Tutor Record-Keeping and Web viewGoal Setting & Reporting. ... Help students use their skills to learn outside of class ... Current skill book or material level and the last lesson

Literacy Council of Montgomery County, MD Handout #13Rev 2-12-2015

Goal Setting & Reporting

Adults who establish concrete goals and have the opportunity to see that they are making measurable progress toward them are more likely to persist in their studies.1 As a tutor, your focus is to:

Help identify the students’ specific reasons for learning (Purpose) Prepare lessons based on the goal(s) (Relevance) Identify movement toward goal attainment (Progress) Help students use their skills to learn outside of class (Independence) Provide status to the Literacy Council on progress (Reporting)

PurposeIn your student assignment materials you received a blank copy of the Student Learning Goals. Use this sheet as your guide and work with your student to identify specific goals s/he wishes to achieve. Some of these goals may need to be broken into smaller sub-goals as was demonstrated in the video.

As you set goals with your student, remember to keep them SMART Specific Measurable Attainable Relevant Timely--Laddered (a number of small goals, which attained lead to a larger goal)

RelevanceUsing the activities and strategies provided in Handouts #15, 16, and 17 as well as your own ideas, create lessons that are relevant to your student’s needs.

Example: Student says s/he want to improve his/her ability to converse. Tutor and student identify a specific person(s) with whom the student wants to

converse—store clerk, teacher, customer service representative, etc. Tutor identifies vocabulary needed to make this conversation occur and presents

to student. Use drills (Handout #7) to practice. (interim progress) Tutor creates a conversational dialogue (Handout #6). Student practices (interim progress). Student puts conversation into practice (interim progress). Tutor gets feedback from student about their ability to accomplish the activity and

any problems that occurred. Tutor practices problem areas with student. (interim progress)

Student performs activity again. Tutor gets more feedback from student. Student feels competent—goal met!

1 Comings, Parrella and Soricone (1999)

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ProgressIt is important to demonstrate to the student that s/he is making progress toward the goal:

Through class activities—“What did you learn today?” Through external activities—“How did you use your English this week?”

Collect and retain a record of activities completed by the student throughout your tutoring sessions. Show the student his/her earlier work in comparison to his/her current work to demonstrate his/her progress. You can also use your Student Learning Goal sheet and a highlighter to mark the student’s progress toward the goal.

IndependenceProvide or suggest activities the student can do outside of class:

Homework Flash Cards Library visit Internet-based programs LCMC language lab Television

ReportingTutors are required to keep accurate records of their tutoring activity. This information, along with student achievements affirm that the Literacy Council is meeting its mission and provide the basis for continued financial support of our literacy work. Your reports matter!

The following information is required monthly: Number of hours tutored (reported in quarter hour increments--.25, .5, .75 etc) Total number of hours devoted to preparation and travel (combined and

reported in quarter hour increments) Current skill book or material level and the last lesson completed Supplementary materials in use Goals met.

Met goals focus on the specific use of a speaking, reading or writing skill. Examples:

Met Goal – Obtained a jobNot – Looking for a job

Met Goal – Used new vocabulary consistently with teacherNot – Studying new vocabulary

Met Goal – Improved speaking skills in conversation classNot – Joined conversation class

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Met Goal – Spoke with boss to ask to change work scheduleNot – Changing work schedule

Met Goal – Communicated better with neighborNot – Went out to dinner with neighbors

You can report this information in several different ways:

Online Go to our home page (www.literacycouncilmcmd.org) Click on “Tutor Resources.” You will see “Submit your progress report online”

and the option to report for a pair or a group. Click on the appropriate option, complete the information. Click “Submit“.

Email AttachmentIf you are unable to report online, progress reports are available to download either in either Word or .pdf format. Go to our home page (www.literacycouncilmcmd.org) and click on “Tutor Resources.” You will see “Download Pair Form” or “Download Group Form.” Download the appropriate form, save it to your computer and use this template to attach to an email to your coordinator each month.

If you are unable to access our website, ask your coordinator to email you the appropriate form and use it as a template. Complete the form each month and attach it to an email to your coordinator.

TelephoneDon’t have a computer? No problem. We will assign you a Tutor Contact who will call shortly after the end of each month to collect your report information for the month that just ended.

Skill Book Completion & Check UpsCheck Ups are evaluations administered by the tutor at the end of each Skill Book level and are used to assess student progress and identify areas that may need to be reviewed in future lessons.

Periodically look at the Check Up materials (available at the back of your Teacher’s Manual) during your lesson preparation to be sure you understand what items are considered to be priority knowledge and make sure your student is comfortable with these items.

Upon approaching the end of a Skill Book, take some time at each lesson to review a portion of the skills/materials that the student will be tested on in the Check Up. Substantial time may have passed from when you first introduced the concepts being evaluated in the Check Up. Review your notes to identify those areas where your

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student has struggled and take extra time to review. Once you have reviewed all the material, you are ready to formally administer the Check Up.

Check up materials and instructions are available on the LCMC website (http://literacycouncilmcmd.org/tutresources.html) or through your coordinator. Send completed Check Ups to your coordinator who will then mail you a diploma to present to your student.

ReminderRecord your hours on paper regularly. To help you do this, you will find a Tutor Record Sheet (Handout #19) in your workshop packet. Don’t wait until the end of the month to try to remember or estimate your hours.

SupportConcerns? Questions? Problems? Your coordinator can help. If you were assigned a Tutor Contact, they can also help. The LCMC librarian is available to provide you with ideas and resources from the library. Trainers are always available to provide support for tutors.

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Example of Individual Progress Report

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Example of Group Progress Report (first page only)

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Documents

Tutor Record-Keeping and Web viewGoal Setting & Reporting. ... Help students use their skills to learn outside of class ... Current skill book or material level and the last lesson