Category Archives: News

Kickball for All!

Kickball for All 2015 was a smashing success!   This year’s event was multi-generational with players ranging from toddlers to tutors to T4A supporters!  And we hit our goal of being able to fund 1000 hours of tutoring for Boston Youth!  That’s definitely a record!  If you weren’t able to make it out on Saturday or if you would like to relive the day, here’s a rundown of the event!

The TeamsThis year, we saw a few familiar teams out on the field along with some new ones.  The Test-Takers were back and ready for the competition under the fearless leadership of Andy, Shane, and Bryan.  The Young Tobins (Youngbloods and Team Tobin) had an incredible representation of four Tobin Tutors thanks to the triumphant leadership of Soriya. The Oldies but Codmans (Oldies but Goodies and Codman Squared) threw us a curveball with two of their players on the field under 5 years old and some wise leadership from Mark Destler and Liam Day.  And last, but not least, Team Rainbow brought us many surprises under the shining leadership of Jennifer Zavala and Naomi Muchiri.

Kickball could not have been successful without our hardworking Team Captains. They not only fearlessly led their team on the field, but they also led them through a successful fundraising campaign on Crowdrise. They also brought lots of spirit to the stands and field!

The Champions

Team SpiritThis year, we wanted to encourage lots of positive energy on the field and in the stands so we introduced the Kickball for All Spirit Award for the first time ever.  We asked all the Teams to come up with a cheer and Team Tobin truly blew us out of the water with their cheer and positive spirit throughout the whole afternoon.  We were very excited to be able to present the award to their team.

 

Bridge Builder AwardThis competition may have been the fiercest of the three.  The Bridge Builder Award is given out every year to the team that raises the most funds for Tutors for All. The Test Takers were neck and neck with The Oldies but Goodies in the weeks and days leading up to Kickball for All.  The Test Takers made an impressive leap on the day of the competition raising $1300 on Saturday and jumping ahead of The Oldies but Goodies to win the coveted trophy!

Tournament ChampionsThe championship game was between The Young Tobins and Team Rainbow

Some quotes from the attendees

“Everyone was in good spirits, and it was really heartening to see how much certain community members care about what T4a does. For some reason I wasn’t expecting that level of excitement and commitment from the older folk” -Maria Cassidy, Tutor Extraordinaire

“Thank you for a good time for a good cause.” -Brian Leblanc

And finally…a word from our sponsors!

We would like to wholeheartedly thank our sponsors who gave at all levels.

Professionalization of Tutors: We Treat our Tutors Like Teachers

For eight years running, Tutors for All programs have achieved jaw-dropping results for Boston kids and the organizations that serve them.

How have our programs accomplished this?  While each program in our history has its own unique story, we believe that seven key elements unite them and offer a road map to follow.

  1. MGH Spring 2014 ReportHigh Quality Oversight
  2. Professionalization of Tutors
  3. 1:1 or 1:2 Ratios
  4. Balanced Collaboration and Autonomy
  5. Regular Assessment and Progress Monitoring
  6. Tutors for All (not Some)
  7. Leveraged Subsidies for Service

Over the next few months, we’ll be spending some time discussing each of them.  Our goal: a conversation among experts and beginners on how effective programs can work.

Today’s topic: Professionalization of Tutors

Tutors for All treats tutors as teachers, and teachers are professionals. Tutors are expected to dress professionally, attend every single tutorial and communicate professionally about absences. They are held accountable for their own lesson planning and expected to continually perfect their practice. We are invested in developing tutors as thoughtful and skilled educators who feel confident in their ability to deliver content.

In order to professionalize our tutors in this way we focus on comprehensive pre-program training, prioritizing reflection, planning and feedback and creating opportunities for growth with the organization.

The Tobin Team of Lead Tutors

The Tobin Team of Lead Tutors

Prior to tutorial tutors are trained in 6 key areas:

  • Student Accountability
  • Professionalism
  • Curriculum
  • Pedagogy
  • Collaboration
  • Cultural Competency

This kind of depth of training sets the expectation that tutors are not only skilled in their subject area, but also well versed in student engagement, effective pedagogy and creative lesson planning. Tutors continue to receive professional development in all 6 areas throughout the semester during the reflection time built into Tutors For All’s programming. Professional development lessons have included positive framing, making math games meaningful and relationship building with students.

We additionally create a culture of reflection, planning and feedback by setting aside preparation and reflection time and observing tutors at work. Tutors arrive 30 minutes before tutorial in order to spend time preparing for their daily lesson. Tutors will use this time to review content, create expansion materials or troubleshoot a challenging student behavior with a co-worker. This built in time requires tutors to plan thoughtful, engaging lessons that meet their students’ needs.

