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Best Practices in Peer Tutoring presented in partnership by Learning Together  
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3. Dr. Julie Smith, Vice President of District Development
Best Practice: Cross-age tutoring
Dr. Julie Smith, Vice President of District Development
Alexandra Lemke, District Development Specialist

4. R E A D I N G and M A T H The gifts of are being shared
between students
in districts around the nation

5. Today’s Outcomes Results from partner districts
Methodology and supporting research
Successful implementation models
Results from partner districts
Our commitment to you
Goal is to set the stage for the entire Power point. Each bullet will be addressed in the presentation.

6. Cross Age Tutoring and Mentoring
Peer Learning
Cross Age Tutoring and Mentoring
Relationships
Social and Emotional Growth
Community Involvement
Support Network
Research Driven
Brain Research
Best Teaching Practices
State Standards
Rigorous Curriculum
Academic
Power Stds
Structured
Scripted
Metacognition
Self-Efficacy
Building Lifelong Learning
Acceptance of Responsibility
Transformation

7. Do you currently use cross age peer tutoring in your schools?
Question # 1
Do you currently use cross age peer tutoring in your schools?

8. Cross age peer learning
Learning Together is…
Cross age peer learning
2 struggling students
Both grow:
academically
socially
emotionally

9. Learning Together is… the power of 2 The tutor/tutee relationship is
Engaging
Empowering
Effective
Learning Together instruction is powered by what we call the “power of 2.”
Our programs build on the trust that develops when students collaborate. Over time, tutor and tutee build a relationship that empowers both of them to take risks and learn.
Working in a safe one-on-one environment, students can drop the affective filter that influences their classroom performance.
One tutee wrote: My tutor makes me feel comfortable making mistakes. She says that’s how we learn.
One of our coordinators in Paradise valley, AZ, sums up Learning Together very well:
I have proof that Learning Together is not “just another program” but a success creator for our high population of ESL learners. We have seen tremendous growth in their oral vocabulary, day time attendance, fluency in reading, relationships on the playground, confidence, ability to transfer skills back to their other work and a total increase in school pride.
3. Three things happen when peers are comfortable in a learning relationship:
they perform better academically
they learn relationship skills that will help them throughout school and life
they develop resiliency and motivation that help them overcome their challenges and obstacles

10. from poor families or members of minority groups.”
Research Based
“Some studies have even shown the effects for peer tutors are greater than for learners…the effects were strongest for students who were younger, in inner city schools,
from poor families or members of minority groups.”
Why Does Peer Tutoring Work?
One reason peer tutoring works may be that tutors and tutees speak a more similar language than do teachers and students (Hedin 1987; Cazden 1986). As Damon and Phelps put it,
Unlike adult-child instruction, [in] peer tutoring the expert party is not very far removed from the novice party in authority or knowledge; nor has the expert party any special claims to instructional competence. Such differences affect the nature of discourse between tutor and tutee, because they place the tutee in a less passive role than does the adult/child instructional relation. Being closer in knowledge and status, the tutee in a peer relation feels freer to express opinions, ask questions, and risk untested solutions. The interaction between instructor and pupil is more balanced and more lively. This is why conversations between peer tutors and their tutees are high in mutuality even though the relationship is not exactly equal in status. (1989a, p. 138)
Marzano, 2003:
One-on-one tutoring is the instructional strategy that makes the largest impact on student achievement.
Slavin, 1994:
Perhaps the most direct and certain translation of dollars into achievement gains is the provision of one- to-one tutoring for students having serious difficulties in school.
The Institute of Education Science, 2004:
Named tutoring as an intervention with “gold standard” research evidence.

11. indicates an increase of one standard deviation on the outcome.
An effect size of d = 1.0
indicates an increase of
one standard deviation
on the outcome.
“A one standard deviation
increase is typically
associated with advancing
children’s achievement
by two to three years.”
Hattie, 2009

12. The Effects of Peer Tutoring
Cross-age tutors (d = 0.79) were more effective than same-age peers (d = 0.52) and adult tutors (d = 0.54)
Hattie, 2009
The magnitude of peer-tutoring effects did not differ according to whether special needs or non-special needs students acted as tutors or were doing the teaching

13. High Student Performance Low Student Performance
Sustainable Solutions
High Cost
Low Cost
High Student Performance
Low Student Performance C A B
Efficiency
Effectiveness

14. Each kit serves two students and includes all materials
Learning Together is…
comprehensive and affordable
Reading Together
Math Together
Each kit serves two students and includes all materials 14

