacon,   Boston   MA   1984,   revised   by   Pearson   Education).     Our   philosophy   of   small   class   size   as   an   effective   theory   of   instruction   is   reflected   in   the   Tennessee   Class   Size   Experiment   that   follows   the   effects   of   small   class   size   on   younger   students   for   a   period   of   four   years.     This   long   term   and   often   referred   to   study   states,   “…class   size   effects   persist   for   at   least   5   years   and   remain   large   enough   to   be   important   for   educational   policy.   Thus,   small   classes   in   early   grades   appear   to   have   lasting   benefits”   (Special   Issue:   Class   Size:   Issues  and  New  Findings;  Summer  1999,  pp  127-­‐142).     Often   students   can   become   frustrated,   unmotivated   or   disenchanted   if   they   find   the   work   to   be   too   difficult   or   too   easy.   This   flexible   programming   allows   us   to   offer   students   a   chance   to   work   on   their   level,  whatever  it  may  be,  and  find  success.  For  example,  if  the  Basic  Achievement  Skills  Inventory  (our   standardized  test  created  by  the  premier  testing  developers,  Pearson  Vue)  indicates  that  a  child  is  below   average   on   prefixes,   suffixes   and   prepositions   and   above   average   on   nouns,   verbs   and   sentence   structure,   it   gives   us   this   itemized   report.   From   this   report   the   data   is   calculated   by   an   additional   software   component   that   we   use   to   align   the   student’s   needs   with   the   right   activities   and   lessons.   Once   all   data   has   been   collected   for   both   reading   and   math,   individualized   curriculum   is   created   for   each   student.       The   individualized   curriculum   component   is   an   efficient   way   to   bring   students   up   to   grade   level   or   to   challenge  them  to  excel  further.  For  example,  if  a  student  is  in  the  eighth  grade  and  is  struggling  with   multiplication,  they  may  feel  frustrated  because  their  grade-­‐level  expectations  demand  that  they  divide   fractions.   This   can   be   potentially   overwhelming   to   the   student.   They   must   first   solidify   their   understanding   of   basic   multiplication   to   really   feel   comfortable   and   excel   in   division   of   fractions.   The   individualized  component  of  our  programming  provides  the  student  with  lessons  and  activities  for  skill   building  and  knowledge  acquisition.       5940  West  Touhy    Niles,  Illinois    60714    phone  (847)559-­‐7464    fax  (866)782-­‐6769    

  Our   tutors   are   chosen   first   and   foremost   for   their   ability   to   effectively   communicate   information   and   positively  relate  to  our  students.  All  of  our  tutors  are  certified  teachers  who  must  also  be  certified  by  the   National  Tutor  Association  (NTA).  Additional  quality  training  is  provided  by  Brilliance  Academy  through   annual  training  and  ongoing  tri-­‐annual  workshops.         The   Content   Based   Projects   bring   an   interactive   dimension   to   the   Brilliance   Academy   program.   Mathematics,   Reading   Comprehension,   Writing   and   Test   Taking   Skills   will   be   presented   through   the   Content  Based  Projects.  Students  learn  using  auditory,  kinesthetic  and  visual  modalities,  making  learning   fun  and  accessible  to  all  students.  The  curriculum  is  designed  to  be  functionally  scripted,  yet  flexible  to   the   tutor   and   student.   Each   project   binder   includes   instructions,   lesson   plans,   all   learning   materials,   assessments,  and  the  final  tutor  survey.  The  progression  of  lessons  is  designed  with  the  student  in  mind.   Expectations  are  challenging,  yet  realistic  and  function  on  a  tiered  design.  Projects  focus  on  results  and   students   begin   with   a   diagnostic   test   and   conclude   with   an   assessment.   Each   child   will   improve   and   make  progress  in  five  sessions.  Objectives  are  clear  and  achievable.  Tutors  will  receive  up  to  ten  projects   per  year  for  their  classes  and  can  expect  to  see  results  on  a  consistent  basis.     Once   a   student’s   learning   goals   are   met   and   lessons   fully   completed,   they   are   administered   an   exit   assessment   to   determine   the   progress   they   have   made   throughout   the   program.   Past   results   have   shown   that   students   who   attend   classes   regularly   and   are   active   participants   should   demonstrate   somewhere  between  a  20  to  50  percent  increase  in  student  achievement.        

5940  West  Touhy  

 Niles,  Illinois    60714  

 phone  (847)559-­‐7464  

 fax  (866)782-­‐6769    

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