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CE 047 976

Pritz, Sandra G.; Crowe, Michael R.Techniques for Remediation: Peer Tutoring. BASICS:Bridging Vocational and Academic Skills.Ohio State Uni.v., Columbus. National Center forResearch in Vocational Education.Office of Vocational and Adult Education (ED),Washington, LC.87G00862003061p.; For related documents, see ED 252 701-702, ED252 737-739, ED 257 995, ED 266 264, ED 276 873, andCE 047 969-978.National Center Publications, Box SP, National Centerfor Research in Vocational Education, 1960 KennyRoad, Columbus, OH 43210-1090 (Order No.SP300EC--manual and audiocassette, $13.95; completeBASICS set, SP300--$198.00).Guides - Non-Classroom Use (055)

MF01 Plus Postage. PC Not Available from EDRS.Academic Education; *Basic Skills; *IntegratedActivities; Integrated Curriculum; Needs Assessment;*Peer Teaching; Program Administration; *ProgramDevelopment; Program Evaluation; ProgramImplementation; Secondary Education; TeachingMethods; *Tutoring; *Vocational Education

This guide focuses on the application of peertutoring as a strategy for remediation of basic skills in secondaryvocational settings. Additional benefits of using a jointvocational-academic approach are highlighted. The guide is part ofBASICS, a package of integrated materials developed to assistteachers, administrators, and counselors in bridging vocational andacademic skills. The guide addresses the phases of program planning,program development, and program evaluation as the organizationalthemes. Each phase is discussed in terms of its operationalcomponents. Program planning is concerned with the tasks relevant topreparation of a program plan or proposal: needs assessment andprogram objectives, administration and coordination, materials,facilities and egnipment, budget, and resource needs. Programdevelopment addresses the tasks involved in initiating the operationof each component: orientation, faculty in-service training, tutorrecruitment and selection, tutor training, tutee intake, matching,and assignment. Program evaluation incorporates several types ofevaluative techniques effective in assessing peer tutoring program.The tasks addressed are identifying the information and evaluationinstruments needed, collecting and analyzing the data, reporting theresults, and modifying the program. Appendixes contain samples ofcommonly needed forms and a series of helpful tips for tutors.(YLB)

and Academic Skills

,"

Technique for Remediation:Peer Tutoring

THE NATIONAL CENTER

FOR RESEARCH !N VOCATIONAL EDUCATIONTHE OHIO STATE UNIVERSITY

U S DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDU TIONAL RESOURCES INFORMATIONCENTER (ERIC)

eThis document has been reproduCed asreceived from the person or organizationc .,ginating

C Minor changes have been made to improvereproduction quality

Pants of vie* or opinionsstated in this doctrment do no, necessarily represent (Ave,OEM pos.tion or policy

PERMISSION TO REPRODICE THISMATEHIAL IN MICROFICHE ONLYI-RS BEEN GI IAN 1110 BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

THE NATIONAL CENTER MISSION STATEMENT

The National Center for Research in Vocational Education's mission is to increasethe ability of diverse agencies, institutions, and organizations to solve educationalproblems relating to individual career planning, preparation, and progression. TheNational Center fulfills its mission by:

Generating knowledge through research

Developing educational programs and products

Evlluating individual program needs and outcomes

Providing information for national planning and policy

Installing educational programs and products

Operating information systems and services

Conducting leadership development and training programs

For further information contact:

Program Information OfficeNational Center for Research

in Vocational EducationThe Ohio State University1960 Kenny RoadColumbuF, Ohio 43210-1090

Telephone: (614) 486-3655 or (800) 848-4815Cable: CTVOCEDOSU/Columbus, OhioTelex: 8104821894

Copyright 1987, the National Center for Research in Vocational Education, The Ohio StateUniversity. All rights reserved.

Strengthening basic skills by using ...

TECHNIQUE FOR REMEDIAT!ON:PEER TUTORING

A Targeted Teaching Technique

Adaptad by

Sandra G. PritzMichael R. Crowe

The National Center for Research in Vocational ' +cationThe Ohio State University

1960 Kenny RoadColumbus, OH 43210-1090

1987

4

air

FUNDING INFORM".710N

Project Title: National Center for Research in Vocational Education,Applied Research and Development

Grant Number. G008620030

Project Number 0518H60001A

Act under Which Carl D. Perkins Vocational Education Act,Funds Administered: P.L. 98-524, 1984

Source of Grant: Office of Vocational and Adult EducationU.S. Department of EducationWashington, D.C. 20202

Grantee: The National Center for Research in Vocational EducationThe Ohio State UniversityColums-us, Ohio 43210-1090

ActingExecutive Director. Chester K. Hansen

Disclaimer. This publication was prepared pursuant to a grant with the Office ofVocational and Adult Education, U.S. Department of Education.Grantees undertaking such projects under government sponsorshipare encouraged to express freely their judgment in professional andtechnical matters. Points of view or opinions do not, therefore,recessarily represent official U.S. Department of Education positionor policy.

Discrimination Title VI of the Civil Rights Act of 1964 states: "No person in theProhibited: United States shall, on the grounds of race, color, or national origin,

be excluded from participation in, be denied the benefits of, or besubjected to discrimination under any program or activity receivingfederal financial assistance." Title IX of the Education Amendmentsof 1972 states: "No person in the United States shall, on the basis ofsex, be excluded from participation in, be denied the benefits of, orbe subjected to discrimination under any education program oractivity receiving federal financial assistance." Therefore, theNational Center for Research in Vocational Education Project, likeevery program or activity receiving financial assistance from theU.S. Department of Education, must be operated in compliance withthese laws.

ii

TABLE OF CONTENTS

FOREWORD v

EXECUTIVE SUMMARY ix

INTRODUCTION 1

Definition 1

Benefits 1

A Joint Vocational-Academic Approach 2

What Follows 3

PLAN THE PROGRAM 5

Recognize the Need 6Establish a Planning Group 6Assess Student Needs 6

Develop Program Goals am. Jbjectives 7

Determine Facilities, Materials, and Equipment Needs 7

Determine Personnel Requirements 8

Draft a Plan and Circulate It for Review 9Present the Program Plans to Administration 9

DEVELOP THE PROGRAM 11

Provide Program Orientation 12

Provide Faculty Inservice Training 14Recruit and Select Tutors 16Train Tutors 18

Develop the Tutee ;ntake Process 20Match and Assign Students 21

Perform Regular Tasks 22

EVALUATE THE PROGRAM 25

Select Types of Evaluation 25Identify the Information Needed 26Locate or Develop Evaluation Instruments 26Collect and Analyze Data 26Report Program Results 27Modify the Program 27

iii

APPENDICES 29

A Sample Forms 29

E' Tips for Tutors 43

REFERENCES 53

7IV

FOREWORD

Converging factors point to a need to look for new pathways to vocational education excel-lence the public's increased expectations regarding academic outcomes of education, heightenedby a number of national reports; increased graduation requirements and declining vocationalenrollments in many states; the emphasis in the Perkins Act on the need for strengthening aca-demic foundations: and business and industry requests that entry-level employees have a morethorough knowledge of the basic academics they will need to apply in their vocational fields.Those concerned agree that students need to have stronger basic academic skills as they leavesecondary education programsstronger academic skills for graduation, for work, and for life.

The National Center has sponsored diverse efforts dealing with basic skills in vocational edu-cation from research to development to dissemination. Much has been learned about vocationalstudents' basic skills learning problems. In order to make connections between research and prac-tice, The National Center has, through synthesis and development, prepared an integrated pack-age for teacher use, reinforcing this information with practical applications gleaned from teachers'repertoires across the nation The products in the package are aimed toward enabling vocationaland academic teachers to strengthen the academic component of vocational programs throughjoint effort.

The BASICS package provides resources in five focus areas' research findings, teaching tech-niques, instructional materials, instructional strategies, and support roles. The resources areorganized in three looseleat guidebooks for flexible use, and an accompanying videotape providesan orientation to the topic and to the package.

The Bridger's Guide orients administrators, counselors, teachers, employers, and families tothe purpose and application of BASICS, individual roles are explained, resources identified, andimplementation guidelines and strategies oullined in workshop format. Individual components tothe guide are as follows:

Implementation Guide describes the philosophy of BASICS and provides guidelines forimplementing the program

Support Roles for Basic Skills describes the role of administrators and counselors in aprogram for improving basic skills.

Primer of Exemplary Strategies provides teachers with examples of other teachers' suc-cessful efforts and diverse approaches

Roadsigns from Research (posters and brochures) highlights key research findings ofinterest to teachers in strengthening basic skills.

Targeted Teaching Techniques provides vocational and academic teachers with assessment,planning, and management tools to improve students' basic skills. Individual components are asfollows:

v

Technique for Management. Time for Learning !ays foundations for more effective basicskills instruction through a study of the use of class time.

Technique for Remediation: Peer Tutoring discusses the planning, implementation, andevaluation of peer tutoring programs to strengthen students' basic skills.

Technique for Computer Use: Software Evaluation describes a procedure for joint evalua-tion of educational software for basic skills instruction.

Technique for Individualization: The Academic Development Plan guides schoo: staffthrwigh a systematic identification of individual student needs and steps to meet thoseneeds.

Techniques for Joint Effort: The Vocational-Academic Approach describes teachingtechniques that vocational and academic teachers can use jointly to improve students'basic skills.

Developing an Instructional Program provides teachers with practical and theoretical informa-tion on development or selection of appropriate applied basic skills instructional materials Indi-vidual components are as follows:

Instructional Materials Development discusses the prerequisites of materials develop-ment, alternat:ve curriculum types, and guidelines for materials development and review

Supplemental Instructional Resources identifies sources of basic skills instructional mate-rials available for use with vocational students

Instructional Assistance in Specific Basic Skills prepares vocational teachers to help stu-dents gain reading, writing, oral communications, and math skills

The National Center wishes to acknowledge the leadership provided to this effort byDr. Robert E. Taylor, recently retired Executive ['rector. Appreciation is extended to the followingindividuals who served as a panel of experts to assist staff in planning strategy and recommendingdocument content: Eugene Bottoms, Consultant to the Southern Association of Colleges andSchoo!s; Michele Brown, Vocational Supervisor, Idaho Falls School District, ID, Altdo Crews,Superintendent, Gwinnett county Public Schools, GA; Roger Faulkner, Instructor-Coordinator,Great Oaks Joint Vocational School District, OH, and Darrell Parks, Director, Division of Voca-tional and Career Education, Ohio Department of Education Appreciation also is extended to thefollowing people for their critical review of the document'

Loretto Bonner, Director, Russellville Area Vocational-Technical Center, Russellville, ARPeggy Browning, Instructor Chapman Academic/Vocational Division, Holmes High School,

Covington, KYCarol A. Gellner, Director, Patricia R Wolfe, Reading Coordinator, and Carol Charves, Penny

J. Hawk, Maureen Quinn, and Tony Woods, Instructors, Greene Vocational School,Xenia, OH

Terry Gerber and Kay Sharpe, Instructional Aides for Tutoring, Benson High School,Portland, OR

Shawna Matthews, Employability Coordinator, TAVC/AHS, Texarkana, ARLarry McClure, Director, Education and Work Program, Northwest Regional Educational

Laboratory, Portland, OR

vi

9

Clifford A. Migal, Associate Superintendent, Greak Oaks Joint Vocational School District,Cincinnati, OH

Margaret Purnell, Basic Skills Instructor, Area Vocational-Technical High School, Jonesboro,AR

Wyonne Swafford, Supervisor of Exemplary Programs, Vocational and Technical EducationDivision, Arkansas Department of Education, Little Rock, AR

Olivia Teel, Math Supervisor, Kanawha County Schools, Charleston, WV

Special recognition is due the following National Center staff who played major individualroles in the development of the BASICS package: Richard J. Miguel, Associate Director forApplied Research and Development, and Michael R. Crowe, Project Director, for leadership anddirection of the project; Sandra G. Pritz, Senior Program Associate, Judith A. Sechler, ProgramAssociate, and June Veach, Graduate Research Associate, for synthesizing and developing thedocuments; and Deborah Black for word processing the documents. Appreciation is extended toThe National Center editorial and media services personnel for editorial review, graphics, andproduction of the documents.