15. What is Learning Together ?
Methodology
Systematic, scripted peer-to-peer tutoring
Researched based, aligned with state standards
Intervention
Supplemental and remedial reading and math
Response to intervention
Support
Comprehensive tools enabling older students to effectively tutor younger students
Results
Benefits for tutors, tutees, teachers
Impacts academic, social, emotional, leadership growth
Accelerates academic achievement
Educational consultant Rick DuFour asks three basic questions surrounding student achievement: “What is essential for students to know and be able to do; how do we know when they have learned it; and what do we do when they don’t learn it?”
L2 comes in at the nexus of question three: What do we do when students don’t learn it, despite the best efforts of our classroom teachers?
L2 is a series of supplemental and remedial reading and math interventions for students beginning in grade two. They are research based, rigorously structured and scripted to ensure fidelity of use and flexibility to meet the needs of different schools.
used as both a supplemental and remedial program Tier 2 intervention- in supplemental and tiered 1 in remedial
cross-age doubles the intervention for Tier 2 students
L2 programs used in dozens of variations: before, during, after school, summer, during buddy reading time, ELL transitional block, in Family Literacy Centers, with upper elementary tutors, middle/junior high school tutors (as a Remedial reading programs, Mesa)--Cadet model - High Schools students (get community service) working with elementary schools
*Supplemental or Remedial, targeting Bubble students--*L2 addresses the following objectives-
Academic curriculum--Enrichment with high interest literature that gives vocabulary and extends background knowledge, fluency and comprehension
mentoring one on one relationships. Tutor learns what it is like to be a teacher, they model good reading to Tutees, and tutors grow in confidence and self-esteem. Tutees need the special attention.
L2 uniquely and powerfully meets the needs of readers at any age level and any socioeconomic background who are performing below grade level, but not in the lowest 20% at risk level.
If asked, could talk about Basal programs - Universal instruction for all students
*** Supplemental Programs- used to meet specific needs of students not at risk*** Remedial programs- used for students performing below grade level but no at high risk
*** Interventions- are used intensively by highly trained teachers for students at risk performing well below grade level

16. Rigor and Relevance Framework6
Evaluation C D 5
Synthesis 4
Assimilation
Adaptation
Analysis
KNOWLEDGE
TAXONOMY 3
Application A B 2
Comprehension
Acquisition
Application 1
Knowledge 1 2 3 4 5
Knowledge in one discipline
Apply in disciplines
Apply
across disciplines
Apply to
real-world
predictable situations
Apply to
real-world
unpredictable situations
APPLICATION MODEL

17. Relationship Based
Modeling: positive attitudes, values and skills Interacting: sharing, helping, empathizing Influencing: achievement, behavior, self-esteem Developing: identity and autonomy Creating: a safe, trusting learning environment
1. Relationship-based instructional strategies work to raise student achievement – in fact,
Ed Week in November: Research from Finnish scientists suggests first-borns may be smarter because they teach their younger siblings…the author then goes on to explore the ramifications for peer assisted learning and cross-age tutoring. The article points to their status as one of the few effective strategies in the What Works Clearninghouse…
2. Medical schools use this philosophy to teach: See one, do one, teach one. That’s really the basis of Learning Together. The coordinator models the comprehension or problem solving strategies for the tutors, the tutors role play the lesson with each other, and then they teach what they’ve learned to their tutees.
3. Our schools report that L2 has an impact on the entire school as tutors and tutees build peer relationships, and bring new learning strategies and motivation to their classrooms.
Example- eating together in the lunchroom, watching out for tutees on playground. Struggling learners/readers relating to struggling learners/readers.

18. Question # 2
Do you currently use a RTI- Response to Intervention model in your schools?

19. Pyramid of Interventions
Tier 3 (1-7%)
INTENSIVE
Individualized interventions,
intensive assessments for students
with insufficient response to
evidence-based interventions
Tier 2 (5-15%) TARGETED
Specific prevention, remediation interventions,
diagnostic assessments for students
whose academic performance/behavior lag
behind the norm for their grade and educational setting
Tier One (80-90%) UNIVERSAL
High quality instruction and assessments,
positive behavior supports for all students

20. customized implementation
Learning Together is…
customized implementation
Before, during or after school
Flexible tutor/tutee models
Class-to-class
Elementary peer-to-peer
Middle school to elementary
High school to elementary, middle
College or adult to elementary, middle

21. Learning Together is… structured to succeed 30 tutorial lessons
Leadership Academy (tutor training)
Tutor preparation before each tutorial
30 tutorial lessons
Debriefing after each tutorial
6-9 hours for reading, 6 hours for math
Pre- and ongoing training key to success – tutors role play each lesson, read all books or work all math problems –
Coordinator models for tutors, tutors role-play, and then model for tutees

22. Format for Reading and Math
Pre-implementation tutor training
Tutor Preparation (45-60 minutes) before each lesson
30 Tutorial Lessons (30-45 minutes)
Add 15-minute debriefing for tutors
6-9 hours for reading, 6 hours for math
Pre- and ongoing training key to success – tutors role play each lesson, read all books or work all math problems –
Coordinator models for tutors, tutors role-play, and then model for tutees

