Abstract

This effective practice is based on the article, "Building Blocks of a Strong Literacy Project: Kansas City Seniors for Schools" in the August 1998 issue of The Tutor which presents a case study of the Kansas City, Missouri, Seniors for Schools project. It discusses the importance of strong relationships between the project members and school principals, as well as staff and community groups in tutoring programs.

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Issue

Garnering support for literacy programs in schools can be a challenge, but it is important for program success. School staff may feel left out of the decision making process, or think that the program will require an increased workload. School administration may want to see positive results quickly, which is important when deciding how the program will be evaluated. Actively building relationships with school principals, staff and community groups can help mitigate these challenges, and improve the sustainability of the literacy program.

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Action

Steps to take to build partnerships include:

• Utilize community resources such as the YMCA for their unique strengths and contributions to the project, such as administrative support and volunteer incentives.
• Invite other organizations to come by and observe the director, the tutors with the children, tour the schools, and talk to the principal. Keep them aware of who you are and what you are doing so that when you seek funding, they will know that the project is worthwhile.
• Establish relationships with the community and funding organizations who provide financial and technical support.
• Choose a school whose principal is supportive and wants the project.
• Be prepared to demonstrate the benefits the project can bring to the students without contributing to an increased workload.
• After establishing a good relationship with the principal, begin reaching out and building relationships with the rest of the school staff. This means not only teachers, but all aspects of the school: secretaries, hallway/playground monitors and custodial staff. These efforts will pay off in increasing the effectiveness of the tutors.
• Maintain a physical presence and visibility among the school staff.
• Include volunteers whenever possible — they provide the backbone of the project.

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Context

The Kansas City Seniors for Schools project is in its second year of tutoring in two of the city's elementary schools: Crispus Attucks School and Woodland School. The project, consists of 22 members who contribute 15 hours each week, tutoring 90 children in the two schools.

The project is part of a nine-project national tutoring program that enlists the services of men and women over the age of 55 to serve in teams and make a significant contribution to help children learn to read. The project is part of the America Reads program to ensure that every child can read well and independently by the end of the third grade.

The project receives support from many different sources, such as community organizations, schools, and the Corporation for National and Community Service. 

Other Seniors for Schools projects are in Boston, Massachusetts; Cleveland, Ohio; Leesburg, Florida; Minneapolis, Minnesota; New York, New York; Philadelphia, Pennsylvania; Port Arthur, Texas; and Portland, Oregon.

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Citation

Torian, Sarah. "Building Blocks of a Strong Literacy Project: Kansas City Seniors for Schools." The Tutor. August, 1998, pp.1-3.

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Outcome

• Strong relationships with the community and funding organizations provide both financial and technical support for the project.
• Strong relationships with the principals, teachers and school staff increase the volunteers’ potential for effective tutoring.
• Strong relationships among the volunteers form the backbone of the project.
• Strong relationships with the Corporation for National and Community Service provide initial and continuing funding for the project.

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For More Information

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Source Documents

Related Practices

• Engaging teachers in school partnerships

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Related sites

Senior Corps

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