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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
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Inspiration from AVID
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Online Platform Design

👉 Objective: Cultivate a digital platform that connects parents, tutors, tutees, and teachers.
❓ Our Why: Our online space needs to empower tutors and teachers to work collaboratively to ensure student success.
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Priorities for Online Platform Design:

Attendance
Safety: Stakeholders need to know who is in the building when. This is non-negotiable.
Leverage: Teachers might choose to assign tutoring as remediation or incentivize attendance with extra credit, test retakes, etc. Whether tutoring is used as a carrot or a stick, teachers need access to attendance data so they can follow up.
Data: Attendance is a key data point for measuring our program’s success. We want to track patterns in attendance and potential correlations between attendance and improved academic performance.
Progress Monitoring
Measuring Impact: We need to measure student success to measure our program’s success.
Ensuring Equity: Monitoring student progress is a crucial aspect of developing, revising, and enforcing IEPs as required by federal law.
Communication
Teachers need to feel supported by this program, not undermined.
Parents want to monitor their children’s progress.
Administrators want to know that they are providing the time, space, and funding for a program that benefits students and the school community.
District-Level Administrators want to see test scores and graduation rates improve.
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Determining how we measure student success will inform what data our LMS needs to collect and present.

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How do we measure student success?
Options
Pros
Cons
Notes
1
Mastery
More individualized
Ensures depth of knowledge
Subjective determination made by the tutor
Biases may come into play
Open
2
Points
Automated grading/data reporting
Easy to set concrete SMART goals for individual students
Can feel impersonal
Need to develop large question banks to avoid students cheating
Could feel punitive to students
Open
3
Attendance
Easy to track
Easy to communicate to stakeholders
Measures compliance, not learning
Open
There are no rows in this table
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Proposal & Rationale:

Track attendance, but don’t use it as assessment data.
Attendance is an important data point, but it does not assess student learning, achievement, or growth.
Attendance is only a useful data point when analyzed in conjunction with other data.
Utilize mastery-based assessment whenever possible.
Tutors should take a personalized approach to each individual student.
This means that tutors must be equipped with the skills to determine skill mastery.
Students can demonstrate “mastery” of a skill or concept in different ways, meaning that tutors can tailor the assessment method to the student’s strengths.
Have pre-made quizzes on discrete skills (aligned with modules) to fall back on.
Mastery-based assessment is great, but it can be time consuming.
Pre-made module quizzes can assess student progress automatically.
Auto-grading saves tutors valuable time assessing tutees.
Quizzes should not be the standard, but they can serve as one of many assessment options to meet student needs.

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Accessible assessment.png
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