Project Handbook - Washington Campus Compact

PIPELINE PROJECT

at the University of Washington

2012 – 2013 Handbook

Contents Center for Experiential Learning and Diversity…………………………………………………………….......3 About the Pipeline Project……………………………………………………….………………………………………..5 How to Get Involved with the Pipeline Project…………………….……………..……………….………….. 6 Activity #1: A Tutor’s Job Description…………………………………………….………………..….............. 7 Building Positive Relationships……………………………………………………………………….….……………..9 Making Learning More Engaging and Memorable …………………………………………………………..10 Tutoring Tips and Strategies………………………………………………………….………….……………………..11 Providing Students with Positive Discipline……………………………………………………..……...........13 Bullying………………………………………………………………………………………….………………………………….14 Getting Started……………………………………………………………………….……………….……………………….15 Sample Introduction Email to School……………………………………………………………………………….17 Safety and Liability Issues ………………………….………………………………………………………………......18 Reflection…………………………………………………………………………………………………………………………19 About the Seattle Public School District…………………………………………………………………………..20 Diversity in Seattle Public Schools Differences in Culture, Traditions, Language………………………….……………………………21 Refugees and Immigrants…………………………………………………………………………………….23 English Language Learners ………………………………………………………………………………….24 Special Learning Needs………………………………………………..………………………….………… 25 Current Issues in the Seattle Public School District………………………………………………………….27 Resources Academic Standards……………………………………………………………….………………………….28 Helpful Links……………………………………………………………………………………………………….35 A Little Inspiration……………………………………………………………………………………………………………36 2• Pipeline Project at the University of Washington

The Center for Experiential Learning and Diversity (EXPD) works to support you in making the most of your undergraduate experience. Our nine programs can help you extend your learning beyond the classroom in the following ways:

COMMUNITY ENGAGEMENT       

Mentor preschool children Tutor in K-12 schools Volunteer with local nonprofits Earn academic credit for internships and service Apply for civic engagement fellowships Participate in leadership development Take an Alternative Spring Break

RESEARCH   

Receive individual advising to find research opportunities with faculty Identify research funding, fellowships and summer programs Present your work at the annual UW Undergraduate Research Symposium & other national conferences

SCHOLARSHIPS   

Receive advising for scholarship search and application processes Clarify and pursue your goals Explore funding sources and receive guidance for academic research, leadership and international experiences

DIVERSITY   

Learn about resources for diverse students to advance your education Join your peers in research and scholarly activities focused on preparation for graduate study Connect with students from different backgrounds, across different areas of academic study, in other areas of the local community, or in other areas of the world

171 Mary Gates Hall | http://expd.washington.edu | (206) 543-4282 UNDERGRADUATE ACADEMIC AFFAIRS | OFFICE OF MINORITY AFFAIRS & DIVERSITY Pipeline Project at the University of Washington • 3

The Center for Experiential Learning and Diversity (EXPD) programs includes: Carlson Leadership & Public Service Center

http://expd.washington.edu/carlson | [email protected]

The Carlson Center provides opportunities for students to engage with and learn from their communities. We help students connect with internship and volunteer opportunities through email list-serves, receive credit for internships through General Studies 350, and work with community based organizations in conjunction with their academic courses through service-learning. We offer financial support to students interested in making a commitment toward community involvement through the Students in Service AmeriCorps program and through a variety of Civic Fellowship programs that incorporate a community-based learning curriculum.

Early Identification Program

http://depts.washington.edu/eip | [email protected]

The Early Identification Program (EIP) encourages and assists undergraduate students from educationally and economically disadvantaged backgrounds to enter graduate or professional school. EIP offers a variety of services and resources designed to enable students to enhance their undergraduate experience, explore various career options at the graduate level, and prepare for successful admission to and completion of graduate or professional school. EIP emphasizes undergraduate research and offers students the opportunity to present their own research at the annual conference.

Global Opportunities

http://goglobal.uw.edu | [email protected]

Global Opportunities (GO!) offers advising and support for students interested in studying abroad. The program also offers two scholarships. The GO! Scholarship helps students with significant financial need access opportunities to study, research, and intern abroad, while the Fritz Undergraduate Scholarship provides funding for study abroad to students who are current/declared majors in the humanities and social sciences.

Jumpstart

http://expd.washington.edu/jumpstart | [email protected]

Jumpstart is an early literacy program that connects UW students as tutors and mentors with 3-5 year old, low-income preschool children. College students read stories, sing songs and play games that support young children's school readiness skills. Work on a team of 5-8 UW students in local Seattle preschools. Benefits Include: Earn work-study funds, earn a $1,000 scholarship for serving 300 hours, earn academic credit, gain valuable skills and experience, meet other UW students, and make a difference in the life of a child!

Mary Gates Endowment for Students

http://expd.washington.edu/mge | [email protected]

The Mary Gates Endowment for Students provides financial support to UW undergraduates from all disciplines that have exceptional promise in the areas of scholarship, research or leadership. Students may apply for scholarships to support their involvement in intensive research activities and in self-initiated projects through which they are experiencing personal growth and a greater understanding of themselves as leaders. Students awarded scholarships are named Mary Gates Scholars.

Office of Merit Scholarships, Fellowships & Awards

http://expd.washington.edu/scholarships | [email protected]

The Office of Merit Scholarships, Fellowships & Awards helps UW undergraduates develop the skills and personal insights necessary to pursue scholarships appropriate to their goals. OMSFA provides information and resources to increase student awareness of the scholarship search and application process via workshops, events, online resources, and individual advising. We also prepare students to compete for locally and nationally competitive scholarships including the Fulbright, Goldwater, Marshall, Rhodes, Truman scholarships and many others.

Pipeline Project

http://expd.washington.edu/pipeline | [email protected]

The Pipeline Project connects students with educational, service, and research opportunities in local and regional K-12 schools. Such experiences provide new insights into their personal and academic lives, offer underserved K-12 students individualized tutoring and relationships with college student role models, support public school teachers in meeting their own instructional goals, and connect UW departments to the greater educational community. In addition to tutoring opportunities, the Pipeline Project offers educational seminars where students earn credit through seminars on a variety of educational topics in addition to their tutoring. Students can also participate in an Alternative Spring Break Project that connects UW undergraduates with students in rural communities of Washington.

Ronald E. McNair Post-baccalaureate Achievement Program

http://depts.washington.edu/uwmcnair | [email protected]

The Ronald E. McNair Program prepares low-income and first-generation or underrepresented students for doctoral study and whose goals are to teach and research at the college level. McNair Scholars are involved in a number of scholarly activities which include undergraduate research, GRE Test preparation, annual conference participation, and the graduate school application process. McNair aims to produce highly competitive graduate school applicants who have the skills and experiences necessary to obtain admission and secure funding to their choice graduate programs.

Undergraduate Research Program

http://expd.washington.edu/urp | [email protected]

The Undergraduate Research Program (URP) facilitates research experiences for undergraduates with UW faculty members in all disciplines. URP staff assists students in planning for an undergraduate research experience, identifying faculty mentors and projects, defining research goals, presenting and publishing research findings, and seeking funding for their research. URP maintains a listing of current UW research opportunities and related national programs. The Annual UW Undergraduate Research Symposium provides a forum for students to present their work to the university community and the public. 4• Pipeline Project at the University of Washington

About the Pipeline Project The Pipeline Project links undergraduate students with educational and service opportunities through tutoring and mentoring in local schools and community organizations.

The Pipeline Project University of Washington The Center for Experiential Learning & Diversity Mary Gates Hall 171 Box 352803 Seattle, WA 98195 Phone: (206) 616-2302 Fax: (206) 616-4389 Email: [email protected] Website: http://expd.washington.edu/pipeline Staff:

Christine Stickler, Director [email protected]

Wanda Liao, Graduate Student Assistant [email protected]

Francesca Lo, Associate Director [email protected]

Marcus Ramirez, AmeriCorps Retention Project Coordinator [email protected]

The College Of Education The Pipeline Project has strong ties with the UW’s College of Education (COE). Students in the Education, Learning and Society (ELS) Minor are required to obtain 5 field experience credits, which can be fulfilled through Pipeline’s EDUC 401 Inner Pipeline seminars. In addition, undergraduates who are interested in fulfilling their school observational hours for admission to the teaching program are often referred to Pipeline. Our office can help them connect with an appropriate school, and many of these students choose to take an Inner Pipeline seminar as well. For specific information on observational requirements, please check COE’s website at: http://education.washington.edu/prospective/applying/

About this Handbook This handbook contains general information about the Pipeline Project, tutoring, and the Seattle Public Schools. More extensive, specific resources about working with particular grade levels, subjects, and learning needs can be found on our website: http://exp.washington.edu/pipeline The information in this handbook was compiled from various tutoring resources in the Seattle area including the Seattle Reads Tutoring Compact Tutoring Handbook, Washington Mutual One-to-One Tutoring Handbook, Seattle Public Schools Volunteer Handbook, Youth Tutoring Program Training Manual, the All-City Tutor Training, Tolerance.org, the ERIC Digest, the Educational Leadership Journal and the NW Service Academy. Numerous volunteers also put a great deal of time and effort into producing an interesting and helpful handbook for all Pipeline tutors. Thanks to Josh Kurz, Peter Shin, Shann Thomas, Bayley Lawrence, Nimisha Ghosh Roy, Lacey Androsko, Francesca Lo, Kyla Lackie, Christine Stickler, Claire Fraczek and Sally Haber. Pipeline Project at the University of Washington • 5

