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Design Document: Tutoring Pilot Program
Schoolhouse Tutoring Pilot Program
Initial Research
Curriculum
Online Platform Design
Implementation
Expanding Our Impact
Timeline
Education Jargon Explained
Contact list
Inspiration from AVID
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Initial Research

👉 Objective: Gather relevant information from stakeholders.
❓ Our Why: This information will enable our team to make decisions about the program’s rollout.
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Before we establish the logistics of implementation, we need to learn the resources and limitations of the environment.

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Initial Research Tasks
0
Task
Details
Deadline
Notes
1
Obtain a Bell Schedule from the school
Is there a study hall / tutorial / academic lab class period we could utilize?
Open
2
Create a list of contacts (Name, title/role, email, phone ext.)
Counselors
Algebra I teachers
Math department chair
Administrators
SPED department chair
Graduation coach
Social worker
ENL department chair
Open
3
Obtain an Academic Year Calendar
Semesters
Trimesters
Open
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Decisions to Make
0
Description
EQUITY
How will we address teachers’ and tutors’ biases when selecting students for this program? How will we ensure that students who would benefit from this opportunity know about it and have the resources to seek it out?
Description
EQUITY
How can we avoid bias when identifying students as “struggling?” What data points will we use to determine that identifier? If we treat tutoring as both remediation and enrichment, how can we ensure that students receive an equitable amount of one-on-one tutoring time?
Description
EQUITY
Consider transportation concerns and student access to services
Description
EQUITY
What technology needs do we have for the space? Is the space physically accessible?
Description
EQUITY
How can we incorporate equity into our vision of success?
Description
EQUITY
Consider using a sign-in sheet (physical or digital) to take attendance. This method prevents mispronunciations and deadnaming, and could also automate attendance data tracking so that more time is spent on content.
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Proposal & Rationale:

If possible, host tutoring during school hours.
Not all students have access to reliable transportation after school.
After school tutoring would interfere with sports, clubs, etc.
If possible, host tutoring in the library or LGI (large group instruction) room.
These spaces are likely to be the largest available.
Both spaces should have technology readily available.
Focus on remediation first, then expand the program.
Align the program’s priorities with the school’s priorities.
Focus on students who are failing their math courses before expanding the program to address differentiation and enrichment needs.
Demonstrating student growth will help justify the program, and the easiest way to demonstrate growth is to work directly with struggling students.
Have stakeholders select students, then allow students and parents to sign up.
Create a physical or digital form for stakeholders to refer students to tutoring.
Relevant stakeholders include: teachers, counselors, graduations coaches, SPED teachers, and ENL teachers.
By starting on a referrals-only basis, we can maintain our ideal tutor:student ratio.
Once the program is under way and we’ve had time to settle into a routine, we can begin expanding by promoting the program directly to students and parents.

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Sample Referral Form
1
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Tutoring Referrals
1
Student Name
Current Grade (A-F)
What should we know about this student?
1
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There are no rows in this table
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