23. Who Are The Tutees? “Bubble students” who benefit from extra time
Intermediate or advanced ELL students
Decoders who struggle with comprehension
Low third-grade level or below in math
Poor test results and low self esteem
Teacher recommended
Response to intervention

24. Who are the tutors? Students Two grade levels or more above tutees
Reading at fourth-grade level
Students who would benefit from reinforcement
Intermediate or advanced ELL
Adults
Read at fourth-grade level
Willing to commit for 30 lessons
1.The program is structured and scripted so that students with a fourth-grade reading level or above can tutor effectively. Strategy instruction during training benefits students who may not be at top of the class, and it builds confidence in students not normally chosen for leadership roles. Gives ELL students the opportunity to shine
Suggest students in the 15th-50% percentiles on state and nationally normed tests. Tier 1, 2 and Title I
(Most schools have programs for students performing below the 15% for one on one support, and support to accelerate GT students. The group in the middle (bubble students or transitional ELL students) is the target for L2.
Students qualifying for Individual Learning Plans Counts as one of the interventions that must be tried before placement
Intermediate or advanced ELL students
Some districts like Prince Georges County use R2 as its core program for ESOL because it supports oral acquisition
Remedial readers at a middle school level
Squires in PV uses it with 9th grade tutors. The principal there says nothing else can make these kids read.
Students in the achievement gap due to racial inequities or social-economic status
Coordinator: I have a child who was very quiet and withdrawn due to extreme poverty, especially feeling it at Christmas. She now talks about all sorts of intelligent things and said she spent all her reward on gifts for her family. I am amazed at how being a tutor can build up oneself.
Students may also be placed because they need social and emotional support. Think about a student of yours who winds up at the principal’s office because he does not see himself as a learner. A Douglas County tutor who started out with dyed black hair and a bad attitude problem. He became such a dedicated tutor that he walked 45 minutes to school in the morning (in Denver winter) to tutor before school because he didn’t have a ride. Let his hair return to natural, took anger management classes, stopped winding up at the principal’s office.
Emphasize that L2 has been proven to be an effective programs to support the vast needs of high-poverty, minority, Ell and special ed students. Remind audience that tutors benefit as much or more than tutees--double the impact, and tutors don’t know they are receiving the remediation because they see themselves as the teachers.
2. We’re talking today mostly about the cross-age model, but we do have many programs that use L2 as a way to maximize the impact of their adult volunteers and build bridges to the community. Montgomery County, MD has an award-winning R2 program with 1,000 volunteers in its elementary schools.
Not only does MC have 1,00 volunteers, but the program is a collaboration between private foundation, businesses, community organizations and the city and county. “Serial volunteers” say this is the best program they’ve ever been involved in.
In Guilford County, about 75 percent of the tutors in their GrandPals senior citizen program have tutored for three or more years. Funded by United Way: This adult mentoring program is an opportunity to mesh a need identified by the school system with the service network provided by community non-profits… It’s really a win-win opportunity and can provide a real model for future partnerships. —United Way President
Adult volunteer quote: I’ve volunteered in the schools for more than 20 years. I’ve done buddy reading, homework help, lesson plans that teachers have given me and I’ve also sat around quite a bit. This program is the best thing I’ve ever done.

25. Learning Together is… proven and effective Reading Math Academic rigor
Best teaching practices
Reading
Math
Aligned with state standards

26. 2010 Independent Research Study
C.P. Squires Elementary, Clark County, NV
Matched non-participants: 100% Free and Reduced Lunch; majority LEP
Participants outperformed on CRT and DIBELS
Participants were more engaged; averaged nearly one more week attendance
Many 2008 second-tier students advanced to proficiency in 2009
Fewer participants eligible for IEP, LEP
Many 2008 second tier “approaching standard” (CRT) and “emerging” (DIBELS) advanced to proficiency in days more in school

27. C. P. Squires Elementary 12% higher CRT scores in reading
320
310
PASS
290
280
270
260
250
240
230
220
210
12% higher
CRT scores in reading
Talk about CRT, Dibels, etc. (handout of PSA report?)
Non-participants Reading Together
Clark County, NV

28. C.P. Squires Elementary 7.5% higher CRT scores in math
320
310
PASS
290
280
270
260
250
240
230
220
210
7.5% higher
CRT scores
in math
Talk about CRT, Dibels, etc. (handout of PSA report?)
Non-participants Math Together
Clark County, NV

29. Meeting CRT Standards R2 TUTEES 3rd Grade CRT Performance Levels 10080 60 40 20
Percent
Approaches standard
Meets standard
Matched nonparticipants
R2 TUTEES

30. Meeting CRT Standards R2 TUTORS
4th and 5th Grade CRT Performance Levels
100 80 60 40 20
Percent
(page 10) 13% of R2 fourth graders exceeded standards, compared with 6% of non-participants. 317 vs 277
Approaches standard
Meets standard
Matched nonparticipants
R2 TUTORS

