Purpose: These examples support the development of effective data review routines within tutoring programs by illustrating how to organize data collection, clarify roles and responsibilities, and structure regular reflection cycles. By adopting these models, organizations can improve instructional decision-making, strengthen stakeholder communication, and build a culture of continuous improvement.
Example: Delineating Data Review Responsibilities
This example is not exhaustive but briefly references programs looking to build their data review protocols.
| Type of Data | Who reviews this data? | When will they review this data? | How will this data be used? | Who will be informed? |
| Baseline Data Assessments |
| Within one week of administration | To determine who will be eligible for tutoring | School Administrators |
| Session Assessments |
| At the end of each tutoring session | To determine student mastery of session content and tailor subsequent tutoring sessions |
|
| Quarterly Surveys from Parents, Students, Teachers and Stakeholders |
| Within one week of the survey closing | To incorporate feedback and improve sessions/collaboration with stakeholders |
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| End of Program Student Assessments and Survey Data from All Stakeholders |
| Within one week of assessments | To evaluate the achievement of program goals |
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Example: Program-Wide Data Review Routine (Calendar)
- Week 1: Data Collection
- Conduct student academic assessments.
- Administer satisfaction surveys for all stakeholders.
- Week 2: School Site Review
- School teams analyze data, set the following steps, and communicate findings.
- Week 3: Central Program Review
- Central staff repeat the process at a program-wide level.
Scalability: If the program expands, additional review weeks can be added at higher organizational levels, maintaining a consistent, iterative structure.
| Monthly Review Calendar | |||
| Monday | Wednesday | Friday | |
| Week 1 | Students take quarterly assessments, and all stakeholders (students, parents, teachers, and school administrators) complete the surveys. | ||
| Week 2 | Data analysis is compiled for each school site. | Data Reflection Meeting: The school site team (tutor, teacher, site administrator) reviews the data and delineates the next steps. | A summary of the data and the next steps are communicated to students, parents, and school administrators at the school site. Goal setting with students and families |
| Week 3 | Program-wide data analysis is rolled up, including data disaggregated by demographics. | Review program-wide data, including tutor data, at the organizational level and delineate the next steps. | Summary of data and next steps are communicated to students, parents, school administrators at the school site, and organizational stakeholders (leadership team, etc). |
Examples: Tutors’ Data Review Routines (Overviews)
Regular Reviews Include:
- Student Data – Tracks progress and informs instruction
- Additional Feedback – Varies by program type but may include surveys, observations, or assessments
| School-Based with Paraprofessionals | Tutors, a school administrator, and the site director review the weekly student data and plan sessions. |
| School-Based with Volunteers | Teachers or site staff analyze data, set action steps, and guide volunteers on targeted skills. |
| Virtual Tutoring | Digital platforms capture and analyze student data, providing tutors with direct session-focus recommendations. |