Area of Concern Description Example/ Reference/ Publication New Social/ Student Name of Strategy Academic Emotional Behavioral Tutors must be taught how to teach. Fuchs, D., Fuchs, L., Svenson, E., Thompson, A., Yen, L., Tutors must be taught what to do if tutee does not McMaster, Otaiba, S. A., & Yang, N. Peabody peer- comply. assisted learning strategies. Tutors must be given the option to drop out at any time Greenwood, C. R., Delquadri, J. C., & Carta, J. J., (1997). without penalty. Together we can!: Classwide peer tutoring to improve Peer Tutoring X Initially, peer tutoring should be undertaken only with Longmont, CO: Sopris West. basic academic skills. close and ongoing teacher supervision, to ensure success. Mathes, P. G., Torgesen, J. K., S. H., & Allor, J. H. (2001). First Grade PALS (first grade peer-assisted Longmont, CO: Sopris West. literacy strategies). Homework partners assigned. Partners call each other to remind about assignments due. Homework X Homework support available after school or at a Club designated time. Reinforcers for students/teams who show improvements. Structured program that pairs new student with established students. Student is given orientation materials describing for “tips success,” helpful contacts, etc. Newcomer’s School-wide behavior expectations are taught. X Club Adults make extra effort to provide positive contact and positive reinforcement for new students. Family contact is made by school May be more important if records indicate student has had some difficulty in past school. Adapted from: MiBLSi and Newcomer (2009).
Area of Concern Name of Strategy Social/ Behavioral Emotional Academic New Student Description Example/ Reference/ Publication Peer Tutoring X Tutors must be taught how to teach. Tutors must be taught what to do if tutee does not comply. Tutors must be given the option to drop out at any time without penalty. Initially, peer tutoring should be undertaken only with close and ongoing teacher supervision, to ensure success. Fuchs, D., Fuchs, L., Svenson, E., Thompson, A., Yen, L., McMaster, Otaiba, S. A., & Yang, N. Peabody peer- assisted learning strategies. Greenwood, C. R., Delquadri, J. C., & Carta, J. J., (1997). Together we can!: Classwide peer tutoring to improve basic academic skills. Longmont, CO: Sopris West. Mathes, P. G., Torgesen, J. K., S. H., & Allor, J. H. (2001). First Grade PALS (first grade peer-assisted literacy strategies). Longmont, CO: Sopris West. Homework Club X Homework partners assigned. Partners call each other to remind about assignments due. Homework support available after school or at a designated time. Reinforcers for students/teams who show improvements. Newcomer’s Club X Structured program that pairs new student with established students. Student is given orientation materials describing “tips for success,” helpful contacts, etc. School-wide behavior expectations are taught. Adults make extra effort to provide positive contact and positive reinforcement for new students. Family contact is made by school May be more important if records indicate student has had some difficulty in past school. Adapted from: MiBLSi and Newcomer (2009).
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