A profile of a Community After School Tutorial Success Program: A community and volunteer effort

Ohio Reading Teacher, Summer 2002 by Jackson, Jacqueline L, Hosch, Rita M

Over time, the program has worked to meet the needs of a diverse demographic population which includes students of Asian, Middle Eastern, African-American, and European-American backgrounds. A large percentage of our students are disadvantaged socioeconomically, as indicated by the high percentage of them who receive free breakfast and lunch. Cultural sensitivity training is given to all CASTSP volunteers, participants, and families. External funds are used to provide educational supplies for home, school, and tutoring. A program newsletter is distributed to increase the level of communication with parents and schools.

Program Goals

Research findings have shown that about 35% of school age children who are unsupervised after school are more likely to participate in the use of alcohol, drugs, and tobacco. These children exhibit substantially higher risk for truancy, risk-taking behavior, and poor grades (Dryfoos, J. G., 1998). Children who are presented with safe and engaging after school opportunities have a better chance of learning. In accordance with these research findings, the co-founders and a paid evaluator established the following goals:

1. Administer standardized tests and informal reading inventories in order to develop appropriate grade level lessons using trade books.

2. Provide a safe, supervised academic environment by requiring parents to sign in and sign out the students in a secure building.

3. Increase students' academic confidence by using high interest materials (poetry, sports, biographies, and multicultural literature).

4. Improve students' social skills by providing community mentors and motivational speakers (principals, police, fireman, and industry representatives).

5. Increase parent and child communication through a) parent signatures on homework assignments; b) homework supplies; c) books sent home to share; d) parent/child programs and activities; e) regularly scheduled family night and; f) parent workshops.

Recently, these additional goals have been created to reach parents:

a. Newsletters are mailed to homes ("What's happening?").

b. Skill program sheets are sent home as examples of the instruction students receive.

c. Practice trade book tests are sent home to increase test-taking skills.

d. Parents are invited to share their talents, foods, and unique cultures.

Daily Program Activities

Students, parents and volunteers arrive in the Youth Room and sign in. In the last two years, the program director has required parents to sign their children in and out to meet the safety measures required by law and church officials. Students take a seat and prepare for tutoring as follows:

a. Sustained Silent Reading (SSR)

b. Complete homework assignments

c. Sustained Silent Writing (SSW)

d. Participate in storytelling or read-alouds directed by adults

Once it is acknowledged that students and tutors are present, everyone (including adults) join in a community circle for opening prayer, often led by a student or volunteer. Following the prayer, tutors are assigned to students in the following ways: