In this Issue:
Back to School: Getting New Programs Started and Improving Existing Programs

Editor's Note Hello, Volunteer! Welcome to School Culture HELP! I'm Entering a New School. How Do I Begin to Learn About It? What Do I Need?! Tutor Checklist When the Tutor and Child Do Not Look Alike: Diversity Training for Tutors The LEARNS Bookshelf New and Improved! Implementing Changes from Lessons Learned: Cleveland Seniors for Schools Lessons Learned by Cleveland's Seniors for Schools Cross-Age Tutoring Understanding Children's Writing Breaking the Ice: Meeting Your New Student Dear Diary: Documenting Student Progress Service-Learning and Literacy: A Brief Introduction for America Reads Programs Contacts, subscriptions, more information

In your tutoring experience you'll find that there will be many materials you will collect and other materials you wish you had on hand during a tutoring session.

• Here's a start to creating a handy tutor tool kit:
  • A large three ring binder (3" is an excellent size).
  • A plastic zipper pencil pouch to hold: pencils, markers, crayons, glue sticks, and scissors.
  • Dividers with the following tab titles and contents:

• School or site information- addresses, important phone numbers, schedules of students you tutor, classroom rules, management procedures and school calendar, teachers' names and other school contacts.

• Lessons / record keeping- lesson plans, assessments, and daily progress chart (see page 10). Include a separate tab for each student you tutor.

• Sight words / vocabulary- word lists, activities and a separate pocket divider to hold cards and games.

• Reading activities- strategies, games, a list of books you've read together, and book making activities.

• Writing activities- letter writing, story starters, journal topics, games, poetry, and paper in various colors and sizes.

• Book lists- age appropriate book titles for your students.

Although there are seven times as many whites as non-whites aged fifty and above in the United States, the demographics are different for children age zero to nine, where whites only hold a two-to-one advantage. The schools where we conduct our National Service programs are multicultural. We must, though, continuously challenge ourselves to be aware of the experiences that shaped us so that we can be better prepared to learn about and earn the trust of others with different experiences. But, what does that mean? How can National Service volunteers turn those words into actions?

Actually, a first step to take is not an action at all. Frequently, when teachers or tutors are challenged to be more aware of cultural pluralism in their work with children, they respond with: "Tell me what to do and I will do it." But as Paul Gorski, a cultural diversity facilitator at the University of Virginia explains, "Cultural diversity and multicultural awareness are not approaches to implement or topics for a special unit or themes for a bulletin board. Instead, they are the foundations of an attitude or value system that insists that good education is multicultural, and education consists not simply of curriculum, but also of teaching styles, atmosphere, socialization, and learning how to learn."

This can begin with a development of awareness of the experiences in our own lives-our histories, our families, hometowns, educations, significant events-and an understanding of how they shaped us into the people we have become. With the knowledge of what made us who we are and a recognition of the fact that those influences are not universal, it is much easier for us to reach out and discover people with different backgrounds and of different cultures.

Acquiring Knowledge

We are all products of our own cultures, our own backgrounds and experiences. Having taken the time to develop an understanding of what those cultures, backgrounds, and experiences that influenced us are, how can we ensure that we are properly equipped to respond to and respect others' cultures? Again, attitude and an open mind are vital, but it is also important to broaden our knowledge and understanding of the other cultures and ethnic groups with whom we will be working in the schools.

• Spend more time with people of that culture.
• Identify a cultural guide, someone from the culture who will discuss the culture with you, introduce you to new experiences, and help you understand what you are seeing.
• Spend time with the literature. Read articles by and for persons of the culture. But, don't just read nonfiction or professional articles; read fiction too. It is an enjoyable way to enter the culture in a safe, non-threatening way.
• Attend cultural events and meetings of leaders from within the culture.
• Spend time in the school community. Attend community events and school festivals.
• Ask questions. Most people are willing to answer all kinds of questions if the inquirer is sincere and seeking to learn and be more effective.
• Be aware of the great diversity within various groups. Although you are developing an understanding of some of the cultural traits and influences of the children with whom you will be working, do not assume that any cultures are homogenous.