Chester K. HansenActing Exect ve DirectorThe National Center for Research

in Vocational Education

vii 10

EXECUTIVE SUMMARY

Federal legislation has charged vocational educators with the task of delivering programsdesigned to meet the increasingly diversified needs of vocational students. Peer tutoring is a spe-cialized teaching strategy that has been proven effective in a variety of vocational and academicsettings. Because of its adaptability to individual learning needs, peer tutoring can be easily incor-porated into the vocational classroom. It can be implemented without the high costs usually asso-ciated with hiring and training additional staff. Peer tutoring typically results in a number of bene-fits to students, staff, and administration.

The literature base describes peer tutoring as an age-old strategy that lost its popularity whenthe one-room school house ceased to exist. In the 1960s, peer tutoring was revived, primarily as aremedial tool. Current data suggest it is effective in aiding special needs learners to achieve educa-tional objectives.

In preparing the publication from which this BASICS gilide ;6 derived, current generic peertutoring principles and practices were examined. The abstracted information was developed intoguidelines for application to secondary and postsecondary vocational settings. In order to docu-ment actual peer tutoring experiences and techniques. various program models were surveyedthrough site visits.

From that 1986 work of The National Center, Peer Tutor:g: A Guide to Program Design(Ashley, Zahniser, Jones, and Inks), information relevant to secondary settings has been drawn forthis guide. The application of peer tutoring as a strategy for remediation of basic skills is the majorfocus Additional benefits of using a joint vocational-academic approach to the program arehighlighted.

This guide addresses the phases of program planning, program development, and programevaluation as the organizational themes for the implementation guide. Each phase is discussed interms of its operational components.

Program planning is concerned with the tasks relevant to preparation of a program plan orproposal. The major planning tasks focus on needs assessment and program objectives, adminis-tration and coordination, materials, facilities and equipment, budget, and resource needs.

Program development addresses the tasks involved in initiating the operation of each compo-nent. These include orientation, faculty inservica training, tutor recruitment arid selection, tutortraining, tutee intake, matching, and assignment.

Program evaluation incorporates several types of evaluative techniques that are effective inassessing peer tutoring programs. The tasks addressed are identifying the information and evalua-tion ir,struments needed, collecting and analyzing the data, reporting the results, and modifyingthe program.

Samples of commonly needed forms are included in an appendix. A second appendix containsa series of helpful tips for tutors.

ix

11

Introduction

Research Students tutoring other students can lead to improved academic achievement forFinding: both student and tutor, and to positive attitudes toward coursework.

Comment: Tutoring programs consistently raise the achievement of both the student receivinginstruction and those providing it. Peer tutoring, when used a.; a supplement toregular classroom teaching, helps slow and underachieving students master theirlessons and succeed in school. Preparing and giving the lessons also benefits thetutors themselves because they learn more about the material they are teaching.

What Works: Research aboutTeaching and Learning, U.S.

Department of Education, 1986

The educational benefits of peer tutoringare many. In this time of declining resourcesam: increasing emphasis on basic academicskills, educators are seeking ways to maketheir teaching more effective. Of particularconcern to vocational educators are learnerswith remediation needs that hamper their suc-cess in vocational programs. Peer tutoring is acost-effective, easily implemented, provenstrategy. If properly planned, implemented,and evaluated, peer tutoring can be a valuablesupport program for all vocational students.

DefinitionPeer tutoring is an instructional technique

used successfully with students at all levels toachieve academic and social developmentgoals. Collaborative learning U. ough peertutoring can be beneficial for both disabledand normal students. Benefits for the tuteeinclude increased individualized attention,closeness to the instructor, and improvedlearning efficiency (Pierce 1983). Positive

1

gains have been shown in academic achieve-ment, social integration, and cognitive skilldevelopment with various types of tutoring,including peer, cross-age, normal-handi-capped, and handicapped-normal, in whichhandicapped learners serve as tutors for nor-mal learners (Asselin and Vasa 1983; Holderand Lister 1982; Osguthorpe 1984; Ford andRussell 1983).

Benefitsinitially, tutoring programs were developed

to help the tutees improve their academic pro-gress; however, research shows that the tutorsalso gain in their understanding (Cloward1967; Morgan and Toy 1970).

Teachers who use peer tutoring alsobenefit in several ways. First, their teachingload is reduced somewhat, allowing more timeto help other students. Teachers also find thatboth tutors' and tutees' attitudes toward theclass and school in general improve throughpeer tutoring. Class troublemakers often

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W1111111111MINEMENINr. -411/111111111,

exhibit increased maturity and respect towardother; (including the teacher) when given theresponsibility of instructing other students.

Peer tutors are usuaily able to identify withthe tutees. Tutees often feel less threatened bypeer tutors than by older tutors and feel theycan be more open with tnem. Tutees usuallyfeel that peer tutors present the material in amore interesting way than do others. Not oniydo tutees receive individualized instruction.they also discover their own strengths andboost their self-confidence as they learn. Theyare exposed to positive role models and inter-act with and learn from other students (theirtutors) who have overcome similar problems.T itors also develop self-confidence, self-e *eem, and teaching skills. In r ..dition, theymay receive financial assistance or credit inschool for their efforts (Reed 1974), especiallyin a large, formalized program.

Many tutoring programs were initiallygeared toward helping students with academicproblems (Jason, Erone, and Soucy 1979). Inrecent years, tutc ring has gained popularity asa strategy for instructing special needs stu-dents in vocational programs because it isconducive to the development of motor, craft,and language development skills (Asselin e.ndVasa 1981). When tutors, special educationteachers, and vocational teachers cooperate,tutoring programs can be effective in easingthe integration of mildly handicapped student.,into vocational classes.

Relationships between ethnic groups maybe improved through the use of peer tutoring.As Dixon (1975) notes, "There are . . . factorswhich make peer tutoring particularly appro-priate in bilingual/bicultural classrooms" (p.2). For example, cultural t _dues of Mexican-American children are such that they performbest when placed in educational settings inwhich they are able to relate directly either tothe teacher or other students. Dixon furtherstates that "what we currently know about(Mexican-American children's) cognitive stylemakes a strong case for the use of peur teach-ing activities as a regular rather than :ncidentalpart of the curriculum" (p. 4). In sum, if peertutoring techniques in the bilingual/biculturalclassroom reflect the cultural values of thechildren involved, learning can be enhanced.

2

Effective tutoring pi 'grams include atten-tii-n to tutor training (Jenkins and Jenkins1982). Research has shown that trained tutorsperform more effectively than untrained tutors,with their types making significantly greatergains than tutees of untrained tutors (Harris°,and Cohen 1969; Niedermeyer 1977; Gladstoneand Sherman 1975; Harrison 1978).

A Joint Vocational-Academic ApproachVoc. Itional and academic teachers work-

ing together to develop and implement a peertutoring program are in a particularly goodposition to provide for students' remineeds. The potential is especially great becauseeach teacher brings the perspective of a differ-ent teaching context As they work towardstrengthening students' basic skills, their shar-ing opens the door for increased integrationand coordination to maximize the quality of thetime spent in tutoring. Through joint assess-ment of students' performance, t: .ey can iden-tify specific deficiencies of an academic and/orvocational nature.

Vocational teachers are likely to be alert tohow acade conce ; can be reinforced byconnection with real world examples and prac-tice problems. They can suggest applicationsof basic concepts from their specific voca-tional area. If a suitable tutor is available fromthe same vocational program, the vocationalteacher might be in the best position to moni-tor the tutorillo. If the tutor is selected from adifferent vocational program or an academicprogram, the vocational teacher can be helpfulby assisting the tutor in the application of theacademic concepts in the vocational situation.

Academic teachers are geared for identifi-cation of students' failure to understand aca-demic concepts. They can point out whenrecognition of generalizable principles mightsimplify and reinforce students' learning. If avocational student is found to be falling behindbecause of an academic basic skills deficiency,the academic teacher can plan the remediationefficiently by identifying the academic con-cepts to be covered and instructional materialsto be used. Further, the academic teachermight have a greater awareness of students

13

with a solid understanding of that subject mat-ter who could be recommended as tutors.

f he joini approach can provide both thevocational and the academic underpinnings!cr successful remediation for vocational sus.dents. Whenever possible, this approachshould be encouraged.

Both vocational and academic teacherscan offer much and profit much from the cross-fertilization that occurs through their joint useof a peer tutoring program. As they discussways to use peer tutoring more effectively,they tre likely to move toward greatervocational-academic integration for all stu-dents. Learning gains in both vocational andacademic courses should result from a greaterintegration and coordination of these courses.

3

What FollowsA compilation follows of guidelines, sug-

gestions, and examples for planning anddeveloping a peer tutoring program. Each sec-tion is introduced by a checklist of the stepsdiscussed in that section. Sample forms andhelpful tips for tutors are in the appendices.

Throughout the guide, the student whJ isteaching another is referred to as the tutor andthe student who is being taught is called thetutee. While the latter term may seem some-what awkward at first, it serves well as a clearone-word referent.

A broad spectrum exists from informalclassroom programs to formal learning centercoordinated programs. Ideas about the entirerange for programs are presented, but the localsituation will dictate the most suitable pro-gram. Selections from the following materialshould be made on that basis.

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Plan the ProgramChecklist

o Recognize the need

o Establish a planning group

o Obtain sanction of administrationo Appoint group members or ask for volunteerso Schedule planning activities

o Assess student needs

Plan theProgram

o Survey faculty, counselors, and studentso Obtain data from files and recordso Hold discussions witn aides and paraprofessionalso Establish focus of assessmento Review the evidence

o Develop program goals and objectives

o Determine facilities, materials, ,. r.d equipment needs

o Establish tutoring spaces needed: number, size, type, and scheduleo Consult specialists about materials and equipment required for individual needso Provide for program-related (nontutoring) facilities, materials, and equipmento Compile a budget for projected needs

o Determine personnel requirements

o Establish whether a coordinator is neededo Develop a tentative job description if a coordinator is to be selectedo Estimate the number of tutors and support staff needed

o Draft a plan and circulate it for review

o Write up the plano Develop a review procedureo Revise the plan as appropriate

o Present the program pians to administration

5

15

The effectiveness and utility of a peertutoring program depend upon good planning.Planning may result in a written proposal orplan describing how a program will be devel-oped once approvals and funding are provided.

Recognize The NeedThe initial impetus for planning usually

grows out of a recognition that a segment ofthe student population is failing to meet min-imum school requirements or expectations.One or more individuals may need to act to(1) bring attention to students' problems ordeficiencies, (2) suggest tutoring assistance asa solution, and (3) secure administrative sup-port for an exploration of the feasibility of apeer tutoring program. The initiator may be anadministrator, counselor, teacher, educationalspecialist, student, or parent, as illustrated bythe following two examples:

In Mesa, Arizona, students, parents, andteachers were instrumental in initiating apeer tutoring program at Mountain ViewHigh School.School administrators and teachers atMaryvale High School in the Phoenix,Arizona, area began planning a program as ameans of combatting high dropout rates andlow reading levels among the students.

