WEBVTT

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I am Steven Ross.

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I am a senior research
scientist and professor

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at Johns Hopkins University.

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The first recommendation
of the practice guide is

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to align out-of-school
time (OST)

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with classroom instruction.

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If my job is to tutor a student,
and I have done that many times,

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I feel I can be most
beneficial by knowing as much

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about that student as possible.

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I could do more with
that student

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if I know how they
are doing in class,

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if I know what their grades
are, their attendance,

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and some of that
student's history.

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Communication is the key.

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With regard to communication
channels,

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we can talk about
a whole continuum.

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At one extreme would be
where many, many children-as

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in supplemental educational
services

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at some schools-are
attending afterschool programs

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and there is only so
much time teachers have.

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So at one extreme,
communication can be maybe notes

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or information, very brief, sent
to the regular school teacher

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from the tutor and very brief
information about lesson plans

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and the curriculum that are
sent to the afterschool tutor.

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Even if that takes
30 seconds per child,

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at least it's making
a connection

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between the two entities

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and making each entity-the
out-of-school-time entity

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and the regular day entity-feel
like they are on the same page,

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feel like they are
communicating.

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At the other extreme, and this
would more likely be the case,

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where there are maybe
smaller numbers of students

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who are receiving
tutoring or some other form

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of out-of-school-time
programming and there is time

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for the regular day teacher
to talk more extensively

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with the tutor, maybe
have biweekly meetings.

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I picture this as more similar
to an IEP-type situation

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where the student might have
a program, a lesson plan,

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prescriptions that are
provided by the regular teacher,

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and the out-of-school-time
teacher is actually trying

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to implement them.

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In between those two extremes,
the quicker communication

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that says, "Here is what we
are doing during the day.

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Here is what we are
doing out of school.

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And here is some progress
that the students are making,"

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and the very intensive,

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more formal meetings
are a whole gamut

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of communications
that could be set up.

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For instance, the guide
makes a recommendation

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that students could have
a log book of sorts.

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The log book would
simply record what kind

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of activities they are
doing during the day.

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And based on how much time
the regular teacher has,

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he or she could spend
considerable time looking

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at that or just scan it in
terms of seeing what's going on.

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A question often arises
regarding alignment.

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Is it better for
regular teachers

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to be the out-of-school
teachers?

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There are advantages to having a
regular school teacher being the

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after-school teacher,
but we want to make sure

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that that individual has the
qualifications, is doing well

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with these particular
children, and is interested

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and motivated to do it.

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Research does show that
regular teachers do better

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with one-on-one tutoring
than volunteers would,

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but research also shows

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that volunteers do fine
provided they are trained.

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There are confidentiality issues
that may occur from district

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to district, from state to
state, that may create barriers

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on what is ethical or even legal
to provide in the way of data.

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But as a general rule,

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if we trust out-of-school-time
providers and tutors to work

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with our children, we should
probably trust them to see data

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that would help them
to do a better job.

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So my strong suggestion is for
the out-of-school-time providers

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and school and district
people to get together

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and determine what
can be provided,

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what types of data
can be provided.

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And similarly, it would help
out-of-school-time providers

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to have information
about the school.

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It's very useful to
know about the student,

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but there are events
and activities going

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on in the school
and the district

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that we also should know

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about if we are
out-of-school-time providers.

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When does testing occur?

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What is the curriculum like?

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What is the nature of
the core structure?

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What types of students
are in the school?

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What are viewed as
challenges, successes?

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All of this kind of information
can help a provider (a) feel

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part of the mix but (b)
do a better job in terms

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of adapting instruction to
what the child is exposed to.

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The effectiveness of the
experience will largely depend

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on whether there
is a connection,

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whether the regular day
is connected somewhat

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with the out-of-school-time
program.