Relationships Are Built on Trust

First and foremost, in the development of any relationship, especially a tutor/tutee relationship, is TRUST. Rita Tenorio, editor of Rethinking Schools and an eighteen-year veteran of the kindergarten classroom, remembers a quote she heard during her first year of teaching that echoed throughout her teaching career, "How much must a child trust himself, others, and the world in order to learn?" She answers the quote's query, "Throughout the twenty years I've worked with children and their families, I've always felt that trust was a key component to success."

The road to becoming a successful reader is full of mistake bumps and frustration potholes. In order to convince a child to let herself make mistakes in front of you, you must gain her trust-let her know that you will not judge her or think less of her as long as she tries. Without that trust it is difficult to create an environment that is conducive to learning.

Here are some things to think about and do when you are building a relationship with a tutee whose cultural background is different from yours-they also apply to any new student whose trust you are trying to gain:

• Trust comes from a child's knowledge that someone understands and respects his experiences. Ask your student questions about his life, his interests and hobbies, his friends, and his family. Talk about some of the similarities with your life and experiences.

• Trust comes from being a consistent and reliable figure in a child's life. When you make the commitment to tutor a child, realize that it is serious. Children learn best from adults who make an investment in them and in their learning.

• Trust comes when you present yourself to a child in a way that he will interpret as dependable and caring. Sincerity is at the core of building a strong, trusting relationship with a student. Make sure the child knows you care about him, want him to succeed, and believe that he is capable of succeeding.

• Trust comes when you expect the best from a child. Just because a child is labeled "at risk" does not mean that she is incapable of becoming a successful reader. Having and demonstrating confidence in her abilities will help her develop that self-confidence and will strengthen your relationship.

Choosing the Right Books

1. In encouraging a child to discover the excitement and wonders of reading, it is important to choose books in which he can see himself and see himself in a positive light. Select books that apply to the child's interests and hobbies. Also be sensitive to the cultures being represented by the characters. Make sure the books empower the children and demonstrate the diversity of society. Here are some good guidelines to follow when selecting books:
2. Check the illustrations-look for stereotypes, tokenism, and the roles that minorities and male and female characters play.
3. Look at lifestyles-are people of color depicted in such a way that they contrast unfavorably with the unstated "norm" of white middle-class suburbia?
4. Weigh the relationships between people-Do the whites in the story possess the power and take the leadership? Are African-American mothers always portrayed as dominant in the family?
5. Note the heroes and heroines-When minority heroes appear, are they admired for the same qualities that have made white heroes famous or because what they have done has benefited white people?
6. Consider the effects on a child's self image-Is there one or more persons with whom a child can readily identify to a positive and constructive end?

For Training and Technical Assistance, more information, or a list of helpful resources, contact CHP International, the Human Relations and Diversity T/TA Provider for the CNS at 708-848-9650.

It's important for tutors to remember that children are much more complicated than merely being little grown-ups. Children are developing by leaps and bounds between the ages of five and eight, and major shifts can sometimes occur over Christmas Break! Luckily, there are many folks who have devoted years of study to deciphering the stages of a child's development. Reading their works can be a huge relief to tutors who are anxious about beginning work as well as a help to those seeking to strengthen their understanding of how different age groups learn best. These books are both interesting to read and insightful. Most importantly, they will remind you that many of the struggles you have with your tutee are perfectly normal and can even be healthy! So, do yourself a favor and check out the following books at your local library or bookstore:

The Learning Child: Guidelines for Parents and Teachers
by Dorothy Cohen (Schocken Books: 1972)
Ideal for people working with children age 5 to 11.
A child development expert who taught at Bank Street College of Education, Cohen writes with humor and respect for the process of growing up. In the words of reviewer Joan Canedella, "The child, as an acting, sensing, physical being comes alive here and in simple and elegant language the case is made for matching teaching materials and methods with this active being." (p. xi) Cohen integrates the social, emotional and cognitive components of a child's maturity.