How to Get Involved with the Pipeline Project There are four different ways University of Washington students can participate in the Pipeline Project: 1. Volunteer Service The Pipeline Project recruits, trains, and places students as volunteer tutors in Seattle Public schools and community organizations throughout the academic school year. Orientations are held frequently throughout the quarter. Specific times and locations are posted on our website and in the Center for Experiential Learning & Diversity in Mary Gates Hall 171. Personal placements allow individuals to tailor their tutoring experience to accommodate their areas of interest and availability. A minimum of one hour of tutoring per week for at least one quarter (preferably 2 quarters) is expected. 2. Service Learning Placements Working with our partner, The Carlson Leadership and Public Service Center, school-based service learning placements are made for a wide range of classes at the UW. Elementary, middle, and high school classrooms become a field laboratory where UW students have the opportunity to work with younger students, applying classroom content to the tutoring or mentoring experience. Each professor designates the amount of tutoring hours/quarter required. Usually, the requirement is 20 hours/quarter. 3. Inner Pipeline Seminars Pipeline also offers a series of EDUC 401 seminars each quarter. Students tutor or work in the schools each week as well as attend weekly seminars focusing on a wide range of current educational topics such as general public education issues, math and science education, poetry, environmental education and art. Seminar topics vary each quarter. For more information regarding our current seminars, check our website. The amount of credit earned for each seminar depends on the number of tutoring hours completed within the quarter: 2 credits: 2.5 hours tutoring/week (at least 20 hours tutoring/quarter) 3 credits: 5 hours tutoring/week (at least 40 hours tutoring/quarter) 4 credits: 7.5 hours tutoring/week (at least 60 hours tutoring/quarter) 5 credits: 10 hours tutoring/week (at least 80 hours tutoring/quarter) 4. Alternative Spring Break: The Pipeline Project offers students the opportunity to spend their spring break in a tribal or rural community in Washington working on literacy arts and environmental education projects with local schools. Sites range from the Olympic Peninsula to Eastern Washington. * Note to Masters in Teaching (MIT) applicants: Applicants to the UW’s MIT program must gain 40 hours in a classroom that most closely matches the subject and age level they wish to teach. Visit the College of Education website for more information: http://depts.washington.edu/coe/programs/tep/ More information about each opportunity is available at: http://expd.washington.edu/pipeline

6• Pipeline Project at the University of Washington

Activity #1: Writing a Tutor Job Description 1. Describe the role of a tutor

2. List qualities of a good tutor

3. Brainstorm skills and experiences needed to be a good tutor

4. Describe the type of support you need to be a good tutor and where you can find these resources

5. Describe what a tutor is NOT

Pipeline Project at the University of Washington • 7

Tutor Job Description Objective: To act as a guide, role model, coach, and advocate to help motivate and guide students, challenge them to improve their performance, and help them succeed in their schoolwork, and ultimately, function more effectively in their lives both inside and outside school. Typically, Pipeline tutors will assist the teacher in the classroom or work directly with one or more students. Qualifications: Volunteers should be…  Friendly and caring  Dependable and flexible  Patient and understanding  Enthusiastic and encouraging  Respectful and courteous  Passionate about learning Volunteers should have…  A genuine appreciation for all people - an unconditional acceptance for students representing a wide range of cultures and backgrounds.  Desire to make a difference and contribute to the community by helping children succeed in school.  Time set aside in your weekly schedule to devote to your student through planning and actual tutoring.  A willingness to learn and apply effective tutoring methods.  Good communication skills. Responsibilities include: Priority. Place your tutoring commitment high on your weekly priority list. Honor your commitment by being on time and prepared. If you will be late or need to miss a tutoring session, call and leave a message for the volunteer coordinator and the teacher at your school. Also, if you know in advance that you will miss a session, let your student know. Routine. Always sign in and record the number of hours you volunteer in the volunteer/tutor logbook located in your placement school's office. Always wear your nametag or visitor’s pass if required. Communication. Work as a team with your teacher, the volunteer coordinator, and the Pipeline Project staff. Give feedback and ask questions often. It may be hard to have conversations with teachers during class time. So use email and send messages frequently. Always ask, “How can I be of most help?” If you have specific concerns about a student’s behavior ask your teacher how he or she would handle the situation. Email your teacher brief reports about how the day went. 2-3 sentences will make a huge difference. You can also leave written notes for the teacher in her/his box in the office. Flexibility. Although we ask our tutors to be consistent with their schedules, the schools cannot always promise the same in return. Assemblies, field trips and student absenteeism will sometimes interfere with your tutoring sessions. If you arrive at the school and your student is unavailable for tutoring, ask the volunteer coordinator if there are other students that need help that day. Professionalism. Be aware of any site policies or procedures regarding anything from student discipline to logging your tutoring hours. Cooperate with the student’s teacher and/or parent whenever possible. A team approach to the tutoring process will provide added support for the student. Respect the teacher as the authority, knowing that you are not replacing him/her. Model respectful, mature behavior and always dress appropriately for the activity. Seek support. If you need assistance of any kind or are frustrated with your placement be sure to communicate this to the Pipeline Project staff. Our goal is to make sure that you have a positive experience as a volunteer. If at any time something comes up during tutoring sessions that makes you feel uncomfortable or uncertain, please let us know. We are here to support you and we will do our best to help you resolve the situation. We also have a library of academic resources and tons of tutoring tips and strategies to help you become a better tutor.


Building Positive Relationships A good relationship is the key to make your tutoring experience positive and effective. Know your student. Spend some time in the beginning getting to know your student. Use your favorite "icebreaker" or discuss school, television, games, toys, food, music, etc. As you learn about your student's background, interests, likes and dislikes, find ways to connect them to school assignments. Show respect for your student's culture, family members and living situation, no matter what the conditions are. Create opportunities for the student to express opinions or ideas. Learn his or her name and how to pronounce it correctly. Let the student know who you are. If you feel a bit shy or awkward about meeting your student for the first time, that’s okay, it’s normal. Be open and tell your student why you became a tutor. Let him/her know that you are committed to helping youth succeed. Share something about yourself, such as your culture, family life, and interests. Let go of assumptions. We bring prejudice and bias to every relationship. Be aware of how you judge "at-risk", "low- income", "ethnic" or "low achiever". As much as possible let your assumptions go. Let kids be who they are, be supportive and treat students as unique individuals. Set high expectations. It is important to hold high expectations for all students, regardless of your preconceptions about their culture or backgrounds (i.e. children of illiterate parents can't learn as well because no one reads to them at home). Research shows that teacher/tutor expectations are a great predictor of student success. Be a good listener. Use eye-to-eye contact and sit side by side when working together. Ask questions and learn about your student’s thinking and problem solving techniques. Allow enough "wait time" for your student to think through questions instead of continuously asking questions. Be honest. If you are unsure of an answer, admit it and work it out together –modeling that it is okay to make a mistake and not always be right. Give positive reinforcement. Give specific praise and provide positive feedback often. Within the first five minutes of each tutoring session, always pay your student at least one compliment! Be a positive role model. Know that you are being watched closely, even when your student does not appear to be paying attention. Let your student see you working hard- maintaining focus on the task at hand, being cooperative with others, listening without interrupting, making mistakes and using a variety of methods to work through problems. Be patient. Patience is crucial when developing a relationship, helping with the student’s academic progress, and when working in a new environment. Rely on your sense of humor. Tutoring should be a fun and engaging experience. Don’t be afraid to laugh and see the humor in a situation.


Making Learning More Engaging and Memorable While the classroom teacher is the instructor whose primary responsibility it is to develop lesson plans our tutors often find that as they establish themselves in the classroom and build a relationship with the classroom teacher, they have the opportunity to modify and enhance the activities they do with their students. In doing so, tutors should consider how they can make their learning activities engaging and memorable while also teaching valuable academic skills. As you think about how to modify and create learning activities, consider the following perspectives on teaching and learning: 

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Accessing students’ prior knowledge: People learn better when new learning is connected to, builds upon, or is related to familiar skills and ideas. The more you get to know your student, their academic strengths and interests as well as their personal strengths and interests, the more you can target your instruction to them as a learner. Every learner is unique: The way you learn best might not be the same way your student learns best. Try different strategies until you find one (or a few) that seem to work. Be creative: When learning is fun, students are motivated to actively participate and are more likely to remember what they have learned.

As a tutor, you have a unique opportunity to translate group lessons to suit individual needs. Think creatively about how information could be learned through visually stimulating activities, interactive learning, or hands-on activities. In a nutshell, you are looking to come up with ideas that move beyond worksheets and rote memorization.


