Get documents about "USA TX EPCC Tutorial Spprt Serv L123 Recrt 2012
Shared by: HC120704014036
-
Stats
- views:
- 3
- posted:
- 7/3/2012
- language:
- English
- pages:
- 15
Document Sample
rev. 2008
International Tutor Program Certification
Re-certification Application Packet
Compliance with federal copyright law is expected of all CRLA ITPC programs. It is our legal and ethical
responsibility to give authorship credit for all materials we use in the classroom and for tutor and mentor
training. Additionally, it is our legal and ethical responsibility to purchase (or have students purchase)
copyrighted materials. Programs found to be in violation of copyright law will lose their certification.
5 Year Re-Certification Application Cover Sheet
1. CONTACT PERSON: Olga Thurman
PROGRAM NAME: Tutorial Support Services
INSTITUTION: El Paso Community College
ADDRESS: P.O. Box 20500
ADDRESS:
CITY, STATE ZIP: El Paso, TX 79998
PHONE: 915.831.2740
FAX: 915.831-2005
EMAIL: Othurman@epcc.edu
CRLA member: _X_Yes __No
Type of Institution: _X_2 year __4 year
2. RE-CERTIFICATION LEVEL(S) REQUESTED
_ X_ REGULAR LEVEL 1
_ X_ ADVANCED LEVEL 2
_ X_ MASTER LEVEL 3
3. APPLICATION FEE: (Effective July 1, 2005)
Any 1 Level = $100; Level 1 & 2 or Level 2 & 3 = $150; All 3 Levels = $200
Make a copy of this page, attach a check payable to--CRLA/Tutor Program Certification--
and mail to:
ITPC Certification
c/o Rick Sheets
12422 West Aurora Dr.
Sun City West, AZ 85375-1924
Page 1
The federal I.D. # is 95-3177158. We cannot accept Purchase Orders
List of Documents:
Please list the titles of the documentation files you are attaching to your application to verify that you meet
certification requirements: (usual documentation could include syllabus, program description, time logs,
brochures, tutor training guides, web pages, handouts.) Be aware of copyright concerns in the
documentation you provide.
Note: This is usually the last step in the process.
All files are imbedded in the document; some imbedded forms are PDF files
Please note that changes from the last 5-year re-certification are in italicized blue font. Training tables, while
not new, are also in blue font.
.
OVERVIEW OF THE TUTOR PROGRAM TO BE CERTIFIED
Please provide a two-page overview summarizing how your tutor training program fulfills the requirements
of the level or levels of certification you are seeking. The purpose of this overview is to provide the
Reviewers with the background information necessary to understand your program. This overview should
include:
1) Program history
2) Program objectives
3) Reporting lines
4) Sources of funding
5) Services and students served
6) Program location and facility
7) Training guidelines (administration; selection, hours, tracking, evaluation, etc.)
8) How you generally conduct your training. (group size, meeting frequency/length, type of presentation)
Page 2
PROGRAM OVERVIEW
1. Program History
Tutorial Services was recognized an entity within the El Paso Community College in January 1997. Campus based,
Tutorial Services is made up of tutoring for the general areas of Math, Reading, Writing, non-course-based remediation
in math, reading and writing as mandated by the state of Texas and post-test GED. Prior to 1997, tutoring was divided
into two separate departments: the Writing Center and Computer Assisted Instruction. Both departments fell under the
Division of Education & Resources which was created in the Fall of 1994 to handle all student services (i.e., Counseling,
Library, Developmental Education, Teacher Prep, and Tutoring). In an effort to clarify, I will address the tutoring areas
separately although they are one program.
Computer Assisted Instruction (CAI)was created in 1985. The purpose of the department was to aid students through
the PLATO computer system. This department was also responsible for all Texas mandated tutoring, again using the
PLATO system and small group tutoring. Their training, although not documented, consisted of approximately two
hours of training in different content specific areas once a semester. Also, they received training on the computer
systems. This information was provided by individuals who are still with the college.
