It was requested that I share with you “our year at the Learning Center.” I know that I have shared some vignettes of Center happenings with you over the last two years and was not quite certain how to approach this. I decided to give you a State of the Center report that may give you an idea of how the nuts and bolts portion of the Center works (with some other information thrown in.)
At the end of each year, after the budget has gone in, Sandy and I sit down and configure the calendar for the upcoming year. Each calendar year (September to August) must include 136 days of tutoring and 30 days maximum of administrative time. These days must be within a 40 week time frame, work around school holidays and incorporate a 4-6 week summer program. We are mandated to have a minimum of two weeks between summer sessions and academic year sessions.
Since we do not tutor weekends or Fridays, these constraints must be factored in as well.
While we are configuring this calendar, I also need to be scheduling 45 hours of course instruction for the tutor-scholars. Since this time is outside of my “normal” work week, I can schedule this to meet my, and the scholars’ personal schedules as long as 25 hours of the class-time is completed before the tutoring sessions begin. The other 20 hours is taught during the academic year, as well as correction of written reports and exams.
Before the academic year begins, Sandy and I attempt to find out how many children hope to continue a second or third year in the program, how many certified tutors will return (returning children need to be paired with a certified tutor) and how many tutor-scholars are planning to take the new training course. Each new scholar will tutor two new children who have been on our wait list. As you might guess, nothing is concrete until the children and tutors actually show up at the Center in September.
When we have our tentative list of tutors and children, Sandy sends each a questionnaire for times they are available to come to the Center for sessions. After all of that information is returned we pair children and tutors/tutor-scholars and create a schedule for each tutoring room for the two sets of days (M-W or T-Th).
Then the fun begins! When Sandy and I return to the Center mid-September we begin to schedule the new children for pre-assessment which helps us know where the child is in relation to their peers in terms of reading and writing skills. This must be done before the tutoring can begin. The scholars will come in for more course work and all tutors will come in to review charts for their scheduled children.
The first session for each child and tutor/tutor-scholar will be a more specific phonemic and spelling assessment so a specific plan can be set for each child. Every lesson is prepared on a day to day basis for each child.
The remainder of the year is spent tutoring the children and completing the tutor-scholar training. The remainder of the classes are held evenings after tutoring sessions are over or on Saturdays throughout the year. I also do a minimum of ten observations of each scholar during tutoring sessions and two of each certified tutor. The early part of the academic year means meeting with scholars for some period of time each day they are at the Center. Later in the year it is as needed and after observations.
Sandy and I also keep the Data Collection Survey up to date throughout the year. This is an information data base managed by Lexington regarding each child and tutor at each Center. To this end Sandy collects pertinent data necessary from parents and we input all updated info regarding each child as it is received.
It is not uncommon for us to communicate with Lexington several times a week to make sure we are all on the same page and a normal week has two or three ‘informal” conferences with parents and families regarding school tests, progress or concerns. Helping families connect for reinforcement or shared resources is another integral part of the Center’s function.
I told you earlier this year about the mid-year Lexia assessment and the meetings with parents, children and tutors which allow everyone get on the same page. It is often this time that helps parents see the effort (or lack thereof) that the children have been making and often helps the children see the need to take ownership of their reading difficulty.
As we move to the current time of year and the end of the program for many children and tutors, it is very rewarding to watch the children be so interactive in their lessons and looking forward to the reading.
For Sandy and me it is a time of increased paperwork, which will go into the tutor or child’s file, be sent home to families, input in the DCS and/or sent on to Lexington. It is also a time for scheduling of post-assessment testing and parent meetings, preparing the Recognition Ceremony and dealing with saying goodbye to the children and tutors who will not be returning in the summer or fall. During the Recognition Ceremony we have the privilege of acknowledging every child and tutor who has been with us during the year. It is a wonderful time for families and Board members to come together and honor the work the children have done throughout the year.
In the midst of all this, we are also preparing for our new class of tutor-scholars and planning for another year which will bring new and varied children, tutors, scholars and adventures.
