"The period of time between the school bell and the factory whistle is the most vulnerable time for children. These are the hours when children are most likely to engage in at-risk behavior and are more vulnerable to the danger that still exists in too many neighborhoods and communities." -Vice President Gore
One of our most urgent goals, nationally as well as locally, is to increase academic achievement in our children's reading and literacy skills. These objectives can be supported through the implementation of comprehensive after school programming, but many of the nation's children lack the kind of quality extended learning opportunities which promote critical thinking skills. The Community After School Tutoring Success Program (CASTSP) is designed to reach elementary school children (grades 1-5) who need academic remediation for deeper learning that should also result in higher grades.
Environments characterized by poverty, crime, unemployment, and lack of equitable educational opportunities cause many children to feel their future is not within their control. The after school tutorial program described in this article was established because we believe that every school age student has the right to a high quality education. We also believe community support should be available for all parents and guardians who would like to participate in their child's learning experiences.
Access to such programs, however, is often financially unattainable by those who would benefit most. Approximately 30 million children have parents who work outside the home (Austin, G. & Bickel, A, 1994). Often, their income does not allow affordable, extended educational opportunities. As a result of limited exposure to academic extracurricular activities, school age children are more likely to receive poor grades, drop out of school, become teen parents and engage in other high-risk behaviors (Carnegie Council on Adolescent Development, 1994; Gore, 2000). Involvement in after school programs can enhance the academic achievement of children (Funkhouser, J., et al, 1995; Marquette University, 1997; Miller, B. M., 1995).
The promotion of higher standards of learning and expectation is often encouraged in after school tutorial programs. In fact, studies have shown that students who participate in supervised after school programs spend more time in academic activities, and show higher achievement in mathematics, reading comprehension and other academic areas (McLennan Youth Collaboration, Inc., 1997). The following article describes our program and shares some of the successful experiences we have had recruiting educators and community volunteers to work with children in need of academic support and with their families.
Program Description
The elementary tutorial program is a free, after school program which began in 1996. Our purpose was not to become a test or research site. We rely on test results and grades from the local schools as a starting point to work on the children's areas of deficiency. We then use a holistic approach to teaching and learning in order to meet the educational, recreational, nutritional and social aspect of students' personal growth.
The initial program was housed in a conference room donated by a local community center. The co-founders and a volunteer teacher dedicated two nights per week, two hours each night to tutor approximately 30 students. The program welcomes both students in need of formal tutorial services and those who want walk-in homework assistance. Older siblings in middle and high school, who are often afternoon caretakers of their elementary-aged brothers and sisters, also may receive tutorial services in language arts and mathematics. Several older siblings have even become volunteer peer tutors.
The tutorial program provides individual and small group remediation sessions. Groups will vary according to the availability of staff, volunteers, and participants. The primary focus of the instructional activities is in reading and mathematics. However, students are instructed in all content areas as they bring in required homework assignments. Within the last two years, collaboration with education majors from a local university has allowed our students to receive individual assistance in test-taking and study skills. Computer-based instruction and other grade level materials are available for enrichment at the completion of required assignments. Certified public school teachers, parents, professional volunteers, peer educators, and university preservice teachers provide tutorial instruction.
Today the tutorial program is housed in and supported by a local church and grants from several foundations. The church provides six rooms, storage space, some funding, and volunteers from its membership. The program is in session from January through May and occurs every Monday, Wednesday, and Friday for two hours each day. This schedule allows time for an initial assessment of the students from their regular classroom teachers during the first grading period. School academic records that indicate a need for grade-level improvement are required for each registered student who attends regularly.
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:
a. One-on-one (individualized instruction)
b. Content skill centers (students rotate in tutorial areas according to content needs)
c. Small group instruction
d. Grade level grouping (1-5)
e. Sibling/peer tutoring