Emily MGHFollowing tutorial, tutors spend 30 minutes reflecting on their lesson or developing skills in one of the 6 T4A focus areas. During this debriefing time, tutors have the opportunity to receive feedback, share highs and lows and collaboratively problem solve with their peers. Debriefing questions have included, “What have you learned about your student’s learning habits and how you are going to modify your lesson plan to accommodate their specific needs?” This practice holds tutors accountable to continued improvement of their practice.

One way we prioritize feedback is by holding individual conferences once a semester to discuss tutors’ strengths and areas for growth. In these meetings tutors have a chance to set professional development goals as well as give the Program Manager feedback about the program. Andreas Wolfe, lead tutor at Tobin, wrote the following about a tutor’s strengths: “she consistently uses inquiry based learning—she does not provide her student with the answers, instead questioning him to figure out the answers himself.” Another tutor received the following area for growth:  he can change the tone and pace of instruction to be more engaged and enthusiastic about material.” This kind of targeted observation and feedback helps us hold our tutors to high standards as professional educators.

Tutors for All is a program that offers a variety of professional growth opportunities for tutors. Former tutors have been promoted to lead tutors, coordinators, curriculum specialists and managers. In these positions tutors are able to gain leadership and facilitation experience as undergraduate students.

Our tutors are professional educators. We work hard to set high expectations, develop their skills and show them they are valued with leadership opportunities.

Hannah DeAngelis, Program Manager

A Farewell Interview with Hannah and Liz

In the last week, we said goodbye to two of our Staff Members: Hannah DeAngelis and Liz Marshall, who are off to new adventures.  Before they left, we had the opportunity to talk with them about their experience working at Tutors for All.

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Hannah and Liz at Kickball for All on Saturday

What has your role been at T4A?

Hannah: ”I have been the Program Manager for the Tobin and YMCA programs.”

Liz: ”I have been the Tutor Support Coordinator managing tutor recruitment, marketing, and tutor support for the organization.”

What drew you to work with Tutors for All this past year?

Hannah: “I was looking for a position where I could be a partner to schools and get to build meaningful relationships with both adults and students. As a former classroom teacher, I really believe in the power of building one on one relationships in order for students to get the academic and personal support they need. I really believe in T4A’s ability to provide this support through tutor/student partnerships.”

Liz: ”After being accepted into the Life Together program (a social justice fellowship for young adults based out of the Episcopal Church) last Spring, I interviewed with several justice focused organizations in the Boston area.  In college, I studied education and worked for Big Brothers Big Sisters.  Through both of those experiences, I saw the importance of individualized academic and emotional support for kids and working at Tutors for All seemed like the perfect fit for my interests!  T4A’s model of instruction really excited me from the beginning and has continued to impress me throughout the year.”

Do you have a favorite moment from this year?

Hannah

Hannah

Hannah: ”One of our Tobin tutors worked with a middle school student all year who presented some challenges in terms of attendance, skill level and attitude. The tutor showed up every single day and was consistently positive and encouraging towards his student, regardless of her demeanor or tendency to skip class. When asked to list her tutor’s strengths on the end of semester evaluation this student wrote, ‘he doesn’t give up on me.’”

Liz:  “As the person who was in charge of tutor recruitment and marketing for the organization, it was really important that I understand our tutoring programs and one of the best ways to do that was by tutoring at Tobin.  This spring, I worked with an 8th Grade Tobin student named Jean who struggled with his multiplication tables so we started practicing and timing them every day.  Our goal was to be able to do 25 multiplication tables in under five minutes.  On the first day, it took him 11 minutes to get through 25 multiplication problems.  By the third day, he did 25 tables in 4 minutes and 30 seconds.  He told me that he had gone home and practiced them over and over so that we would be able to reach our goal.  And that put a huge smile on my face!”

How do you think you have grown working with us? Have you learned anything about education or working at a non-profit?

Hannah: ”I have absolutely grown in my management abilities. I have learned a lot about how to build strong teams of tutors who are excited about developing their skills as educators and learning from each other.”

Liz

Liz

Liz:  “I have grown so much in my ability to communicate and manage several different projects at once.  It has been so valuable to understand all the different aspects that go into running a non-profit and have had hands-on experience working on many of them.”

 

What are your favorite things to do outside of work?

