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Welcome to �Forward Scholars �New Tutor Training!

Wednesday, August 28 10:30 - 3:00 OR

Thursday, August 29 8:00 - 12:30

Wifi Password: Tosapres2015

Reminder:

Barbee, Cass Street, Forest Home, Siefert — Monday & Wednesday Tutoring

Bryant, Greenfield, Maple Tree, Stuart, 95th Street — Tuesday & Thursday Tutoring

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Goals for Today�(Learning Targets)

Procedures/Schedule overview
Feel comfortable building a relationship with your student(s) recognizing unconscious bias, using growth mindset and powerful praise
Learn lesson components and ask questions about what you don’t understand yet

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Forward Scholars

Leadership

Dr. Carrie Streiff-Stuessy

Executive Director

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Forward Scholars

Support Staff

Melissa Rios �Family & Community Relations Coordinator

Bounrod Xiong

Development Manager

Elizabeth Miller

Administrative Assistant

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Forward Scholars

Site Coordinators

Moving forward, your school's Site Coordinator

is your contact person.

Please do not contact school office staff!

Katie Kison �Site Coordinator

MacKenzie Menefee �Site Coordinator

Lynnae Ortiz�Site Coordinator

Melody Ratney �Site Coordinator

Bounrod Xiong�Site Coordinator

Katie Newhart Site Coordinator

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Forward Scholars

Board of Directors

Jennifer O’Hear

Common Ground

Kristi Davis

Community Volunteer

Willie Jude

Community Volunteer

Sharon Spencer

Community Volunteer

Jim Guckenberg

Baird

Helen Harris

Community Volunteer

Molly Shiffler

Community Volunteer

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Chain of Communication

Should you have a site-related issue please, contact your Site Coordinator directly
Your Site Coordinator will reach out to appropriate school staff or Dr. Streiff-Stuessy if further action is needed

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Procedures/Schedule

Tutors will receive a link to complete a background check after completing training. Please complete it ASAP.
Tutors will receive a school placement and Site Coordinator contact information
SESSION START DATE: TBD

Your specific time will be provided by your Site Coordinator in the coming weeks
First tutoring session: Relationship Building Lesson

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Procedures/Schedule: Calendar

You received the tutoring calendars via email with session dates for the school year (Oct - May)

Please note the dates in purple are full make-up tutoring days for days students are not in attendance

One change for T/Th schools
Two changes for M/W schools

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Procedures/Schedule: Absences

Pre-planned - Please let Elizabeth Miller, administrative assistant, know of any pre-planned absences ASAP via the Tutor Absences Google Form
Emergency absences - less than 24 hours in advance should be communicated directly to your Site Coordinator
Make up sessions are held on Fridays – please consider helping with these when you are available

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Tutor Absence Google Form

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Procedures/Schedule: Session

Each session is just over one hour:

	sign in the office upon arrival
5 mins	tutor lesson review (official session start time)
5 mins	student pick up, relationship building
45 mins	1:1 lesson with student
10 mins	written progress notes
	sign out of the office before departure

*please wear your Forward Scholars shirt or get a badge from the office

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Procedures/Schedule:

School Closures & Session Cancellations

In the case of unforeseen school closures or last minute cancellations, look for communication via email from Forward Scholars staff
Make-up sessions may take place on Friday to still allow for two tutoring sessions a week
Please check your emails regularly prior to each session!

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Relationship Building�Kids want to feel safe, valued, and cared for...

Value Care	How do we do this? Let's check out this article.

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Relationship Building Article

Article was sent via email:

Had a chance to read it?

Take 30 seconds to discuss the key points with a partner(s).

Didn’t read it yet?

Start with paragraph 4

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Time to Talk!

Turn and Talk

Discuss your main takeaways from each section of the article with your tablemates

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Relationship Building:�Ways to provide safety, value, and care

Encouragement in the form of praise helps students build confidence and cultivates strong learners
Ask students what work made them proud today
Provide redirection and corrections in a positive way
Names are important

Take time to find out/how to pronounce the name of your student
Tell them what you'd like to be called (Ms. Mary, Mr. K.)