Tutoring Tips and Strategies Prepare for the tutoring session. Most Pipeline tutors work with students to complete homework or classroom assignments and do not need to plan a lesson for each tutoring session. It is helpful though to bring an activity to do with your student in case they finish their work ahead of time. Bring a variety of hands-on teaching options and incorporate the student’s interests (a book about a famous baseball player). Make your session challenging, yet fun. Bring supplies and resources that may enhance your tutoring session. Suggestions include note cards, calculator, graphing paper, colored pencils, enrichment games, brainteasers, inexpensive stickers, a good book to read aloud, and/or a journal. Keep attention and motivation. Have a work plan. “Today we are going to ________ and ________”. Give the student the opportunity to add to the plan. Write it down and let them check things off as they get done. Also, try to give students limited and sensible choices. “We need to work on________and_______ today. Which do you want to start with?” Incorporate your student’s interests into the tutoring sessions through materials and exercises. Use time to your advantage by planning activities for short periods of time and taking a mini-break in the middle of tutoring sessions to talk or do a fun activity. Share your time plan with your student so that he or she knows what to look forward to. Have your student evaluate his or her attention during a specific task. If he or she did poorly, ask why. Try to make changes that will more actively engage the student in tasks. Be excited about the subject matter! Use your creativity and sense of humor throughout the session. Help your student absorb material and respond to questions. Use questions to determine whether a student understands the material and to encourage further thinking about a topic. Questions actively involve the student in the session and ensure that the student is not just passively receiving the information from you. 

Ask different types of questions. In addition to fact-based questions that require the student to recall information, also ask questions that require your student’s opinion. This technique will help him or her to think independently and make them more comfortable answering all questions. You can also ask questions about his or her thinking process and approach to problem solving.

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Allow your student time to prepare an answer. Tutors sometimes expect immediate answers and interrupt the student’s thought process with more questions.

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Create a discussion atmosphere so that you and your tutee may have a dialogue about the material. For example, instead of a series of unrelated questions about a story, share your feelings about it. Have the student develop his or her own questions to ask you.


Help your student complete assignments independently. Be a resource for your students while allowing them space to find their own answers. Don’t give your student the answer to a problem or question. Instead, guide him or her through steps so that he or she could do a similar problem or answer a similar question without help. When students first ask for help, try to determine ways in which you can encourage them to help themselves. For example, you could direct your student to a dictionary or have your student draw a picture or chart to figure out a problem. Help your tutees develop habits of checking their work before turning it in to the teacher. Focus on strengths and give positive feedback. Mark correct answers, not incorrect ones. Tell your tutee that mistakes are part of the learning process. While you focus on strengths, continue to hold your student accountable for his/her errors and correct them. Praise your student honestly and frequently. Make your praise specific. For example, “Good job! You solved that problem using the techniques that we learned last week.” This is more effective than a simple, “Very good.” Below are more ways to give specific praise and feedback to your student. Praise may be about: What they learned Wow, you learned three new words today…. You did a really good job of answering these questions…. I liked the way you read your favorite page….

You did two more problems than yesterday….. You are really getting good at finding main ideas….. You really know your stuff for this test…… You get better at that every time I see you. Way to go!

How they behaved, their attitudes Thanks for getting right to work today…… Thanks for asking for help instead of getting angry….. Thanks for taking time out when you were getting upset…. Thanks for listening while Keesha read….

Thanks for working so hard…… Thanks for doing such good work….. Thanks for staying safe and not tipping back your chair….. You taught me something today!

Their ideas and creations That was an awesome idea…. I like the way you answered that question….

This is a fantastic picture…model…report… Thanks for sharing your story/ ideas/ feelings…

Some tutoring behaviors to avoid. Don’t simply ask, “Do you understand?” and move on. Have the student show you that he or she understands and then move on. Don’t say, “This is easy.” Often what you may find easy is very challenging to your student. You may mean to be relaxed or put your student at ease, buy you may instead devalue or belittle their experience and cause them to feel selfconscious. Don’t talk too much or tell your student the answers. Ask questions that lead him or her to the answers. Don’t say, “No,” if a student gives a wrong answer. Instead, have him or her explain how they arrived at the answer. Often the student will discover the mistake while speaking. If not, you now know exactly where he or she made the mistake and can redirect the student. Don’t try to cover up if you are not sure of something. Be honest and tell the student you don’t know the answer but that you will find the answer for them. No one expects you to know all of the answers. If you are honest and direct with the students, they will respect you for it. 12• Pipeline Project at the University of Washington

Providing Students with Positive Discipline It is important to remember that most discipline problems occur when students are not getting their needs met in some way. You can help students succeed in school by teaching them how to get their needs met in appropriate ways. To do this, you will need to set some guidelines for behavior during tutoring sessions and assist them in changing their behaviors when students act out. To assist students when they act out, you first need to stop the inappropriate behavior and make sure the students and others are safe. It is also important to find out why the students acted out and help them choose better ways to help them get their needs met. Making the students take an active role in changing their behavior helps them learn how to solve problems and to react in ways that will help them get their needs met. Here are some steps you can take to help students change their behaviors: 1. Ask the teacher about the discipline system at the school and how you should reinforce it. 2. Stop the behavior. (“That’s not okay”) 3. Ask the student what s/he needs. 4. Discuss options. What else could the student have done to get what s/he needed? 5. Ask the student to state their need and choose a solution. What do you need and how can you get it? What is the problem and how can you solve it? 6. Make the behavior change part of the student’s weekly goals. 7. You may also wish to set consequences for negative behaviors: Work somewhere else, apologize to person(s) student hurt, and/or take time out 8. Time out can also be seen as another option to allow a student to check him/herself out of a situation in which they are about to act out. During this time, the student can think about why s/he got angry and decide how to handle his/her anger. Set expectations. Give clear directions for what you want to accomplish and describe the behavior you expect from your student during your tutoring session. Be positive and enthusiastic but use a professional, "no-nonsense" tone when communicating. Know the rules established by the school and explain those limits to your student. Expect respect. Receiving individual attention and academic help by a tutor is a privilege. Sometimes students need to be reminded of that. Your student should respect you, your requests and the time that you are giving. Provide structure. A well planned routine with set activities and goals provide fewer opportunities for restlessness. Be consistent. If you set a limit or a consequence, then follow through. Use eye contact. Direct eye contact lets your student know you are paying attention to his/her behavior and that you expect him/her to focus on the task at hand. Develop and use a “look” (eye contact that asks, “What exactly are you doing?”) that is not a challenge, but rather a means of communicating to a student that his/her behavior does not fit the present situation. Ignore low-level distractions. Proceed as though what you are doing is far more important than a student’s off-task behavior. Listen. Find out why your student is acting out or having trouble focusing. Ask in a non-prying way if something happened that day and if your student wants to talk about it. Don’t let the conversation get too long. Your student may need someone who will listen to him/her, before he/she can move on and get to work. Display a sense of humor. (Not to be confused with ridicule!) Use a laugh or a smile to break the tension or make light of a potential power struggle. Offer a final choice. Give the student the option of either getting to work or returning to the classroom. This should be clarified with the teacher ahead of time and is only effective if you are willing to follow through with the student’s decision.


Bullying What is “bullying”? Bullying is an everyday occurrence in our public schools today, so much so that many students consider it to be a part of school life. Abusive language and violent behavior have become the norm on the playground, in the gym, and even in the classroom. Moreover, it is estimated that over 15% of students are involved in bullying each year in America, though these estimates are low. Bullying in schools can have negative consequences for the general school climate and for the right of students to learn in a safe environment without fear. Teasing, taunting, threatening, hitting, stealing, and causing a student to be socially isolated through intentional exclusion are all characteristics of bullying (though the latter characteristic tends to be most dismissed by teachers). The use of language that degrades specific groups, especially those that appear different in some way, has also increased. These are specifically words that degrade others because of their gender, race, ethnicity, sexual orientation, religion, economic status, and physical and mental disability. These slurs and language have become routine and has thus desensitized too many students so that the only students who truly realize their impact and meaning are those who are the targets of these put-downs. As a tutor, it is important to confront the use of these words and intervene when degrading language is spoken. Also, it is your responsibility to monitor your students’ behavior and take heed of warning signs that bullying is taking place. How do I identify bullying? Because bullying can take many forms, here are some general warning signs that you should be aware of. In the bully:  Direct behaviors. These include any physical abuse (hitting, biting, taunting, as well as stealing, threatening, and teasing) that harms a targeted individual.  Indirect behavior. These behaviors include intentionally excluding someone from a group, including through the spread of rumors. In the victim:  Withdrawn, anxious, and angry behaviors.  Becomes extremely emotional, even at the occurrence of the most mundane event. If you suspect that a situation is abusive, even amongst those who call themselves “friends”, don’t hesitate to act. What can I do about it? It may seem daunting to try to correct language and behavior that seems so pervasive in society, but condoning disrespectful actions only allows the abuse to continue. Although you are not in a position of power within the school, there are things that you can do to prevent and handle situations where bullying is taking place. 

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Respond immediately to degrading comments. When you hear a student making demeaning slurs, you have a responsibility as a tutor to respond immediately and make it clear that disrespectful comments are not tolerated. Through addressing the comments right away, you will prevent the taunting from escalating into threats of violence in the future and you will become a positive role model for your students. Ask the students involved to explain the situation. Teachers cannot always see what’s going on in the classroom, but tutors have a unique vantage point in that they constantly interact with students on an individual basis. Take advantage of your position in this way—ask the students direct questions about what is being said. The student being insulted will appreciate the fact that you have taken his or her claim seriously and the student instigating the abuse will understand that it is not acceptable to treat people in a disrespectful manner. Make sure that every student belongs. Every individual is unique and valued in our community and it is the responsibility of tutors to impress this upon their students at all times. Showing students that you value their emotions, their background, and their views through listening and discussing issues that they are interested in will teach the students to respect themselves and their classmates. Talk to students about making positive choices. Often students who bully others have felt wronged by another student in some way. Instead of lashing out, tutors can teach students how to effectively and positively deal with their feelings. This can be done through events like skits or in one-to-one conversations.


