How we set up our remediation program at Green Run High School:
(1) Once we receive our remediation allocation, I start by using the Tutor Tracker to determine
when we will be able to tutor and how many tutors we can afford. Since virtually all of
our tutoring is conducted during study blocks, I check calendar dates to make sure
we are not tutoring on any early release dates or testing dates which have adjusted
bell schedules. I also try to set aside funds to pay for after school tutoring sessions
during the last two weeks prior to May SOL testing. This is a time when some of our
staff really convince students to stay for extensive review sessions, so I try to compensate
them for special sessions they conduct after the contractual day. Many of our staff pay for
snacks for these sessions out of their own pockets. During the school year, our principal
also purchases snacks for the tutors to give the students when they tutor during study block
time.
(2) We have hired one new tutor this year (giving us 3, total). I have learned from experience
that whoever you hire should: (a) be willing to work a flexible schedule (b) be under
the age of 35 or 40 so students can relate to them ‘agreeably’, and (c) have credentials which
show they definitely have a background education in the subjects they will tutor.
We have had good success with using college students, especially some of the ones
from Regent University. Just make sure you interview the person and make them
fully aware of how ‘flexible’ they have to be with your remediation program.
(3) You definitely need to have a training session at the beginning of the year for all
of your tutors. You want everyone on the ‘same page’ for understanding your
expectations. Unfortunately, tutors do end up volunteering some of their own
time (outside the building) when preparing materials to use in their tutoring sessions.
You also want to introduce them to teachers of the subjects they will be tutoring.
Our tutors have worked very closely with staff to develop instructional resources
and activities which will be very beneficial for use in tutoring sessions. Some
of our tutors also go into the classroom and assist teachers with their group
activitiy lessons. Your tutors also need to be aware of emergency procedures set
up in the building, if they need to assist with evacuation of students or ‘lock-downs’.
(4) Most of our first semester tutoring focuses on students who need to retake writing
and non-writing SOL tests. We also target transfer students who have never taken
Virginia SOL tests. When space is available, we will also include students currently
enrolled in the subject areas, by teacher request.
(5) Once I have identified students who need tutoring, I print a copy of their schedules
and give them to the tutors. The tutors keep a notebook of schedules to be kept
at school. They use these schedules to develop their tutoring sessions with the A/B block
schedule study blocks. Once they establish their sessions, the tutors go to the
individual study blocks to meet with the student and study block teacher. At this
first meeting, the tutor provides a written pass for the teacher to use on a recurring
basis. (When a student is sent to tutoring with the pass, the tutor records the arrival
time on the pass. At the end of the day, the tutor returns the pass to the teacher’s
mailbox for them to use the next day the student will be sent to tutoring. I also
e-mail a tutoring attendance list to the entire staff each day. However, I will be doing
this step through Sharepoint this year.) You have to establish this tracking system to
discourage students from skipping. Plus, your tutors will not likely have access to Pinnacle
for recording attendance. It is also the responsibility of the study block teacher to submit
a referral for students who skipped tutoring….even though they were issued a pass.
(6) Each tutor is expected to keep a log of their students and daily attendance. At the end
of the semester, the tutor submits the attendance log to me with test scores for the
ones who complete their scheduled test. I work with them to provide the score information.
All of this information, for both semesters, is compiled at the end of the year. Even though
we no longer have to complete an end-of-year remediation report, you really do need
to keep a record of who tutored and for what subjects. You never know when you have to
provide proof to a parent or administrator.
(7) For students who refuse to attend tutoring: I have a form letter which students have to
take home for their parents to sign. This is a letter for the ‘parent’ to waive their child’s
obligation to attend tutoring. In 10 years, I have had only 2 parents send the letter back,
indicating they did not want their child to participate. (Usually, the student returns to
tutoring with a ‘whole new attitude’ once I call the parent and tell them about the letter
I have sent home for them to sign.)
(8) Second semester tutoring is primarily devoted to students enrolled in subjects with an
accompanying end-of-course SOL test. I solicit recommendations from teachers at this
time and I also run a list of students, by subject, who received a ‘D’ or ‘E’ for the first
semester. I also request input from teachers to specify which students will take the
tutoring ‘seriously’ and which students suffer from ‘chronic absenteeism’. The number
of students ‘in need’ is very high, so you have to be selective and cycle them through in
groups. (You may also have to bring back some of the ‘retakers’ for additional tutoring.)
(9) Tutors are expected to work on specific SOL objectives as their primary focus. If time
permits they can assist a student who may be having difficulty with a homework assignment.
I provide tutors with Fast Track Materials and specific review materials which have been
developed by teachers. These sessions are not intended to be “Do my homework for me!”
I also expect tutors to maintain a weekly plan (somewhat like a lesson plan) to provide
to administrators in the event they make unannounced visits to a tutoring session.
(10)My tutors also access technology resources in the building with the same sign-up procedures
required of all staff. They frequently use computers for interactive activities, such as the
VDOE resources, Rockingham School SOL resources, website activities suggested by teachers,
“Free Rice”, “Get a Clue”, state released SOL tests and e-Pats, Jefferson Lab, etc. They also
conduct hands-on activities with students to develop review games they can play in their
tutoring sessions (flash cards, Jeopardy, short web photo reviews, etc.).
As much as possible, we try to schedule individual tutors for individual subjects in a room by
themselves. (Having more than one tutor in a classroom or ‘high traffic area’ is not productive.)