Yardsticks
by Chip Wood (Northeast Foundation for Children: 1994)
Ideal for people working with children age 5 to 10.
Yardsticks is a super book that is very user-friendly. Wood focuses on each age by devoting an entire chapter to each year. In addition to citing extremely useful vignettes of children at various stages, Wood places each of these stages in the context of a child's overall development. Organized by age groups, this is a particularly helpful book for readers who have questions about a specific year. Easy to follow charts include titles like "Growth Patterns" and "In the Classroom."

Starting Small: Teaching Tolerance in Preschool and the Early Grades
by The Teaching Tolerance Project at the Southern Poverty Law Center (Teaching Tolerance: 1997). Call 334-262-0286
Ideal for people working with children age 4 to 8.
This is an excellent book for helping you better understand how to support children at varying stages in their awareness of cultural identity. The authors share successful techniques used in innovative programs all over the country that focus on giving kids healthy community skills. Remember, first and foremost-a tutor is a role model!

The State of Ohio took control of the Cleveland School System in 1995 due to bankruptcy and mismanagement. As a result, several elementary schools were closed to reduce costs, leaving many children in overcrowded schools. This fall Cleveland's mayor was forced to assume control of the school system. This instability in the schools increases learning difficulties for students, over 85 percent of whom live in poverty and 72 percent of whom live in single parent homes. These difficulties are evidenced by only 15 percent of Cleveland's fourth grade students passing the fourth grade proficiency test in 1997.

How can children master the skills and receive the encouragement and resources needed to learn when they face obstacles such as these? A group of dedicated and determined volunteers are trying to find the answer to that question. These volunteers are a part of Cleveland's Seniors for Schools project, sponsored by the Retired and Senior Volunteer Program of Greater Cleveland (RSVP) and funded by the Corporation for National and Community Service. In four schools-chosen because of their high poverty rates and low proficiency scores-thirty-four Seniors for Schools volunteers are providing one-on-one tutoring to more than 150 children. These volunteers also have organized a "Books for Kids" program.1 As a part of this program the volunteers hosted four book fairs, giving more than 1000 gently used books to more than 450 children. Schools' libraries were given over $2500 worth of new books and all students tutored received a new book as well.

As Cleveland Seniors for Schools Project Director Joy Banish gears up for the project's second year, she feels that she and the volunteers are ready to extend the successes they achieved last year. With a year's worth of wisdom and experiences, the project is utilizing some new local resources and making strategic changes to be even more effective.

The Cleveland project is part of a nine-project national demonstration program called Seniors for Schools, enlisting the services of men and women over the age of 55 to serve in teams to help children learn to read. This project is an integral component of President Clinton's "America Reads Challenge," working to ensure that every child can read well and independently by the end of third grade. The eight other Seniors for Schools projects are in Leesburg, Florida; Boston, Massachusetts; Kansas City, Missouri; Port Arthur, Texas; Minneapolis, Minnesota; New York, New York; Portland, Oregon; and Philadelphia, Pennsylvania.2

Laying the Groundwork

As a new project entering four schools simultaneously, the Cleveland volunteers faced many challenges. "I felt like I was trying to be in four places at the same time!" Banish exclaims. "I spent most of my time driving all over town." To make better use of her time, she recruited a VISTA volunteer and acquired an Americorps member from a partner agency to serve as volunteer coordinators at the schools. The two coordinators manage activities in two schools each. They provide support and encouragement for the tutors, manage supplies at the schools, and act as the communication link between teachers, tutors, and project staff.

Communication is Key

Realizing that effective communication with the school is a key to success, the volunteers identified one person (community aide, reading teacher, or head teacher) in each school to be the key contact. They sought a person who was knowledgeable about the school and whom they could usually manage to reach by phone or in person to answers questions. Doing this made managing all of the "little" problems that arise much easier. Originally, the coordinators' main contact was the principal but, says VISTA Jennifer Spitler, "The principals are very busy. Working with a reading specialist instead works well-someone who has more time to give us some direction."

Does this mean the Cleveland teachers and principals were left in the dark? Of course not! Keeping them well informed is essential. "The best way to communicate with teachers and principals is to use their staff mail boxes," says Banish, "They can reach us using the mailboxes too."