31. DIBELS Proficiency Levels
2nd and 3rd Grade Tutees
100 80 60 40 20
Percent
Emerging
On track
Matched nonparticipants
R2 TUTEES

32. DIBELS Proficiency Levels
4th and 5th Grade Tutors
100 80 60 40 20
Percent
Exhibit 18 (page 18)
Emerging
On track
Matched nonparticipants
R2 TUTORS

33. Academic Achievement Reading Together Fluency Comprehension Vocabulary
Students began 1 to 1.5 years below grade level
(Chart – students all started 1 to 1.5 grade years below grade level, gained 2 or more levels over course of program. QRI data
This is where the rubber meets the road – at the end of the day are you going to be able to show AYP in all subgroups?
Control group studies show L2 tutees gain an average of a grade and a half grade level gain over 30 lessons. Many gain two or more.
Principal: In the three years we have used the program, we have noticed several things about our students who participate. First, the comprehension strategies they learn in the sessions actually carry over to the classroom reading lessons. Teachers note how they implement the strategies in small groups. The reading strategies taught in the sessions are based on strong research that supports the meta cognition of students learning to read.
*The researcher John Hattie (1992 ) analyzed almost 8000 studies and found that “the most powerful single modification that enhances achievement is feedback. The simplest presciption for improvidng education must be dollops of feedback.” The corrective and immediate feedback the tutee receives from the tutor enhances achievement.
The bonus is that tutors usually gain even more, because they have gone through each lesson twice – once with the coordinator and once with their tutee. We suggest that schools pick below-proficient tutors, who gain as much as two or three grade levels as a result of this intervention – which, by the way, they think is an honor, not another remediation.
Tutors are taught explicit, discreet higher order thinking skills, which they then apply to the tutorials but also to the more complex content in their regular classrooms
Gains on the QRI
Cherry Creek, Colorado 33

34. Results
Gr. 2 tutees ↑ 2.6 grade levels in accuracy, 2.2 in comprehension
Gr. 4 tutors ↑ 2.5 levels in both measures
Gr. 3 tutees ↑ 2 levels in accuracy, 1.5 in comprehension
Gr. 5 tutors ↑ 4 levels in accuracy, 3 in comprehension
Reading Together, Cherry Creek, CO

35. Tutor benefit from extra instruction during lesson prep
Achievement for tutors and tutees
DIBELS Scores, Paradise Valley, AZ
7000
6000
5000
4000
3000
2000
▅ Pre R2
▅ Post R2
Exhibit 18 (page 18)
Tutees
Tutors
Tutor benefit from extra instruction during lesson prep

36. Especially Effective for ELL Students
Percentage Gains on Proficiency Test
Grade 2 Students
Data from our partner district consistently shows that students in the Learning Together programs are meeting and exceeding state standards. Many of our partner districts back their implementations up so that the are completed in the weeks just before SOL tests are administered.
Prince George’s County, Maryland
Reading Together
Control 36

37. Achievement on TAKS
Percent Passing TAKS
R2 students exceeded district passing rates on the TAKS
Most were ELL students taking their first TAKS in English
Data from our partner district consistently shows that students in the Learning Together programs are meeting and exceeding state standards. Many of our partner districts back their implementations up so that the are completed in the weeks just before SOL tests are administered.
Irving, TX 37

38. Academic Achievement Math Together Fact mastery Problem solving
Critical thinking
CRCT, Gwinnett County, GA

39. TASA - January 2008
Lasting Achievement
An independent longitudinal study in Irving ISD indicates:
Reading Together participants are making greater gains than the general population
Gains are maintained over 2.5 years between pretest and TAKS administration
Explain that this means students are maintaining their gains over time
Policy Studies Associates, Inc.