Adequate time, staff, and financial supportwill ensure the development of complete andwell-thought-out plans. Planning time will varydepending upon the size of the intendedprogram.

Planning should involve representationfrom the administration, faculty, staff, and stu-dent body at appropriate times. It is importantthat initial approval be obtained from adminis-trative or supervisory personnel. As planningprogresses, ideas that depend on the coopera-tion of school personnel or students should besubmitted to them for their review, acceptance,and support.

Financial support may be needed duringthe planning phase to purchase resource andprogram materials fcr review or to conductliterature searches. Clerical assistance may beneeoed to prepare drafts of plans, type minutesof planning meetings, and prepare memos andletters to administrative or parent groups.

6

The several tasks involved in preparing aplan for a program are discussed in the follow-ing sections.

Establish a PlanningGroup

For productive planning to follow frominitial interest, an official planning groupshould be designated. The members may beappointed or volunteer. They should operatewith the sanction of the local administration,although official approval for a program willprobably not be given until a full plan has beendeveloped and submitted.

Manning activities should be scheduled soa plan can be approved in time for programdevelopment and start-up to occur at thebeginning of a quarter or semester. A planninggroup will compile information, collect sug-gestions and opinions from students andfaculty, and investigate alternative ideas. Theplanners will also prepare written descriptionsof program components and develop budgetestimates. In carrying out these activities, theymust be sensitive to the political environmentof the institution and follow established pro-tocol in communications with others. They willneed the proper authority to carry out theirresponsibility and should be recognized as theofficial planning group through memos andannouncements. Above all, adequate timeshould be allowed or provided (released time)so that the planners can give real attention tothe planning function.

Assess Student NeedsThe first task of a planning group is to

determine the nature and extent of studentneeds that might be served by a peer tutoringprogram. A needs assessment is an information -gathering process that provides evidence ofthe true need and its causes. The results of theassessment are used to determine, if aperceived problem exists and what solutionsmight be appropriate.

Information-gathering activities mayinclude surveys of or discussions with faculty,counselors, and students; reviews of files andrecords; and discussions with special aides

16

and paraprofessionals in the schools. Types ofinformation that can be collected and reviewedare retention/dropout data, course failurerates, standardized test scores, grade pointaverages, and course completion and place-ment rates. An assessment might focus onbasic skills or on a known specific problem,such as poor math performance or decliningparticipation or placement rates in a vocationalcourse requiring math or science skills. Forexample, the Chicago City School's peer tutor-ing programs were implemented to serveschools having high student dropout and lowattendance rates.

An alternative approach in assessingneeds is to focus on special student groupsthat need a specific type of academic or voca-tional assistance, such as language or culturaladjustment tutoring for recent immigrants.Other groups that might be targeted are thefollowing:

Academically disadvantagedEconomically disadvantagedLimited English-proficientLearning disabledHandicapped

The assessment may be targeted on spe-cific courses in which students have high ratesof failure or low passing grades. Students hav-ing difficulty with such courses would be atarget group for specific assessment andtesting.

In summary, a needs assessment shouldprovide information and data that will allow theplanning group to answer questions such asthe following:

What educational problems exist?Which students are experiencing problems?What are the symptoms enc. causes of theproblem?When and where are the problems mostsevere?What changes might alleviate the problemand its causes?

After data are gathereda careful reviewshould be conducted to determine if a tutoringprogram is a viable solution to the problemsidentified. If the planning group, in concertwith administrative personnel, is convincedthat the evidence supports the need for a tutor-ing program, then the next planning task should

7

be undertaken. If evidence is insufficient tomake a decision, the needs assessment pro-cess should be reviewed and expanded. If theevidence does not favor a peer tutoring pro-gram as a solution, further planning activitiesmight be postponed, terminated, or redirectedtoward other solutions.

Develop Program Goalsand Objectives

The goals of a tutoring program should beconsistent with and supportive of the generaleducational and social goals of the school andshould reflect the results of the student needsassessment. Examples of program goals are toincrease student knowledge and skill in spe-cific content areas such as math, reading,science, or vocational subjects, in order toenhance self-image and motivation, and toimprove student study skills.

The specific objectives developed for theprogram should place time and quantity limitson the expected outcomes. Objectives shouldbe limited to specific target groups and con-tent areas. They should be specifically statedso that accomplishments can be evaluatedagainst measurable expectations. When goalsand objectives are being developed, the involve-ment of students, faculty, administration, andstaff should be sought to ens. re their futureacceptance and support of the prgram.

Determine Facilities,Materials, and

Equipment NeedsAfter program goals and objectives have

been determined, the planning group shouldfocus on the physical resources needed toimplement a program. "Adequate and attractivefacilities will encourage student use. Theyshould be spacious enough for the number ofstudents to be served and to store and usespecial equipment sucn as tape recorders,record players, televisions, slide projectors,and other educational equipment. The library,cafeteria, classrooms, or other available space,including quiet hall spaces or lounge areas,should be considered when planning for tutor-ing facilities. The subject matter will often

17

dictate the location if special materials, labora-tory resources, or shop equipment will beneeded during the tutoring session. The needsassessment and program objectives shouldgive some indication of how many tutoringspaces might be needed, in what subject areas,and at what times of the day.

Another consideration is the need for spe-cial equipment that may have limited availabil-ity. Special curriculum and instructional mate-rials may be required to provide individualizedtutoring assistance, especially if the programis targeted for special needs students. Theplanning group should consult content expertsand special staff who know the particularneeds of special students. Specialists will beable to help determine the need for materialsand equipment and where they may be pur-chased or borrowed. Plans for facilities, equip-ment, and materials should be reflected interms of projected expenses for both short-tarna and long-term funding periods.

In addition to the need for facilities, mate-rials, and equipment to provide tutoring ser-vices, there will be needs related to orientationsessions, tutor training, faculty inservice train-ing, program administration, and evaluation,as discussed in the following sections of thispublication. Each program component shouldbe planned and analyzed to determine needsand costs. The calculations for all projectedneeds will constitute the estimated totals for afinal budget.

Determine PersonnelRequirements

Planning for personnel to develop, coor-dinate, and supervise the program must bedone with consideration to the overall programdesign. If the Tutoring program is to be school-wide, a coordinator will be needed to carry outdevelopmental and operational duties. Mostschoolwide programs use a full-time, on-sitecoordinator or director. In general, facultymembers should not be overloaded with pro-gram operation and coordination responsibili-ties. Their proper role is to use the time gainedthrough tutor assistance to provide more indi-vidualized assistance to students. Facultyshould be involved in the process of recruitingand selecting a coordinator.

146.1-rwt,

8

The role of the coordinator is central to thesuccess of a program. That person should beknowledgeable about the teaching/learningprocess, learning difficulties, and tutoringstrategies and techniques, and should be sen-sitive to tutor and tutee needs.

Some characteristics that a selectioncommittee might desire in a coordinator arethe following:

Special or developmental educationbackgroundGood oral and written communication skillsLeadership and management skillsPrevious teaching or tutoring experiencePrevious program development experience

The planning group should develop a tentativejob description for the coordinator positionand establish a schedule for recruitment andhiring. A coordinator should be hired andassigned as early as possible following pro-gram approval. A coordinato. might be respon-sible for the following tasks and activities.

Develop program policiesDevelop program servicesHire personnel or tutorsPurchase and order suppliesDevelop instructional materialsPlan facilitiesManage budget and payrollProvide orientation and inservice trainingDevelop formsPrepare monthly/quarterly reportsEstablish and maintain student filesEvaluate the programProvide information to the publicCoordinate faculty participation

This list is not exhaustive, but it reflects therange of daily and weekly administrative tasksfor a tutoring program offered on a schoolwidebasis.

The planning group should estimate thenumber of tutors and support personnel neededto operate the program based on the projectednumber of students to be served. Limitationsshould beset on the number of students a tutorcan serve and total number of hours each tutorcan spend tutoring. The type of tutoring ser-vice (individual or group), subject matter, andlength of tutoring sessions will all affect thenumber of tutors needed. If tutors are to be

'S

paid, cost estimates should be determined andprojected in the program budget.

The need for and availability of specialaides, professional staff, and clerical staffshould be reviewed. Again, cost estimatesshould be developed based on estimated pro-gram size.

Draft a Plan and CirculateIt for Review

The final written plans for the programshould be circulated among those who will beinvolved. Several poi nts to consider and clarifybefore publicly releasing a draft of the plan areas follows:

Is a preliminary administrative review advis-able prior to release?Are there sections of the plan that should notbe released (for example, the budget)?Should some sections be reviewed byselected individuals instead of a generalaudience?Who should receive the plan, and whatinstructions and deadlines should be givenfor the review?

After these questions have been answered,it is advisable to develop a systematic set ofreview procedures, instructions, and responseforms. This will make revisions easier and willensure that all responses are considered. Revi-sions should be made as appropriate. A formal

response to the reviewers' comments shouldbe prepared to explain the changes.

Present the Program Plansto Administration

The planning group should present theplans and resource requests to the administra-tive person or group that will approve and fundthe program. During the meeting, 'he plannersshould address the following topics:

The problem and the need for the programStudents to be servedBenefits to be gainedSavings to be accruedFinancial and other resources required

The presentation should sell the concept of apeer tutoring program and should clarify andemphasize both benefits and costs. Theplanners should be prepared with supportingdata on student needs, such as local letters ofsupport and research literature citations sup-porting the effectiveness of peer tutoring. Pos-sible support from outside resources shouldbe explained, and approvals to seek fundingshould be requested.

Adequate copies of all materials should beduplicated and left with the administrator(s)for review. A planner designated as the keycontact person can answer any questions andprovide other information.

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Develop theProgram

Develop the ProgramChecklist

Provide program orientation

Provide faculty/staff orientationProvide student orientationProvide parent orientation

Provide faculty inservice training for the teacher's role within a classroom tutoring modelor within a tutoring center program model

Establish guidelines for recommending tutorsEstablish guidelines for referring students to the tutoring programRecommend procedures for monitoring and assessing the tutoringProvide all forms applicable to the teacher's role in the process

Recruit and select tutors

Determine the numbers of tutors needed in various subject areasDevelop a recruitment campaign and materialsDevelop selection criteria and proceduresDevelop formsInterview tutorsSelect tutors

Train tutors

Define the role and limitations of the tutorPrepare tutors to use specific tutoring methodsIncorporate practice exercisesPrepare tutors to work with special needs students

Develop the tutee intake process

Identify the target populationDevelop selection criteriaDevelop formsScreen and interview applicants

11

20

o Match and assign students

o Consider important factors in matching studentso Introduce tutor and tuteeo Assign time and place of tutoring

o Perform regular tasks

o Monitor tutoring sessionso Supervise tutorso Meet with teacherso Review logso Check time sheetso Monitor upkeep of facilities and equipmento Communicate program informationo Communicate program prcgress to the school communityo Prepare reportso Implement public relations plano Evalua'.e the programo Deve4 lop program policieso Provide accessibility to tutoring siteo Inventory and maintain program equipmento Communicate with parents

Following approval of the program plans,activities should focus on developing andimplementing the major components of theprogram: an orientation program for students,faculty, and staff; an inservice training compo-nent for faculty and staff; tutor recruitment and

selection procedures; a training program forpotential peer tutors; procedures for studentintake and referral; guidelines for matchingand assigning tutor, tutee pairs; and coordina-tion of routine tasks.

