1. Partners for Success: A Model for Tutoring Programs

2. Duke University Program in Education Trip Stallings Renee Haston David Malone Brett Jones

3. The Problems Many capable children do not succeed on EOG tests.Many capable children do not succeed on EOG tests. Teachers seldom have the time and resources to effectively work with tutors.Teachers seldom have the time and resources to effectively work with tutors. Training of college student tutors is typically insufficient.Training of college student tutors is typically insufficient. College students do not connect theory (class concepts) to practice (tutoring sessions).College students do not connect theory (class concepts) to practice (tutoring sessions).

4. Partners for Success A Duke-Durham Schools Collaborative Initiative

5. Goals of the Program Work with low-achieving 4th & 5th graders to raise EOG scores in reading and math. Transform children’s attitudes about learning, school, and life. Create a reproducible research-based model. Provide a transformative service learning experience for college students. Close the gap between college and community.

6. Organizational Chart

7. Who do we work with? 4 Schools Over 20 Teachers Over 150 Duke Students Over 100 Elementary Students

8. The Service Learning Experience Undergraduates tutor low-performing 4th and 5th grade students. 2 times a week for 1 hour for a total of 18 sessions. Participate in ongoing reflection and training. Undergraduates connect academic course work to practical experience.

9. Snapshot of the Children

10. Features of the Model Genuine partnership between college and community Lessons created by educators expressly for tutors to use, based on EOGs and SCOS Tutor reflection and weekly feedback from peers, facilitators, and faculty Extensive, ongoing, and multi-dimensional training of tutors

11. Benchmark Child: Jeff Huffman EOG test from Grade 4: Level 2 Benchmark for 1st quarter, Grade 5 Obj. 2.7 : 1 of 4 = 25%

13. Focus on Achievement Teaching tutors to teach tutees

14. As a tutor you need to: Recognize that your child’s mind is not an empty vessel to be filled, but an active meaning maker. Help your child link new knowledge to prior knowledge.

15. As a tutor you need to: Model thinking strategies and help your child learn how to learn. Show, don’t tell. Engage in collaborative discourse; ask your child to put thoughts in his/her own words. Attend to emotional/affective factors that act as cognitive filters and impact learning.

16. Samples of Student Work Think, pair, share. Step 1: Analyze the child’s work and write how it illustrates strategic thinking processes. Step 2: Share your written comments with a partner. Step 3: Whole group share.

17. Focus on Self Teaching tutors how to motivate tutees and transform tutees’ attitudes about school and life

18. Create an environment in which the tutee can succeed.  Consider the task difficulty (tutee's ability should match the challenge presented).  Set goals that are attainable.  Establish high expectations.  Allow tutee to take risks (show that mistakes are part of the learning process).

19. Focus on tutee's effort, not on her or his ability.  Attribute successes to increased effort  Attribute failures to lack of effort as opposed to lack of ability.

20. Focus on your interpersonal relationship with your tutee.  Show care, understanding, sympathy, and interest in tutee.  Be willing to dedicate resources (be on time, come to all sessions, provide emotional support, be energetic).

21. Results EOG Performance Observations from Tutors

22. Data Tracking

23. 1999-2000 Growth

24. Observations from Tutors As the EOG tests approach and my tutoring sessions come to an end, I can only wonder if Maya’s scores will improve as a result of our work together. Unfortunately, I am not sure if I successfully “taught the test” during the past semester, and although this could have a negative effect on Maya in the short-run, I feel as if it will ultimately benefit her in the future. Looking back on the past few months, I realize that I have helped Maya to become a more confident and eager learner, which I believe has more beneficial long-term effects than simply teacher her how to take a standardized test.

25. Observations from Tutors “Devon may do no better on his EOGs than he did before I began to tutor him, but I have gauged his progress during our sessions and I have seen evidence of his becoming a stronger, more confident, and more motivated person.”

26. Observations from Tutors “The most compelling evidence for her growth as a student would be the more active role she is taking in her education -- she now realizes there is some choice involved and that she is the one in control.” “Regardless of the result of any EOG test, I know that Lisa has grown tremendously during this semester, academically, socially, and personally.”

27. What are our tutors saying about their experience? “Before the class, I was thinking of groups of children. Now I know the most important thing is focusing on one child.” “I have learned just as much from my tutee as she has from me.”

28. What makes PFS distinctive? Tailor-made collection of prepared lessons, tied to SCOS Ongoing training, including:  EOG and SCOS training  Training that addresses issues of achievement and of self Reflection (individual and group) On-site, weekly feedback Strong association between course content and tutoring experience Emphasis on individualization of instruction

29. Ways to Improve PFS Require more tutoring sessions (16 per semester) Limit tutoring to only one subject (reading or math) Identify other ways to measure tutee growth

30. Conclusions It is possible to design a program that is win-win We can close the achievement gap by closing the gaps between:  colleges and communities  theory and practice  thought and action Together, we can close the achievement gap

31. Questions & Discussion