1. Instruction for All
Tutoring Model for Certified or Non- Certified Teachers for MEP Programs

2. Once they are hired- what do they do?
All instructors use our lesson plans and modify them based on student needs and grade level standards
They submit a plan for approval weekly
Visits are 1.25 hours a week.
Work with project based instruction with the whole family.
EXITO Program for Pre- K students
ELL classes for OSY

3. Lessons- We provide them but…
Lessons are created by Spark staff.
These are interactive lessons that focus on providing instruction through engaging activities.
Discussion then activity to bring to light the discussion.
Tutoring is completely optional.
It MUST be engaging, interactive, relevant, targeted and fun!

4. Lesson Modification
MEP Tutor Training

5. Planning time -1.5 hours a week
What to do in your planning time
Review the lesson
Familiarize yourself with the concepts- don’t plan on just reading them to the students.
Choose standards for the lesson that clearly align with the activities
Determine how you will present the lesson
Submit your lesson plan for approval
Purchase materials
Tutors get 1.5 hours of planning time a week. The time must be used wisely as it does fly by very quickly. First, the tutor goes to the TOPS website and picks out a lesson at under MEP lessons. Second, they review the lesson and familiarize themselves with the concepts. They cannot just plan on reading the lesson. They need to know it and understand it. They then pick out 3-4 activities that all students will participate in. Third, they review the state standards and pick out the specific standards that best align in the activities in the lesson. They determine how they will present the lesson and make their actual lesson plan. Finally, they submit that plan for approval. If it is approved, they purchase supplies and get ready to tutor. If revisions are needed, they make those once they get feedback regarding their plan. They modify the lesson for students K-12.

6. Tutor Requirements- After you plan
Submit your plan using the Tutor lesson plan form
If it doesn’t contain all of the required elements it will be sent back
Plan needs to be approved- sometimes suggestions need to be implemented
Must be sent early in the week- no later than Wednesday for Saturday tutoring
The review process is important. We review all lessons to make sure they contain all of the needed elements. Tutors must send in their lesson plans by Wednesday of each week. They must be sent in on time. If any changes are needed there is still time before the weekend to make those and re-submit the plan. The plan must follow the required format, be on the official form, and contain all of the needed elements requested on the lesson plan form. Please review the lesson plan form at this time. The lesson plan includes 2 standards per grade level, academic vocabulary and a clear explanation of the objectives and activities. Tutors MUST show how they will differentiate instruction for each grade level in their plan.

7. Read through what is required and make sure that all elements are addressed. A plan is not complete until all of these elements are explained in the plan. For example, in the instruction activities it asks for you to summarize the activities for each grade level. The activities you picked should be the same for all students but you should be able to clearly show how they change just a bit due to the standards you have chosen. It is good practice in this section to show what activities all students will be participating in and then, next to each grade level, explain your focus for that grade level in the activity. For example, we could make butter in one of the lessons with K, 3rd and 7th grade students. All students would participate in the making butter session but I could pick out a standard for my K student to count by twos. During the session we can all work to make sure that as we shake the cream to make butter we can count by twos. I could pick a standard for my 3rd grader about sequence of events. During the session he can be keeping track of all of the steps we use to make the butter and then in the end write them all down in the form of a recipe to show how to make butter. I could pick out a standard for my 7th grader from his grade level standards that says the student must be able to explain how a liquid can turn into a solid. I would make sure to explain what was happening to the cream as it separates and makes the butter so that the student could then explain this process at the end of the lesson. All students will be involved in the whole lesson but I have a specific focus of skills and knowledge that each grade level needs to be gaining from the experience.
Making Butter
Understanding the process of differentiating your instruction

8. MEP Tutoring Lesson Plan Form
Modification of the grade levels you are working with- K-12
Standards- minimum of two per grade level- core grade level standard- Ell standards would be in addition
Academic vocabulary (as many words that naturally go with the lesson)
Objectives- What do you hope to accomplish with each grade level? What do you want them to master through your activities?
Instruction Activities- Summarize the activities for each grade level. If you have 3- 4 activities you would list out what each grade level would be doing during each activity related back to your standards.

