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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
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The Northwest Sampler - Washington
Program Location
Washington Elementary School Peer Tutoring Program
1020 McLean Road
Mount Vernon, WA 98273
Contact
Amy McFeely, Teacher
Phone: 360/428-6122
Description
All fourth-grade students at Washington Elementary School in Vancouver, Washington, are cross-age reading tutors. They work with first- through third-graders in their school for half an hour, four days a week. The fifth day of the week is devoted to tutor training. Their younger tutees are selected through teacher recommendation and can include ESL, special education, and Title I students. Second- and third-grade tutees are tutored in reading materials one week prior to their use in the classroom, while first-grade students are tutored in materials being used concurrently in their classroom. Details of the training, format, and administration of the program follow.
Tutor Training
- Tutors train for one week prior to beginning the program, for 30-60 minutes per day as scheduling allows.
- Active listening, partner reading, providing corrections, asking for help, and giving and receiving compliments are systematically taught through the use of "t-charts" and role playing.
- The second phase of training focuses on the daily format of vocabulary practice, passage reading, and fluency practice.
- Ongoing training continues every Friday as needed for additional social skills and teaching skills development.
Daily Format
- Five minutes on isolated, story-related vocabulary practice.
- Eighteen to 20 minutes reading in the story text.
- Fluency practice: three one-minute timed readings in a grade-level text.
- Each session is ended with a debriefing time when tutors and tutees provide positive feedback to each other. This is also a time when the supervising teachers provide specific feedback to the tutors and tutees.
Program Administration
- The program runs for four weeks, then takes one week off. The break allows tutors and supervising teachers to maintain individual tutee folders containing story materials for each session of tutoring.
- Tutor training begins the last week of September. The sessions begin in October and continue through May.
- Tutors and tutees are paired with careful attention to both academic and social skills and needs. Each pair spends at least four weeks together, but preferably they will remain together for eight to 12 weeks to foster development of strong working relationships and friendships. Some pairs choose to be together for the entire year.
- Modifications are made to accommodate children with differing needs.
Observed Outcomes
- The good peer relationships fostered in the tutoring program spill over and create a peaceful school and playground.
- Students learn or improve their social skills and communication skills as a result of the tutoring program.
- Students on both the giving and receiving end of tutoring experience an improvement in their academic outcomes.
Keys to Success
- Begin with a small number of students.
- Create a highly structured daily format so tutors are never uncertain of what they will teach.
- Use materials that will be taught in the regular classroom curriculum.
- Tutor for a minimum of three days per week, 20-30 minutes per day.
- Continually provide positive feedback to tutors and tutees.
- Create a measurement system to monitor students' progress.
Program Location
Sunset Elementary School
12824 West 12th, PO Box 1869
Airway Heights, WA 99001
Contact
Dave West
Phone: 509/244-3647
Fax: 509/244-0906
Program Description
A grant from the Office of the Superintendent of Public Instruction and Learn & Serve America gave wings to a math tutoring program at Sunset Elementary. The goal of the grant was to involve the community, businesses, and parents in support of the school. To achieve this, Sunset recruited close to 30 adult volunteers to deliver after-school instruction to students. Volunteer tutors were asked to make a commitment to work with students for the duration of the school year. The program facilitator trained tutors in teaching strategies, handling difficult situations, consistency in instruction, enforcing rules, and knowing what and what not to say. Tutees were identified through teacher and parent referrals.
Teachers helped plan the program. This allowed staff to have some ownership of the program without making a big time commitment in their already busy schedules.
Tutoring sessions were conducted for an hour and a half, two days a week at the school. Between 40 and 60 children received extra attention to their math skills each day. Snacks were provided. Students participated in building activities including, "Make it; Take it" math games. Once they made these games in the tutoring session they could take them home to share with their families.
An advisory team met monthly to ensure the tutoring program went smoothly and effectively.
Observed Outcomes
- The overall school climate improved.
- Kids who were struggling prior to tutoring improved their math skills as a result of the program.
- Tutees appeared to have better standing with their peers.
- Tutees experienced success.
- Tutees realized that they weren't the only ones who had math difficulties.
Keys to Success
- Get district financial support if the program will not be supported with a grant.
- Do not let finances deter you from implementing a program.
- Organize an advisory team to oversee the program.
- Get the rest of the staff involved.
- Make sure volunteers feel appreciated and are encouraged. They need to know they are worthwhile and are doing a good job.
- Keep close tabs on your budget.
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