Transportable tutoring protocol with structured tutor training and supervision¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article concludes the tutoring protocols were transportable across sites and scalable, provided tutors are trained as in the study: tutors receive a full day of training, practice implementing procedures alone and with each other during the subsequent week, conduct a session with a supervisor who provides corrective feedback, study (not read) the tutoring scripts, and meet with fellow tutors and the supervisor every 2-3 weeks to address problems. Fidelity checks sampled audiotaped sessions and found mean percentages of essential lesson points addressed above 98 percent at both sites.

Design Implications¶

Context¶

Requirements¶

• Part-time tutors trained over two full-day sessions with scripted lessons and ongoing supervisor meetings

Constraints¶

• Scaling is conditioned on tutors being trained as done in the present study

Target Learners¶

• Third-grade students with math difficulties

Target Learning Goals¶

• Automatic retrieval of basic math facts

Related Strategies¶

• Intensive trainer-led observation and feedback model for tutoring professional development
• Certify tutors before tutoring begins and provide professional development to supervising school staff
• Train paraprofessional tutors with one initial day of training plus two two-hour booster sessions
• Sustained professional development model combining training days, site visits, observations, and ongoing coaching
• Provide LLI interventionists with 3-day formal training including follow-up on-site coaching

Examples¶

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Key Sources¶

• Powell, S. R., Fuchs, L. S., Fuchs, D., Cirino, P. T., & Fletcher, J. M. (2009). Effects of Fact Retrieval Tutoring on Third-Grade Students with Math Difficulties with and without Reading Difficulties. Learning Disabilities Research & Practice, 24(1), 1-11. https://doi.org/10.1111/j.1540-5826.2008.01272.x