Provide Program OrientationOne or more orientation sessions are used

to disseminate timely and accurate informa-tion to the total school community and gener-ate interest in the tutoring program. Orienta-tion sessions are designed to convey thephilosophy, purpose, and operation of the peertutoring program. Sessions should highlightthe who, how, why, where, and when elementsof the program. An effective orientation pro-gram can be an hour or less, but time willdepend upon group size, responsiveness, andschedule constraints.

Orientation should be arranged in time tobe included on the school's master agenda.Advertising the orientation program mayinclude preparing, distributing, and placing

12

fliers and posters; advertising through news-papers or newsletters; and making generalannouncements via the school public informa-tion system.

Faculty/Staff OrientationFaculty orientation should be held prior to

student and parent orientation. Students andparents may have many questions about theprogram and will expect teachers to haveanswers. Members of the faculty should beprepared to provide answers and serve asadvocates for the program. Faculty membersshould be allowed time to participate in bothformal and informal dialogue. The program

21

coordinator can meet with faculty at regularfaculty/staff meetings or departmental meet-ings to conduct orientation briefings.

A less structured, though more time-consuming, method involves talking infcrmallywith faculty members on an individual orsmall-group basis. Orientation sessions todemonstrate the program's potential to helpfaculty members overcome student learningproblems should lead to faculty support andparticipation in the peer tutoring program.

Faculty orientations typically cover thefollowing:

Philosophy and goals of the peer tutoringprogramBenefits to be derived by facultyMethods of operationRole of the faculty memberHandouts with answers to parents'questionsCopies of forms or logs that faculty memberswill be responsible for preparing andsubmittingA timetable with projected dates for sched-uled program events (e.g., the date tutoringbegins, recruitment, inservice days, tutortraining)How to contact the coordinator forconferences

Orientation should stress the importance offaculty involvement and cooperation and thatthe peer tutoring program will not replace theteacher's role in the instructional process.

Student OrientationIt is important toschedule student orienta-

tion soon after classes begin. Entry-level voca-tional students from feeder schools sometimeshave difficulty adjusting to the vocational set-ting. Early orientation to the peer tutoring pro-gram can decrease these initial problems byoffering planned support from the beginning.If a school has planned to offer credit to stu-dents who serve as tutors, it may be necessaryto hold an orientation session prior to theactual class registration period. To reach the

13

total student body, orientation can be held inan assembly or by talking with individual orcombined classes. Students should be givenpamphlets, fliers, schedules, and any informa-tion that will promote a positive attitude towardthe program. A typical orientation session forstudents will cover the following:

Goals of the peer tutoring programThe concept that it is all right to ask for helpThe concept that the program is designed tohelp strengthen students' academic abilities(rather than reduce disabilities)Sample schedules showing the time involvedA filmstrip or slides showing an actual tutor-ing eventA list of benefits to the tutee and tutorIncentives designed to create interest amongpotential tutors 'e.g., paying tutors, if fundsare available, or rewarding tutors with aca-demic credit)Sample forms that must be completed bystudents who participate in the program

Parent OrientationParents need to be informesi about the

peer tutoring program before any tutoringactually begins. Large numbers of parents canusually be addressed at parent group meet-ings. If these are not well attended, a letter ormemo can be sent to parents detailing theinformation. Parent orientation informationtypically includes the following:

The philosophy and goals of peer tutoringCriteria for selecting tutorsCriteria for selecting tuteesHow the program will operate (hoursinvolvedafter school, before school, ses-sions held in class, out of class)Who will supervise tutoring sessionsDates for program-related activitiesSample forms that parents may need to signand return (permission to tutor, permissionto receive tutoring)

In all parent correspondence, be sui eto includethe name and phone number of a person tocontact with questions.

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Provide Faculty Inservice TrainingThe purpose of inservice training is to pre-

pare faculty members for their program role(s).Inservice training is typically scheduled forflexible delivery in 2- to 3-hour time blocks tomeet the needs and time commitments of thefaculty. Some schools schedule small-groupsessions on a regular basis. Others conductlarge-group sessions intermittently throughthe academic year. Training will be more effec-tive when scheduled far enough in advance topursue any requested follow-up after the initialsession. Where institutional policy allows,released time for participating faculty can berequested. School systems that have presched-uled inservice days may allowfaculty to attendthe peer tutoring inservice in lieu of a regularprogram. Memos or letters detailing the time,date, and agenda should be sent to faculty inaddition to notices posted in faculty loungesand offices.

Whereas the orientation program is broadin scope and addresses the total school com-munity, an inservice training session shouldfocus on the needs of faculty and support staffwho will participate in the peer tutoring pro-gram. Counselors, secretaries, receptionists,and clerks are often the first line of contact forstudents. During inservice training, materialsshould be provided to them. If staff are knowl-edgeable about the program, they can encour-age student participation.

To use time effectively, present onlynecessary and valuable information duringinservice sessions. A well-organized agenda isimportant in preparing the participants to helpget the program off to a successful start.Tea& Irs will be seeking strategies that workwith the target population and informationabout what their roles should be in the pro-gram. Teachers' roles will vary dependingupon the program delivery model. Teachersparticipating in a program with in-class tutor-ing typically assume more varied and broaderresponsibilities than do teachers where tutor-ing is done in a central location (tutoring cen-ter, resource center, learning assistancecenter).

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The Teacher's Role withina Classroom Tutoring

ModelThe responsibilities of teachers participat-

ing in classroom peer tutoring models aredivers. and vary among programs, dependingon such variables as the number of programstaff and program coordinators. The responsi-bilities may include identifying and referringprospective tutees, identifying special needsstudents, recommending potential tutors, andmonitoring and assessing tutoring sessions.

The inservice training program shouldprovide teachers with guidelines for identify-ing students who can benefit from tutoringassistance, especially those who lack adequatecommunication or math skills, and those whoare working below grade level. It is helpful tospecify the areas of deficiency by noting suchcharacteristics as the inability to follow writtendirections or difficulty in verbal or writtenexpression.

After identifying a potential tutee, a teachermay need to complete a tutee referral form toenroll the student in the tutoring system.(Sample forms are provided in appendix A.)Teachers should be given handouts contain-ing lists of established program criteria andavailable tests to be used in the selection oftutees. Sample referral forms should also beprovided.

Although most special needs studentshave been identified prior to beginning upper-level vocational courses, some may be havingdifficulty in succeeding in the vocational pro-gram because of an unrecognized disability,,disadvantage, or dysfunction. Guidelinesshould be provided to enable teachers to iden-tify characteristics indicative of special needsstudents (see appendix B). Guidelines shouldidentify a student who is hearing impaired,visually in- paired, or learning disabled, or whoneeds language-related assistance. If basicskills specialists, special education teachers,

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and/or vocational or special education coordi-nators are available, it Is prudent to involvethem in the inservice training sessions. Theyare typically involved in preparing the individ-ual education plan (IEP) developed for eachhandicapped student according to Public Law94-142. Thess special staff members can helpprovide guidelines and relevant specialmaterials.

Another task that can be assigned to theclassroom teacher is recommending studentsas peer tutors. A teacher referral process isdiscussed under tutor recruitment and selec-tion. Inservice training should outline therecommendation procedure(s) for teachersand also provide sample forms and other hand-outs applicable to the tutor recommendationprocess.

The classroom teacher who monitors andassesses the in-class tutoring sessions shouldreceive inservice training that provides appro-priate guidelines. If tutoring is concurrent withclassroom activities, teachers should randomlymonitor the tutoring pair during breaks orwhile other students are involved in indepen-dent study. If tutoring takes place in the shopor lab area, teachers should, according to pol-icy, observe or be in the area when machineryor equipment is being used.

Guideiines should indicate specific areasto assess while monitoring tutoring sessions.These include tutee-tutor compatibility; tutorpreparation; correct use of audiovisual equip-ment; adequate presentation of materials; andtutee preparation, comprehension, and recep-tiveness. if checklists are to be used for moni-toring, the teacher should be given sampleforms and instructions for completing them.

The Teacher's Role withinthe Tutoring Center

Program ModelWhen the program does not involve tutor-

ing within the classroom, participating teachershave fewer responsibilities. Program respon-sibilities include referring tutees to the center,providing accurate program information tostudents, preparing materials for tutees to taketo the center, and serving as a resource personfor tutors.

15

Training should providc specific guide-lines for referring students to the tutoring cen-ter. Instruction should cover completing refer-ral forms, contacting the coor inator andparents, and writing memos to tutees. Writtencopies of all rules should be given to participat-ing teachers. Guidelines to assist teachers inobjectively identifying potential tutees are dis-cussed later in this section.

Teachers referring students to the tutoringcenter must have accurate information.Teachers should be provided with handoutscontaining all pertinent information, includinghours of center operation; contact personwithin the center; type of tutoring available(individual or group); and what information, itany, students should take to the center, suchas Social Security card, grade report, and tutorrecommendation.

Teachers need to be prepared to meet withtutors and assist them in locating materials.Classroom teachers are also responsible forpreparing materials to be used by tutors. Train-ing should provide teachers with such informa-tion as how to determine the reading level oftextbooks, adapt materials for students of vary-ing reading levels, assess learning styles,incorporate the use of audiovisual materials toenhance tutoring sessions, and use comput-ers, if available, to assist in learning. Inservicetraining should provide a list of materials thatthe program expects the teacher to makeavailable to the tutor.

Forms necessary for listing assignments(pages in text or workbook to be covered)Procedures for providing or requestingnecessary audiovisual equipmentMaterials needed at tutoring center, such ascourse outlines, syllabi, handouts, audio-visuals, sample tests, textbooks, orworkbooks

If tutors who are not vocational studentsare to assist vocational students, the teachermay need to prepare them to tutor in contentareas related to specific occupational skills.For example, if a math tutor is assisting astudent in a vocational drafting course toimprove that student's math skills, the tutormay need a demonstration on the use of thevernier caliper and how the tutee should use itto solve measurement-related math problems.The vocational teacher would be responsible

24

for preparing the tutor to use the verniercaliper properly.

Guidelines for the following may beincluded in inservice training:

Determining tutee/tutor selection criteriaUtilizing resource peopleCommunicating with parentsRevising classroom materialsWorking with special needs populationsEvaluating tutees and tutors

I nservice sessions held after the program hasbegun can also be used as brainstorming ses-sions, thus allowing faculty time to communi-cate classroom tutoring experiences and offersolutions to problems they have encountered.

A well-planned, systematic inservice pro-gram should prepare participating teachersand staff to carry out their program responsi-bilities in a professional manner. It shouldmaintain their interest and make them strongadvocates for the peer tutoring program.

Recruit and Select TutorsTutor recruitment and selection proce-

dures are perhaps the most important e:e-ments of a tutoring program. An adequatesupply of qualified tutors is essential to thestart-up and long-term success of a program.Recruitment efforts should begin early to allowpotential tutors time to learn about the pro-gram, consider the benefits of participating,and obtain answers to questions about theirinvolvement. Also, adequate time should beallowed for staff to review the applicants care-fully and make selections based on specificcriteria and needs.

The tasks involved in developing andimplementing the recruitment and selectioncomponents are discussed in the followingsections.

Determine Number ofTutors Needed

The number of student tutors requireddepends on the needs of the population tar-geted for tutoring. If tutees needing individual-ized assistance have been targeted, the numberof tutors required will be greater than for tuteeswhose needs can be served through grouptutoring. If the numi,er of tutors is restrictedbecause of budget limitations, the number oftutees should be restricted accordingly.