Getting Started 1. Browse Tutoring Positions. You can search the Pipeline online database of tutoring opportunities by going to https://expo.uw.edu/expo/pipeline and entering your UW NetID. 2. Attend Pipeline orientation. After attending the Pipeline Tutor Orientation and passing the Washington State Patrol background check, the contact information for the school coordinator will be made available to you (click on “Position Details”). Pipeline will also present you with a card that states that you have completed the orientation and background check. The confirmation card is good for 2 years – if you would like to participate in another Pipeline opportunity within the next 2 years, you do not need to attend another orientation. 3. Confirm Tutoring Position. After you browse through the list of tutoring opportunities, confirm your top choice position by clicking the “Confirm Position with Pipeline” Button. If you need to change your school placement for some reason, please make this change on our EXPO online database. 4. Contact the Volunteer Coordinator at Your School/Organization to introduce yourself. In your initial email, please include the following: Introduce yourself as a Pipeline tutor and state that you would like to tutor at ____ school.  Explain why you are interested in tutoring.  Ask to arrange a regular weekly tutoring schedule for the quarter.  Specify your time availability (e.g. “I am available to tutor on Mondays or Wednesdays anytime between 1-4 pm”).  Be specific about the type of tutoring situation you are looking for. Make sure to communicate your preferences to the Volunteer Coordinator so that they can find the best fit for you. Please specify the following :  subject preferences  1 on 1, small group, or classroom tutoring preference  specific age group preference Some important things to consider: If you are part of an Inner Pipeline Seminar or a Service-Learning class, it is very important that you contact the Volunteer Coordinator as soon as you receive your contact information so that you can complete the hours required of you by the facilitator/professor. It is your responsibility to complete your tutoring hours. If you have not begun tutoring until the 4th week of the quarter, experience tells us that it will be very difficult to complete your contracted tutoring hours for the remainder of the quarter.   

Please contact only one site at a time! Please remember to use your UW email account because other accounts may end up in schools’ junk folders. Please remember that Volunteer Coordinators are very busy people with many responsibilities at their school/organization. Thus, we ask that you give a site contact 3 business days to get back to you. If you do not hear back within 3 business days, then politely email him/her again to re-express your interest in tutoring. If you still do not hear back after 2 business days, please notify the Pipeline office so we can troubleshoot with you.


5. Confirm important information with the Volunteer Coordinator. Once you finalize your weekly tutoring schedule with the Volunteer Coordinator, make sure you understand the following information:  Sign-in procedure for your specific school  Contact person in case of your absence  Driving directions or bus routes  Teacher’s name and room number 6. Talk to the teacher. Teachers are very busy, but it will be very helpful to touch base with them early on in your tutoring experience. The strongest tutoring partnerships begin with clear conversations about your role in the classroom, and how to best support the teacher and students as a tutor. 7. Be a consistent tutor. The most effective tutoring is consistent tutoring! As a Pipeline tutor, it is your responsibility to arrange a regular weekly tutoring schedule and attend your tutoring session each week. After you arrange your weekly schedule, stick to it. Young students love the individual attention they receive during their tutoring session, and both your student and the teacher you work with will be depending on your weekly visits. Pipeline tutors may maintain a log of the time they spend at their school (Inner Pipeline students are required to keep a tutoring log). 8. Communicate with Pipeline. If you find that you have scheduling problems or tutoring concerns, please contact Pipeline so that we can troubleshoot with you. We also love to hear good stories so please share your experiences with us! 9. Take advantage of additional opportunities. The Pipeline staff also strongly encourages all tutors to attend education related events such as the Seattle Tutoring Coalition All-City Tutor Training (http://www.uwkc.org/nonprofit/training/allcitytrain/). We will share additional opportunities and events via our Pipeline listserv, which all Pipeline tutors will be subscribed to.


Sample Introduction Email to Schools Below is a sample email of what to include when contacting a school: Dear (insert Name of Volunteer Coordinator/Site Supervisor), My name is Marcus Ramirez, and I am a UW Pipeline Project tutor. I am interested in volunteering at (insert name of school). I am interested in tutoring because I am hoping to become a teacher and because I really enjoy working with young people. I am available to volunteer on Mondays and Wednesdays, from 1PM-3PM. I would like to volunteer in a math classroom with any grade level from 9th through 12th grade. I am available to start next week. Please let me know at your earliest convenience if this will work, and what additional steps I need to take to volunteer at your school. I look forward to hearing from you. Thank you very much for your time. Sincerely, Marcus Ramirez


Safety and Liability Issues in the Seattle Schools The following guidelines will help you create and maintain a safe learning environment for you and your student. It is important that you follow these guidelines as they will help you carry out your tutoring responsibilities in a caring and appropriate manner. 1. Always tutor in a public space. Tutoring locations will vary, depending on availability and the preference of your student’s teacher. Many schools are crowded, so you may end up tutoring in the hallway. Try to find a quiet space with as few distractions as possible. Sometimes a teacher will direct you to an empty classroom. Be sure to leave the door open at all times and to sit in two desks which are easily seen by those passing by. Always tutor in a public area and on the school grounds. If you are tutoring in an after school program, it may be tempting to offer your student a ride home. Never go off-site with your students and never give them a ride in your car. Your tutoring experience is limited to the school. 2. Use appropriate touch and respect personal space. Some students, especially at the elementary school level, will naturally become very attached and affectionate. Many students are craving attention and affection, so it is important that you handle this situation with sensitivity. Unfortunately, a front hug is unacceptable, so use other signs of affection, such as high-fives instead. It is also inappropriate for students to sit in your lap. Remember that the appropriate places to touch a student are on their hands, arms, upper back, and shoulders. Refrain from patting your student on the head, as this gesture has varying cultural connotations. Some students will want more personal space; be sensitive and respect each individual’s needs. 3. Set boundaries. Personal information about yourself should be shared only as it is relevant to the work you are doing with the student. Avoid giving personal contact information such as your address, phone, and email. 4. Consider your appearance. Although it is not expected that you “dress up,” consider your appearance when tutoring. Tutors are role models. Dress neatly and be aware of the school’s dress code. It is inappropriate to wear short shorts, tank tops, halter tops, or other revealing clothing to a school. 5. Report signs of abuse immediately. The following factors may be present when abuse has occurred, but do not guarantee an abusive situation. If any of the following signs are present in your child, you should alert the teacher, principal, counselor, or site coordinator, so that they can further investigate the situation. Please also notify the Pipeline staff as soon as possible:  Signs of injury, such as welts, bruises, cuts, burns, fractures, or swelling.  A history of repeated, untreated or unexplained physical injury.  A contradiction between the story and the physical evidence. For example, falling off of a bed coupled with repeated bruising.  The child appears to be uncomfortable or fearful when talking about the injury.  Child alludes to or seems preoccupied with sexual matters (sign of sexual abuse). 6. Be aware of confidentiality issues. As the relationship with your student progresses, he or she will begin to trust you and may start to confide in you. You should take time to listen and show your students that you care about them. Do not make a promise you cannot keep. If a student reveals information relating to a possible abusive situation, let the student know that you care and are there to listen, but that you are required to pass this information on to a teacher, counselor or principal who can offer them help. You could say to the student, “That behavior is not ok- I need to tell someone to help keep you safe.” There is also a chance that someone may already have insight into the situation, which could help you better understand and work with your student. Another example might be that a student reveals to you some illegal activity that is going on at home. Again, tell a teacher or counselor immediately. Tutors are not expected to make the phone call to Child Protective Services. The decision should be left to the school staff. 18• Pipeline Project at the University of Washington

Reflection (Source: NW Service Academy, Portland, OR)

Why Reflect? We do not learn from doing, we learn from thinking about what we do. Research shows that reflection has some positive impact on the attitudes of the volunteers regarding service. However, the lack of reflection has a STRONG NEGATIVE impact on the volunteers' attitudes about service and the service activity. Reflection is a crucial part of community service, which allows volunteers to look back on, think critically about, and learn from their service experience. Reflection may include acknowledging and/or sharing of reactions, feelings, observations, and ideas about anything regarding the activity. Reflection can happen through writing, speaking, listening, reading, drawing and any other way you can imagine. We encourage you to take time to reflect on your tutoring experience whether it be through journaling on your own or processing your experiences with a friend or through any other method that works for you. Benefits of Reflection         

Gives meaning to the experience Can help volunteers understand the limitations and opportunities of the service site or community organization Relieves tension and provides re-energizing and renewal Integration of service into the rest of one's life — developing a "spirit" of service and civic-mindedness Improved service — As volunteers examine the effects of their behavior, they discover ways to improve the quality and quantity of their service. Fosters life-long learning skills — develops an ability to learn from positive and negative experiences "Reality Check" — guards against reinforcing inaccurate perceptions/biases Personal problem solving increases personal empowerment and confidence Encourages volunteers to do higher level thinking as they look for root causes of complex issues

What? So What? Now What? This is a well-used and successful model to assist you in your reflection process. Although you can derive learning from each question, focusing on all three will provide broader insights and make the most of your learning experience. 1. What? (Reporting what happened, objectively). Without judgment or interpretation, describe in detail the facts and event(s) of the service experience. Questions include: What happened? What did you observe? What issue is being addressed or population is being served? What were the results of the project? What events or "critical incidents" occurred? What was of particular notice? How did you feel about that? 2.

