Designing programs to increase tutoring effectiveness

Abstract

With the goal of designing high-quality national service tutoring programs, the Corporation's 2003 AmeriCorps Grant Guidelines assists applicants in addressing requirements such as incorporating scientifically based approaches to reading instruction, proven strategies for curricula development, tutor training and standards for tutors. This effective practice offers some general elements of tutoring program design that incorporate these requirements and that should be used in the beginning stages of program design. Material is excerpted from the Tutoring Toolkit for AmeriCorps Program Applicants (2003) developed by LEARNS, in conjunction with the Corporation for National and Community Service. A link to the toolkit is provided, as is a listing of other related resources.

Issue

Developing valuable tutoring programs that are in compliance with Corporation guidelines for national service literacy programs.

Action

As identified in the Tutoring Toolkit for AmeriCorps Program Applicants (LEARNS, 2003), the following elements of program design should be kept in mind at the outset:

Planned, Structured Sessions and Activities
Children benefit from well-planned, structured tutoring sessions in which tutors employ a variety of materials and strategies to accommodate children's varying interests, abilities, learning styles, and cultural backgrounds. A balanced, integrated approach to tutoring activities benefits children by creating a supportive, literate environment, providing access to a variety of reading and writing materials and instilling a passion for reading.

The 2003 AmeriCorps guidelines require programs to employ tutoring strategies that are scientifically based and include the five components of reading instruction identified by the National Reading Panel.

Frequent and Regular Sessions
The frequency and consistency of tutoring sessions can be as important as session content in creating an atmosphere that is comfortable for tutees and conducive to learning. According to the AmeriCorps Tutoring Outcomes Study, students who met with their tutors at least three times per week "increased their reading skills scores between pre-test and post-test by 2.1 points more than their peers in programs that met less frequently." Most children benefit from regular sessions that occur at the same time, day, and place from week to week.

Coordination with Classroom Teacher or Designated School or District Staff with Reading Expertise
Communication with classroom teachers and school or district staff with reading expertise is important for both school and community-based programs. Schools and districts have valuable knowledge and resources to support literacy programs. When program activities are coordinated with classroom instruction, children receive more consistent messages about reading and can practice the skills most relevant to their schoolwork. In addition, communication with partner schools can give programs access to important information about students and curriculum.

Member and Volunteer Training, Supervision and Feedback
It is crucial that members and volunteers receive effective training and supervision before and during service and that the training prepares them for the actual activities they will undertake.

Volunteers and members also benefit from regular opportunities to reflect on tutoring sessions, share strategies, and ask questions. Incorporating service-learning into program design allows for structured and meaningful reflection on the impact of service on tutees, the school or site, and the broader community, and expands members' and volunteers' personal and professional development opportunities.

While training is key, some of the most valuable learning experiences for members and volunteers arise during tutoring sessions. To make the most of these moments, provide ongoing supervision, access to reading or instructional experts, and timely feedback.

Assessment and Reinforcement of Tutee Progress
Appropriate assessment of children's learning and literacy development is important for all participants in national and community service literacy programs. Assessment results are useful to everyone; tutors use this data to adjust session activities, students to better understand their progress, and teachers to gain a fuller picture of students' work with tutors. In addition to improved literacy skills, assessment can address other benefits children may experience, such as improved school attendance, behavior, self-esteem, and interest in reading.

For one example of a literacy assessment tool, see the LEARNS Literacy Assessment Profile (LLAP).

Regular Performance Measurement
Performance measurement serves the same purpose for programs that assessment does for students, allowing a program to gauge its progress and adjust practices to meet outcomes and better serve children and the community. The 2003 AmeriCorps Guidelines require applicants to identify goals and show links between program objectives, activities, training, and performance measurement tools and to track progress on a regular basis. See the Performance Measurement Toolkit, created by Project STAR for the Corporation, for assistance with this task.

Access to Training and Technical Assistance Resources
Local trainers for tutor programs come from a variety of sources. For ideas, see Identifying Local Resources for Your Literacy Program. Programs can also tap into local resources by establishing advisory or planning committees made up of key community stakeholders, including representatives from business and community organizations, parents, local teachers, community members with reading expertise (i.e. university professors or retired teachers) and Title I coordinators. No matter who the trainer is, training content should focus on the activities tutors are expected to perform and include practice in supporting the five key reading components articulated in No Child Left Behind Act.

Positive, Caring Relationships Among Children, Staff Members, and Volunteers
Positive, caring relationships underlie student and program success. Successful tutor programs foster positive relationships, which increase tutoring effectiveness and help motivate students to achieve. Relationships are developed more easily when tutors meet with the same child over time.

Family Involvement
In addition to supporting programs, members and volunteers, the Corporation for National and Community Service strongly supports parents in their efforts to be their child's first and most important teacher(s). High quality programs provide appropriate opportunities for parents or guardians and families to get involved with student learning. Strategies for family involvement may include help for parents and/or family members to support learning at home, volunteer opportunities for families, and opportunities for families' concerns to be heard through advisory committees or group meetings.

Context

National service literacy programs need to be in compliance with new standards for tutor qualifications, curricula development and performance measurement. See the Resources section below for guidance in meeting this criteria.