40. Social and Emotional Growth
Leadership
Communication
Long-term motivation
Developmental assets
SAFE schools
Relationship-based learning also leads to social and emotional growth, which is an integral part of the academic success I’ve been talking about. L2 was originally developed 30 years ago by top developmental psychologists who wanted to teach reading, but were also concerned about helping immigrant populations fit into Israeli society. As the body of reading research developed, more best practices in literacy were embedded in the program.
(If time for history aside: to get students coming from all over the world to Israel to develop friends, relationships, and to not feel isolated and to increase academic skills. “Based on Yachad (“Together”) in Israeli . Based on best reading and tutoring strategies and research--Developed by the University of North Carolina and Hebrew University and used in Israeli schools for more than 20 years)
1.Social growth is children developing as people and getting along in the world. Tutors especially in L2 gain the skills they need to interact appropriately with people.
Coordinator: One of my tutors is quite shy and lacks self confidence in her 8th grade literacy course. She was given a tutee that can be quite difficult to handle at times. As they work together every afternoon I can see nothing but smiles from the two of them from the warm-up until dismissal. The tutor has become more outspoken in her 8th grade literacy course. She shows more self confidence when responding in whole class discussions.
2. Emotional growth is meeting and accepting life challenges. Students who aren’t doing well in school are stressed. They’re not meeting their parents expectations, they’re not meeting their teachers expectations, they’re not meeting their own expectation. Sometimes they become class clowns, sometimes they become bullies, sometimes they sit as quietly as they can and hope not to be noticed. One-on-one tutoring gives them the emotional support and motivation they need to see themselves as learners.
Tutors and tutees share and are sensitive to the challenges each other faces at home, in the community and school, an emotional bond is formed between the two, they connect to each others lives because the both have had reading and math struggles.
Coordinator: My tutors are among the most emotionally troubled students in the building and they are the ones showing up consistently and working well with their tutees. They help remind the other tutors and make sure they touch base with me if they are going to miss a session. One of the most faithful students is usually in trouble and in detention on a regular basis. He has not missed on session.
Coordinator: One tutor was motivating her tutee with stickers. The other tutors wanted to know why they didn’t have stickers – the girl had saved her money and bought them herself. The next week all the kids had stickers for their tutees.
Another tutor was suspended but walked back to school for the after school program because she couldn’t let her tutee down.
Ask them to think about their own experiences as mentors, mentees. We’ve all had mentors, role models who have showed us – parents, teachers, older students
3. Through L2, students build a learning community that impacts the whole school. Tutors learn to how to get along with their peers and their tutors, they learn how to accept responsibility, and they learn to see themselves as leaders. Remember, most of these tutors have never been asked to perform at this level. L2 teachers kids how to interact, how to praise, to be supportive.
Shy sixth-grade tutor asked at end of program: “Do you have any other leadership opportunities for me?”
Another tutor started a summer program in her housing project, collecting and using old manuals from the coordinators.
This social and emotional growth transfer to real world requirements of. which supports developing social skills and accepting life challenges. Through tutoring programs children learn positive attitudes, values, and skills- through peer interaction children learn to share, to help, comfort and to empathize with others, peer relationships are powerful influences on a child’s development of identity and autonomy. Tutors and tutees share and are sensitive to the challenges each other faces at home, in the community and school, an emotional bond is formed between the two, they connect to each others lives because the both have had reading and math struggles.
*Student come out of this program liking to read and valuing reading. The positive relationships between the tutors and the tutees impact the whole school – students become friends who may not have spoken to one another under different circumstances. Due to student motivation and success in learning attendance increase and discipline decreases
If you used the Claudia storyboard, reflect back to the changes you could see in her pictures during her growth from tutee to tutor – you could actually see her self confidence as a tutor in the way she wears her T-shirt and works with tutee
SERVE, Inc.

41. The tutoring bond Impacts tutees and tutors Motivates students to
make the effort to learn
Bolsters self-esteem
and social development
Improves school dynamics
Discuss value of tutoring for tutors as well as tutees.
The tutoring bond is beneficial to the overall school relationship as it connects upper and lower elementary students.
Provides older students (tutors) who may have been or may still be struggling readers additional practice in reading strategies.
Provides students who may not typically be placed in leadership positions the opportunity to be a role model.
Provided ELL tutors additional practice with English Language
Discuss benefits for adult tutors if appropriate.
Utilizes volunteers already in the school effectively with minimal planning from teachers.
Draws community members into schools.
Tell coordinators they can see research data on tutee and tutor outcomes online at
Fifth-grade Reading Together tutor

42. Reading Together Each kit serves two students: Tutee Activity Book
Grade 2
Each kit serves two students:
Tutee Activity Book
Grade 3
Tutor Guidebook
Tutor Journal
Library of quality books
Writing and Graphic Activities
T-Shirts
Intermediate
Coordinator Materials 42

43. Reading Objectives Comprehension Fluency Strategy instruction
Paired/shared reading
Tutor “thinks aloud”
Best practices: predicting, activating prior knowledge, rereading, retelling, questioning, making connections, written responses
The main goal of this program is to reach “bubble kids, ” those who are decoding but struggling with fluency and comprehension at grade level.
***Introduce Coordinator Training DVD included in tote. SHOW Phase I, All grades, #2 Phase I overview***
As you are setting up the DVD, be sure to show them the menu so they can become familiar with how to find segments. Tell them the Coordinator DVD is identical to the Tutor Training DVD with the addition of introductory and debriefing segments.
Comprehension strategies
Predicting
Purpose setting
Activating prior knowledge
Questioning after first reading “in the text”
Retelling
Questioning after second reading “beyond the text”
Paired and shared reading with “think aloud” in Phase II
Post reading –writing activities
Fluency strategies
Tutor modeling read aloud with trade book
Tutee reads shorter passage 2xs
Paired and shared reading in Phase II

