| Well-planned
and implemented early intervention programs are successful in improving
the achievement of students at risk of failure. Without appropriate
intervention, these students are likely to develop less favorable
attitudes about school and to fall further and further behind their
on-grade peers.
Learning Together allows districts to identify and impact at-risk subgroups – and moving just a few of these students to proficiency can raise whole school performance! Reading Together and Math Together have helped schools across the country meet and exceed their performance goals.
Who are the tutees?
Tutees
are selected based on local and state assessments and on teacher
recommendations. Students may be in grades two through middle school
and are able to decode, but not necessarily comprehend. They may be
struggling with reading fluency and comprehension and/or critical
thinking and math problem-solving skills. Tutees benefiting most from
Learning Together may be:
- Below proficient in reading fluency and comprehension and/or math problem-solving skills
- Intermediate and advanced English language learners
- Mild to moderate learning disabled students (IEPs or 504s)
Who are the tutors?
Tutors
come from a variety of school and local resources. They must read at a
fourth-grade level, demonstrate a desire to help youth, and commit to
completing the program. Select the tutor model that fits your campus or
community needs:
- Cross-age tutors: Older students who may themselves be struggling with reading or math or high-achieving students both make excellent tutors.
- Adult mentors:
Tap into community volunteers (family members, corporate volunteers,
high school or college students) or school resources (student teachers,
paraprofessionals, retired teachers).
Mentoring is a win-win for everyone.
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