For every student in your school, there is a community of people that support the success of that student. From families and caregivers, to teachers, to principals, to content leaders, there are many with a role to play in decision-making for a student’s learning. Ensuring that the strategies and decisions for students are aligned and make genuine impact is no easy feat. That is why creating goals that give everyone a clear vision for a path forward is essential before implementing your high-impact tutoring program. Section 2.2 provides assistance with insight into the local context and the creation of clear, measurable academic goals to develop a framework that demonstrates progress and success to stakeholders.
| BEFORE YOU BEGIN |
To set meaningful, measurable goals for your tutoring program, ensure you have completed the following tasks:
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| LOCAL CONTEXT | |
| Key Recommendations | Corresponding Resources |
| One-Pager: How to Use Student Data to Improve K-12 Tutoring |
| Example: Examples of Data Collection Tools |
| CLEAR AND MEASURABLE ACADEMIC GOALS | |
| Key Recommendations | Corresponding Resources |
| Toolkit: DATAS Toolkit from Accelerate |
| Reflection Guide: Tutoring Program Goal Setting (Word Document Available) Example: Tutoring Program Example Goals |
| Reading: Recommended Student Metrics for High-Impact Tutoring |
| PLANNING FOR THE LONG TERM |
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| Tutoring Quality Standards and Self-Assessment Indicators | |
| Take the free, 15-minute, and research-based Local Education Agency (LEA) Self-Assessment. This subsection addresses these tutoring quality standards and Self-Assessment indicators. | |
| Cohesion Program Design | The program is designed to successfully meet the needs of the community it serves. |
6d.2 | A set of program/organizational goals 6d.3 | A system for regularly informing stakeholders about the program’s/ organization’s mission, vision, goals and progress | |
| Data Use Program Effectiveness and Improvement | The program has demonstrated a commitment to understanding overall program effectiveness and processes for ongoing improvement. |
2a.1 | Clearly defined performance measures that define success metrics with progress monitoring indicators 2a.2 | Clearly defined performance expectations that define benchmarks (directly aligned with Performance Measures) to be achieved by a certain date | |
| Data Use Formative Assessment | The program provides tutors with support to collect, analyze, and use formative assessment data to inform design of future sessions. |
2b.1 | Formative assessments aligned with the tutoring instructional program or integrated with the school’s assessment framework 2b.2 | System and expectations for collecting formative assessment data during sessions 2b.3 | Dedicated meeting time for tutors and coaches to analyze formative data 2b.4 | Data-analysis tools/protocols to support tutors in analyzing formative assessment data, identifying trends or across student groups (race, gender, IEP status, home language, and other important indicators), and making instructional decisions to provide personalized support for students | |
| Data Use Student Progress Measure | The program has a system for measuring individual student progress over time and responding to those results; measures of progress include both academic growth and adaptive indicators (i.e., student engagement; student confidence). |
2c.1 | Identified goals for individual academic achievement aligned with program measures or integrated with the school’s summative assessments 2c.2 | Identified metrics for individual non-academic achievement aligned with program measures or integrated with the school’s summative assessments | |