Develop a RecruitmentCampaign and Materials

Tutor recruitment strategies require morecoordinator planning for a tutoring center than

16

for a classroom tutoring model. A school with atutoring center should advertise schoolwidewith notices, posters, school newspaper ads,and personal recruitment appeals to groups atassemblies. The in-class program model cantypically rely more on teachers to identify andselect tutors with whom they can work effec-tively. Teachers often prefer to work with stu-dents whom they have taught, because theyhave knowledge of the students' skills andmastery of course content.

During the recruitment process, potentialtutors should be made aware of tutoring bene-fits. Typically, benefits to stress include thefollowing:

A sense of accomplishment in assistingothers to attain educational goals

Increased understanding of the content andincreased competence in a subject area

The experience needed to determine whetherthey have the interest and interpersonalskills required for a career in public and/orhuman services

Development of an employable job skill

Also, depending on the resources and flex-ibility of the institution, potential tutors may beoffered incentives, such as:

Payment for tutoring. Students may be paidby the institution or through a work-studyprogram.

Course credit. Credit may be granted forsuccessful participation in a course devotedto tutor training.

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Develop SelectionCriteria and Procedures

In large-scale programs, the coordinator(s)often assumes full responsibility for the selec-tion of tutors. The selection procedure useddepends on how tutoring will be delivered andthe time and commitment that teachers areable to provide.

Typically, two different bases for theselection of tutors are used: (1) identifyingacademically superior students and (2) select-ing students who are less than superior aca-demically but who possess special vocationalskills and/or will likely benefit from being in theprogram. Major criteria used to select peertutors include desire to tutor, ability to relate tothe tutee, demonstrated competence in thesubject to be tutored, and an awareness andunderstanding of the tutee's problems.

Selection criteria also reflect considera-tions of good attendance, mastery of a specificskill, grades (A or B), cumulative grade pointaverage, level of maturity, and the ability tofollow task directions and adhere to safetyrules. The last is especially important whenselecting a tutor to assist tutees in the opera-tion of equipment or machinery. Participants(both teachers and students) should be fullyaware of the selection criteria.

Develop FormsForms used for tutor nomination and

selection include an application and a teacherrecommendation form. The application shouldbe designed to gather information aboutpotential tutors and their academic back-ground. The form includes name, SocialSecurity number or student I.D. number,

17

courses completed and grades, academicmajor, and available free time. Some formsinclude space for a student writing sample.Teacher recommendation forms typicallyrequest that the teacher sign a statement indi-cating that students have suf, icient kitowledgeof the course to be eJnsidered as tutors. Addi-tionally, space for teacher comments isincluded. (See appendix A for sample forms.)

Interview and SelectTutors

The tutor interview, the final step in theselection process, should be scheduled afterthe submission of all forms and recommenda-tions. Some programs use teachers to inter-view prospective tutors. In other programs, thecoordinator assumes the responsibility. Pro-spective tutors should be interviewed for thepurpose of evaluating key factors:

ExpectationsAbility to communicateAttitudes toward students with a variety ofneedsAppearance and grooming

Affirmative action guidelines require aconsistent interview process. The interviewershould be supplied with a standardized list ofquestions to be used during the interviews.

The final selection of tutors may be doneby the coordinator, giving consideration toteacher's recommendations, evaluations, andother relevant input. A thorough recruitmentand selection phase should ensure that a pro-gram has tutors with the characteristics andabilities necessary to provide effective tutoringservices to target populations.

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Train TutorsPreparing a student to tutor does not

require an overly long training program. Long,formal training can discourage students frombeing involved and can stifle one of the mostvaluable assets of tutorscreativity. Tutortraining programs can be adapted to meet theschool's unique needs and sched 'ling. Train-ng varies from s few short periods to semester

long credited courses.

In many tutoring programs, the programcoordinator is responsible for training tutors.The coordinator plans and organizes the train-ing sessions, using the expertise of contentspecialists and classroom teachers when aporo-priate. Other resource people, such as readingspecialists and special education or vocationaleducation specialists, can also be part of thetutor training program. Tutors should not beexpected to diagnose special needs problems,but they should be trained to be alert for spe-cial needs by following proper guidelines andexamples. When group tutoring sessions areplanned, training should provide group dynam-ics information to prepare tutors to work effec-tively with more than one student at a time.Training should also prepare tutors to dealwith problem behaviors and emergencies.

Tutor training programs typically includematerial as discussed in the following sections.

Define the Role andLimitations of the Tutor

Tutors nee' to have a clear understandingof their role. Students may already have a basicunderstanding of what tutors do, but trainingshould specify exactly what a tutor should andshould not do in various situations. Examplesinclude the following:

The tutor should be positive and encouragethe tutee.The tutor should not complete work for thetutee but should only assist the tutee.The tutor should not accept or endure disci-pline problems but should be instructed torefer such matters to a teacher orcoordinator.

18

Tutors' roles will vary depending. r. n the partic-ular subjects being tutored : uniqueneeds of the students.

Prepare Tutors to UseSpecit lc Tutoring

MethodsA vital part of tutor training is preparing

tutors to use a variety of methods and choosethos" that best fit specific subject areas. Thefolic wing tutoring techniques can be employedto increase tutees' interest (adapted fromStructuring the Tutorial Session, Duncan-Haii,nd).

1. Vary vocal communications patterns.Tutoring should not be a monologue, but acombination of short explanations andmore extended discussion-questioningperiods that all.w for tutee participation.Specific methods !nclude the following:

Lecture/explanationQuestions and' answersTape recordingsDiscussionGamesSongs, music/demonstrationsChanges in voice pattern or volume

2. Vary visual communication patterns. Theuse of visual aids can improve tutoring. Thetutor can determine what aids are helpfulfor a specific subject through experimenta-tion. Blackboards are the most commonlyused visual aid. Other aids that are suitedfor tutoring include the following:

Photographs/picturesModelsCalculationsOverhead projectorsMaps/graphs/diagramsMovies, videotapesFlash cardsSign language (interpreters for deaf)

3. Vary the content of tutoring sessions. Tutor-ing sessions wi:I deal with an assortment of

27

related problems, questions, and concepts.To maintain the tutee's interest and preventsessions from dragging, the tutor must beperceptive and switch approaches to varythe focus (e.g., instead of dwelling on thecauses of the French Revolution, occasion-ally switch to related content areas, such asthe personalities involved in the revolution).Other variations in approach include thefollowing:

Subject changeMajor topic to subtopicSpecific to general (inductive)General to specific (deductive)

a Synthesizing subject with relatedlearningApplying information to new learning

4. Vary work Intensity patterns. Tutors mustbe aware of the tutee's ability to maintainconcentration. Occasional breaks and/orsmall talk may make the session more pro-ductive. Some techniques are these:

Small talk, breakSwitch to slower, relaxed paceJokes

Other skills value Ole to tutors are probingand reinforcement skills. The tutors should betaught to help tutees arrive at answers ratherthan to tell them. Tiese skills include thefollowing:

Probing skills--clarification, reflection, re-focusing, prompting, and redirecting--areused to help tutees in their own thinking.

Reinforcement skills are used to encouragethe tutee and to increase incentive. TL :orsshould be taught to give positive respon3es.

Incorporate PracticeExercises

Prautice exercises may include role play-ing, brainstorming, and the use of videotapes.Most programs use role playing in tutor train-ing to introduce tutors to the realistic feelingsand atmosphere of a tutoring session. Thistechnique can expose tutors to a variety ofsituations that may arise in a tutoring sessionand give them practice in alternative strattgies

19

for dealing with the situations. The trainerassigns tutor or tutee roles to students andthen presents a situation. The role playing isviewed by the instructor and other studenttutors. After a timed period of rote playing, thetrainer and observing students provide feed-back. Students should alternate playing bothtutor and tutee.

Other areas to consider for tutor traininginclude note-taking skills, rapport building,study skills, test-taking skills, and sensitivity tospecial needs students (see appendix B for alist of tutoring tips that may be incorporatedinto a tutor training program;. Talking withexperienced teachers and content area spe-cialists can provide tips to assist tutors.

Prepare Tutors to Workwith Special Needs

StudentsTo serve special needs students well, it is

necessary to train tutors to work with specialpopulations. Because the learning styles ofspecial needs students are as diverse as thoseof other tutees, it i3 difficult to suggest differenttutoring methods to incorporate into a trainingprogram. Techniques using individualizedapproaches tend to be successful with stu-dents who need special help.

A study done by Redick (1979) indicatesthat peer tutoring techniques using a greatdeal of repetition of content and emphasizingshort, sequential learning steps are especiallyeffective with special needs students. Trainingtutors to use these techniques should enablethem to work more effectively with tutees'diverse needs. (Appendix B lists tips for tutorswho are being trained to work with specialneeds students.)

Tutors should be trained to work effec-tively with any student needing tutoring and toapply the most appropriate methods. Use ofonly one method or skill will limit their tutoringeffectiveness. They can help meet programgoals and objectives if they are prepared tomeet the diverse needs of tutees.

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Develop the Tutee Intake ProcessA formal but simple procedure should

govern tutee referral to and intake by the tutor-ing program. The system should generate stu-dent interest and prevent students' getting lostin the shuffle. Developing intake proceduresinvolves the tasks that follow.

Identify the TargetPopulation

The information collected during the initialneeds assessment is used to target the specificstudent population(s) to be served. Once thetarget population has been identified, limitsmust be set as to how many can apply and beselected for tutoring assistance.

Develop SelectionCriteria

In determining the criteria for selectingtutees from the applicants, consideration mustbe given to the outstanding needs of the tar-geted population. Needs vary from one settingto another and even from year to year withinthe same setting. Students lacking fundamen-tals may be selected over those with lessserious deficiencies. Another approach mayfocus on students with the least amount ofschool time to recover from poor academic orvocational performance.

An alternative strategy is to select stu-dents who may profit most from tutoringthose who are having temporary difficulty in acourse. Such a selection strategy will ease thetask of beginning tutors and allow time forfaculty and tutors to gain experience beforetaking on more difficult student problems. Thephilosophy of the school and tutoring programshould set the stage for establishing the selec-tion strategy and criteria.

Examples of selection criteria include thefollowing:

Students who lack adequate basic skillsStudents who earn below a C in a course atthe end of a grading period

20

Students who earn a low score on a stan-dardized test at entryStudents who need additional help with aparticular skill in order to keep pace with therest of the classStudents who have limited English profi-ciency and need assistance in translatingmaterials, improving conversational skills,and learning technical vocabulary

The selection criteria should reflect theprogram objectives and the availability oftutors with the interest and content knowledgeto serve the target population. The wishes andinterests of faculty and parents should also beconsidered in establishing criteria.

Develop FormsTo screen and select tutees, forms that will

elicit necessary information are needed. Atutee referral or sign-up form is used to collectbasic information such as name, grade level,Social Security or student I.D. number, area inwhich student is seeking assistance, instruc-tor's name, and academic focus. Studentsshould also indicate class schedule, free time,lunch hours, study hi'ls, and after-schoolhours if tutoring can be done then.

An intake form should be developed togather more detailed information concerningthe prospective tutee's academic situation. Itshould elicit responses indicating tutoringneeds or alternative solutions. Examples of thetypes of questions to include on the intakeform follow:

How many times have you been absent fromclass?What other courses are you currentlytaking?Is the course load manageable?What prerequisite courses have you taken?What were your final grades?Do you work as well as go to school? Howmany hours?Do you use an organized method for study-ing? Explain.

