Tutor Onboarding0 of 13
Tutor Onboarding
Tutor Onboarding Training Module
This required training covers everything you need to know before your first session. Complete all sections, pass the knowledge check, and sign the acknowledgment to receive your certificate.
Once you complete this module, you'll be able to book your 30-minute live onboarding session where we'll walk through your tools and answer any questions.
Estimated time: under 60 minutes5 minutes
Welcome to the A+ Tutoring team! Since 2010, we've been a trusted educational partner for families and schools across California. We specialize in working with homeschool families and non-classroom-based charter schools — including partners like the iLEAD network, Heartland Charter School, Visions In Education, and iEM Inc schools.
You're joining a team that delivers over 15,000 lessons per year, working alongside 250+ Teachers of Record and serving over 1,000 students across California. Your role isn't just "tutoring" — you're a critical part of each student's educational team alongside their Teacher of Record (TOR), Educational Facilitator (EF), and family.
A+ Tutoring is committed to creating an inclusive learning environment where every student feels seen, valued, and supported. We serve a richly diverse population — including students with IEPs (Individualized Education Programs), 504 plans, English Language Learners (ELLs), foster and homeless youth, and families from all cultural and socioeconomic backgrounds. We actively recruit tutors who reflect the diversity of the communities we serve and train every tutor in culturally responsive communication, bias awareness, and equitable instructional practices. Our hiring process uses inclusive job descriptions free of biased language, and our coaching rubric evaluates equity and inclusion as a core competency.
Everything we do is guided by four values:
You're joining a team that genuinely cares — about students, about each other, and about the work. Here's who you'll be working with and how each person connects to your role as a tutor.
Emily keeps the engine running. She manages the L10 rhythm, coaches the admin team, and is the go-to for operational escalations. If something needs leadership attention, she's the first call.
Paola is your first call when a student or family needs support. Lesson flags, attendance concerns, student wellbeing — she keeps every student in the loop and nothing falling through the cracks.
Mandy oversees day-to-day operations and supports the admin team. Questions about your onboarding, tutor logistics, or process — start with Mandy.
Kath handles the backend operations that keep everything running — purchase orders, documentation, and admin support across the team.
Janelle is your scheduling coordinator if your student's last name starts with A through L. Schedule changes, time confirmations, and rescheduling all go through her.
Yolanda is your scheduling coordinator if your student's last name starts with M through Z. Any scheduling needs — she's your contact.
Danielle manages A+'s relationships with charter schools and funded intervention programs. You'll interact with her primarily during program onboarding for school-based students.
Brenda leads A+'s outreach — including the Student Spotlight program. If you're asked to participate in a student success story or social content, she's your contact.
Roman built A+ Tutoring from the ground up. He sets the vision and is the reason every system, protocol, and standard exists — all in service of student outcomes.
You might wonder why we have so many protocols, rubrics, and checkpoints. Here's why: every system we build exists to make sure our students get the best possible experience.
A+ Tutoring designs its program around the research on what actually works in K-12 tutoring. Decades of peer-reviewed studies — published by the National Bureau of Economic Research, the American Educational Research Journal, and the U.S. Department of Education — have identified specific characteristics that make tutoring effective. That's why we track attendance so closely, why your notes are reviewed by AI and by our Quality Lead, why you get observed and coached, and why we measure student progress on a structured cycle. None of it is busywork — it's all in service of student outcomes.
Our leadership team also participates in the Association of Personalized Learning Schools & Services (APLUS), staying connected to the broader community of personalized learning providers so we can bring the latest insights back to our tutors and our students.
When you follow the protocols in this training, you're not just checking boxes — you're upholding a standard of care that our students and families trust us to deliver.
6 minutes
High-impact tutoring is personalized, high-quality instruction in one-on-one or small group settings that creates strong relationships between tutors and students.
Here's why your work matters so much: a landmark meta-analysis of nearly 100 randomized controlled trials found that tutoring increased student learning by the equivalent of 3 to 15 additional months of school across grade levels. And the dosage matters — research shows that students who receive high-dosage tutoring (3+ sessions per week) see outcomes that are 20x more effective in math and 15x more effective in reading compared to low-dosage tutoring.
These aren't marketing numbers. They come from peer-reviewed research published by the National Bureau of Economic Research and the American Educational Research Journal.