So What? (What did you learn? What difference did the event make?) Discuss your feelings, ideas, and analysis of the service experience. Questions include: Did you learn a new skill or clarify an interest? What feelings or thoughts seem most strong today? How is your experience different from what you expected? What struck you about that? How was that significant? What impacts the way you view the situation/experience? (What lens are you viewing from?) What did you like/dislike about the experience? Did the "service" empower the recipient to become more selfsufficient? What did you learn about the people/community that you served?

3. Now What? (How will you think or act in the future as a result of this experience?) Consider broader implications of the service experience and apply learning. Questions include: What learning occurred for you in this experience? How can you apply this learning? What would you like to learn more about, related to this project or issue?


About the Seattle School District The Seattle Public Schools (SPS) are a diverse and dynamic learning community, serving approximately 47,000 students in 91 schools. As the largest school system in the state of Washington, they offer a broad range of programs and learning opportunities that are enhanced by strong support from families and community members. There are12 high schools, 9 middle schools, 10 K-8 schools, 54 elementary schools and 6 alternative schools. Seattle Public schools has a long history of providing alternative education programs. These programs can address unique learning needs and styles of students in a variety of capacities. Some of these programs were started by parents and community members and utilize a strong base of support from volunteers. Seattle Public Schools children come from around the world, speaking 100 different languages and creating a rich international diversity that benefits all students. Students with limited English proficiency receive English Language Learners (ELL) instruction from teachers through ELL programs available at many of the Seattle Schools. Bilingual Orientation Centers serve students new to the country, helping them to learn English as quickly as possible. For a more complete overview of the variety of programs offered within the Seattle Schools, go to their website at: www.seattleschools.org and click on Enrollment Services to access the district handbook. Annual reports and school profiles can also be found on the SPS website. First Central School, 1870 Third Avenue between Spring and Madison

Seattle School District Calendar 2012 – 2013 September 5 September 26 October 12 October 31 November 12 November 19 – 21 November 21 November 22 - 23 December 21 Dec 24, 2012 - Jan 4, 2013 January 21 January 31 February 1 February 6 February 15 -18 March 6 March 15 April 15 – April 19 May 15 May 24 - 27 June 15 June 17

First Day of School Professional Development Block Time (2-hour early dismissal) Professional Development Day (no school for students) Professional Development Block Time (2-hour early dismissal) Veterans Day Holiday (no school) Elementary Parent-Teacher Conferences (check your school’s schedule) One hour early dismissal for Thanksgiving Holiday Thanksgiving Holiday (no school) One hour early dismissal for Winter Break Winter Break (no school) Martin Luther King Jr. Day Holiday (no school) Last Day of Semester Day Between Semesters (no school unless makeup day for snow) Professional Development Block Time (2-hour early dismissal) Mid-Winter Break (no school) Professional Development Block Time (2-hour early dismissal) Professional Development Day (no school for students) Spring Break Professional Development Block Time (2-hour early dismissal) Memorial Day Holiday (no school) Last Student Day (1-hour early dismissal) Professional Development Day


Diversity in Seattle Public Schools Like most other school districts, the Seattle Public School System hosts an incredible diversity of students. When we speak of diversity, we refer to the wide range of human differences, both in individual and groups, such as race, class, gender, sexual orientation, religion, disability, age, ethnicity, language, and learning style. As a tutor, it is important to be aware of and appreciative of such diversity. This section serves as a resource for learning about some aspects of diversity in our schools.

Differences in Culture, Traditions, Language The ethnic diversity of the Seattle Public Schools district is shown below (2010 – 2011): Ethnicity American Indian Black Latino Asian Pacific Islander Mixed Race White Total

Number of Students 631 9,174 5,860 9,124 286 2,269 20,390 47,734

Percent 1.3 19.2 12.3 19.1 0.6 4.8 42.7 100

One can see that 57.3% of the students in Seattle Public Schools are students of color. Culture is a set of beliefs, social norms, values, and customs of a racial, social, geographical or religious group of people. Students come from different families, cultures, and communities—each with its own set of values and beliefs. You will at some point work with students with different cultural backgrounds. It is critical to understand the culture of the student with whom you are working, as well as your own culture. Family and cultural background can greatly affect how your student learns and responds to you and how you behave as a tutor. Becoming more culturally competent. Cultural competence is the ability to recognize the value of a culture different from one’s own and appreciate differences. To achieve greater cultural competence: 

Become aware of personal biases, assumptions, and stereotypes. Everyone holds stereotypes of others so we are all biased in different ways. Identifying our own personal biases is the first step toward managing them. This is especially important in a tutoring relationship because a tutor’s perception of reality is filtered through these biases.  Learn more about other cultures. In order to effectively confront cultural biases, one must learn more about those cultures. Good opportunities to learn about other cultures include literature, cultural centers, documentary films, and interacting with people with different cultural backgrounds.


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Increase interactions with different cultures. Personal interactions and building relationships with others can develop one’s cultural competence. A tutor can facilitate a dialogue with their tutee where cultural information is flowing both ways.

How does culture affect students in school? Every child’s first classroom is the home. The structure and way in which a child learns at home has a major influence on the way they learn best at school. Understanding the values and traditions of your students’ cultures is essential to helping them learn. In a school setting, culture affects their: 1. Background knowledge—the experience and knowledge students bring to the classroom from home 2. Learning style—how students learn information and concepts 3. Behavior—how they make their way in the world; how they act and react to situations 4. Social skills—how they interact with others; their social habits Because there are over 60 different ethnic groups represented in the Seattle public schools, children speak many different languages and have many different beliefs, values, and customs. Children from these diverse cultures must learn to acculturate—that is, live in both cultures. Each individual must honor the beliefs and habits of their own culture, while learning to respond to the beliefs and habits of the school culture. How can you best work with students from diverse cultures?  Help students understand the culture (values, customs, rules) of the school. Use role-play and scenarios to demonstrate rules. Talk about differences between home and school cultures.  Learn about your students’ cultures. Visit a cultural community center. Use the Seattle Public Library to find literature, history, biography, and children’s books that relate to specific cultures.  Encourage students to share information and stories about their families, communities, and cultures. Celebrate and honor students’ families and cultures through reading, writing, and learning activities.  Be sensitive to the learning styles of students from diverse cultures. Many students come from cultures where learning is a shared, cooperative process.  Provide English Language Learners instructions as needed


Refugees and Immigrants As a tutor, you might work with the immigrant and refugee populations in school. It is important to know about this particular type of student and the challenges they may have had before and after arriving in the United States. Immigrants and refugees face culture shock like most people who arrive in a new country. Moreover, they often face communication challenges because they have little or no knowledge of the English language. A refugee is a person who owning to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group, or political opinion, is outside of the country of his/her nationality, and is unable to or, owing to such fear, is unwilling to avail him/herself of the protection of that country. In contrast, an immigrant is a person moving into a county from another country with the intention of finding a better life and residing permanently. Issues Facing Refugees and Immigrants 

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Culture shock: Anyone living in a new country will experience a certain degree of culture shock feelings that can range from excitement and interest to depression, frustration and irritation or even anger and aggression. Physical and psychological trauma: Wartime stress, parent or close relative’s death, exposure to combat, participation in armed forces, long-term separation, suffering physical injuries, exposure to violence both as a victim and a witness. Many refugee children miss significant years of education due to dislocation and flight. Poor concentration due to stressful memories and emotions Restlessness Learning disorders Psychosomatic complaints (aches and pains)

Strategies for Working with Refugees and Immigrants         

Let children talk about their feelings. Spend time listening. Learn to listen sensitively. Make them feel secure. Show them your trust. Show your support and friendship. Encourage children to talk about what is troubling them. Avoid political debates that may divide or upset children or leave them with mixed emotions. Identify students with specific learning challenges and help their teacher put them and their parents in touch with relevant support services. Help them with the new language and culture. Give children an opportunity to deal with stress through play, drawing, or other hobbies. Be calm. Try to monitor and manage your own emotions. Children are sensitive to the feelings and reactions of the adults around them. They are easily upset by emotional outbursts and they will often cope in the same manner that you do.


English Language Learners (ELL) As young children, we all learned to understand and speak our native language through listening to and experiencing natural situations around us. Family members and others used tactics such as repetition, modeling, singing, chanting, rhythmic games, and relating objects to words to teach us language. This is also the best way to acquire a second language, along with the support and encouragement of people who care. As a tutor, you can help a second language learner by: relating objects to words, by using reading and writing skills that involve personal interests, and by giving your student structured practice time.

Tips for working with English Language Learners 

Don’t focus on the language: Instead, focus on the meaning of what is being said. If communication is your goal, have activities planned that get your student talking about something that is important to him/her.

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Anything that helps communication “goes”: Pictures, games, field trips, food – this is your chance to be creative.

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Don’t worry about errors: Focus on communication – not error-free speech.

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Laugh a lot: Humor eases tension and makes language learning fun.

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Try to be quiet: Wait at least 5 seconds after asking a question. This is tough because in our culture we are uncomfortable with silence. Don’t do all the talking.