29

If a studen' is not attending class regu-larly, refer the student to a counselor forassistance before starting tutoring. If theanswers to questions about study habits indi-cate an unorganized approach, helping thatstudent improve study skills may be what isnecessary. If a number of students need thesame type of assistance, group tutoring maybe helpful. After the referral anti intake formshave been reviewed, the student should bescheduled for a personal interview.

Screen and InterviewApplicants

The tutee interview assesses both tuteeexpectations and the nature of the student'sproblem. If a tutee says, "I don't understandcharter 4 in my textbook," short-term tutoringmay be appropriate. If, on the other hand, apotential tutee is performing poorly in allclasses and is referred by an instructor whosuspects the student needs assistance in read-ing, it is advisable to request a diagnostic

assessment before assigning a tutor. Tuteesshould be screened in an attempt to assesstheir actual need fully

A teacher's opinion should not be the onlybasis for assigning tutoring assistance. Coor-dination and articulation between special pro-grams are essential. Many schools use readingspecialists and learning disability specialists toassist in or conduct assessments that ascertainif a student has a basic learning problem. If theassessment indicates that peer tutoring is not aproper solution at that point, the student maybe referred to the special education depart-ment or to other agencies.

Schools lacking adequate special educa-tion facilities should investigate nearby uni-versities that may be willing to provide diag-nostic write-ups. Additional local resourcesmight be these:

Vocational rehabilitation centersPublic health agenciesHearing and vision screening centers

Match and Assign StudentsAfter the students who best meet program

criteria for becoming tutors and tutees havebeen identified, guidelines must be developedfor matching tutee and tutors.

Consider ImportantFactors in Matching

StudentsCompatibility is a major factor in matching

tutors and tutees. Candler, Blackburn, andSowell (1981) indicate that the most importantconsideration is selecting students who canwork well together, which involves more thansocial compatibility. An alternative view is thattutees should gain experience interacting withpeople who are different from themselves andthat an unmatched situation is less likely tofoster dependency. Other characteristics toconsider include tutor competency in the sub-ject or skill area, the tutee's preference, cul-tural differences that may impede tiltr.r::-,g,

21

degree of motivation, and different learningstyles. Pairing students of the same sex in one-to-one tutoring situations can prevent sexualmisconduct problems. Sometimes it is a goodidea to use tutors who are older than tutees, assome students resent help from a same-agepeer.

Introduce Tutor and TuteeIt is beneficial for a tutor and tutee to

become acquainted during an informal meet-ing. Several tutors may be introduced to onetutee before a final match is made. Observationof the tutor-tutee interaction by the coordina-tor will help ensure a compatible match. Tutorsand tutees should be informed, at this point,about their right to terminate the ensuingmatch at any time if the relationship is notproductive.

30

Assign Time and Place ofTutoring

After the tutor and tutee have beenmatched, the time and place of tutoring can bescheduled. Assignment of tutoring sites shouldbe coordinated with the person in charge ofroom scheduling (often the vice-principal orregistrar). Arranging for tutoring sessions tobe held at the same prearranged location andselecting sites near the subject-area class-room or tutoring center ensures that staff canassist with questions or problems that mayarise during the session and that resourcematerial will be readily available. Tutoring sitesshould be away from distractions. If tutoring isto be done in a central location (tutoring cen-ter, resource center), typical planning consid-erations may include the following:

Identifying mutually agreeable free time fortutor and tuteeAssigning space and time within the tutoringareaProviding a monitor for the scheduled timeCommunicating schedule to tutor, tutee,and monitorSecuring parental permission (for tutor andtutee), if required by school policy

If tutoring is to be done within the classroom,one or more of the following actions might berequired:

Communicate the tutoring schedule in writ-ing to tutor, tutee, and teacher.Secure parental permission (for tutor andtutee) if required by school policy.Arrangc a meeting with teacher and tutor iftutor is not enrolled in the class.Determine if barriers (curtains, screens, car-rels) are needed to separate the tutoring pairfrom the rest of the class.

When assignments are made, all partici-pants (tutors, tutees, teachers, and monitors)should be provided with the projected sched-ules for a specific period of time (weeks,months, or semesters). The schedule shouldinclude the name and number of a person tocontact in case of absence or illness and thedates for submitting reports, logs, and evaluation forms. Thoughtful planning for matching,coupled with good communication, often pre-vents unnecessary delays caused by having tochange tutors and/or reschedule tutoringtimes.

Perform Regular TasksIn addition to a coordinator's operational

responsibilities, many other tasks must bedone on a daily and/or weekly basis. These willvary depending upon the size of the program.The coordinator may use student assistance inareas such as checking tutoring sites forneeded repairs (e.g., light bulb replacement)or locking and opening tutoring rooms onschedule. Regardless of the program size,daily Managerial tasks will exist and should bedelineated in a job description for a programcoordinator. Some typical tasks are describednext.

Monitor Tutoring SessionsSome school policies require that a

responsible person be present at the tutoringlocation. If so, tutoring sessions should bemonitored by the coordinator or a designee. If

22

tutoring is done in a central location, appointedmonitcrs (teachers, counselors, and otherstaff) can be assigned by schedule. For class-room tutoring, the teacher is generally respon-sible for monitoring the sessions.

Supervise TutorsTutors need supervision and guidance to

know if they are fulfilling their responsibilitiesto their tutees. Coordinators should assess thetutors' effectiveness, reinforce the importanceof the task, and give feedback about the effec-tiveness of the methods used.

Meet with Teac;iersIf classroom tutoring is being used, the

'.00rdinator should meet with all instructors on

31

a regular basis (weekly, biweekly, or bimonthly)to determine growth, progress, and problems.Close communication with instructors willsecure their support for program continuation.

Review LogsThe coordinator reviews time and perfor-

mance logs to determine if tutoring objectivesand schedules are being met.

Check Time SheetsIf tutors are paid for their program partici-

pation, the coordinator is responsible forchecking time sheets and signing them beforesubmission. A complete system should beestablished to comply with all state and federaltax requirements.

Monitor Upkeep ofFacilities and Equipment

The coordinator is responsible for seeingthat janitorial services are performed in alltutoring areas and that any necessary repairsare ordered. Regular inspections of facilitiesand equipment are important in controllinglosses, breakage, or theft.

Communicate ProgramInformation

Should it be necessary to change the pro-gram, the coordinator should communicatethe change to everyone involved. A standard-ized memo or newsletter is helpful in keepingstaff up-to-date.

Communicate ProgramProgress to the School

CommunityPeriodic progress reports should be pro-

vided to the school community (administra-tion, staff, and students) by placing articles in

23

school newspapers, sending letters to parents,and giving written reports to administratorsand staff. Such reporting not only creates anawareness of what is going on but also gener-ates interest, thus ensuring future participa-tion and support.

Prepare Reports Requiredby Institution or Funding

SourceThese requirements are specified in guide-

lines generated by the institution or fundingsource. The coordinator should be familiarwith deadline dates, program forms, and eval-uati ns so that required information is pre-pared and reported.

Implement PublicRelations Program

The coordinator may be responsible forcommunicating the success of t"e program tovarious publks. This might call for workingwith all media sources such as newspapers,television, and radio. Addressing groups withinthe community might also be necessary, aswell as writing promotional brochures andflyers.

Evaluate the ProgramProgram evaluation is an ongoing task,

beginning with program inception. All pro-gram participants should evaluate the programand provide the feedback necessary to deter-mine program effectiveness and to plan forchanges.

Develop ProgramPolicies

The coordinator should investigate exist-ing school policies to ensure that policiesdeveloped for the peer tutoring program do notconflict. Program policies should be commu-nicated in writing to all participants.

:32

Provide Access toTutoring Site

When out-of-classroom tutoring is done,someone has to make sure that students haveaccess to tutoring sites on schedule. Thecoordinator should arrange to have all roomsopen when needed.

Inventory andMaintain Program

EquipmentAny project materials and/or equipment

(such as audiovisuals) should be inventoried

24

$-,

and a system developed for keeping track ofthem. Periodic checks should be made forneeded repairs.

Communicate withParents

School policy may require parentalapproval for tutoring or being tutored andadditionally for the release of a iy informationfrom a student's personal record file (e.g., testscores and grades). The coordinator shouldmaintain communication with parents regard-ing students' progress or any problems.

.13

Evaluate theProgram

Evaluate the ProgramChecklist

Select types of evaluation

Identify the information needed

Locate or develop evaluation instruments

Collect and analyze data

Report program results

Modify the program

More competitive programming, coupledwith a decrease in available resources, hasincreased the need for vocational educators tojustify their programs' existence through com-prehensive evaluations. Such evaluation is alsonecessary to ensure continued programimprovement and consistent group support.Evaluation should be an integral part of anypeer tutoring program, beginning prior to pro-gram planning and continuing throughout theprogram operation.

Select Types of EvaluationThree types of evaluation are fundamental

to the operation of any peer tutoring program.The first, needs assessment, is used when the

25

need for peer tutoring is being identified.Needs assessment establishes targets and jus-tification for a program. The second type, for-mative evaluation, takes place during theimplementation and operations phase. Itfocuses on making midcourse alterations orchanges in the program to attain specific goalsand objectives. It is also used to measure stu-dent progress toward individual program objec-tives. Formative evaluation is concernee withassessing all program components and stu-dent progress and satisfaction, tutor effective-ness and satisfaction, teacher satisfaction, andoperational concerns.

The third type, summative or final evalua-tion, takes place at the end of the program or atthe end of a time period (the end of a fiscal or

project year). It measures the effectiveness ofthe program in terms of overall student gainsand achievement of goals and objectives.

The three types of evaluation are equallyimportant in discerning program strengths andweaknesses. Planning for evaluation involvesthe tasks that are discussed next.

Identify the InformationNeeded

It is important to determine the types ofinformation that program constituents areinterested in knowing. Examples of consti-tuency groups are administrators, advisorybeards, parents, faculty, funding agencies,and state and/or local boards of education.Early identification of evaluation objectivesand information needs avoids collecting use-less data. The following information is relevantto program evaluation:

Number of students served

Cost per student

Actual increase in students' grade pointaverages (GPA)

Changes in activities, attendance, andcourse completion rates

Number of teachers participating

Increase in rate of teacher participation

Number of requests for program information

Number of training sessions

Volume of information disseminated

Number of tutors trained

Number of tutees who complete program

Dropouts and causes

Locate or DevelopEvaluation Instruments

Evaluation instruments include question-naires, surveys, attitudinal scales, and cogni-tive and performance tests. The choice of thetypes of instruments will vary with individualprogram needs and evaluation objectives. For

26

example, Mountain View High School's pro-gram director, along with the school district'sdepartment of research and evaluation, devel-oped three instruments to evaluate programeffectiveness. Participants' reactions to theprogram are often measured by evaluationforms for tutees, tutors, teachers, and theoverall program.

Standardized tests to measure achieve-ment may not be sensitive to the amount andkind of learning that has taken place in tutoringsessions. Special tests based on program-related material may have to be designed.Instructors who prepare tutoring materialsshould be involved in t6st construction andshould be trained to do so through inservice.

Collect and Analyze DataThe coordinator should determine the

kinds of data relevant to program evaluation.Data should present evidence of both thequantity and quality of program outcomes.Data necessary for program revisions or adjust-ments (formative evaluation) may include thenumber of students enrolled and served andthe average increase in student grades andtutee satisfaction. Formative evaluation datashould be collected intermittently throughoutthe program operation phase to improveprocedures and practices.