Hannah: ”Dance with my lovely Spontaneous Celebrations dance folks. And hike around in the best home state in world, Maine.”

Liz:  “As part of the Life Together program, I live in intentional community. And I absolutely love when our community cooks and eats delicious food together every week!  I also love to sing, dance, kick-box and have recently gotten into Pilates.”

What are your plans and goals for the next chapter of your lives?

Hannah: ”I am in the middle of a move to Maine to be the Assistant Program Director of Refugee and Immigration Services, a huge shift for me and a position where I will put those management skills into practice! 5 year plan I am looking to be in schools for the long haul, either as a counselor or social worker.”

Liz: ”I am staying on for a second year in the Life Together program as an Emmaus Fellow, which means that I will work part-time doing capacity building for Life Together as an organization (specifically fundraising) while working almost full-time at St. Chrysostom’s Episcopal Church in Quincy.  St. C’s houses the Episcopal Chinese Cultural Center for Boston so I am going to be spending some time teaching there along with working for the church itself.  I’m discerning whether I want to go to school for a dual Masters in Social Work and Divinity so this will be an awesome opportunity to explore that.”

Conditions of Highly Effective Tutorial Programs: 1. High Quality Oversight

For eight years running, Tutors for All programs have achieved jaw-dropping results for Boston kids and the organizations that serve them.

How have our programs accomplished this?  While each program in our history has its own unique story, we believe that seven key elements unite them and offer a roadmap to follow.

  1. Award's Night #2High Quality Oversight
  2. Professionalization of Tutors
  3. 1:1 or 1:2 Ratios
  4. Balanced Collaboration and Autonomy
  5. Regular Assessment and Progress Monitoring
  6. Tutors for All (not Some)
  7. Leveraged Subsidies for Service

Over the next few months, we’ll be spending some time discussing each of them.  Our goal: a conversation among experts and beginners on how effective programs can work.

Today’s topic: High Quality Oversight.

Continue reading

Conditions for Effective Tutorial

OLYMPUS DIGITAL CAMERAFor eight years running, Tutors for All programs have achieved jaw-dropping results for Boston kids and the organizations that serve them.  Settings have varied — High school/Middle School (and now Elementary School!); charter school/district school/community agency; during school/after-school – but the story has remained the same:

  • Students come into Tutors for All program years below grade level in fundamental skills;
  • Students receive high-dosage tutoring from Boston-area college students;
  • Students catch up with, and at times even surpass, their suburban peers.

How have our programs accomplished this?  What’s our “special sauce”?  Can other schools and programs replicate our success?  While each program in our history has its own unique story, we believe that seven key elements unite them and offer a roadmap to follow.

  1. C-23High Quality Oversight
  2. Professionalization of Tutors
  3. 1:1 or 1:2 Ratios
  4. Balanced Collaboration and Autonomy
  5. Regular Assessment and Progress Monitoring
  6. Tutors for All (not Some)
  7. Leveraged Subsidies for Service

Over the next two months, we’ll drill down into each element, sharing what it means from a theoretical and practical standpoint.  If you’re hungry for more now, take a look at this.

 

A Successful Spring Break!

When you hear “College Spring Break,” what do you think about?  Relaxing on the beach?  Watching netflix on the couch?  How about continuing to bridge the achievement gap?

DSC_7731Even with many of our tutors gone on their college spring breaks, we were able to keep our programs fully running and continue to meet the needs of our students.  Several of our tutors chose an alternative Spring Break and put in extra hours at our four programs.  We also teamed up with Boston Cares (the area’s largest volunteer mobilizer) to find one-time volunteers to jump in at our programs!

To Kick-off Spring Break, T4A tutors and staff gathered at the NonProfit Center on Friday, March 6th DSC_7711to celebrate!  Anna’s Taqueria catered and we played a few games that brought lots of laughter into the room!

A huge thank you to all listed below who showed their commitment to our programs and to bridging the achievement gap in Boston!

 

Our Spring Break Tutors: Na An, Shelley Bertolino, Joel Betke, Maria Cassidy, SeungJoo Cha, Conan Chan, Den Chiww, Zoila Coc-Chang, Kaydee Donohoo, Jacinta Dyke, Tabi Fink, Tyra Flounory, Bennett Hadley, Jessalynn Hudgins, Victoria Glover, Sarah Lafleur, Yifei Li, Meghan Lowney, Denise Matte, Rohit Matthew, Eleanor Morse, Paul Mykos, Weeraya Orwatthana, Makaylin Randall, Wilner Renaud, Phoebe Rogers, Tina Safford, Asad Siddiqui, Robert Staulo, Lakshmi Venkatraman

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Tutor and Student Spotlight: Cathy and Halima

IMAG0141This month’s Tutor and Student Spotlight features Cathy from Simmons College and Halima, a 10th Grader from the MGH Youth Scholars Program.  Last semester, Halima grew 5.2 grade levels on her GMADE (Group Mathematics Assessment and Diagnostic Evaluation) and is now testing at grade level.  Halima showed the most growth of all the MGH Youth Scholars last semester.