44. Gradual Release of Responsibility
The structure
of Phase I lessons:
Warm-up chat
Predicting
Modeled reading
Guided oral reading
Rereading of passage
Retelling
Literal and higher-level comprehension questions
Related writing & game activities
Tutor debriefing with coordinator
30 lessons
Phase 1: tutors model fluent reading and direct instruction
Phase 2: tutees takes on more responsibility, reading is shared
Phase 3: tutees select materials and read independently
Based on Keene’s Mosaic of Thought, there are three phases in each R2 program that promote the gradual release of responsibility from coordinator to tutor to tutee…
Phase 1: 15 lessons. Tutor leads the lesson and models by reading aloud from a trade book. Tutee reads passages from and answers comprehension questions.
Phase lessons - tutee takes on more responsibility with paired/shared reading of the trade book. Tutee eventually completes the book on his/her own.
Phase III- 3 lessons in the media center to help learn to pick out books.
Review phases of a lesson 44

45. Award-winning trade books
A recent article in Ed Week confirmed what we already knew – children are reading less and less. What’s so wonderful about Reading Together is that it is about more than fluency and comprehension – it’s about passing on the love of reading. Take a look at some of the titles on this slide. Each R2 program comes with a library of 24 to 27 award-winning books. These are diverse multi-cultural fiction books and content area books that help build background knowledge and vocabulary.
OUR GOAL is to motivate kids to read and to make reading fun by giving them a mentor and a library of exciting and interesting books that relate to what they are learning in class. Students have positive interactions surrounding literacy, and begin and end each lesson by talking and writing about what they’ve read.
Our focus is fluency, comprehension and vocabulary.
Give students the skills and strategies they need to tackle new material, and to enjoy the challenge of reading
Help students in grades two through middle school read at or above grade level
Build the background knowledge and vocabulary students need to succeed in in content area reading in English, science, social studies
Show students how to relate positively to others, and how to give back to their school or community.
Students and teacher coordinators learn skills they will transfer back into their classroom.
Superintendent: Reading Together answers the need for continued reading intervention in the second grade. Reading Recovery was designed as a one-on-one primary intervention, but there was nothing to build on that in the second grade, resulting in recidivism. Reading Together extends the reading instruction continuum from pre-K through second grade. The hard research shows the program has done more than it even claims. The tutors get as much from the program as the tutees. Reading Together is very structured, but can augment just about any curriculum. 45

46. Reading Together Intentional thinking, active engagement
Scripted.
Rigorous.
Comprehensive.
Intentional thinking, active engagement
Reading Together
Praise and motivation
As mentioned earlier, both the reading and math programs are highly scripted, rigorous in their architecture, and built on best instructional practices. Every lesson is structured the same so that the students and coordinators quickly become familiar with the patterns. And the scripting is not just for the students… the coordinator guidebooks are just as rigorous. On the screen, you can see an example on the left of a tutor instruction sheet from our math program. On the right is the workbook used by tutors and tutees in our reading program.
Discuss best practices to build reading comprehension, vocabulary and fluency.
Next slide to highlight key features of scripting.
Best-practice comprehension strategies:
Predicting, Rereading, Retelling, Questioning, Making text connections 46

47. Reading Together
As mentioned earlier, both the reading and math programs are highly scripted, rigorous in their architecture, and built on best instructional practices. Every lesson is structured the same so that the students and coordinators quickly become familiar with the patterns. And the scripting is not just for the students… the coordinator guidebooks are just as rigorous. On the screen, you can see an example on the left of a tutor instruction sheet from our math program. On the right is the workbook used by tutors and tutees in our reading program.
Discuss best practices to build reading comprehension, vocabulary and fluency.
Next slide to highlight key features of scripting. 47

48. Grades 3 through middle school
Math Together
Each kit includes:
Tutor guidebooks, activity books
Math Tool Kit
Grades 3 through middle school
T-Shirts
Lessons focus on:
Problem solving, critical thinking
M2 lessons are similar to R2 in that they are structured and scripted. But M2 is unique because it is an interdisciplinary program that combines math with reading, writing and social studies. The focus is critical thinking and problem solving, as students explore math concepts, write and solve word problems, master math facts and write about the concepts they have learned.
Tutees: Grades 3,4,5, middle school Tutors: 5-12+
Numeration Geometry Measurement, pre algebra and data analysis
High interest - the M Team travels through time to visit key events in U. S. History. They read passages -- Paul Revere Ride to the First African American Women president
Hands on-activities allow students to explore math concepts
Curriculum is based on standards of the National Council of Teachers of Mathematics
Fact practice improves computation skills
Guided journal pages help tutees master math concepts
Used R2 strategies boosts comprehension and critical thinking.
Scripted - leveled passages for shared reading use of problem solving paradigm called SOLVE, guided journal pages
Research: Peer tutoring produced math gains more than twice those resulting from computer-aided instruction; 3X those achieved through reducing class size, almost 4X more than students participating in a school day lengthened by one hour.
Tansy, de Barona, McWhirter, and Herrmann (1996)
1. As with R2, everything is included with Math Together. There are no additional materials to buy or lessons to plan. The tool kit comes complete from calculators down to the string the kids use to estimate measurements. That’s especially convenient if you’re considering an after-school implementation, where teachers may not have access to their regular materials.
2. As with R2, we come to your district to teach your coordinators best practices in math instruction, as well as the mechanics of running a successful program.
word problems, fact mastery
Integrated language arts and social studies activities 48