Preparing Tutors

Recruiting and training tutors is another big challenge for new projects. "It was difficult for us to find five volunteers able to serve fifteen hours a week in each school at first," reports Banish.

Churches and libraries are where they found the most success. "We sent a letter to every church and synagogue in the entire county, asking them to make an announcement during service or post information." Convincing the local paper to write a feature story on the project and its volunteers helped attract tutors too.

With 13 volunteers returning from last year and 20 beginning this year, Banish has an extensive orientation and training program planned. New tutors will attend a one-day orientation explaining the Seniors for Schools program and basic literacy information. The following two days the new tutors will be joined by veteran tutors as they hear speakers, ranging from library and school staff to local literacy program personnel. The new tutors will also role play with the returning volunteers.

Effective Tutoring and Student Selection

The Cleveland volunteers also learned that it is imperative to have an effective system for selecting the students to be tutored. Last year, the principals chose the teachers they would work with, some of whom were not cooperative. This year, they have drafted a "Memorandum of Understanding," stating what the tutors will provide and what the schools will provide, and had the principals sign it.

After many discussions with the schools' four principals it was agreed that all future tutoring would occur outside of the main classroom. Seniors will tutor in the hall or the library. "Tutoring inside the classroom is very distracting to both the children in the main groups as well as the children in the small groups being tutored," explains Seniors for Schools tutor John Jackson who began tutoring last November because he wanted to provide a good role model for the children. He adds, "I came from a poor environment and worked my way through college. Learning that barriers can be overcome helps to build up their self-esteem. They can do things and need to know that."

Defining Goals and Showing Results

Literacy project goals should be very realistic and concrete. With the help of a technical assistance coach from STAR (Support and Training for Assessing Results), a Training and Technical Assistance provider for evaluation, Banish is reworking the project's goals. "[The STAR coach] asks me honest questions I need to be asked, 'Why did you decide to do that particular project?' and 'What do you hope to achieve by doing this?' This makes me evaluate the need for doing it, and who will benefit from it." STAR has provided Banish with step-by-step instructions and samples of other project's goals and objectives as a guide.3

The Cleveland volunteers are also overhauling their assessment methods. Last year, the teachers completed reading skills assessments. It was a time-consuming and inefficient process, making it difficult to assess the benefits of the project. The results were there, but were difficult to see, a necessary requirement for any literacy project. This year, the project will use the Brigance Diagnostic Comprehensive Inventory of Reading Skills assessment method,4 a standardized test that measures literacy knowledge through reading comprehension, word recognition, word analysis, and reading readiness. The volunteers will conduct the Brigance test in September as a pre-assessment and will repeat it in January and June. If a student's scores have improved significantly by January, they will return to their regular class schedule.

Networks of Support

One area where the tutors found a great deal of success last year is in building a strong network of support from people in the schools and the community. The local public libraries have been involved with the program from the beginning. The children's library staff and the community outreach staff attend every event hosted by Seniors for Schools, providing information on literacy and what the libraries have to offer parents. With approximately fifty libraries in the area, this is a significant network of support.

Lessons Learned by Cleveland's Seniors for Schools

Tutoring projects don't just work with students and volunteers, but work with entire school staffs, parents, local agencies, and the whole community. Organization and flexibility are keys to effectiveness. Having a good staff is critical. One person can NOT do it all. Start small. Make your goals realistic and attainable. It's better to do one thing and do it well than to try to do many things and not complete them. Work only with schools and teachers who are willing to work with you and to help you.Screen volunteers carefully. Don't accept volunteers in order to get the numbers. Make sure they are qualified and dedicated. Screen volunteers carefully. Don't accept volunteers in order to get the numbers. Make sure they are qualified and dedicated. BE PATIENT! You can't do it all in one year, but you CAN do it!

As the school year begins, many national service programs are preparing to recruit volunteers to serve as tutors. Colleges and universities, retirement centers, local businesses and community associations are all hot spots for recruiting. But you may be overlooking one valuable tutor resource that is literally right under your nose-the kids. Yes, the students in your school(s) can play a critical role in helping other students to succeed-and, they simultaneously help themselves!