Nickow, Oreopoulos & Quan (2020): "The Impressive Effects of Tutoring on PreK-12 Learning" — Meta-analysis of ~100 randomized controlled trials on tutoring effectiveness (NBER Working Paper No. 27476)
EdResearch for Action: Design Principles for High-Impact Tutoring — Practical summary of what the research says works
U.S. Department of Education: High-Quality Tutoring as an Evidence-Based Strategy — Federal guidance on tutoring as a proven intervention
| Element | Details |
|---|---|
| Typical Schedule | Most students receive 2 sessions per week (1 hour each) or 3 sessions per week (1 hour each). Frequency and duration are determined by the parent and/or the program leading instruction. |
| Program Duration | Varies: some programs run 6–12 weeks, others span a full semester or school year. Some students receive tutoring support year-round. |
| Ratio | Max 4:1 — majority of sessions are 1:1 |
| Consistency | Same tutor, same student(s), same time. You commit for the duration of the program. |
| Setting | Virtual via Lessonspace — In-person at student's home (adult must always be present) |
| Scheduling | Sessions are scheduled based on family availability and program requirements, typically during morning to mid-afternoon hours aligned with the student's instructional day. |
Students come to A+ Tutoring through two paths:
Path 1: TOR-Initiated (Intervention Programs) — The Teacher of Record identifies students who need support based on MAP, iReady, or STAR data and opts them into the program. The school issues a purchase order.
Path 2: Family-Initiated — A family reaches out to A+ Tutoring. Before tutoring begins, the parent must complete a consultation with a credentialed teacher on the A+ team and the student's TOR must be consulted. The family provides assessment data and background information, A+ contacts the TOR for additional data, and the family submits a purchase order.
In both cases, tutoring does not start until the TOR is in the loop and assessment data has been reviewed.
Attendance is tracked in weekly team meetings. If a student doesn't show up for a session, you must follow this protocol every time:
1. Call the family → 2. Text the family → 3. Email the family → 4. Leave a log in Teachworks → 5. Contact the A+ office (your Scheduling Coordinator or the Scheduling Department Manager)
If a student has two consecutive no-shows, both you and A+ leadership reach out to the family and Teacher of Record. We don't let students fall through the cracks — consistent attendance is essential for high-impact tutoring to work.
A no-show is rarely just a scheduling issue. Research on strong tutor-student relationships identifies trust, motivation, and consistency as the three pillars most affected when sessions are missed. When you reconnect, your first job is to rebuild the relationship — not to address the absence directly.
| Situation | Re-Engagement Approach |
|---|---|
| First no-show | When you reconnect, open with genuine warmth — not a mention of the missed session. Start with a personal check-in question from your relationship-building toolkit. Let the student lead. Academic content comes after connection is reestablished. |
| Second no-show | Before the next session, ask the family directly: "Is there anything we can adjust — time, format, or approach — to make sessions work better for your student?" This is a round-table conversation, not a performance review. You are listening, not reporting. |
| More than 2 in a row | Flag via Slack immediately (see protocol above). When you do reconnect, lead with the student's strengths — what they're good at, what you've noticed they enjoy. Rebuild confidence before returning to the objective. Consider suggesting a shorter session to re-establish the routine. |
Open the Support Bot and use one of these prompts after a no-show:
When sessions are not 1:1, small groups (up to 4:1) are formed based on student needs, not grade level. Students are grouped by common areas for improvement identified through MAP or iReady assessment data — for example, three students who all need support with proportional reasoning may be grouped together even if they're in different grades. This ensures every student in the group is getting relevant instruction.
Content mastery and social-emotional fit come first. We consider your subject expertise, your potential connection with the student and their unique journey, and the specific goals set by their school. Before your first session, the family receives a short video introduction from you.
When you confirm a time slot, you are committing to that student for the duration of their program. Our students thrive on consistency. Many have experienced disruption in their education — your reliability is part of the healing. Typical tutors work 8–14 hours per week.
When you're onboarded, you'll be assigned a Scheduling Coordinator who manages your student matches, schedule changes, and family communication. You'll also have access to the Scheduling Department Manager for escalations. Your coordinator's name and contact info will be shared during your onboarding call.
7 minutes
The biggest misconception new tutors have is assuming homeschool and charter school students are all the same. They're not:
Each student has a story. Understanding that story — without judgment — is the foundation of everything you'll do.
Spend the first 5 minutes getting to know the student. Ask about interests, what they enjoy, what feels hard. This is not wasted time — it's the most important investment you'll make.