49. Math Together Interdisciplinary: Math Reading Writing U.S. History
Interdisciplinary program that uses events in U.S. history as the basis for word problems. Tutor and tutee share reading the passages, solve problems based on the stories, and finish with the tutee writing about the math concepts. The program incorporates many of the reading and writing strategies in Reading Together.
The math lessons focus on:
Problem solving
Fact mastery
Calculator Use
Estimation
Writing
(Based on the principles and standards of National Council of Teachers of Mathematics)
Structured tutoring program
* builds confident mathematicians and thinkers
* goes beyond memorization
* teaches the process for solving word problems
Tutees
• low third-grade level (may be in third, fourth and sometimes fifth grade)
• learn to identify necessary data, write and solve word problems and master number facts
Tutors
• fifth or sixth graders / high school students / college students/ math clubs
(Unlike Reading Together, adult tutors would have to work through the whole lesson with the coordinator. This is rarely practical)
Scripted lessons are reviewed with the coordinator before each tutorial so tutors know what to do and say
• helps to develop mentoring, leadership, interpersonal and general human relation skills
Flexible – before, during, after school, summers
(If appropriate, poll group to see which implementation model coordinators will be using)

50. Math Together Pre-algebra, pre- geometry Beyond computation
Objectives
Understanding concepts
Comprehending text
Critical thinking
Problem solving
Fact mastery
Math vocabulary
Written responses
Pre-algebra, pre- geometry
Beyond computation
Extending universal mathematical concepts
Integrating vocabulary, thinking skills, writing
Unique interdisciplinary approach
Interdisciplinary program that uses events in U.S. history as the basis for word problems. Tutor and tutee share reading the passages, solve problems based on the stories, and finish with the tutee writing about the math concepts. The program incorporates many of the reading and writing strategies in Reading Together.
The math lessons focus on:
Problem solving
Fact mastery
Calculator Use
Estimation
Writing
(Based on the principles and standards of National Council of Teachers of Mathematics)
Structured tutoring program
* builds confident mathematicians and thinkers
* goes beyond memorization
* teaches the process for solving word problems
Tutees
• low third-grade level (may be in third, fourth and sometimes fifth grade)
• learn to identify necessary data, write and solve word problems and master number facts
Tutors
• fifth or sixth graders / high school students / college students/ math clubs
(Unlike Reading Together, adult tutors would have to work through the whole lesson with the coordinator. This is rarely practical)
Scripted lessons are reviewed with the coordinator before each tutorial so tutors know what to do and say
• helps to develop mentoring, leadership, interpersonal and general human relation skills
Flexible – before, during, after school, summers
(If appropriate, poll group to see which implementation model coordinators will be using)

51. Math Together Lesson structure Warm-up chat Math fact practice
Launch activities
Read passage
SOLVE problems
Write problems
Guided journal

52. Math Together Leveled passages Tutor script “SOLVE” paradigm
Study the problem
Organize the facts
Line up the plan
Verify your plan
Examine your answer
Tutor answer keys
Guided journal

53. Literacy skills Shared reading Guided writing Vocabulary Summarizing Synthesizing

54. Support. Every Step of the Way.
Resources.
Training.
Flexibility.
Comprehensive Support:
Planning, logistics, grant writing
Comprehensive Coordinator’s Manual
Training, Refresher DVD, Resource CD
Professional Development, online forums
Debriefings, evaluations, surveys 54

55. Success. For Everyone. Professional Development
Teachers gain additional skills:
Successful comprehension strategies
Effective coaching techniques
Structured best-practice models
Reinforce problem-solving abilities
Opportunities to share practices that work

56. Resource Downloads
Some examples of the kind of resources they can access online. All forms on their Resource CD are available, plus new ones every month. L2 can help them customize fliers with their school name or logo.