The Writing Center was established in 1984 by the English Department and was staffed by faculty on a district-wide
basis. A full-time coordinator was hired in 1986 to train and supervise part-time tutors. Since that time, there has been
training in place. I became the Writing Center Coordinator in spring 1994. At the same time, the district decentralized
with each campus working independently. In August of 1994 the Writing Center was moved from the English
department to the division of Education & Resources. In August 1997 all tutoring areas of the Valle Verde campus were
consolidated into one department (Tutorial Services) with one person supervising 36-40 tutors. Tutorial Services
reported to the Instructional Dean of the Americana Language Programs and Basic Skills Division. Two years ago I
became the Manager of Academic Resources for the college. This department is now responsible for all tutoring in the
following areas: GED, Math, Reading and Writing as well as non-course-based remediation in all three content areas.
In 2005 the program of Student Success was developed to bring district-wide Tutorial Support Services together under
one umbrella. It was not until 2008 that it was agreed to have all campuses participate in an organized training
program under the oversight of the Manager of Academic Resources. The goal of this was to ensure that all tutors
across the district be provided training to not only improve their skills, but to try to provide the same quality of
student service across the district as well. In addition to the institutionally funded Tutorial Support Services, the
training program now also includes tutors from the grant-funded Program for Academic Student Success (P.A.S.S.) and
the Retention Action Program (R.A.P.) as these programs also come under the Student Success umbrella.
2. Program Objectives
The objective of Tutorial Support Services is to provide assistance in the content areas of math reading and writing to
the student population of the college and the citizens of the community. The goal of Tutorial Services is to work with
the college faculty to help students improve their skills while becoming independent learners. It is an additional
departmental goal to continue to increase the scope of tutoring available to students by adding more content specific
Page 3
areas (e.g., Chemistry, Physics, Business Math, Psychology, etc.). While some advances have been made in this
endeavor, space and budgetary constraints prevent the move to a more comprehensive Learning Assistance Center
where both current and future needs of the entire student population can be addressed.
The addition of the grant-funded programs has helped to meet the goal of providing a wider range of tutoring to the
students of the district.
3. Reporting Lines
Each campus has its own Academic Resource Specialist, but only the Valle Verde Campus has two separate tutoring
centers. For training purposes, the Academic Resource Specialists from the other 4 campuses also report to the
Manager of Academic Resources. The two grant-funded programs have their own managers and full- and part-time
tutoring staff. The managers report to the Director of Student Success who reports to the Vice President of
Instruction.
Vice President of
Instruction
Director of Manager of
Academic
Student Success Resources
Academic Academic
Resource Resource
Specialist Specialist
Writing Center Math Center
Tutoring Staff Tutoring Staff
4. Funding
Tutorial Support Services district-wide has always been institutionally funded and remains so to date. The grant-funded
programs that have joined the Student Success Initiative have existed at this institution for the past 27 years; it is
evident that they will continue to meet the grant guidelines.
5. Population Served
Tutorial Support Services provides tutoring to traditional and non-traditional college students, GED clients and the
general public. Enrollment ranges from 20, 600 to 25, 000 students per semester. As a rule, Tutorial Support Services
at Valle Verde helps an average of 3,000 students/clients per semester at the Valle Verde Campus. Total student visits
range from 10,500 in the Spring / Fall semesters to 2, 500 during the summer sessions. The department averages a
Page 4
return rate of approximately 72%. The tutoring areas are open to the public and serve the entire college population.
The R.A.P. serves Business students while the P.A.S.S. program serves first generation college students who meet
financial guidelines
6. Facilities
Centrally located in the main building of the El Paso Community College Valle Verde campus, the seven room complex
of Tutorial Services provides separate rooms for Math, Reading, Writing and GED. The Math Center and Writing
Center are set up with tables and chairs while the three smaller rooms provide small classroom settings. The
remaining three rooms serve as office space for the Manager and the two Academic Resource Specialists. The tutoring
areas at the other campuses are considerably smaller, generally consisting of one small room at each campus. The
grant-funded programs also have services at all 5 campuses in rooms of varying sizes.
7. Training
All new tutors undergo a full day of familiarization with department policies/procedures as well as a general overview of
the campus and tutoring area to which they are assigned. Additionally, new tutors are required to read the tutor
handbook and take a short quiz pertaining to that reading. At the beginning of each semester, a full day of training is
held. The tutors from across the district participate in this activity. This day is broken into different sessions dealing
with various tutoring related topics conducted by experts in the field and/or by the Manager of Academic Resources,
the Managers of the P.A.S.S. & R.A.P. programs Academic Resource Specialists, Master Tutors and/or faculty.
