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By Request...  October 1996


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Foreword

Introduction

Making the
Distinctions

Benefits

The Northwest
Sampler

Alaska
Idaho
Montana
Oregon
Washington

Implementing

Training Tutors

Potential Pitfalls

Everyday Stuff

Conclusions and
Regional Contacts

References

About This Issue

Previous Issues

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Tutoring: Strategies for Successful Learning

The Northwest Sampler - Idaho

Program Location
Farmway Village Project
1101 Cleveland Boulevard
Caldwell, ID 83605

Contact
Warren Taylor
Phone: 208/455-3300
Fax: 208/455-3302

Description

Farmway Village, a housing development in Caldwell, Idaho, comprised mainly of Hispanic agricultural workers, is the site of an extensive after-school tutoring program for the community's youth. The program serves children from seven different schools who range in age from five to 18 in the community center at Farmway Village. The young people tap into the tutoring services provided primarily by a network of retired teachers, as well as other adults. The tutors help nearly 60 kids a day with questions and needs relating to homework. The program is coordinated by the district assistant superintendent and a certified teacher who supervises the center each day from 3:30 p.m. to 6:00 p.m. Both are also present every evening to provide community adults with English as a Second Language (ESL) classes.

Since there is no prescribed format for the tutoring sessions, students can guide the direction of instruction based upon their needs. Most tutees are limited-English speakers, and are grateful for the extra one-on-one assistance the program provides.

Observed Outcomes

  • Parents feel more comfortable and connected to the school system.
  • Students participating in the programs feel better about school and themselves.
  • The positive attributes of the program create ripple effects for the entire community.

Keys To Success

  • Be attentive to the needs of the community you serve. Be flexible and willing to branch out with new programs and services.
  • Be consistently available at the times the community needs.
  • Be understanding and empathetic to students' experiences and circumstances.


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