57. Connecting to Families
Recruitment fliers
Orientation presentations
Permission letters
Program surveys
School posters
Take-home letters
Progress reports
Learning Together programs come with all the tools schools need to build close family/school partnerships. We can provide a whole spectrum of resources to stay in touch with families: review list briefly…
R2 can also be used in family literacy centers -- districts like Montgomery County use family members as tutors.
Coordinator: I was able to communicate with my Hispanic parents even though my Spanish is very limited because I used the orientation PowerPoint in my coordinator kit. I think I’ll have better participation in our after school program because they understand how this program can help their children.
(Recruitment fliers can be customized; posters of reading tips; tutees complete take-home letters at the end of lessons, progress reports may be send at mid-point and end). 57

58. Our Promise to You High expectations Significant gains
Academic results
Rigorous structure
Comprehensive support
Leverage resources
Significant gains
Social, emotional growth
Custom implementation
Fully guaranteed
Sustainable results

59. Learning Together Summary
Rigorous
Sustainable
Replicable
Measurable
How do you make a decision about adopting a new program? That there’s enough value and enough promise to make it a good investment for your district?
**Have participants brainstorm (popcorn out) the qualities they might look for in a program when doing an adoption for their district.
1. Rigorous – L2 is a standards-based curriculum that has been used and improved for more than 20 years. Rigorous curriculum with best practices and higher-order comprehension skills for R2 and critical thinking skills for M2.
2. Sustainable – We have been partnering with schools and operating programs continuously since 1995 in the United States. We find that each year in our partner districts we grow in schools and the number of students being impacted in the program because coordinators become our biggest supporters.
(Cherry Creek started with 3 schools, expanded to all; Montgomery County started with 3 schools, expanded to all, etc.)
Much like Reading Recovery, coordinators and tutors build their own learning community that make successive years easy to implement. build a community.
L2 is less adult intensive, which saves cost over time. L2 requires one coordinator (does not have to be a certified teacher) to oversee up to 30 students (15 pairs of tutors and tutees)
Low cost by using personnel more effectively with cross-age students
Subsequent year costs drop by nearly half because trade book library and math tool kits are durable and reused
3. Replicable- L2 is a flexible program that can be replicated to fit the needs of many different campuses. We serve more than 300 urban, rural and suburban schools district throughout the country. The highly structured, scripted lessons build in fidelity of use. Irving Texas has before, during and after school, with adults and cross-age students, depending on campus needs.
4. Measurable and accountable, with results in the first year – Independent research confirms that tutors gain 2 to 2.5+ grades levels and tutees We do not have our own assessments because we know that schools already have progress monitoring formative reading assessments in place for testing fluency and comprehension and that we do not want to over test and ultimately we want and need to see the results on the summative state assessments like AIMS in AZ, CSAP in CO (KNOW THE ASSESSMENT FOR THE DISTRICT WHERE YOU ARE PRESENTING).
Can mention “Get Ready! Supplement for R2 that helps extend the Grade 3 lessons and get kids familiar with the test.
Remember programs don’t improve student achievement teachers successfully implementing researched based programs improve student achievement.

60. ICLE – Learning Together
Partners in disseminating best-practices to continuously improving schools
Collaborations
research
studies
white papers
pilots in selected model schools
incorporating into school assistance projects
Find out more

61. Would you like to learn more about Learning Together?
Question # 3
Would you like to learn more about Learning Together?

62. How to Learn More? www.learningtogether.com White Paper Consultation
DVD Example
Middle School
Elementary
Log in slide for coordinator website. Point out the bottom left box, Coordinator Community, where they click to go to forum or download areas.

63. Questions and Answers with Julie and Alexandra
This is the end of the presentation portion.
Submit questions at this time and stay on to hear the answers.
If you are logging off, thank you for attending and we will you with follow-up information.
For more information

64. ICLE – Rigor, Relevance and Relationships
Resources
ICLE – Rigor, Relevance and Relationships
Leadership coaching and advisement
Supporting/enhancing the instructional effectiveness/capacity of teachers
Curriculum-standards-assessment alignment
Developing and implementing a school-wide RTI programs
Meeting the needs of ALL learners
Enhancing student engagement
Identifying and addressing your school’s needs
WRD 64

65. October 22-24, 2010 Washington DC
K-12 School Reinvention Symposium
Where Best Practices Meet Next Practices
October 22-24, 2010 Washington DC
EARLY BIRD DISCOUNT!

66. Math Together: Estimated Costs
Number of Tutors
Materials (Including S & H)
(One Coordinator)
Training*
(On-site: divided among schools and/or districts)
Year Two +
(Including S & H)
(Same Coordinator) 5
(10 students total)
$1,620
$500 Phone Training or
$3,350 On-site*
$1,080 10
(20 students total)
$2,941
$2,160 15
(30 students total)
$4,211
$3,240

67. Reading Together: Estimated Costs
Number of Tutors
Materials (Including S & H)
(One Coordinator)
Training*
(On-site: divided among schools and/or districts)
Year Two +
(Including S & H)
(Same Coordinator) 5
(10 students total)
$2,160
$500 Phone Training or
$3,350 On-site*
$789 10
(20 students total)
$3,995
$1,577 15
(30 students total)
$5,831
$2,366