Design Document: Tutoring Pilot Program

Initial Research

Curriculum

Online Platform Design

Implementation

Expanding Our Impact

Timeline

Education Jargon Explained

Contact list

Inspiration from AVID

Explore

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

Initial Research Tasks

Task

Details

Deadline

Notes

Obtain a Bell Schedule from the school

Is there a study hall / tutorial / academic lab class period we could utilize?

Open

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

Obtain an Academic Year Calendar

Semesters

Trimesters

Open

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Decisions to Make

Decisions to Make

Who

Description

Which students will this program serve? Do teachers or counselors refer students to tutoring? Do students sign themselves up? What is the role of the parents/guardians in the decision to pursue tutoring?

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?

What

Description

Is this tutoring program meant to function as remediation for struggling students, enrichment for excelling students, extra practice for test/quiz prep, or a little of each?

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?

When

Description

Will tutoring take place during a study hall period, resource (for students receiving Special Education services), as an elective, or before/after school?

EQUITY

Consider transportation concerns and student access to services

Where

Description

What physical spaces are available at the school during the allotted time slot?

EQUITY

What technology needs do we have for the space? Is the space physically accessible?

Why

Description

What is our primary objective? How will we measure progress? How will we know we’ve achieved our goal? What will we do to celebrate our achievements?

EQUITY

How can we incorporate equity into our vision of success?

How

Description

What are the systems and routines that will ensure a smooth rollout? How will we take attendance? What should students do when they enter the room? What does the workflow look like?

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

Sample Referral Form

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Tutoring Referrals

Tutoring Referrals

Student Name

Current Grade (A-F)

What should we know about this student?

There are no rows in this table

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