Volunteer Mid-South Academy Tutoring Project Memphis Academy of Health Sciences .

1. Volunteer Mid-SouthAcademy Tutoring Project Memphis Academy of Health Sciences. Marilyn.Rabinowitz

2. Project Goals Help new charter schools develop the capacity to support an effective volunteer tutoring program. Recruit and train volunteers to provide one-on-one/small group tutoring to students in reading and math.

3. History of the Program • 1990’s Volunteer Memphis (VM) developed the “Raising Readers” program- brought volunteers into Memphis City Schools (MCS) to read to elementary students • 2001 –This program expanded to become the Our Children Our Future Tutoring Program-managed by MCS • December 2003 - Hyde Foundation asked VM to bring tutoring program to two new schools - MAHS and KIPP Academy • January 2004 - Program started - MAHS an L shaped wing in Caldwell - Volunteers tutored in the hallways –Beth Stayton served as 7th teacher and tutor coordinator. • Recruited a total of 10 reading tutors, provided support to 15 students.

4. History of the Program • 2005-2006 - Added middle school math tutoring at MAHS and KIPP and elementary reading tutoring program at Southern Avenue Charter School. • 2006-2007 - Added STAR Academy and Circles of Success Learning Academy • 2008-2009 –Served two middle schools, three elementary schools Tutored elementary and middle school math, pre-algebra, algebra and reading, creative writing and science • Recruited and trained 125 new volunteers ( plus 25 returning tutors ) More than 225 students received tutoring support. Of those, 30+ tutors served more than 65 MAHS students.

5. How it works! • VM recruits, trains and background checks each volunteer • Volunteers receive intro to volunteering + specialized training (in reading or math) and tutor manuals • Volunteers can provide “one-on-one” or small group tutoring • Must tutor at least one hour a week for the school year • Record their service hours and provide notes on what was covered in the session • Notify school if they expect to miss a session or leave the program • VM works with volunteers and school during the year to make sure things work smoothly

6. School Leaders’ Responsibilities • Enthusiastically endorse the program • Work with VM to build a structure to support tutors • Identify staff member to serve as tutor site coordinator • Provide tutoring rooms and additional resources when possible • Schedule events to show appreciation for tutors

7. Faculty and Staff Responsibilities • Identify and prioritize students needing tutoring (VM recommends students scoring in 25-49 percentile) • Obtain parental permission for each student to participate in the program • Match students with tutors • Identify a back-up student in case the regular student is not available • Provide information to tutor on the student’s academic needs • Provide feedback to tutor when possible • Alert tutor to changes in schedule

8. Who are our tutors? Doctors, lawyers, retired teachers…

9. Who are our tutors? Scientists, College students, scientific researchers, and bankers…

10. Who are our tutors? Our volunteers are talented, dedicated, successful people who want to make a difference in the life of a child.

11. Profile of MAHS tutors • Roughly 50% men 50% women • Range in age from 18-75 • Represent 20 different zip codes • 1/3 returning tutors – 2/3 new tutors • 2/3 math tutors – 1/3 reading tutors • 97% are currently in college or have completed some college • 44% have 4 year degrees • 22% have graduate/professional degrees

12. Tutor’s Perspective – Why do they tutor? • Love working with kids • Want to be a positive influence • Share their love of reading or math • Want to make a difference in community • Interested in teaching • Work-study or scholarship requirements

13. Tutor’s Perspective • Many have demanding jobs and busy schedules, but manage to make time for tutoring • Their time is limited – want to be effective • Want to focus each session on the student’s individual needs -don’t want to figure that out over several sessions • Their primary investment is in the student – then the school • Bond very quickly - look forward to seeing the student each week • Disappointed if student is not available or session is cancelled due to last minute schedule changes • If that happens frequently…you lose them

14. Tutor Perspective • Respect and admire teachers- you know child’s academic strengths and weaknesses. • Team players -want to support your goals for the students • Don’t want to intrude on teacher’s limited free time- or be a nuisance • Want focus - “what do you want me to work on” to help this student succeed • Say they like data and statistics – but they really want to talk to the teacher • Want feedback – “how did my student do on last week’s test” • Looking for best practices, shortcuts, teaching tips, websites, worksheets, games

15. Tutor Wish List – Focus Group Results # 1 More Communication - with Teacher • Tell me a little bit about this student (personality, learning style, new to MAHS…) • What specifically should I be working on? • Should I reinforce what is going on in class – or go back an teach missing skills? Top 10 weak areas? • Do you want me to use specific materials, worksheets, texts? • Can I get a “heads-up” on what I should cover? • Feedback during the year – test results • Can you share some key techniques? • How do I handle child’s negative attitude to tutoring? • Am I helping? How can I do a better job?

16. Tutor Wish List #2 More Communication -with School MAHS has most “flexible” schedule (Good for school – bad for tutors) • Alert site-coordinator to changes in schedule • Give tutors frequent reminders of testing schedules, holidays, special events • Try to minimize number of times a tutoring session has to be cancelled • Identify alternate students to work with tutor if usual student is out • Follow-up if tutor misses a session

17. Tutor Wish List #3 More resources- contribute to the tutor room • Level appropriate books, reading materials/hand outs • Number lines, white boards, math games, manipulatives, vocabulary • Access to computers - good web-sites • Tips for changing pace of session • Ways to make it more fun • Rewards – uniform pass

18. Next steps • Working on quick and easy ways to improve communication – minimize burden on teacher • Have 2009-2010 schedule – send reminders and newsletters • Face Book Page and Google Group for each school-tutors invited – teachers? • Share email addresses? • Initial meeting with teacher/tutor? • Folder with profile – test summary? • Times teacher might be available for quick consult? • Tutor/teacher group chats?

19. Next Steps • Working on improving tutoring rooms • Organizing existing materials • Ordering some games and supplies • Storing assortment of books from First Book – given to students during the year • Installing a computer • Recruiting for 2009-2010

20. We want your ideas on ways to take the tutoring program to the next level. • Marilyn Rabinowitz – Program Director mrabinowitz@volunteermidsouth.org - (901) 523-2425 ext. 203 • Ms. Merry Anderson is MAHS Site Coordinator • Ms. Biles, Mr. Weathers and Ms. Stayton and are key members of the team • Deke Iglehart and Steve Brown are highly experienced tutors • Face Book site is Volunteer Mid-South Academy Tutoring Project

21. Academy Tutoring Project Volunteer Tutors • Tutors want to be part of the team- part of the MAHS family • They are a valuable resource - offer strong academic skills and a confidence boost for the student. • They often bring additional resources to the school. • They become staunch advocates in the community for MAHS and charter schools. • They – like you - are all about the kids!

22. Volunteer Mid-South Academy Tutoring Project