It is also required that the tutors take part in a two hour training session every month. These monthly meetings, usually
in smaller groups of 10-15 individuals, consists of actual workshops where different tutoring issues are discussed and/or
the tutors respond in writing to pertinent materials provided for them; a great deal of training centers around customer
service, verbal and non-verbal communication and listening skills, team building, and working with specific student
populations. Not only are guest speakers brought in, but the tutors are required to view a series of fourteen (14) videos
on different aspects of tutoring. Tutors who have achieved the status of Master tutor will prepare and present
workshops on a variety of material for presentation at monthly meetings as well. Of course, every effort is made to
ensure that the tutors who deal with writing stay current on new MLA and APA guidelines. The Math tutors also receive
special workshops by college math faculty in relation to situations they encounter in their tutoring.
Tutors who attend these sessions must complete a Verification Form that presents questions pertinent to the particular
training and how the training can be applied to their actual tutoring sessions. The verification forms are used to track
tutor engagement in the training, and to award and record training hours in the training database. This database is
maintained by the Manger of Academic Resources who, in turn, certifies the tutors across the district.
Page 5
Training
A tutor's training record starts when they read the Tutor Handbook and respond to a series of questions pertaining to
departmental policy and tutoring procedures. Most of the Level 1 topics are covered in the handbook and then
followed up with discussion pertaining to the topic in a new tutor meeting that is attended by the new tutors, Master
tutors, Academic Resource specialists and the Manager. Once the meeting has been attended and the topics covered,
the tutors receive credit. Training is tracked in an Access database that is maintained by the Manger. The training
hours can be checked at will by running a department training report or individual training report. The student contact
hours are tracked in the Central Intake Database (CID) that records all student visits, the student's class and instructor,
the tutoring activity as well as the tutor who worked with the student. The tutoring time is documented by a Tutoring
Time report by center. It is important to note that the handbook for Math Tutors is the same as the one for the
Writing Tutors except that starting on page 59 they have an "Introduction to the Math Center" with documents that
pertain to math tutoring. For purposes of this document, only a copy of the writing handbook is provided.
LEVEL 1: TOPICS, MATERIALS, AND DOCUMENTATION SUMMARY CHART
(Applicable ONLY for Level 1) (To add rows to table, tab last field)
Topic When Amount Methods Materials Used/ Documentation
Covered of time
Definition of Handbook & 2 hrs Handbook review by new Tutor Handbook and verification form
Tutoring and new tutor tutors with assessment. that is customized to a specific topic.
tutor meeting Materials discussed in
responsibilities group meeting
Basic tutoring Handbook, new 1 hr Pages 24-29 in the Tutor Handbook
guidelines tutor meeting handbook. Materials Productive Tutoring Techniques and
& Module 1 discussed in group accompanying readings . Assessment
Productive meeting or verification form found at the end of
tutoring the readings.
Techniques
Techniques for Handbook, new 3 hr Handbook, group Tutor Handbook
successful tutor meeting meeting, discussion and Productive Tutoring Techniques and
beginning and & Module 2 modeling accompanying readings . Assessment
Productive or verification form found at the end of
ending a session.
tutoring the readings.
Techniques
Some basic Handbook & .30 hr Page 62 of the Handbook, Tutor Handbook
New Tutor group meeting, discussion A verification form that is customized
tutoring Do's &
meeting and modeling to a specific topic.
Don'ts
Role modeling Handbook & .30 hr Pages 54-55 in the Tutor Handbook
New Tutor handbook. Materials A verification form that is customized
meeting discussed in group to a specific topic.
meeting
Setting Handbook, & 1 hr Group meeting Tutor Handbook
new tutor And a verification form that is
goals/planning
meeting customized to a specific topic.
Page 6
Active listening Handbook, new 3 hr Pages 33-36 in the Tutor Handbook
tutor meeting handbook. Materials Productive Tutoring Techniques and
and paraphrasing
& Module 3 discussed in group accompanying readings. Assessment or
Productive meeting verification form found at the end of
tutoring the readings.