Melody- 3 minutes

*Building motivation/ encouragement: Presenter gives example of how adults can encourage students to be proud of their own progress and be motivated to make progress for themselves. (Handwriting at start of year: After several sessions working on specific letters with handwriting chart on table, tutor asks student which letter they formed well/ proud about and then which letter student is still working to form correctly and would like to practice again.)

*Redirection & corrections: if you need to correct an error, sandwich it with a positive message. (Give example.)

*Instead to telling the student you are proud of them, put the ownership on the student: “What work did you do during this session that made you proud?”

*Names: don’t be afraid to do multiple introductions over the first few sessions to make sure the student knows your name. They might not remember after the first.

Feedback for future years:

Let’s allow opportunities for the tutors to chime in about their key takeaways
Great work providing examples of each bullet point

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Relationship Building:�Ways to provide safety, value, and care

Positive relationships help students be receptive to new learning

Learn their interests/what matters to them
Listen intentionally

Create a safe space for learning

Calmness and patience are key
Every day is a new day
Celebrate mistakes (Embrace this mindset for your student and yourself)

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Relationship Building: �Tutoring Lesson #1

Bring an “All About Me Bag”

Brown paper bag with 4 or 5 items that show something about you
Student pulls out each item one-by-one
You explain, “This item is important to me because…”

Ask student, “What would you put in the bag? Why would you put that in the bag? What is important to you?”
My Tutor and Me: student writes own name and draws picture
Student chooses book & Tutor reads

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Relationship Building:

Student Confidentiality �

Do

Celebrate successes & learning
Share your experience as a tutor with others, but only use your student’s first name
Speak to your Site Coordinator immediately if a student discloses anything concerning

Don’t

Take pictures of students or with students
Make assumptions based on what a student shares with you
Share student data or information with anyone other than your student

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Powerful Praise

Why is it important?

Authentic praise must be connected to a process, rather than student intelligence (Dweck, 2007)

Example:

Instead of:

"Great job reading that page. You're so smart!"

Change it to:

"You did a great job recognizing words that belong in the –at family."

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Powerful Praise

Instead of "I" statements,

reframe with "You"

Example: Instead of: "I like how you used the first letter to sound out the word."

Change it to:

"You used the first letter to help sound out the word. You must feel proud of yourself!"

Correction can be given

in a positive manner:

Example: Instead of:

“No, this is the letter ‘b’....”

Change it to:

"Thanks for trying! That is actually the letter ‘b’, so this word is bat."

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Growth Mindset & the Power of Yet�

A growth mindset means a person believes that their abilities and intelligence can be improved through effort, learning, and persistence (Dweck, 2006)

The power of yet gives hope that something can be accomplished no matter how challenging it may initially seem

Katie N - 1 minute

*Two fold- tutors need to have a growth mindset for themselves and their own learning and then they need to have an extended mindset for their students learning

These two sections transition well to our next topic because the way we speak to ourselves and to our students can have a huge impact on mindsets. Research has found that people tend to have one of two beliefs about intelligence. The first belief is called a fixed mindset. This means they believe that what they know is what they know. Their intelligence will not change or grow. On the other hand, some people believe in a growth mindset, meaning that they think of their brain as a muscle that they can strengthen and grow. It is important to help our students and ourselves build that growth mindset. One way we can do this is through the language we use. We want to emphasize that power of yet. Having a growth mindset can impact motivation, encourage people to ask for help, respond to challenges well, and so on.�

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Fixed Mindset vs. Growth Mindset

Matching Activity:

Fixed mindset statements with

Growth mindset statements

Katie K - 4 mins - During the recording, skip this slide, and move to the next to provide examples.

We are going to dive a little deeper into the two mindsets by thinking about an example or two of a fixed vs. growth mindset in our program.

A student with a fixed mindset would say...vs. A growth would say… What did growth mindset look like, sound like, or feel like in the tutoring lab?

