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| Targeting students impacts whole-school performance |
| Well-planned and implemented early intervention programs are successful in improving the achievement of students at risk of failure. Without appropriate intervention, these students are more likely to develop less favorable attitudes about school and most likely to fall further and further behind their on-grade peers. With Learning Together, districts can target at-risk subgroups, raise their academic achievement and therefore raise whole-school performance. Learning Together has been effective in helping schools meet and exceed performance goals. |
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| Who are the tutees? |
| Tutees are selected based on local and state assessments and on teacher recommendations. Students may be in grades two through middle school and are able to decode, but not necessarily comprehend. They may be struggling with reading fluency and comprehension and/or critical thinking and math problem-solving skills. Tutees who benefit most from Learning Together may be: |
- Below proficient in reading fluency and comprehension and/or math problem-solving skills
- Intermediate and advanced English language learners
- Mild to moderate learning disabled students (IEPs or 504s)
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| Who are the cross-age tutors? |
| Below-proficient students reap great benefits as Learning Together tutors. The training they receive helps these students reinforce their own skills and learn to apply them in the classroom. Of course, high-achieving students make wonderful tutors, too! Tutors must read at a fourth-grade level and exhibit appropriate communication and reading or math skills. They must demonstrate a desire to help younger students and a commitment to attend all lessons. |
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| Reach twice as many students with cross-age tutoring. |
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 |  | One hundred percent of the teachers surveyed last fall agreed that there were significant improvements in behavior, overall academics and application of reading strategies by Reading Together participants. The tutors benefited as much as tutees: tutors improved grades; demonstrated a better attitude towards reading; and felt good about being positive role models for younger students and helping younger students succeed. The program was a success for all! Read more…
—Montessori school coordinator |
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