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Afterschool Tutoring Programs

Program Description

Tutoring programs vary significantly between afterschool programs, but certain common characteristics can be identified when examining successful tutoring programs. A group of program directors spent the 2009-10 year looking at these characteristics and working to strengthen the tutoring programs within their own projects. This work was undertaken as an ISS-AP Strand (Individualized System of Support for Afterschool Programs) under the guidance of ISS-AP coach Barb Russ, former director of Student Success – Winooski & Beyond.  The tutoring programs highlighted within the Lights! Camera! Learning! videos were submitted by Student Success – Winooski & Beyond and One Planet.

Tutoring Program Resources

In the course of the year-long ISS-AP Tutoring Strand, best practices for tutoring services were identified. At the core of successful tutoring programs is intentional program design:

  • Targeting a specific student population and designing tutoring services to meet the needs of those learners is a clear first step.
  • In the planning phase, support and active involvement from the principal or key administrator provides a foundation upon which commitment from the school-day staff can be built.
  • Determining goals for each individual student and appropriate assessments to continually refine services are the core action steps.

Assessment tools and other resources created by afterschool programs in Vermont are available below. Special thanks to the programs and directors for sharing these tools: Barb Russ (Student Success -Winooski & Beyond); Carrie McDonnell (One Planet); Diane Janukajtis (Kingdom Afterschool) and Deb Bratton (RNESU-SOAR). Several of the documents listed below were adapted from materials created by Kingdom Afterschool Programs within the Caledonia North Supervisory Union. We would also like to thank Diane Janukajtis, Director of Kingdom Afterschool, for sharing these materials with programs across the state.

Overview Document:

file_acrobat Spotlight – Tutoring Resources

Created by: Vermont Afterschool

Designing an Intentional Tutoring Program:

file_acrobat Academic Support Flow Chart

Created by: Diane Janukajtis, Kingdom Afterschool
Source: Deb Bratton, RNESU SOAR Program
Provides a clear visual for the referral process for tutoring services, as well as the communication between afterschool tutors and school-day teachers.

file_acrobat Academic Support Program Procedures

Created by: Diane Janukajtis
Source: Deb Bratton, RNESU SOAR Program
Stated procedures for referring a student for tutoring services and the accompanying documentation that follows a referral.

file_acrobat Tutoring Job Description

Created by: Diane Janukajtis
Source: Deb Bratton, RNESU SOAR Program
Sample job descriptions for both tutors and tutor assistants.

Documenting Goals and Assessments:

file_acrobat Core Support Goal Sheet

Created by: Barb Russ
Student Success—Winooski & Beyond, Winooski
Documentation form created to outline the needs to be addressed during tutoring sessions and  determine the frequency and duration required to meet those needs.

file_acrobat Academic Tutoring Support Goal Sheet

Created by: Carrie McDonnell
One Planet, South Royalton
Another example of documentation around goal setting and outlining assessments to be utilized to determine whether goals are met.

file_acrobat Academic Support Referral

Created by: Diane Janukajtis, Kingdom Afterschool
Source: Deb Bratton, RNESU SOAR Program
A referral form that incorporates parental support for tutoring services.

file_acrobat Academic Support Goal Sheet

Created by: Diane Janukajtis, Kingdom Afterschool
Source: Deb Bratton, RNESU SOAR Program
This final example incorporates a summary of the support provided into the documentation capturing the initial goals.

Documenting Student Progress:

file_acrobat Core Support Documentation Form

Created by: Student Success—Winooski & Beyond, Winooski
Provides a systematic way to document daily progress for each student and determine whether additional tutoring services in a particular area are warranted.

file_acrobat Tutoring Progress Chart

Created by: Carrie McDonnell
One Planet, South Royalton
A simple to use tracking system that allows pre-, mid-, and post-assessments to be documented and progress noted.

Resources:

Background Research: Tutoring Programs  
Source: Center for Prevention Research and Development. (2009). Background Research: Tutoring Programs. Champaign, IL: Center for Prevention Research and Development, Institute of Government and Public Affairs, University of Illinois.
Available at: http://www.cprd.illinois.edu/files/ResearchBrief_Tutoring_2009.pdf

Effective Approaches to Tutoring Young Readers  
Source: Schultz, Jennifer and Mueller, Dan. (2007). Effective approaches to tutoring young readers: A preliminary look at factors affecting tutoring success. Saint Paul, MN: Wilder Research.
Available at: http://www.wilder.org/Wilder-Research/Publications/Studies/East Side Learning Center Tutoring Program/Effective Approaches to Tutoring Young Readers – A Preliminary Look at Factors Affecting Tutoring Success.pdf

Two Together After School: A Literacy Tutoring Project  
Source: Fleming, Martha. (2005). Two Together After School: A Literacy Tutoring Project. Academic Development Institute, The School Community Journal, 15 (1).
Available at: http://www.adi.org/journal/ss05/Fleming.pdf

SEDL (formerly known as Southwest Educational Development Laboratory); National Center for Quality Afterschool
http://www.sedl.org/afterschool
The National Center for Quality Afterschool provides general afterschool resources, but also hosts an online database of lesson plans for afterschool programs, including resources around tutoring programs. In addition to lesson plans, video examples and planning tools are available within the database.

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