Techniques
Modeling problem Group meeting .30 hr Materials discussed in Verification form and discussion in
group meeting group meeting
solving
EEO Training 2 hr. Materials covered in EEO Verification form
provided by presentation by Human
Human Resources Department
Resources
Department
every
semester. New
tutors go the
first semester
they work and
every two years
after that
Referral skills Handbook .30 hr Page 95 in the Handbook Verification form and discussion in
group meeting
Content Specific Group 3 hr Presentation of materials Verification form
meetings followed by discussion
training (e.g.
conducted by
tutoring Critical manager
Analysis or and/or faculty
Center policies Completed the 2 hr Web-based videos Center Policies : Videos filmed by
first two weeks former tutors which reside on the
of work. department web page.
Total hours available for Level 1 19 hr
Page 7
The training for level two is a continuation of the training started in the handbook for level one. At this level the focus
is more on a continuation of training scenarios and the carry-over of the Productive Tutoring Techniques videos.
Videos 4-6 spotlight the development of questioning skills started in Level 1 as well as the importance of how students
learn, allowing the student's voice to come through. In addition, there is more training that centers on tutoring specific
skills. Master Tutors in the centers provide workshops on professionalism and different aspects of writing and/or math
as we see the need for them. An example would be tutoring Critical Analysis papers or how to tutor Math and Writing
Online (we provide tutoring online through our web page).
LEVEL 2: TOPICS, MATERIALS, AND DOCUMENTATION SUMMARY CHART
(Applicable ONLY for Level 2) (To add rows to table, tab last field)
Topic When Amount Methods Materials Used/ Documentation
Covered of time
Review of level 1 The start of 2 -3 hrs Face-to-face Agenda previously shown
topics the semester meetings
Tough Tutorials Completed 4 hrs. Tutors view the Tough Tutorials : Web-based videos
the first two videos, provide of tutoring scenarios linked through
weeks of verification form and the department web page.
work. discuss in face-to-
face meeting.
Productive Tutoring The 3 videos 2 hr per Group viewing Productive Tutoring Techniques and
Techniques purchased are covered video during several accompanying readings . Assessment
from K. W. Gattis, NC two at a time w/reading meetings or verification form found at the end
State University over 4 for a total accompanied by of the readings.
separate of 6 hours selected reading and
meetings group discussion
Professionalism As required 1 hr Group viewing Presentation
presentation by for new accompanied by Verification form
Master Tutor tutors discussion
Communication Skills As needed 1 hr Group viewing How to Communicate
by Master Tutor followed by Verification form
discussion
Diversity Training Once a year. Group meeting, Tutor Handbook
Presenter 2 hr discussion. Verification form
from Center Pages 47-52 in the
for Students handbook
with
Disabilities
Total hours available for Level 2 17 hr
Page 8
Level three training is designed to meet the current needs of the centers and staff working at any given time.
Emphasis is placed on helping students become independent learners and honing tutoring skills through the
training modules that focus on writing/math skills. Much of this training is conducted by Master Tutors under
the supervision of the Manager. Tutors routinely meet to discuss difficulties with both face-to-face tutoring
sessions and online tutoring.
LEVEL 3: TOPICS, MATERIALS, AND DOCUMENTATION SUMMARY CHART
(Applicable ONLY for Level 3) (To add rows to table, tab last field)
Topic When Amount Methods Materials Used/ Documentation
Covered of time
Review of level 1 As needed in 4 hrs Group discussions Provided in tables 1 and 2 above
and Level 2 topic monthly and modeling as
meetings needed
Productive Video 7 & 8 2 hr per Group viewing Productive Tutoring Techniques and
Tutoring Monthly video during several accompanying readings . Assessment
Techniques meetings w/readin meetings or verification form found at the end
purchased from g for a accompanied by of the readings.
K. W. Gattis, NC total of selected reading and
State University 4 hours group discussion
Training Modules are 2 hours Tutors are given Training Modules 1-7
Modules Math covered per set the modules to be Training Modules 8-15
and Writing during for a completed without
summer total of benefit of
months as a 4 hours references
refresher materials within
three days.