Activity- 3 mins Now that we have shared a couple examples, let's interact with some statements that we may hear. You are going to work with your group for a few minutes to complete an activity with a partner at your tables. Forward Scholars staff will make sure each table has sets of phrases on strips of paper (hold up sample).

The light print sentences are all examples of fixed mindset statements.

You and your table will read an light print statement on one of the strips of paper. Let’s get all the light print strips of paper put together in one pile right now.

Then, you and your partner will work together to find a bold print statement that would be an example of a growth mindset statement to use in the tutoring lab instead.

Put the matches together on the table. (Give 3 minutes for groups to work on the matches.)

DAY 2 FEEDBACK:

Site coordinators’ conscious effort to engage with tables in conversation brought on plenty of good conversations and laughter
Time taken to ask “How many mins?” creates hesitations/lack of clarity–have this pre-planned

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I MADE A MISTAKE MISTAKES HELP YOU DO IT BETTER NEXT TIME

I’M NOT GOOD AT THIS YOU CAN GET GOOD AT IT WITH EFFORT & PRACTICE

THIS IS TOO HARD THINGS CAN BE HARD BEFORE IT IS EASY

Fixed Mindset vs. Growth Mindset

IT’S GOOD ENOUGH THE MORE YOU DO IT, THE BETTER YOU’LL GET AT IT

THEY ARE SMARTER THAN ME YOU GET SMARTER BY LEARNING MORE ABOUT IT

2 minutes - Katie N (CLICK TO MAKE EACH STATEMENT APPEAR FOR TUTORS TO READ DURING RECORDED SESSION -OR- TO “CHECK” THEIR WORK IN THE LIVE TRAINING SESSION)

Fri Recording:

Read the fixed vs growth mindset statements.

In person:

Let’s go over the fixed mindset vs. growth mindset matches that you just completed.

Both:

To wrap up this discussion, let’s also think about how we can bring in the growth mindset into our own work as tutor. We sometimes have fixed mindsets as well. If this thought crossed your mind, "I haven't worked with kids in a long time and I don't know how to connect with them," how could you rephrase that so it exemplifies a growth mindset? (Pause the training and think).

Here is a possible way to rephrase. To the tutor or student you could say, "It may feel really hard right now, but we will work together each week and get stronger." To yourself you could say, "I may not feel connected with them YET, but I am going to try each and every session to get to know them." I hope after this exercise that you feel more confident with growth mindset and the power of yet.

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IT’S BREAK TIME!

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Lesson Components:�

Lesson plan components:

Rereading
Word Work & Phonics
Writing
New Reading

All lesson plans and materials will be prepared by the SC ahead of time
Site Coordinator will prompt tutors when time to move on to the next section

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Example Lesson Plan

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Rereading Word/Letter Cards & Text

Main Objective: Students will reread books and words

they have read previously to increase fluency and confidence

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Rereading Word/Letter Cards & Text

Main Objective: Students will reread books and words

they have read previously to increase fluency and confidence

Take cards off ring and shuffle
Quick pace (“not yet” is totally ok!)
Practice (two finger trace - (t)ouch, (s)ound)
Checkmarks go on WHILE student starts reading

Note for Growth:

Replace “I like how you…” statements

with “Look how YOU…” statements

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Alphabet Chart:�Correct Phoneme Pronunciation�Main Objective: Students will quickly review letter recognition

and the proper pronunciation of phonemes

Let’s try it!

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Word Sort

Main Objective: Students will be able to say/read

and sort words based on phonics patterns

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Word Sort�Key Takeaways

Words/pictures in front of student
Student reads words independently & moves them
**Note for Growth: Student should do the pointing and reading as often as possible, and repeating when support is needed
“How did you know…?” (Question to use frequently!)
Focus is on phonics and decoding words

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Phoneme Grapheme Mapping:

Main Objective: Students will spell words by breaking each word

down into its individual phonemes (sounds)

Growth Mindset in Action!