9. The Process of Lesson Planning
So to recap- First you figure out the focus or the lesson or activity. Then look for standards that relate to it. When you know your student’s needs you also clearly align both of these things with what the student needs to work on.
Identify Theme
What is the focus of the lesson or activity?
Identify Related Standards
What standards relate to it?
Individualize Standards
What does the student need to work on?

10. What are state standards
Every lesson & activity should tie back to specific standards
Content Standards
Statements that define expectations for students in terms of knowledge and skills. They identify what students are expected to learn in various subjects as part of a good education.
Content Standards provide details for more general, abstract educational goals by specifying what thinking and performing capabilities students should master and what knowledge they should possess.

11. Relating the Standards and Lesson
The standards should complement the lesson.
They may not address everything that is covered by the lesson, but should at least address a particular aspect.
Even if the standard only addresses a particular aspect, the entire content of the lesson should still be covered.
Find the best standards to align with what you are doing. General standards don’t always work!
One way to look at the standards is whether they address a specific concept or a specific process and whether they are general or specific.
Standards that are general usually are similar across multiple grade-levels, however, with the expectation that the student performs on a higher level as they move to the next grade.
What are the standards? You will quickly get to know these good. Open up your excel spreadsheet on the standards and follow the comments and notes on the pages to better understand how the standards work then return back to this page.
Now what you have had a change to look at the standards remember the standards must align and clearly show your focus of an activity. Do not use GLE’s. They are too broad. Use the standards below the checks for understanding. Make sure to read all of the bullets above to better understand how to choose the standards you should use.

12. Standards Concept – What Something Is Process – How To Do Something
Understand the place value of whole numbers. (3rd, Math)
Identify the six different types of simple machines. (7th, Science)
Define the concept of supply and demand, profit and loss, and analyze factors affecting each. (9th – 12th, Economics)
Process – How To Do Something
Arrange events in a logical, sequential order while writing. (1st & 2nd, English)
Calculate circumference and areas of circles. (6th, Math)
Design and conduct scientific investigations. (9th – 12th, Science)
General
Participate in group discussions. (K - 2nd, English)
Maintain a science notebooks. (3rd - 5th, Science)
Write an extended research paper. (9th - 12th , English)
Specific
Name and identify coins. (K, Math)
Identify the 3 branches of federal and state governments. (4th, Social Studies)
Demonstrate an understanding of the basic elements of plot. (8th , English)
Standards
When choosing standards, look at what the students will be doing in the lesson and what concepts will be covered. Try to pick a combination of specific concepts. We do not want general standards like the ones in orange above. They don’t clearly show activities that are measurable. They are too broad.

13. Do you want your student to understand a concept.
For example- You could want your student to understand a number of things. These desired outcomes can help you decide on a focus of the lesson and to pick out specific activities that would be good for him/her. Do not try to just pick the easiest activity. Always keep in mind tutoring is completely optional for families so it MUST be engaging and interesting. It must be focused and well taught. You must know the lesson. You must be willing to learn new things to teach your students. You are required to learn alongside of them.
Do you want your student to understand a concept.
Probability
Fractions
Understand how something works.
Electricity
Ears
Create something.
Story
Model
Explore a process.
Writing
Scientific Method
Goal of the Lesson
What do you want the student to accomplish?
How do these goals relate to the standards?

14. The Process of Lesson Planning
You might wind up changing your activities after reviewing the standards since there might be a few that would go better with what you want the kids to understand from the lesson and activities.
Identify Theme
What will I use as the focus?
Identify Related Standards
What activities do I want to do?
Individualize Standards
What standards should I pick that clearly align?

15. What academic vocabulary?
What specific state standards would go well with this simple experiment?
What academic vocabulary?
Pick out 2 specific standards that would go with each of these grade levels. Also choose academic vocabulary words that align with the activity. Use your excel spreadsheet to pick out specific standards that go well. Think this out clearly as it will help you with your final lesson for the training.
K –
3rd
7th
9th
Tornado in a Bottle
Students fill one 2-liter bottle mostly full with water and add food coloring, sequins, and glitter. They tape another, empty, bottle to the top. They then turn the joined bottles over and swirl them in order to create a tornado.

