The purpose of this guidance is to provide HEI partners with ideas for how to engage K-12 students more broadly with the HEI community. This list is curated from practices shared by current HEI tutoring programs in local K-12 districts. Depending on the design of your program and your HEI campus, some of these ideas may be more relevant to your context than others.
This continuum is illustrative only and not meant to represent all types of academic programs offered by OST providers.
Use the following flowchart to assess whether your OST programming should offer high-impact tutoring:
While all districts have a unique organizational structure, there are some common terms and job functions to use when seeking opportunities to connect with your local school district personnel.
This Annotation Guide is a complement to the Culturally Responsive and Sustaining Education Facilitator’s Guide designed by NYC’s Culturally Responsive and Sustaining Working Group and in conjunction with New York University’s Metro Center. The Facilitator’s Guide is structured as a series of 10 discussion-based professional learning sessions.
OVERVIEW
Purpose: The purpose of this guidance is to provide out-of-school time (OST) providers with ideas for how to recruit community members to serve as tutors. These ideas are curated from a set of general equity-based recruitment practices as well as current practices shared by OST tutoring programs. Depending on the population of tutors you intend to recruit, some of these ideas may be more relevant to your context than others.
This document outlines costs and funding sources needed to develop and/or grow a high-impact tutoring program during out-of-school time – either within an existing OST program or as a new program. The amount and type of funding needed will be based on the model of your tutoring program. Use this cost calculator and OST High-Impact Tutoring Cost/Funding Tool to understand your projected costs.
Use these ten multiple-choice questions to design your tutoring program’s Model Dimensions. Model Dimensions are the specific design choices a new tutoring program makes at the outset. Each choice you make should have a clear rationale supported by your Landscape Analysis and be made in consultation with your local community, school/district partner(s) and the internal program team.
This resource clarifies the definition of high-impact tutoring and how this definition does and does not align with other types of tutoring programs. This resource also outlines why the difference in each definition is important to consider for OST providers, and how this clarity can support OST staff, families, caregivers, and students with navigating academic resources based on individual student needs.