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Let’s Practice!�Phoneme (sound) Grapheme (print) Mapping

Practice with me

Put down pencil
Say it
Tap it/Touch spell (non-dominant hand—usually left)
Pick up pencil
Map it
Graph it
Write it

Practice: Phoneme Grapheme Mapping sheet & pencil

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Sentence Writing:

C.A.P.S.

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C.A.P.S.

grammar checklist

Let your student write the sentence in its entirety FIRST
Use each C.A.P.S. step to talk about the sentence with the student using positive correcting (tutor circles mistakes)
Have your student rewrite the sentence with corrections
If sight words are being used in the sentence, let the student see the word card if they do not know it yet

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My Kiddo is Stuck!

What should I do?? (See Appendix W: handout)

*The main objective is to allow the student to reach the outcome on their own.

Don’t say anything. Really! Give think time. Praise attempts.
When reading: Does that make sense? What’s the beginning sound?, etc.
When reading sight words: Generally trying the first sound can help; otherwise if they don’t know it, tell them the word
When spelling: Does that look right? Let’s use our sound hand to count out the spelling, etc.
When writing (C.A.P.S): Did you earn your 5 stars?

Lynnae - 10 mins

Throughout your sessions you are going to come across times where your student feels stuck. And that's okay! We will discuss a few ways we can help them. When a student needs help with words, please refer to appendix w (which was sent with this presentation).

Don't say anything. Give them time to see if they can work through the struggle or self-correct. I know it may be tempting to jump in right away, but give them time.
Next, you can prompt them with questions. Can you try that word again? OR Something isn't right, can you fix it? Sometimes all students need is that simple question for them to realize that error.
You can also prompt students to remember specific (developmental level) strategies they have learned. For example, you could draw attention to the letters in the word and ask them to say the sounds. If they are still struggling, you could use context to make sense of the word and ask, "What would make sense here?" Finally, you can give the word. For example, you can point at the word and slide your figure under the word as you say it out loud. Make sure to have them repeat the word with you. One thing to note about the handout. It says to look at the picture to help make sense of the word, but we want to avoid using pictures as context because we want students to build other strategies to determine difficult words.
Once the correction has been made, make sure to revisit the word after reading. Ask the students how they figured it out. This can help solidify the word for the child.
Powerful praise!

Many questions here–especially about

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Goals for Today�(Learning Targets)

Procedures/Schedule overview
Feel comfortable building a relationship with your student(s) recognizing unconscious bias, using growth mindset and powerful praise
Learn lesson components and ask questions about what you don’t understand yet

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Chain of Communication

Should you have a site-related issue please, contact your Site Coordinator directly
Your Site Coordinator will reach out to appropriate school staff or Dr. Streiff-Stuessy if further action is needed

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Thank you for coming!

Limited t-shirt(s)available:

$10 each cash/check to Forward Scholars
Order form will follow

Take a treat!

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WHAT WE WILL NEED:

SEND AHEAD:
Relationship Building Article–no copies available–bring own or have digital access
Tutor Calendar - M/W Tutor Calendar 24-25

T/TH Tutor Calendar 24-25

Appendix W
SEND AFTER WITH VIDEO:
Relationship Building Article
Tutor Calendar - M/W Tutor Calendar 24-25
T/TH Tutor Calendar 24-25
Appendix W
Sample Lesson Plan
Video links and passwords
Alphabet chart
Phoneme Grapheme Mapping Steps
CAPS Checklist
Unconscious Bias resource

Materials:

Name tags & Sharpies (Carrie)
Sets of fixed vs. Growth Mindset phrases (cut slips of paper/ per partners) (Katie K)
Sign in sheets for individual tables (Melissa)
"All About Me" Bag (MacKenzie)
Phoneme grapheme mapping paper (Carrie)
Pencils (Borrow from church) (Carrie)
My Kiddo is Stuck (Appendix W) Copies (Carrie)
Chocolates (Carrie) & Note (Katie N)

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FAQ & Feedback from 2024-2025

include a slide next year about regular vs. substitute tutors and tutees