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Teach your student to ask questions: Let the student control the conversation.

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Don’t speak more loudly: Try to speak more distinctly and slowly.

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Try rephrasing: If a student doesn’t seem to understand, rephrase and repeat.

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Ask students what they have understood: use what was understood as a base for rephrasing what was not understood.

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Don’t be afraid to tell your students you don’t understand: Tell what you have understood and where you got lost. Ask clarification questions.

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Go from known to unknown: Simple to Complex

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Focus on the student’s interests: Students are encouraged when you take an interest in their lives and what is meaningful to them.


Special Learning Needs While all students learn in different ways, some students have special learning needs that require extra effort both on the part of the student and the tutor. Many of these students qualify for special education services. Special learning needs include: learning disabilities, developmental delays, and attention deficit disorder. It is important to remember that these are general categories and that each student will have unique interests, strengths, and needs. What can you do to help students with special learning needs?  Help them focus on their strengths rather than their difficulties  Find creative ways to help them learn, using their individual strengths and learning styles  Help them with skills that are challenging to them  Build self-esteem by praising their interests, efforts, and strengths Learning Disabilities Students with learning disabilities often have average or above intelligence. However, they have some kind of disability that prevents them from learning certain skills. Many learning disabled students struggle in school simply because they cannot read or spell words. It is important to work with and emphasize the strengths of students with learning disabilities. These strengths may include:  Ability to learn through listening and speaking (auditory learning style)  Ability to learn through experience or hands-on activities (kinesthetic learning style)  Good understanding and memory of concepts that are presented out loud  Good comprehension and critical thinking skills  Special talents: speaking, persuasiveness, and salesmanship  Creative abilities: drama, creative writing, visual & performing arts  Ability to understand themselves (intrapersonal intelligence) Mental Retardation Students who are developmentally delayed or retarded have below average intelligence and may have difficulty understanding abstract or complex concepts. An intelligence quotient (IQ) of 100 is considered average. Students labeled as retarded have IQs below 75. Children with very low IQs may have multiple difficulties including physical and/or mental disabilities that make it impossible for them to make their way in the world without constant assistance. Children with slightly low IQs may appear normal and make their own way in the world with some assistance. Students with ADD or ADHD Students with ADD (Attention Deficit Disorder) or ADHD (Attention Deficit Hyperactivity Disorder) cannot filter out all of the sights, sounds, and activities in their environment and may have great difficulty focusing on their schoolwork and learning new concepts. Students with ADD are often quietly disengaged while students with ADHD are hyperactive and may act impulsively. These students tend to learn best through an auditory and kinesthetic style. They tend to be talented in speaking, persuasion, salesmanship and creativity and have the ability to energize and inspire others. For example, Amy has ADHD. His assignment is to write a story about his trip to the zoo. He is trying to think about the zoo but instead he hears the teacher’s chalk scratching on the board, sees flashes of bright color Pipeline Project at the University of Washington • 25

from a poster on the wall next to his desk, and feels the energy and small movements of the other students around him. He cannot even get to the zoo in his mind. Finally he gets up and wanders around the room. What can you do to help students with ADD & ADHD Provide opportunities that allow students to discharge their energy:  Allow students to sit on their knees, stand, or stretch out on the floor to work.  Allow students to quietly switch places while they are working – for example moving from one desk to another or from a nosier place to a quieter place.  Allow students to take pre-arranged breaks from work to walk in the hall, get a drink, stretch. Provide a quiet environment with few distractions:  Allow students to work on their own in an individual workspace apart from the group.  Allow students to work in a space where there are as few noises, movements, and sights as possible.  Help students focus their attention by having only the books, papers, and tools they need for a given assignment in their workspace.  Allow students to work on a computer to read, write, and learn – this may help students to focus their attention.  Set task-related goals, i.e. read two more pages and then allow the student to get a drink. Provide learning opportunities that plays on their strengths:  Help students to use drama, dance, body moment, speech, salesmanship, persuasion, artwork and projects as learning activities. Students With Physical Disabilities Speech, hearing, eyesight, coordination or body movement problems may mean that students must be given extra assistance to learn. You can help students by checking with their teachers to see what materials and methods will help them to learn. If you notice a student having difficulty seeing or hearing, report it to the teacher. A simple exam followed by glasses or a hearing aid may open up a whole new world of learning for a student. Students With Families in Change or Crises A child’s family is their foundation. When change or crisis occurs in families, students must often focus their attention on the needs of the family. They may find it difficult to attend school, to focus on schoolwork, to complete assignments, or to follow through on tasks. They may also have difficulty getting along with peers and show behaviors such as withdrawal or aggression. You can help students by developing a mentoring relationship—by being a stable and supportive force in their lives, by listening and allowing them to express their feelings and needs through learning activities, and by referring them to school counselors and community resources. You can also use materials and activities that allow students to reflect on real life problems/solutions while you work on learning together.

Remember, your job is not to solve family difficulties but to assist students in making a transition from personal concerns to school. 26• Pipeline Project at the University of Washington

Current Topics Affecting Public Education More information about each of the following topics (and more!) can be found in our General K-12 Inner Pipeline seminars, offered each quarter.

Funding. School funding comes from a variety of federal, state and city money pots. The proportion of state funding for public schools in Washington is among the highest in the nation because the Washington Sate Constitution establishes the education of all children as the paramount duty of the state. However, it is also interesting to note that while the proportion of state funding is high in WA, it ranks 35th in the country and below the national average in total K-12 spending per pupil. About 75% of the revenue spent on operations and maintenance of school districts in Washington comes from the state. Money is allocated to schools through apportionment formulas where enrollment is the main driver. School districts can raise local money through different types of local property tax levies that need to be approved by citizen votes. Locally elected school district boards of directors are ultimately responsible for the financial management of each school district. School boards hire a Superintendent that oversees the day-to-day management of the school district. For more information about Washington state public school funding, see http://www.k12.wa.us/safs/PUB/ORG/04/orgfin04.pdf On a national level, the Education Trust’s most recent analysis of school funding shows that the majority of states provide fewer dollars per student to their highest-poverty school districts than to their lowest-poverty districts and that most states have funding gaps between schools that have the most minority students and those that have the fewest. In order to close the school funding gaps, the study recommends that states reduce reliance on local property taxes to fund education, target extra funds to help low-income children, fix funding gaps for individual schools within districts and increase state spending on public education.

Tracking. Tracking is the term used to describe the controversial practice of ability grouping. On one side of the issue, some educators and parents believe that when schools group by ability, teachers are better able to target individual needs to increase student learning. On the other side, some educators and parents believe that tracking locks most students into classes where they are stereotyped as ‘less able’ and where they have fewer opportunities to learn. Many express particular concern about tracking’s effects on poor and minority students, who are more often placed in lower-ability groups and less likely to be found in gifted programs and college preparatory tracks. Critics of tracking believe that high-ability groups have access to far richer schooling experiences and better instruction. This issue, with no simple solution, has spurred much debate in the field of education.

Race and Class. In 1954, the US Supreme Court ruled in Brown v. Board of Education that segregation by race within schools was unconstitutional, emphasizing that separate but equal school facilities are inherently unequal. Today, public schools continue to be separated in terms of race and class not by enforced laws but through school choice and neighborhood affordability. These distinctions can be seen by mapping school demographics and school location. In 2010, 42.4% of SPS students received free/reduced lunches. In many schools, there is a great deal of racial diversity but an absence of middle class or white students. Look up your tutoring site on the Seattle Public Schools' website, www.seattleschools.org .

State Testing. With the Washington Assessment of Student Learning (WASL) was stopped being used as the standardized educational assessment system for the state in the summer of 2011. It was replaced by three new assessment tests: Measurements of Student Progress (MSP) which assess grades 3-8th, the High School Proficiency Exam (HSPE) which assess high school students and is currently used as the state’s high school exit exam for reading and writing, and end-of-course exams (EOC), which assess students in grades 7-12 in math. Pipeline Project at the University of Washington • 27

Washington State’s Essential Academic Learning Requirements Intro A Decade of Education Reform “... provide students with the opportunity to become responsible citizens, to contribute to their own economic well-being and to that of their families and communities and to enjoy productive and satisfying lives.” Basic Education Act Preamble, 1993 Ten years ago, Washington established the commitment that all children would achieve at high levels. The purpose of this reform is clearly spelled out in the preamble of the Basic Education Act of 1993: “... provide students with the opportunity to become responsible citizens, to contribute to their own economic well-being and to that of their families and communities and to enjoy productive and satisfying lives.” The law established four common learning goals for all Washington students designed to create high quality academic standards and raise student achievement. The four learning goals provided the foundation for the development of standards, called Essential Academic Learning Requirements for reading, communications, writing, mathematics, science, social studies, health/fitness, and the arts. Establishing an assessment system to measure progress and an accountability system to monitor progress complete the key components of the Basic Education Act.

Washington State Learning Goals  Read with comprehension, write with skill, and communicate effectively and responsibly in a variety of ways and settings.  Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history; geography; arts; and health and fitness.  Think analytically, logically, and creatively, and integrate experience and knowledge to form reasoned judgments and solve problems.  Understand the importance of work and how performance, effort, and decisions directly affect future career and educational opportunities. In the last decade, educators at every level contributed tremendous effort, bringing greater clarity to the EALRs. The creation of Grade Level Expectations is a logical next step to provide educators with greater specificity, as well as to respond to the Elementary and Secondary Act of 2001. This federal legislation, known as the No Child Left Behind Act, calls for each state to adopt challenging academic standards for all students. The Grade Level Expectations will be used to develop new assessments in reading, mathematics and science required by this law.