Summative data, such as overall improve-ment in student grades, reduction in failures,increased attendance, or increased satisfac-tion across the program, should indicate ifprogram objectives have been met. Otherinformal assessment measures include inter-views, compilation of data from logs andreports, and observation reports. This type ofinformation is often as important to the assess-ment process as that collected by more struc-tured methods.

Chicago's peer tutoring program, for exam-ple, uses extensive evaluation forms andprocedures to identify problems as they arise.The evaluation procedures include applicationforms, weekly visits with tutors, biweeklycoordinator/instructor meetings, monthlyactivity sheets, complaint forms, terminationforms, tutee contract, work logs and payrollforms, instructor evaluation forms, program

35

evaluation and self-assessment forms (tutor,tutee).

If students are to be measured on thedegree of progress toward meeting cognitiveor affective objectives, preassessment isnecessary to obtain baseline data for compari-son with data collected after the completion oftutoring. The analysis of data may range fromsurnmarizing subjective impressions to con-ducting statistical analyses. The procedureschosen will depend upon the nature of the dataand the needs of the constituent groups. Dataanalysis can be performed by hand or bycomputer.

Report Program ResultsPlans should be made for reporting eval-

uation results. Reporting methods include oralpresentations and written reports, dependingupon the relevancy of specific materials toconstituent groups. Results may also bereported to different audiences through suchmedia as newspaper articles, student presen-

tations, and teacher-staff publications in jour-nals. For example, Mountain View's peer tutor-ing program has been evaluated by the NorthCentral Evaluation Team as part of its Emerg-ing and Unique Program effort. The programhas also attracted national media attention.Both NBC and CBS have filmed and airedvideotapes of the program.

Modify the ProgramThe evaluation results should be used by

the coordinator, in concert with appropriategroups, as an information base for makingdecisions about the program. The informationbase is a permanent foundation on which revi-sions can be made. Continuation or expansionof the program will depend upon how effec-tively objectives have been met and how wellthe outcomes can be documented. The identi-fication of program strengths and weaknessesenables people to make decisions on whetherthe various program components should becontinued, revised, or dropped.

27 3 6

APPENDIX A

SAMPLE FORMS

TUTOR INFORMATION SHEET

Name:

School:

Grade: Age.

Grade Point Average.

S:ibje..3ts you wish to tutor

l'im.::s you can tutor (list study halls and before or after school times):

1. Have you ever tutored before? Yes_If yes, when did you tutor, and what subjects?

No

2. Have you ever had training to be a tutor'?If yes, describe your training.

Yes _ No

3. Why are you interested in being a tutor?

31

38

4. Rate yourself in the following areas. (A rating of 1 is the greatest amount, 6 is the leastamount)

A. Understanding of the role of a tutor.

1 2 3 4 5 6

B. Knowledge of techniques to use in the first tutoring session

1 2 3 4 5 6

C. Understanding of the model of effective communications.

1 2 3 4 5 6

D. Knowledge of learning styles.

1 2 3 4 5 6

E. Knowledge of teaching styles

1 2 3 4 5 6

F. Knowledge of study skills.

1 2 3 4 5 6

SOURCE Reprinted from Peer Tutoring Training Project Resource and Implementation Notebook with permission fromCentral Ohio Technical College. The Ohio State University. Newark. Ohio

32

39

DEVELOPMENTAL LEARNING CENTER

TUTOR APPOINTMENT SHEET

Records only

Tutor Tutee Subject Date & Time

1

2

3

4

5

6

7

8

9

10

11

12

13

33

40

1Tutor Tutee Subject Date & Time

14

15

16

17

18

19

20

21

22

23

24

SOURCE Reprinted from Maste, Plan for Developmental Studies Program Iowa Western Community College with per-mission from Iowa WestJrn Community College

34

41

LEARNING CENTER

TUTEE REPORT FORM

Tutor's Name Date

Name of Student

Please be specific:

A What have you been working on with your tutor?

B How do you think it's going?

Also, If you wish, use this form to report comments, suggestions, or problems.

LEARNING CENTER

TUTEE REPORT FORM

Tutor's Name Date

Name of Student

Please be specific:

A What have you been working on with your tutor?

B How do you think it's going?

Also, if you wish, use this form to report comments, suggestions, or problems.

SOURCE ''.eponted from "master Plan for Developmental Studies Program. Iowa Western Community College with per-mission from Iowa Western Community College

35

42

LEARNING CENTER

TUTOR REPORT FORM

Tutor's Name Week of

Student's Name

Course being tutored Number of sessions this week

Please be specific:

A. What have you been working on with your student9

B. How do you think it's going9

Have you contacted the instructor of this student?

Comments-

Yes ____ No _______.

Have you contacted the tutor/counselor about this student9

Comments:

Yes ____. No ________

Do you have any further comments, suggestions, and/or problems9

SOURCE Reprinted num :taste' Plan for Developmental Studies Program. Iowa Western Community College with per-mission from Iowa Western Community Co! ege

36

4 3

TUTEE EVALUATION OF TUTORING ASSISTANCE

STUDENTS NAME

TUTOR'S NAME

COURSE(S)

Will you please consider al! of the tutorial meetings you have had during this quarter and answerthe questions below. This questionnaire will be used by us in evaluating our Tut( tie! Project Asyou probably realize, the success of a program such as this depends on the ability and the attitudeof the titors.

Please evaluate the help you have received from your tutor by answering the following:

1 Tutor was on time for sessions

2 Tutor made all scheduled meetings.

yes no

yes no

3 Rate your Tutor's receptiveness to your spricial problems with subject matter

very receptive lderately receptive _ seldom receptive

4 Rate your Tutor's knowledge of the subject matter in which he/she assisted you:

exceilent _ good _ averagt. poor

exr ,nt or good. but could not vet it across to me _

5. V you consider your Tutor's major w9akness, if any?

1 _ lacks knowledge of course material

2 _doesn't communicate well

3 _doesn't understand my problems well enough

4 _ is not always punctual

5 talks too much

6 _does not seem interested

6 Do you feel your Tutor could have been more helpful if he/she were more familiar with yourteacher and the class material' Yes No_

7. Did he/she seem interested in the class work? Yes No_

37

44

8. Was he/she able to clarify points you failed to understand in class or in your reading?

frequently sometimes rarely

9 Do you believe that your Tutor's assistance helped you receive a better grade in the coursethan you would have received without help"

yes no not sure

Circle grade received. A

10. What do you feel is primarily responsible for your academic difficulty"

1 lack of motivation

2 _lack of good school background

3 _______ generally weak study skills

4 problem restricted only to this subject, I believe I can handle other academicsubjects well

5 insufficient study time on my own

6 lack of self-discipline

11. Do you feel that the Tutoring Project as a whole is of benefit"

yes no

12 Have you been assisted by the Tutor Project staff and your guidance counselor in a friendlyand helpful manner?

yes no If not, please explain

13. How did you find out about the Tutoring Program?

1 teacher referral

2 talking to other students

3 saw advertisement on bulletin board

4. other (PLEASE EXPLAIN)

38

4 5

14 Do you have any suggestions or recommendations or complaints that may help to improveour Tutoring Program?

SOURCE Reprinted from Peer Tutoring Training Protect Resource and Implementation Notebook" with permission fromCentral Ohio Technical College. The Ohio State University Newark. Ohio

39

46

PEER Ti'..ITOR RECOMMENDATION FORM

To: Vocational Advisor School

I HEREBY RECOMMEND THE FOLLOWING STUDENT TO SERVE AS A PEER TUTOR IN

She/He has demonstrated competency in this area and has the(Vocational Subject Area)

ability to assist another student in learning this subject and/or developing this skill

Name of Student

Grade Level. _Junior Division no

_ Senior Grade Argrage _A _ B _ C

Distribution

Original: Central Office S.S.0 SUBMITTED BY

Copy: Student File ROOM DATE

SOURCE Reprinted from "Student Services Corporation A Program of the Vocational Sufrvort Services Team TutorialManual and Advisor's Handbook" with permissioi, from Chicago Public Schools Department of Vocational and CareerEducation Program Development

40

47

PEER TUTOR INFORMATION

Personal information:

1 Name School

Home Address Apt #

Chicago, Illinois 606___ Phone No.

Soc Sec #

Schedule:

1st period

2nd period

3rd period

4th period

5th period

6th period

7th period

8th period

9th period

10th period

Subject Teacher

Division No

( ) Junior

( ) Senitir

Grade Average ___

41 4 8

Vocational background:

List courses you are presently taking in Vocational Education Program or have taken

Subject Tchr. Grade Ave

Freshman year

Sophomore year

Junior year

Senior year

Other outside jobs or related experience that would indicate that you could do well as a PeerTutor

I agree ro work (that is, provide help to students who are having difficulty learning vocational edu-cation classes/shops).

I understand that I must be available to work for 300 minutes per week, before or after school/during my free or study periods.

Signature

Interviewed on Approved

Referred by

Distribution:

Original: C.0 - S.S CCopy: Student File

SOURCE Reprinted from Student Services Corporation A Program of the Vocational Support Services Team TutorialManual and Advisor's Handbook' with permission from Chicago I ublic Schools Department of Vocational and CareerEducation Program Development.

4249

APPENDIX B

TIPS FOR TUTORS

. .,

50

Teaching the Learning Disabled Student

General Clues to Help Identitythe Student Who Is Learning Disabled

1. Difficulty in following instructions anddirections

2. Seems to have a vision or hearing problem

3. Short attention span

4. Easily aggravated or frustrated

5. Seems to daydream often

G. Seems to work better while vocalizing

7. Visual-motor difficulties

8. Misarticulation

9. Reversals in writing letters

10. Mixed laterally (difficulty with right andleft)

11. Poor concentration

12. Speech disorders

13. Difficulty in attacking basic words(sounding and blending)

14. Difficulty copying from the blackboard

15. Handwriting not adequate for age

16. Difficulty in understanding what is said

17. ,.,,:;Nulty with reading and mathematics

Suggestions for Teaching the LearningDisabled

1. Concentrate on study skills such as notetaking and use of reference words.

2. Preview vocabulary and concepts beforecovering new materials.

3. Tie details and examples of a lesson tothose previously learned or those pre-sented in the preview.

4. Include concrete examples to illustrateabstract ideas.

5. Get a peer to work closely with the stu-dent as aide or tutor.

6. Work closely with the student's resourceteacher.

SOURCE Reprinted from "Manual for Secondary Vocational Educators o! Disadvantaged. Handicapped, and Limited EnglishProficient Vocational Instructors' Manual" with permission from Chicano Public Schools, Department of Vocational andCareer Education Program Development

45 51

MS.

Teaching the Hearing-Impaired* Student

General Clues to Help Identifythe Hearing-Impaired Student

1. May ask you to repeat yourself often.

2. Seems confused or shows lack of self-confidence when oral directions are givenor new material is discussed.

3. Complains about earaches.

4. May have a slight speech problem

5. May not respond when spoken to.

'Hearing - impaired includes both hard-of-hearing and deaf

SOURCE Reprinted from "Manual for Secondary Vocational Educators of Dot dvantaged. Handicapped, and Limited EnglishProficient Vocation& Instructors' Manual" with permission from Chicago Public Schools. Department of Vocational andCareer Education Program Development

Suggestions to Help the Hearing-Impaired

1. Seat the student so that he can see yourface as well as the faces of classmates.

2. Have another student provide the hearing-impaired with a carbon copy of the notes.

3. Rephrase and/or restate the question ifthe nearing-impaired student does notappear to understand.

4. Try to use verbal and visual connectivesand transitions.

5. Remember that two students with almostidentical hearing problems may functionvery differently and cannot be effectivelylumped into one generalized category.