Cross-age tutoring is a peer tutorial method in which older students teach younger ones. With proper training, continual guidance and support, student tutors can assist younger students in reading, writing, math, and a host of other subjects. Cross-age tutoring allows older students to become mentors or "big buddies." It challenges them to learn and reinforces material taught in class. Perhaps most importantly, cross-age tutoring engages the older students and allows them to take responsibility and an active role in the learning process.The student tutors stand to gain as much as-or more-than children being tutored.

"I think cross-age tutoring is effective because younger kids benefit from individual attention," says Sharon Bernstein, School Partnership Director for the Partners in School Innovation program in San Francisco, CA."It also gives the older students an opportunity to learn in a way that's very different from the way they learn in the classroom."

Bernstein should know. During the 1996-97 school year, she served as an AmeriCorps Member at Ruus Elementary School, where she managed a cross-age tutorial program developed by former AmeriCorps Member Rachel Rosner.¹

Teachers were important collaborators with Bernstein in shaping the program. They helped to match students by grade and language. Some children tutored in English, while others tutored in Spanish.

"The older students-who weren't always the 'best' or most well-behaved students-would go and tutor and sort of transform into really responsible, on-task students," says Bernstein. "Tutoring really brought out something very positive in the kids."

In Tennessee, former classroom teacher, Betty Hanes agrees. She, along with Ann Wallace, coordinates the Partners/Mentoring program at six of the thirteen middle schools in Knox County, TN. The program started eleven years ago and just completed a three-year cycle as a Learn and Serve grantee. During the 1997-98 school year, more than 100 "successful" students were assigned to work with 200 students considered "at-risk."

"We don't always take the 'best and brightest' students, because they aren't always the best tutors," Hanes says.

Students in the Partners/Mentors program are trained using the Governor's Study Partner Program, developed by Tennessee Partners in Education. They are also introduced to principles of service learning. After training, tutors meet with their tutees once a week during study hall. Tutees gain points for attending sessions, for improved grades and for having a positive attitude. All students are rewarded with t-shirts, and are recognized at the annual awards program and in the school yearbook.

A little further South, in Fort Payne, AL, Karen McGee, serves as project director for Homework Hotline. Four nights each week, high school student volunteers answer calls from other students needing homework assistance. Housed at DeKalb County Vocational School, Homework Hotline, a Learn and Serve supported program, is in its fourth year. Certified teachers are on hand in the call center.

Like others involved in cross-age tutoring, McGee recognizes that the students learn a lot by volunteering. "You can't teach someone without learning something," she says.

So, when looking for volunteers to staff your tutorial project, don't underestimate the value and effectiveness of students teaching students.

Here are some tips for cross-age tutoring.

• Plan together. Spend time with your school partners to envision how your program could start.
• Publicize. Make announcements over the school intercom. Visit classrooms and distribute flyers to students during lunch.
• Make tutoring a privilege. Provide incentives (t- shirts, school supplies, books, etc.).
• Don't turn away students who aren't academic achievers. In fact, seek them out! They may be more committed than more successful students. And this may be the "push" they need to succeed.
• Train well! Like all tutors, student tutors need orientation and on-going training in order to be effective.
• Observe tutors and give feedback. Give them time to reflect on the importance of their work.
• Provide support for tutors. Work with teachers to help student tutors maintain their own grades.
• Reward tutors regularly for a job well done. Don't just wait until the end of the school year to show your appreciation for them.
• Have fun! Tutors and tutees alike should enjoy the sessions.

¹See Students Teaching Students: A Handbook for Cross-age Tutoring, written by Rachel Rosner and published by Partners in Innovation and the Southern Regional Council for distribution to National Service Programs. Programs may request one free copy by calling the LEARNS Partnership at SRC (toll-free 877-253-2767 or 404-522-8764, ext. 24).

Children's writing reveals a great deal about what they know and what they can do. Tutors can make exciting discoveries about their tutees by including writing as a regular part of the tutoring session. They can emphasize the meaning behind print by asking the child to read his or her writing aloud and to talk about his or her drawings.