Why do you tutor?

 Cathy: “To improve a student’s knowledge.”

 What have you learned from Cathy during tutoring?

 Halima: “Multiplying and dividing fractions, factoring, and improper and mixed fractions.”

What have you learned from Halima in tutorial?

 Cathy: “I admire Halima’s dedication to use after school time to learn and use her math skills.”

 

IMAG0138What do you like the most about tutorial?

 Halima: “The fact that I get helped with a subject that I need to improve on.  And that it is one- on-one.”

 Cathy: “Being able to work one-on-one with a scholar.”

Has Cathy ever done anything creative or really funny?  What was it?

 Halima: “Something creative that she does is that she teaches me in a way that is fun and enjoyable (which I rarely experience outside of tutoring).”

Has Halima ever done anything creative or really funny? What was it?

 Cathy: “I would always quiz her on factors and try to trick her.  By the end she wouldn’t back down, even if I tried to see if there was another factor.”

What are your favorite things to do outside of school?

 Halima: “Hang out with friends, go to the movies, and shopping.”

What else would you like people to know about you?

 Cathy: “I enjoy working one-on-one with people, and that’s a reason why I am in college for physical therapy.”

Excellent Tutor Coaching Leads to Growth at Tobin

The Tobin Team of Lead Tutors

The Tobin Team of Lead Tutors

Last semester, Tutors for All students at the Maurice Tobin School showed an average growth of 21.6% on their Show What You Know exams.  This was in part due to the excellent instructional coaching that tutors were given throughout the semester.  I sat down with Hannah DeAngelis, the Tobin Program Manager, to hear about student growth and tutor coaching.  Here is what she shared with me:

We were able to observe tutors with their students and compile a lot of constructive feedback that we gave to tutors during mid-semester conferences.  This held tutors to a high standard of professionalism and high rigor in their lesson planning.  That made the Tobin a very academic setting.  It’s easy when you’re tutoring to do what your student wants to do like playing games.  Tutors were expected to share their lesson planning ideas with their teams which ultimately made tutoring more academically rigorous.

In our coaching, we emphasized how important relationship building is with our tutors and students. It is essential for tutors to be advocates and allies for their students and care about what they are doing.    When tutors notice things like student attendance and bring it up to us, it is extremely helpful to the student’s growth.

We also relied on sharing student data with tutors.  Melissa (the Tobin Program Coordinator) did an amazing job of tracking how students were progressing and how their test scores aligned with what they were working on. We tracked a lot of data throughout the semester to find the gaps where students were struggling and were then able to coach the tutors in where they should be focusing in tutorial.

The overwhelming response from students on their end of the semester surveys was that they liked their tutors as people.  The students that gave the best feedback were the ones that had extremely consistent tutors.  The coaching combined with tutor commitment made for an excellent semester.

Mid-semester tutor conferences are coming up at the Maurice Tobin School and we look forward to seeing how they will influence the growth of students!

Tutor and Student Spotlight: Soriya and Jacquez

P1000961This month’s Tutor and Student Spotlight features Soriya (Ms. Peng), a Lead Tutor from Wentworth Institute of Technology and Jacquez, a 7th Grader from the Maurice Tobin School.  Over the course of last semester, Jacquez’s score on his Show What You Know Exams grew from 59% to 89% (30%).  Jacquez was one of the top five Tobin students who grew the most from tutorial last semester.

Why do you tutor?

Soriya: “I got into tutoring my freshman year of high school and was happy that I was able to find a tutoring gig here in Boston.  I love knowing that I can help further a student’s quality of education while getting to know someone new.  Being able to take part in someone’s development is always a good feeling.”

What have you learned from Ms. Peng during tutoring?

Jacquez: “Ms. Peng taught me how to multiply decimals better.  Ms. Peng taught me how to turn fractions into percentages.  Ms. Peng taught me how to turn fractions into decimals.”

What have you learned from Jacquez in tutorial?