6. Set up sessions for the student with thespeech/language therapist.

7. Secure peer tutoring or additional helpfrom the child's resource teacher orparents.

52

Teaching the Visually Impaired Student

General Clues to Help IdentifyPotential Vision Problems

Suggestions for Teaching theVisually Impaired

Permit the student to sit as close to theboard as possible.

Check for ample artificial lighting.

Allow students to move around in order tosee things necessary to help with theirwork.

1. Face close to book 1.

2. Rubs eyes excessively

3. Blinks excessively2.

4. Red, tearing eyes3.

5. One eye "wanders off to side"

6. Makes errors in copying from chalkboardor reference book onto paper

4.

7. Writes up- or downhill on paper 5.

8. Comprehension decreases as readingcontinues 6.

9. Rereads or skips line unknowingly 7.

10. Loses place often when reading 8.

11. Squints, closes, or covers one eye

12. Too frequently omits small words9.

10.

11.

Have light coma over the student'sshoulder to reduce glare.

Supply magnifying aids to help studentssee fine details.

Use large print materials when necessary.

Provide tape recorder or similar aids.

Reinforce visual tasks with auditoryexperience.

Suggest soft biack pencils, dark-linedpaper, dark pens, or felt tip markers forwriting.

Ask a sighted student to take notes for thevisually handicapped and to act as a"buddy" or aide.

Work closely with the student's resourceor itinerant teacher.

SOURCE. Reprinted from "Manual for Secondary Vocational Educators of Disadvantaged, Handicapped. and Limiteu EnglishProficient. Vocational Instructors' Manual" with permission from Chicago Public Schools. Department of Vocational andCareer Education Program Development

47

5 3

Suggestions for Working withLimited English-Proficient Students

Adapting Instruction

Limit the amount of time spent on lecturing.However, when presenting/lecturing:

STRATEGIES:

1. Simplify your English, using simple sen-tence structure and simple vocabulary.

2. Keep terminology constant.

3. Speak clearly and a little more slowly.

4. Wnen questioning a student, begin withyes/no questions; then proceed to "wh"questions (what, when, why, who, where).

5. Use actions or body language to rein-force oral statements (check acceptablenonverbal behavior).

6. Present information in small, discrete,and sequential steps. Simplify directions.

7. Check students' comprehension on aregular and frequent basis (e.g., ask ques-tions, have them repeat or paraphrasedirections, or have them demonstratetheir understanding).

To increase comprehension, use multisensoryteaching techniques:

STRATEGIES:

1. Increase "doing" or hands-on activitiesfor students that do not involve reading orwriting.

2. Use as many differv.1 kinds of media asare available to get a concept across (e.g.,slides, films, overheads, visuals).

3. Increase use of demonstrations.

4. Include both verbal and nonverbal activi-ties in each lesson.

5. Provide oral and written (printed) instruc-tions for each day's assignment.

6. Encourage group projects so that peermodeling and instruction can be utilized.

48

Provide bilingual assistance to students.

STRATEGIES:

1. Pair a bilingual student with a limitedEnglish speaker of the same languagebackground.

2. Arrange for a bilingual tutor (communityvolunteer, paraprofessional, student, etc.)to give assistance after class.

3. Identify and obtain bilingual/native lan-guage materials for students.

Help students develop their English languageskills:

STRATEGIES:

1. Build an oral and written inventory of keyvocabulary and language structures to betaught/used in a lesson. Introduce thesethings:

a. Cassette tapesb. Language masterc. Flash cardsd. Dictionary/pictionarye. Manipulatives (essential tools,

materials)

2. Label important classroom materials,areas, safety regulationspreferably withbilingual signs.

3. Clarify proper use of English on individ-ual basis to avoid embarrassment.

4. Work with language instructor to developcoordinated curriculum.

Help students understand cultural differnces/similarities in education and the world of work.

STRATEGIES:

1. Orient students to your procedures, class-room, and instructional expectrtions.

2. Acquaint students with school resources(i.e, library, resource labs, counselingoffice, etc.)

54

3. Explain expectations of American workerand related worker benefits and rightsthrough discussions, guest speakers,field trips, etc.

4. Provide bilingual role models.

5. Use communal projects that utilize stu-dents' occupational or language skills.

6. Provide opportunities for students to doprojects which are culturally meaningful tothem. Also, strdent sharing of these proj-ects helps cross-cultural understanding.

SOURCE. Reprinted from "Manuel for Secondary Vocational Er.icators of Disadvantaged. Handicappt . and Limited EnglishProficient /orations! Instructors' Manual" with permission from Chicago Public Schools. Department of Vocational andCareer Education Program Development

49

5 5

Some Ideas for Tutoring the LEP Student

Ask students questions about their home-land. Ask them how to say "hello" in their lan-guage. You will be surprised how this little ges-ture can help open doors. Greet Laotians with"So bye dee" and Cambodians with "Suorsdey".

Be honest with yourself as well as with thestudents you help. There may be times whenthe student you are working with does not likeyou. There will also be times when you don'tlike the student. Don't worry; this happens toeveryone. Do not force yourself on him/her ifsomeone else could help in a better way.

You must learn to be sensitive to the feel-ings of your students.

Always look for signs (verbal and nonver-bal) on how things are going.

Does your student understand? Maybeyou are talking too fast. Speak clearly and alittle more slowly.

Keep terminology constant.

When asking questions, begin with simple"yes/no" questions, and then proceed to "wh"questions (what, when, why, who, where).

Use actions or body language to reinforceoral statements. (Check acceptable nonverbalbehavior.)

Present information in small, simple, andorderly steps.

Simplify directions. Maybe you need torephrase or re-explain an example.

Help the student build and review an oraland written inventory of key vocabulary usedin his/her vocational classes.

Ask questions and review concepts tomake sure your student understands.

Help the student use the various types ofavailable media to get a concept across (i.e.,slides, firn, overhead, visuals).

Assist student with hands-on activities,such as using a drill, operating a sewingmachine, etc., that do not involve reading andwriting.

Correct improper use of English on anindividual basis so as to avoid embarrassmentof tutee.

SOURCE Reprinted from 'Student Services Corporation A Program of the Vocational E upport Services Team Tutorial Manual

and Advisor's Handbook" with permission from Chicago Public Schoj. Department of Vocational a no Career Education

Program Development

50 56

Points Tutors Must Remember

Some of your students will need manypractice exercises.

Repetition drills are valuable in helping aperson memorize necessary facts, i.e., spell-ing, multiplication tables, etc.

Go back to the previous lesson. The stu-dent may have forgotten something. By review-ing, he/she may understand the new problem.

Sometimes it is better not to stay with onestudent the whole period. Let t' student workon his/her own fora while. Later, check to see ifhe/she is doing well.

Make sure the student fully understandsthe concepts you've been explaining beforegoing on to another concept.

Never embarrass the student by askinghim/her to do things he/she might not be ableto do.

Explain the lesson content clearly andsimply. If it's too hard, break it down. Explain it,step by step, and ask the student if he/sheunderstands each step.

When working with limited English-proficient students, you must speak clearly.

Keep your sentences short. Avoid longand difficult words.

Plan goals for tutoring.

SOURCE Reprinted f rom "Student Services Corporation A Program of the Vocational Sup port Services Team Tutorial Manualand Advisor's Handbook" with permission from Chicago Public Schools, Department of Vocational and Career r ucationProgram Development

51

REFERENCES

Asselin, Susan B., and Vasa, Stanley' F. "Let the Kids Help One Another: A Model Training andEvaluation System for the Utilization of Peer Tutors with Special Needs Students in VocationalEducation." Paper presented at the annual conference of the American Vocational Association,Atlanta, December 1981.

Asselin, Susan B., and Vasa, Stanley F. "The Use of Peer Tutors in Vocational Education to AssistMildly K idicapped Students." Career Development for Exceptional Individuals 6, no. 2 (1983):75-84.

Candler, A.C.; Blackburn, G.M.; and Sowell, V. "Peer Tutoring a; CI Strategy Individualizing Instruc-tion." Education 101 (1981): 380-83.

Cloward, R. "Studies in Tutoring." The Journal of Experimental Education 36, no 1 (1967): 14-25.

Dixon, C. "Peer Teaching and the Language Experience Approach: Appropriate Strategies for theBilingual/Bicultural Child." Paper presented at the annual meeting of Southwest RegionalConference of the International Reading Association, Phoenix, January 1975.

Duncan-Hall, Tyra. Structuring the Tutorial Session. Tutorial Services Study Center Module no. II.City College of San Francisco, nd.

Ford, D.; and Russell, T. "Effectiveness of Peer Tutors vs. Resource Teachers." Psychology in TheSchools 2J (1983): 436-40.

Gladstone, B. W., and Sherman, J. A. "Developing Generalized Behavior Modification Skills in HighSchool Students Working with Retarded Children." Journal of Applied Behavior Analysis 8(1975): 169-80.

Harrison, G V., and Cohen, A. "Empirical Validation of Tutor Training Procedures." Paper presentedat the annual meeting of the California Education Association, San Diego, May 1969.

Harrison, G. V. Five Steps to Successful Tutoring. Blanding, UT: METRA, 1978.

Holder, Barbara, and Lister, Bob. Peer Tutoring. Resource Paper Nu. 13. Concord, NH: Task Force forthe Improvement of Secondary Special Education in New Hampshire, 1982.

Jason, L.A ; En_ e, L.; and Soucy, G. "Teaching Peer Tutoring Behaviors in First- and Third-GradeClassrooms." Psychology in the Schools 16 (1979): 261-69.

Jenkins, Joseph R., and Jenkins, Linda M. Cross Age and Peel Tutoring: Help for Children withLearning Problems. What Research and Experience Say to the Teacher of Exceptional Children.Reston, VA: ERIC Clearinghouse on Handicapped and Gifted Children, 1982. (Eric No. ED 199992).

Morgan, R.F., and Toy, T.B. "Learning by Teaching: A Student to Student Compensatory Program inRural School Systems and Its Relevance to the Educational Cooperative." The PsychologicalRecord 20 (1970): 159-69.

Niedermeyer, F. "Effects of Training in Instructional Behaviors of Student Tutors." The Journal ofEducational Research 64, no. 3 (1977): 120-23.

Osguthorpe, Russell 7. "Handicapped Students as Tutors for Nonhandicapped Peers." AcademicTherapy 19, no. 4 (1984): 473-83.

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Pierce, Mary McNeil. "Partner Learning in Educational Settings. Taking a Cue from the Kids." Paperpresented at the annual conference of the Council for Learning Disabilities, San Francisco,October 1983.

Redick, Ronald L., and Redick, Sharon S. "Teaching Students with Special Needs." In VocationalInstruction, edited by Aleene A. Cross, 193 -201. Arlington, VA. American Vocational Association,1979.

Reed, R. Peer Tutoring Programs for the Academically Deficient Student in Higher Education.Berkeley: California University Center for Research and Development in Higher Education, 1974(Eric Document No. ED. 113 981).

U.S. Department of Education. What Works: Research about Teaching and Learning. Washington,DC, 1986.

Williams, R. W. Developing a Peer Tutoring Program: A Self-Instructional Module. Chicago, IL:Chicago City Colleges, 1981 (ERIC No. .7.D 207 632)

Additional Resources

An extensive list of resources and materials available to help teachers implement peer tutoringprograms is included in Peer Tutoring: A Guide to Program Design by William L. Ashley, Gale L.Zahniser, Janice Jones, and Lawrence Inks published by The National Center for Research inVocational Education, The Ohio State University, 1986

5 9

54

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