Learning to write is a developmental process. It does not happen all at once. Tutors will want to practice patience, and appreciate each new development as it unfolds.

The drawing above shows the way one five-year old child mixes drawing and writing to express her ideas. She has clustered each sentence around the picture to which it refers, demonstrating her awareness of the connection between the words and images, but it is clear that she has more to learn about the directionality of print on a page.

This young writer exhibits her knowledge of initial consonant sounds such as 'h,' 'm,' 'c,' 'w,' 'f,' 't,' and 'd' as well as the sound of the digraph 'th' as in the beginning of the word "the." Her developing word recognition is depicted by the way she writes "mea" for the word "made." She hears the 'r' in the word "are" and knows that the word "how" is spelled with more than just an 'h' and an 'o.' This child works to write all the sounds she hears in words as shown by her spelling of houses-"hses," telephone-"tl" and dinosaur-"danso."

Children's invented spelling is a valuable indicator that can inform our teaching as it tells us how they are putting things together. Their ways of spelling can help us determine the kinds of word analysis support that would be most helpful to them.

Since children learn concepts and develop skills at their own individual rates of development, their writing helps tutors learn more about each specific child with whom they work. A tutor may devote all of his or her time to working with one age group but the strengths of each child in that age group will vary greatly. The drawing above is just one example of the many ways in which children's writing can inform our teaching. When tutors devote time in their sessions with tutees to writing, they simultaneously learn about all that each child knows and all that they can do to help them in their continued growth.

Clarissa Wilder is a member of the LEARNS Partners, working as a Training and Technical Assistance Coordinator at Bank Street College of Education.

You are about to embark on a true partnership in learning. Here are some tips to get started developing that partnership.

• Let the tutee's individual personality determine the structure of the first meeting. If the student is outgoing and talkative, then dive into the standard get acquainted questions: name (make sure you have the correct pronunciation), age, family, pets, friends, school subjects-favorites and challenges, etc. If he is quiet or shy, however, he may feel overwhelmed by too many questions. Ask a few questions then read a special, high interest story to the student. Getting to know a student takes patience and time.

• Do a role reversal. If you're new to the school, ask the student to help orient you. Ask many questions during the tour to give the student the opportunity to be the expert.

• Share information about yourself. Both of you could bring in something of significance (a picture, toy, or hobby). Talking about these items will give you each insights to help find ways to trust each other.

• Create a safe tutoring environment. Let the student know that she should not be afraid to make mistakes. When you make a mistake, call attention to it. Reiterate that "It's allright to make mistakes." If you will be tutoring more than one student at a time, emphasize that you are a "team" and that you'll support each other through the learning process.

• The first sessions of tutoring can set the stage for the rest of the school year. Make your tutoring experience a memorable one!

A necessary but sometimes neglected aspect of any tutorial session is documentation. Rather than being a lengthy drain of valuable tutor time, ongoing general assessment, if incorporated into a tutorial session, can:

• Allow for student writing and expression;
• Let students be active participants in the learning process;
• Record the frequency and consistency of tutorial sessions-an important gauge in tutoring;
• Reveal student progress over time-to students, tutors, teachers, and parents.
• One method of gathering information is to use a progress log or daily journal. Formats differ, but here's a list of general information you may wish to include in your tutee's daily journal.

Date: Have the tutee record the month, day, and year of the session. This may seem basic, but it gives the student, especially younger ones, practice writing and will document the frequency of tutorial sessions. Significant gaps between sessions may indicate frequent student absences (such as illness) or inconsistency on the part of the tutor.

How I Felt When I Came In: Key words, phrases or sentences, or drawings can describe the students mood at the beginning of the session. This can be helpful in determining a student's attitude about reading and tutoring. It can also show when techniques are working and when they need to be altered.

What I Accomplished Today: Tutees share what they think they achieved during a session. This may be as simple as a new sound or word learned, finishing a book, or reading a difficult passage with ease. This allows the child to recognize and reflect on his/her own successes.

Sign Off: Tutees sign off each day, and tutors should do likewise.