Tutoring Online Group 2 hrs Tutors view online Online tutoring reading and
meeting assignment and verification form
spend time
identifying errors
and how to
respond to
students
Multiple Group 1 hr Tutors view the Multiple Intelligence
Intelligence meeting PowerPoint Verification form
followed by
discussion
Total hours available for Level 3 15 hr
Page 9
VERIFICATION OF TUTOR TRAINING PROGRAM
Please complete a "Verification of Tutor Program(s)" for each program you want to be certified. For example, if
you wish to have a “Mathematics Center Program” certified at Levels 1 & 2, please complete the verification for
Levels 1 & 2. If you also have a “Writing Center Program” with a different training program that you wish to
have certified at Level 1, you must submit a totally separate application, with its own separate fee, and
complete its own separate verification form.
Please refer "CRLA'S REQUIREMENTS FOR CERTIFICATION OF TUTOR PROGRAMS" for a
complete list of all LEVEL 1, 2, and 3 requirements for a program to be certified.
The "necessary documentation" required for each criteria consists of patterns of evidence of the what,
how, and when of the training program. It should include enough samples and documentation to
enable CRLA Reviewers to verify the excellence of your program(s). Examples of documentation
include:
1) course syllabi, workshop overview, or program description
2) titles and ISBN numbers of copyrighted books, videos, DVDs, surveys, and other training
materials used
3) URLs of web pages or websites
4) flyers/posters/memo samples
5) worksheet samples
6) handout samples
The better the documentation you provide, the easier it will be for the reviewers to certify your
program(s); however, brevity is appreciated so condensed but complete documentation is requested.
Any complete files you feel should be attached, should be listed in the section above called List of
Documents.
A. AMOUNT/DURATION OF TUTOR TRAINING
1) List the number of hours involved in your tutor training, 2) whether you have met or
exceeded the minimum, and 3) the Documentation you have attached as a file to confirm
your compliance (an example might be: Tutor Training Syllabus, pages 2-4). List only for the
levels for which you are applying:
Number of Hours for Level 1: __19_ (10 hours total are the minimum required)
The requirements of Level 1 are: Met __ or Exceeded __X_
Documentation:
All files are imbedded in the document
Number of Hours for Level 2: _17__ (10 hours total are the minimum required)
The requirements of Level 1 are: Met __ or Exceeded _ X___
Documentation:
Page 10
All files are imbedded in the document
Number of Hours for Level 3: _15__ (10 hours total are the minimum required)
The requirements of Level 1 are: Met __ or Exceeded _ X___
Documentation:
All files are imbedded in the document
B. MODES OF TUTOR TRAINING
1) List the training modes involved in your tutor training, 2) whether you have met or exceeded
the minimum, and 3) the Documentation you have attached as a file to confirm your
compliance (an example might be your Tutor Training Syllabus, pages 4-6). List only for the
levels for which you are applying:
Level 1:
(classroom/workshop plus any two others are the minimum required)
The requirements of Level 1 are: Met __ or Exceeded _X__
Documentation: Presented in Level 1 training table
Level 2:
(classroom/workshop plus any two others are the minimum required)
The requirements of Level 2 are: Met __ or Exceeded _ X___
Documentation: Presented in Level 2 training table
Level 3:
(classroom/workshop plus any two others are the minimum required)
The requirements of Level 1 are: Met __ or Exceeded _ X __
Documentation: Presented in Level 3 training table
C. AREAS/TOPICS TO BE COVERED IN TUTOR TRAINING
List which topics you cover in your tutor training, whether you have met or exceeded the
minimum, and the Documentation you have attached as a file to confirm your compliance (an
example might be your Tutor Training Syllabus, pages 7-8) List only for the levels for which
you are applying:
Page 11
List which topics you cover in your training for Level 1:
All files are imbedded in the document
The requirements of Level 1 are: Met __ or Exceeded _ X __
(at least 8 specific topics of the list of 15 are required)
Documentation:
List which topics you cover in your training for Level 2:
All files are imbedded in the document
The requirements of Level 2 are: Met ___ or Exceeded _ X __
(a review of Level 1 and 4 additional topics )
Documentation:
List which topics you cover in your training for Level 3:
All files are imbedded in the document
The requirements of Level 3 are: Met ___ or Exceeded _ X _
(a review of Levels 1 and 2, and four additional topics )
Documentation:
D. REQUIRED TUTORING EXPERIENCE
1) Describe how you keep track of your tutors’ actual tutoring experience, 2) whether you have
met or exceeded the minimum, and 3) the Documentation you have attached as a file to
confirm your compliance (an example might be your Tutor Time logs) List only for the levels for
which you are applying:
Every student who comes into the centers for tutoring is recorded on the sign- in sheet by student ID number,
name, instructor and class. The time of their arrival and departure is recorded along with the initials of the tutor
who worked with the students, what they worked on and how long the actual tutoring session lasted. This
information is recorded in the Central Intake Database (CID) daily. At least once a semester, a Tutoring Time
report is run to see who has met the tutoring hour requirements for certification. This report also identifies the
average time tutors spend with students. The results of this report are shared with the tutors.