16. Here are some examples of standards that would go well.
Use a variety of objects to demonstrate different types of movement. (K, 11.1: Science)
Demonstrate different types of movement (e.g. backwards/forward, side to side, in circles) and make observations about the best way to create a tornado and describe its movement.
Identify how the direction of a moving object is changed by an applied force. (3rd, 11.1: Science)
Explain what happens to the rotation of the tornado when force is and is not applied and record their observations and explanation in a notebook.
Investigate how Newton’s laws of motion explain an object’s movement. (7th, 11.4: Science)
Discuss Newton’s laws of motion. Explain how they relate to the creation of the tornado in the bottle.
Recognize the limitations of scientific investigations. (9th – 12th, 2.3: Scientific Research)
Analyze how the tornado in a bottle is reflective of real tornadoes and how it differs from them.
Tornado in a Bottle
Students fill one 2-liter bottle mostly full with water and add food coloring, sequins, and glitter. They tape another, empty, bottle to the top. They then turn the joined bottles over and swirl them in order to create a tornado.

17. Make sure in your you think about…
Many of our students are learning English. It is important that our lessons include reading, writing, listening, and speaking activities.
Make sure the lesson is not just you talking and your students listening. Also, make sure you are not giving in-appropriate reading and writing activities.
We need a blend of all four areas in each lesson.

18. Here are some standards that could help with the tornado in the bottle for the 4 areas
Write expository compositions. (3rd, W.2.4)
Describe and explain what happens to the rotation of the tornado when force is applied.
Organize ideas in writing to ensure coherence, logical progression, and support for ideas. (7th, W.2.4)
Prior to writing, discuss ways to support your idea, as well as different organizational structures. Then the student explains Newton’s Laws of Motion and how they relate to the tornado.
Develop a central idea and support it with relevant details.
Write a thesis statement as to whether the tornado in a bottle is an accurate representation of a real tornado and support the statement.

19. Have students show or explain a process/concept to the parent - this also allows you to check the student’s understanding.
Have them help out with an activity or experiment – let them help the student glue, cut, build, etc.
Give the parent suggestions as to activities they can continue with the student after you leave.
Ask the parents questions too – what do they know about a topic, what is their hypothesis, why do they think something happened.
Sometimes a student won’t get a concept the way you explain it – have the parent explain it to them or explain it to the parent who can reword the concept and explain it in a new way.
Ask the parents how the students are doing in school or if they have any questions about papers the student brought home.
Encourage the parent to read the RIF books with the student. Have the student summarize or tell you what the liked about the book they read before picking out a new one.
Parent Involvement
The more the parent knows and understands the better he or she will be able to help the student in the long run. Parental involvement is essential to success with in-home instruction.
Each lesson has a specific component that asks you how you will involve parents in the lesson. Involving the parent in the lesson will help them help the student when the tutor is not present.
Sometimes parents are unsure what to do in order to help their son/daughter. Here are some ideas of how to use parents. They are your partner and assistant in learning. At least one parent is required to be present for you to be able to tutor.

20. The Process of Lesson Planning
For your first lesson for this training you will be using the Lepidoptera Lesson
Identify Theme
What will I use as the focus in the Lepidoptera Lesson?
What are my main objectives?
Identify Related Standards
What activities do I want to do?
Pick 3 to 4 activities that all students will participate in. The standards need to relate.
Individualize Standards
What standards should I pick that clearly align?- You will do this in a bit…
Right now pick your objectives and the three to four activities for the lesson. The fourth being the one you will get to if you have time.

21. Lepidoptera
Pick out two grade level standards in each grade level [K-12th] that would go well with the lesson AND
Find appropriate academic vocabulary for each grade level AND
Make a plan for what you would do in your first tutoring session.
THEN- your lesson plan to
You will have up to two revisions possible on your plan. Make sure to follow the lesson plan format and your lesson in when it is complete. We will then provide feedback.
Objectives- What are they?
Standards- Pick 2 per grade level
Academic Vocabulary- for each grade level
Activities- Outline what each grade will be doing during the activities you have chosen
Parental Involvement- How will you involve parents?

22. After they conduct their sessions
Each instructor sends a daily report when they work.
This includes the post session report
Observations
Student Strengths and Weaknesses
Parental Participation
Mileage & Hours