Soriya: “Looking back at my years in middle school, it was pretty miserable and boring so I can relate to how he feels as we walks into yet another class. I think my job is to reiterate what he has learned, but in a more engaging way.  Jacquez is a really bright kid, but with so many students in this school, it’s hard to stand out and show everyone how great of a kid he is.”

What do you like the most about tutorial?

Jacquez: “At first I didn’t like it because I thought I knew everything but then Ms. Peng was cool and I started liking tutoring. Me and Ms. Peng started to get through work easily and Ms. Peng taught me a lot of new stuff. She’s a great tutor.”

Soriya: “With Jacquez, I’ve been able to track his growth because I was able to return this semester.  By seeing this commitment within each other, we are both comfortable with each other and know that we’re here to help each other.  Tutorial gives both the tutor and student an insight of our lives and enables us to create a professional working relationship.”
Has Ms. Peng ever done anything creative or really funny??  What was it?

Jacquez: “Ms. Peng did creative things like if I didn’t get a problem she would try to put it in other formations for me to understand the problem.”

Has Jacquez ever done anything creative or really funny? What was it?

Soriya: “I think mentioning just one of his really funny moments would be too hard! Jacquez is always creatively doodling in between me correcting his worksheets, so it’s nice to see his artistic side. Overall he’s just a really funny kid and I think that’s what makes our relationship and tutoring sessions so fun and relaxed.”

What are your favorite things to do outside of school?

Jacquez: “What I mostly do right after-school is go to Chacho’s (pizza) and then I go to the Tobin Community Center that’s where my Uncle Dorien works.  I go work out and then after work-out, I play basketball and my uncle trains me then I go home to my Grandfather (pop-pop) and do some homework with my dad. Then I watch tv and eat food and have ice cream and maybe play the game and go to sleep.”

What else would you like people to know about you?

Soriya: “I lost my native language of Khmer when I entered the American school system, so as one could imagine, school was pretty difficult as a kid. I don’t think I ever felt comfortable with an educator enough to even admit I didn’t understand something. Of course as I got older, this just made it more difficult and really made me realize how critical this stage is. With that experience and having four younger siblings, I would want someone besides family to be there for me and my educational development. Especially in a school with a larger student to teacher ratio, it’s really difficult for a student to get the attention they need to get a quality education. With Tutors for All, students get the attention they need and with Jacquez’s ridiculous improvement, it just shows how important this program is. I tutor because I know that’s what would have helped me. For any student out there, I’d say that if you reach out to any kid of any age, you’ll never regret it.”

MGH Program Continues to Produce Dramatic Results

DSC_7223This Fall, Tutors for All continued our partnership with the Mass General Hospital Center for Community Health Improvement by offering academic support in core subjects to scholars in 10th-12th grade who had been identified as needing extra academic support.  In addition, graduates of the MGH scholars program were given the option to continue receiving academic support from our coaches (MGH program term for tutors).

 Over the course of nine weeks, scholars were coached for two hours a week in math, literacy, or science.  Tutors for All used curriculum created in house and tailored to the specific needs of scholars by their coaches.  At the beginning of the Fall, scholars set goals for the semester with their coaches with the focus on improving their math skills, improving their reading skills, or improving their overall GPA.

At the end of the semester, scholars who had focused on reading or math skills took assessements to see how much they learned.  Six scholars took the math assessment (GMADE) and three scholars took the reading assessment (GRADE).  Scholars grew an impressive average of 2.23 grade levels on their exams.  We even had one student who grew 5.4 grade levels on her GMADE and is now testing on grade level as a 10th Grade student.

 This graph breaks down the growth by assessment. Scholars taking the math assessment began lower, with an average Grade Equivalency (GE) of 5.85 compared to 7.23 on the reading assessment. They also showed more growth, 2.37 grade levels compared to 1.97. Math assessment scores ended with an average GE of 8.22, and reading with an average GE of 9.20.

When we asked the scholars about why they grew so much, they talked about their coaches.  One Emily MGHstudent said, “I would like thank her a lot for all of these new methods and words. I appreciate all she has done for me and I really love being here because of her.”  Another student told us, “Thank you so much [to the coach] for having the time and patience with me.”

When I asked Luisa Baginski, the MGH Program Manager about the growth, she said, “I was privileged to witness consistent effort on behalf of scholars and coaches this semester, and I am proud – although not surprised – at the results they have achieved.”

We look forward to seeing more growth from our scholars this Spring.  If you have any interest in coaching an MGH Scholar this semester, there are still a few positions available so make sure to apply!

-Elizabeth Marshall, Tutor Support Coordinator