Source: OSPI http://www.k12.wa.us/Reading/pubdocs/ReadingEALR-GLE.PDF


Washington State’s Essential Academic Learning Requirements: Reading An Overview of K–10 Reading Instruction Grade Level Expectations describe a connected series of learning competencies necessary to create proficient readers. They describe the knowledge and skills that students should acquire from kindergarten through high school. The continuum below describes the journey students would expect to experience along the pathway to reading proficiency. Students enter school learning about sounds, letters, and words — and graduate as competent, purposeful readers.

Kindergarten In kindergarten, students understand and apply concepts of print, phonological andphonemic awareness. They expand their oral language skills and gain meaningful vocabulary for reading. Students demonstrate comprehension by participating in a variety of responses when listening to or viewing informational and literary text. They are interested in a variety of books.

Grade 1 In first grade, students apply concepts of print, phonological and phonemic awareness, oral language skills, and phonics. They continue to expand their reading vocabulary and demonstrate comprehension by participating in a variety of responses. Students choose and read a variety of books for pleasure.

Grade 2 In second grade, students become fluent as readers and apply comprehension and vocabulary strategies to a wide variety of literary and informational text. They demonstrate comprehension by participating in discussions, writing responses, and using evidence from text to support their thinking. Reading for pleasure continues to be an enjoyable habit.

Grade 3 In third grade, students select and combine skills to read fluently with meaning and purpose. They apply comprehension and vocabulary strategies to a wider variety of literary genres and informational text. Students demonstrate comprehension by participating in discussions, writing responses, and using evidence from text to support their thinking. They read for pleasure and choose books based on personal preference, topic, or author.

Grade 4 In fourth grade, students read skillfully with meaning and purpose using appropriate comprehension and vocabulary strategies. Students read, discuss, reflect, and respond,using evidence from text, to a wide variety of literary genres and informational text. Students read for pleasure and continue to choose books based on personal preference, topic, theme, or author.

Grade 5 In fifth grade, students broaden and deepen their understanding of informational and literary text. Students reflect on their skills and adjust their comprehension and vocabulary strategies to become better readers.


Students discuss, reflect, and respond, using evidence from text, to a wide variety of literary genres and informational text. Students read for pleasure, choosing books based on personal preference, topic, genre, theme, or author.

Grade 6 In sixth grade, students are aware of the author's craft. They are able to adjust their purpose, pace and strategies according to difficulty and/or type of text. Students continue to reflect on their skills and adjust their comprehension and vocabulary strategies to become better readers. Students discuss, reflect, and respond, using evidence from text, to a wide variety of literary genres and informational text. Students read for pleasure and choose books based on personal preference, topic, genre, theme, or author.

Grade 7 In seventh grade, students are aware of their responsibility as readers. They continue to reflect on their skills and adjust their comprehension and vocabulary strategies. Students refine their understanding of the author's craft. Oral and written responses analyze and/or synthesize information from multiple sources to deepen understanding of the content. Students read for pleasure and choose books based on personal preference, topic, genre, theme, or author.

Grade 8 In eighth grade, students integrate a variety of comprehension and vocabulary strategies. They are able to adapt their reading to different types of text. Oral and written responses analyze and/or synthesize information from multiple sources to deepen understanding of the content. Students refine their understanding of the author's craft, commenting on and critically evaluating text. They continue to analyze and/or synthesize information from multiple sources to deepen understanding of the content. Students continue to read for pleasure.

Grades 9–10 In ninth and tenth grades, reading is purposeful and automatic. Readers are aware of comprehension and vocabulary strategies being employed especially when encountering difficult text and/or reading for a specific purpose. They continue to increase their content and academic vocabulary. Oral and written responses analyze and/or synthesize information from multiple sources to deepen understanding of the content. Readers have greater ability to make connections and adjust understandings as they gain knowledge. They challenge texts, drawing on evidence from their own experience and wide reading. Students continue to read for pleasure.

Source: OSPI http://www.k12.wa.us/Reading/pubdocs/ReadingEALR-GLE.pdf


Washington State’s Essential Academic Learning Requirements: Writing An Overview of Student Writers The Grade Level Expectations (GLEs) describe a connected series of learning competencies necessary for students to become proficient writers. The GLEs define the knowledge and skills that students should gain from kindergarten through the 10th grade. Each teacher is responsible for not only the GLEs for the grade taught but also the grade level GLEs that precede. The continuum below describes the solid foundation students would expect to acquire along the pathway to writing proficiency while learning to monitor their own progress and set goals along the way. Students enter school telling their stories through spoken words and drawings — and graduate as competent, purposeful writers, prepared to write in response to the demands of the 21st century.

Kindergarten In kindergarten, students use pictures and print to convey meaning. They realize that ideas and thoughts are communicated in symbols. Students learn to form letters and show increasing knowledge of letters, sounds, and patterns. They copy signs, labels, names, and words in environmental print. They draft simple sentences, often with the same structure repeated within a piece or used in several pieces. As they choose to write for their own satisfaction, much of their writing will be about themselves, their families, pets, and friends.

Grade 1 In first grade, students are able to develop an idea or item of information beyond one sentence, adding some details of description or explanation. Simple sentences are sequenced with some logical development. Students use some prewriting strategies with support from the teacher. Although phonetic spelling is common, there is a marked increase in the number of words spelled accurately, and students demonstrate an awareness of some spelling patterns. As understanding of revising and editing develops, students reread what they write, and the clarity and accuracy of writing increases. Conventions of punctuation, directionality, spacing, and letter formation ensure work is legible.

Grade 2 In second grade, students make significant progress as they move from single-idea and patterned sentences to more detailed and sequential text, often including more than one event or descriptive element. Students demonstrate a considered approach to their writing by planning purposefully and working toward accuracy and effectiveness by making some conscious word choices. Sentence structures are varied within a single piece of writing. Students write in a variety of forms, including nonfiction, while maintaining the basic conventions of writing. Students notice mistakes while rereading and revise by adding details.

Grade 3 In third grade, students are writing longer texts, especially narratives. They embed their ideas in time and place and develop characters through detail and dialogue. Students organize around a central idea and elaborate using complete sentences. Their writing is often divided into sections through paragraphing or book parts (e.g., tables of contents, chapters). Information gathering as part of the planning process is common, and students are becoming more selective about vocabulary, especially when writing informational texts. They listen to others’ writing, offer feedback, and begin to consider suggestions from others about their own writing.

Grade 4 In fourth grade, students write for a range of purposes, including describing, telling a story, and explaining. They are able to produce writing that goes beyond the formulaic. Because they are aware of the interdependence of the topic, audience, purpose, and form, they are able to select and sometimes adapt basic forms to meet specific requirements. Their understanding and use of figurative language introduces imagery to their writing. Informational writing reflects understanding of specific purpose, often requiring gathering and synthesizing Pipeline Project at the University of Washington • 31

information from a number of resources to express and justify an opinion. Students are more aware of the conventions of writing as they reflect on their strengths and weaknesses and strive to improve. Introduction

Grade 5 In fifth grade, students have developed a strong personal voice in their writing. This is demonstrated by the way they sometimes inject humor into their narratives and how they add emphasis or opinion into informational and persuasive writing. Students use precise, specialized vocabulary appropriately in content-area writing. They experiment with sentence length and complex sentence structures and vary leads and endings. Collaborative writing efforts are taken seriously, often with assigned responsibilities and checklists. Scoring guides, often student-initiated, provide criteria for critiquing their own work and that of others. These guides are often detailed, addressing content, organization, style, and conventions.

Grade 6 In sixth grade, students approach writing with purpose and maintain their focus. They use form, content, technique, and conventions flexibly to meet their own purposes or assignment requirements. Competence is evident in skills of paragraphing, summarizing, and synthesizing in exposition, persuasion, and content-area writing, whereas fiction writing reflects an awareness of its role to entertain, explore human relationships, and persuade. Students work toward precision in spelling in all writing and evaluate honestly both their own work and the work of others, making a concerted effort to improve weak traits. Students consider writing to be an important and effective tool for furthering their own learning.

Grade 7 In seventh grade, students present legible, cohesive, and interesting writing in a form, format, and style appropriate for the purpose and audience. Claims and opinions are well-researched and supported with sufficient examples or facts to produce a response from the reader. They address a range of issues within a variety of forms and modes. Language is descriptive, incorporating details and imagery to enhance ideas. Students use complex sentence structures and complex punctuation with increased accuracy. They revise for specific traits and include suggestions from others to improve writing. Students see writing as a means to an end, as well as a worthwhile activity in itself, and enjoy exploring their ideas through writing and graphics.

Grade 8 In eighth grade, students competently write reports and explanations on a range of complex topics, maintaining focus on the theme or issue. The well-researched information is structured effectively in appropriate forms and style for a range of audiences and purposes. Students produce pieces that go beyond formulaic writing. They retrieve, select, organize, synthesize, and evaluate material from a variety of print and electronic resources. They craft a variety of literary texts with confidence. Students are able to manage time to complete a writing task on demand or over several weeks. Students reflect on their own writing and identify strategies to improve the quality of their written work.