Level 1:
(25 hours of tutoring experience is the minimum) Level 1: Met __ or Exceeded _ X __
Documentation:
Sign- in sheet
Tutoring Time report
Page 12
Level 2:
(a total of 50 hours of tutoring experience is the minimum) Level 2: Met ___ or Exceeded __ X
Documentation:
Presented in Level 1 above
Level 3:
(a total of 75 hours of tutoring experience is the minimum) Level 3: Met ___ or Exceeded __ X
__
Documentation:
Presented in Level 1 above
E. TUTOR SELECTION CRITERIA
Describe how your tutors are selected (must meet at least two of the criteria). List only for the
levels for which you are applying:
Level 1:
Tutors apply through the college employment page by submitting the official college application along
with their most recent transcript. Applicants must meet the minimal requirements of 3.0+ overall GPA
and a 3.5+ GPA in the discipline (Math or English). Writing tutors must also submit three writing
samples (a research paper in MLA or APA format, a literary analysis and a sample of their choice). There
is also a departmental writing test that covers different aspects of writing. Once these documents are
reviewed, qualifying candidates are interviewed by the Manager, who decides whether or not to hire
the applicant. Faculty referrals, when available, are considered in the process and the referring
professors are provided with letters they can present to potential tutors. Math tutors present
transcripts and take a math test prior to being interviewed and/or hired.
_____________________________________________________________
Level 1: Met __ or Exceeded _ X __
Documentation: presented as hyperlinks in the narrative above.
Level 2: __ X _ Met at Level 1 or ___ Listed Below
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Level 2: Met __ or Exceeded _ X __
Documentation: met in Level 1
Page 13
Level 3: _ X __ Met at Level 1, ___ Met at Level 2, or ___ Listed Below
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Level 3: Met __ or Exceeded _ X __
Documentation: met in Level 1
F. TUTOR EVALUTION CRITERIA
How are your tutors evaluated? Check all that apply. List only for the levels for which you are
applying:
Tutors are evaluated annually. The document serves as both a training exercise and a way for both
tutors and Manager to dialogue on their progress in the department. Once the evaluation is completed
and the Manager has time to enter comments, an appointment is set to discuss the results with the
tutor. The tutor keeps the evaluation and it becomes a part of their handbook/training record.
Level 1:
__ X ____an evaluation is in place
__ X ____it occurs on a regular basis
__ X ___ results are made known to tutors
___ Other ________________________________________
Level 1: Met __ or Exceeded __ X _
Documentation:
Self-evaluation
Student Comment Cards
Tutor Observation form
Level 2: ___ Met at Level 1 or
___an evaluation is in place
___it occurs on a regular basis
___results are made known to tutors
___ Other ________________________________________
Level 2: Met __ or Exceeded ___
Documentation: met in Level 1
Level 3: ___ Met at Level 1 or
___an evaluation is in place
___it occurs on a regular basis
___results are made known to tutors
Page 14
___ Other ________________________________________
Level 3: Met __ or Exceeded ___
Documentation : met in Level 1
By submitting this application, you as program contact/liaison with CRLA’s International Tutor Certification
Program agree to continue to follow the guidelines you have submitted in this application.
Once your program is re-certified, CRLA will provide you with a certificate certifying your program for up to five
years and will provide you with a CRLA ITPC certificate template you may use and adapt to include your
institution’s information/logos/signatures/colors.
Six months before the end of your renewal period, you will be expected to apply for re-certification. Each
re-certification granted for this program will be for up to five years. Re-certification is patterned after the initial
certification application requirements and documentation, so be sure to archive your initial documents to use
as a reference to update with current program information for your re-certifications.
Page 15