Grade 9–10 In ninth and 10th grades, students write independently with confidence and proficiency. They explore, interpret, and reflect on a wide range of experiences, texts, ideas, and opinions. Students choose the most appropriate form of writing to achieve the desired result for the intended audience. As students persevere through complex writing projects, they write sophisticated, complex literary texts and/or organized, fluent, and well-supported nonfiction. Complex forms of punctuation are used accurately and grammar/language is manipulated to enhance writing. Vocabulary is carefully chosen to create vivid mental images or elaborate on ideas. Students maintain a portfolio or collection of their own writing and continue to regard writing as an essential tool to further their own learning in and beyond high school. Source: OSPI http://www.k12.wa.us/Writing/pubdocs/EALRwritingfinal.pdf


Washington State’s K-12 Mathematics Learning Standards Kindergarten K.1. Core Content: Whole numbers K.2. Core Content: Patterns and operations K.3. Core Content: Objects and their locations K.5. Core Processes: Reasoning, problem solving, and communication

Grade 1 1.1. Core Content: Whole number relationships 1.2. Core Content: Addition and subtraction 1.3. Core Content: Geometric attributes 1.4. Core Content: Concepts of measurement 1.6. Core Processes: Reasoning, problem solving, and communication

Grade 2 2.1. Core Content: Place value and the base ten system 2.2. Core Content: Addition and subtraction 2.3. Core Content: Measurement 2.5. Core Processes: Reasoning, problem solving, and communication

Grade 3 3.1. Core Content: Addition, subtraction, and place value 3.2. Core Content: Concepts of multiplication and division 3.3. Core Content: Fraction concepts 3.4. Core Content: Geometry 3.6. Core Processes: Reasoning, problem solving, and communication

Grade 4 4.1. Core Content: Multi-digit multiplication 4.2. Core Content: Fractions, decimals, and mixed numbers 4.3. Core Content: Concept of area 4.5. Core Processes: Reasoning, problem solving, and communication

Grade 5 5.1. Core Content: Multi-digit division Pipeline Project at the University of Washington • 33

5.2. Core Content: Addition and subtraction of fractions and decimals 5.3. Core Content: Triangles and quadrilaterals 5.4. Core Content: Representations of algebraic relationships 5.6. Core Processes: Reasoning, problem solving, and communication

Grade 6 6.1. Core Content: Multiplication and division of fractions and decimals 6.2. Core Content: Mathematical expressions and equations 6.3. Core Content: Ratios, rates, and percents 6.4. Core Content: Two- and three-dimensional figures 6.6. Core Processes: Reasoning, problem solving, and communication

Grade 7 7.1. Core Content: Rational numbers and linear equations 7.2. Core Content: Proportionality and similarity 7.3. Core Content: Surface area and volume 7.4. Core Content: Probability and data 7.6. Core Processes: Reasoning, problem solving, and communication

Grade 8 8.1. Core Content: Linear functions and equations 8.2. Core Content: Properties of geometric figures 8.3. Core Content: Summary and analysis of data sets 8.5. Core Processes: Reasoning, problem solving, and communication

Algebra 1 A1.1. Core Content: Solving problems A1.2. Core Content: Numbers, expressions, and operations A1.3. Core Content: Characteristics and behaviors of functions

A1.4. Core Content: Linear functions, equations, and inequalities A1.5. Core Content: Quadratic functions and equations A1.6. Core Content: Data and distributions A1.8. Core Processes: Reasoning, problem solving, and communication

Geometry G.1. Core Content: Logical arguments and proofs G.2. Core Content: Lines and angles G.3. Core Content: Two- and three-dimensional figures G.4. Core Content: Geometry in the coordinate plane G.5. Core Content: Geometric transformations G.7. Core Processes: Reasoning, problem solving, and communication

Algebra 2 A2.1. Core Content: Solving problems A2.2. Core Content: Numbers, expressions, and operations A2.3. Core Content: Quadratic functions and equations A2.4. Core Content: Exponential and logarithmic functions and equations A2.5. Core Content: Additional functions and equations A2.6. Core Content: Probability, data, and distributions A2.8. Core Processes: Reasoning, problem solving, and communication

Mathematics 1 M1.1. Core Content: Solving problems M1.2. Core Content: Characteristics and behaviors of functions M1.3. Core Content: Linear functions, equations, and relationships M1.4. Core Content: Proportionality, similarity, and geometric reasoning M1.5. Core Content: Data and distributions M1.6. Core Content: Numbers, expressions, and operations M1.8. Core Processes: Reasoning, problem solving, and communication

Mathematics 2 M2.1. Core Content: Modeling situations and solving problems M2.2. Core Content: Quadratic functions, equations, and relationships M2.3. Core Content: Conjectures and proofs M2.4. Core Content: Probability M2.6. Core Processes: Reasoning, problem solving, and communication

Mathematics 3 M3.1. Core Content: Solving problems M3.2. Core Content: Transformations and functions M3.3. Core Content: Functions and modeling M3.4. Core Content: Quantifying variability M3.5. Core Content: Three-dimensional geometry M3.6. Core Content: Algebraic properties M3.8. Core Processes: Reasoning, problem solving, and communication

Source: OSPI http://www.k12.wa.us/Mathematics/Standards/K-12MathematicsStandards-July2008.pdf


Helpful Links Seattle Tutoring Coalition This FREE training is designed to meet the core needs of all tutors. Participants will learn new and innovative techniques through a variety of interactive, hands-on workshops. Tutors, parents, teachers or anyone with an interest in improving the lives of our youth are welcome to attend. More information can be found at http://www.seattletutoringcoalition.org/register/events/index.php?com=detail&eID=41 ELL Info http://kcts9.org/education/kcts-9-workshops/celebrating-diversity www.academicinfo.net/esl.html NW Regional Educational Laboratory http://ies.ed.gov/ncee/edlabs/ Pipeline Project Our website provides information about upcoming events, seminars, and resources for tutors. http://expd.washington.edu/pipeline Seattle Schools Information & Resources for Volunteers http://www.seattleschools.org/modules/cms/pages.phtml?sessionid=673305a124dd85727bcaee8c92fb3a26 &pageid=229437&sessionid=673305a124dd85727bcaee8c92fb3a26 State Testing Find more information about the different state tests (Measurement of Student Progress (MSP), High School Proficiency Exam (HSPE), and End-of-Course (EOC)), sample test questions, and frequently asked questions. http://www.k12.wa.us/assessment/StateTesting/default.aspx Youth Tutoring Program. A Seattle-based tutoring program with a variety of resources listed on their website. http://www.ccsww.org/site/PageServer?pagename=childrenyouth_ytp A variety of information on such items as: Out-of-School-Time programs, Math Tutoring Resources, Student Assessment and Evaluation, Middle and Upper grades, Pre-k to 3rd grade Tutoring, Adult Literacy, Family Literacy, English language Learners, Learning Differences, Mentoring, and Program start-up. Sites for Games, Tips and other Resources for Kids and/or Adults http://www.lessonplanet.com/lesson-plans/games http://www.cue.org/ www.bpl.org/central/adult/litresources.htm www.mathforum.com


A Little Inspiration From Pipeline tutors… “I have learned a number of things about myself. Mainly it gave me the confidence to get things done and take risks. It gave me the chance to reach out to different people and different situations. I would not have been able to get this kind of experience in any other college class.” “Pipeline has added to my academic life by allowing me to look outside my own realm where I realized the advantages I have had in my academic life.” “It was such a great experience. I went into Pipeline thinking that education might be something I would want to pursue. I left knowing that this is what I might be called to do. I loved helping students and making a difference. I value my own education and I want others to receive the same opportunity.” “There is something about being around children that is good for the soul. I am considering teaching children for the rest of my life now.” “It gave me the chance to get my feet wet in a safe learning environment.” “It was such an amazing experience! It really showed me that one person could make a huge difference.” “It might seem like there's no point in "working" without getting paid, but it makes you realize that life isn't all about money. It [should be about] humanity.”

From Others… “If you want to be important—wonderful. If you want to be recognized—wonderful. If you want to be great— wonderful. But recognize that he who is greatest among you shall be your servant…By giving that definition of greatness, it means that everybody can be great because everybody can serve. You don’t have to have a college degree to serve…You only need a heart full of grace. A soul generated by love. And you can be that servant.” Martin Luther King, Jr. “I don't believe in charity; I believe in solidarity. Charity is vertical, so it's humiliating. It goes from top to bottom. Solidarity is horizontal. It respects the other and learns from the other. I have a lot to learn from other people.” Eduardo Galeano "A human being is part of the whole, called by us 'Universe,' a part limited in time and space. He experiences himself, his thoughts and feelings, as something separated from the rest, a kind of optical delusion of his consciousness. This delusion is a kind of prison for us, restricting us to our personal desires and affection for a few persons nearest to us. Our task must be to free ourselves from this prison by widening our circles of compassion to embrace all living creatures and the whole of nature in its beauty." Albert Einstein "I was taught that the world had a lot of problems; that I could struggle and change them; that intellectual and material gifts brought the privilege and responsibility of sharing with others less fortunate; and that service is the rent each of us pay for a living ... the very purpose of life, and not something you do in your spare time or after you have reached your personal goals." Marian Wright Edelman 36• Pipeline Project at the University of Washington