Begin every session with a 1–2 minute personal check-in. "What's one thing that went well this week?"
Instead of "This is easy, you should know this," try: "This is tough, and I know you can work through it. Let me help you break it down."
Your role goes beyond academics. You are creating an emotionally safe space where students feel seen, heard, and supported. This is especially important for students who left traditional school due to trauma, bullying, or anxiety.
Predictable routines — Follow the same session structure every time. Students who've experienced disruption thrive on knowing what comes next.
Student voice — Give students choices when possible. "Would you rather start with the word problems or the vocabulary?" Small choices build agency.
Affirming feedback — Focus on effort and growth, not just correctness. "You stuck with that problem even when it was frustrating — that's real persistence."
| If a student is... | Try this |
|---|---|
| Anxious or overwhelmed | Slow the pace. Break the task into smaller pieces. Say: "Let's just focus on this one step." Avoid putting them on the spot. |
| Disengaged or checked out | Switch modality — move from problems to whiteboard drawing, try a verbal explanation instead of writing. Ask what they'd prefer to work on. |
| Frustrated or shutting down | Validate first: "I hear you — this IS hard." Reframe: "You can't do this YET." Scaffold down to a step they CAN do, then build back up. |
| Sharing personal struggles | Listen without judgment. Don't try to be the counselor. If anything raises a safety concern, follow the escalation protocol (Section 7). |
Open the Support Bot and try one of these before your first session or any time connection feels off:
Culturally responsive tutoring means learning about each student's background, avoiding assumptions based on demographics, recognizing that "behind" doesn't mean "incapable," and respecting the family's choice of personalized learning.
If a student's needs go beyond tutoring, escalate to the Student Success Team. Never try to be the counselor. Never try to be the counselor.
10 minutes · Required before your first session with any SPED or ELL student
This section has three parts: (1) how to identify and support students with IEPs and 504 plans, (2) how to identify and support English Language Learners and Long-Term English Learners, and (3) how to use our AI chatbot as a required tool — not an optional one — for every session with a diverse learner.
Before anything else, know how to talk about disability. Special Olympics and the broader disability rights movement advocate for person-first language — language that sees the individual, not the diagnosis. Say "a student who has dyslexia" not "a dyslexic student." Say "a student with an IEP" not "a special ed student."
However, language is evolving: some communities, particularly many autistic self-advocates, prefer identity-first language ("autistic person"). The right approach is always to follow the student's and family's preference. When unsure, person-first language is the safe default.
You are not a diagnostician — you're not identifying disabilities. You are expected to notice patterns that signal a student needs adapted instruction. Watch for:
| What You Observe | What It May Signal |
|---|---|
| Loses track of multi-step directions mid-task | Working memory challenges (common in ADHD, processing speed differences) |
| Strong verbal responses but struggles to write them | Dysgraphia, language processing, or output difficulties |
| Reads slowly, skips words, loses place frequently | Decoding challenges or dyslexia |
| Gets math concepts verbally but makes computation errors | Dyscalculia or processing speed impact on fluency |
| Shuts down or gets frustrated before a task feels hard to others | Past academic trauma, anxiety, or emotional dysregulation pattern |
| Needs significantly more time than peers to respond | Processing speed differences — a core IEP accommodation area |
Research published by the National Association of Special Education Teachers (NASET) confirms that students with learning disabilities can be taught to "learn how to learn" — but it requires structured, explicit instruction. The evidence base is clear on what works:
Also: Always check the student's profile in Teachworks before the session for IEP or 504 accommodations. Common ones: extended time, reduced written output, text-to-speech, preferential seating. Honor them every session.
A+ Tutoring's funded intervention programs specifically target Long-Term English Learners (LTELs) — students who have been enrolled in U.S. schools for 6+ years but have not yet reclassified as English proficient. LTELs often have strong conversational English but significant gaps in academic language — the vocabulary, sentence structures, and text-based reasoning required for grade-level content.
| What You Observe | What It Signals |
|---|---|
| Fluent in conversation but vague or minimal in written response | Academic language gap — the core challenge for LTELs |
| Says "I understood it" but can't demonstrate comprehension in writing | Gap between receptive (listening) and productive (writing/speaking) language skills |
| Confusion with idioms, figurative language, or content-specific vocabulary | Academic language not yet internalized |
| Stronger performance on visual or concrete tasks vs. abstract or text-heavy ones | Language proficiency gap, not cognitive gap |
| Avoids reading aloud or extended writing tasks | May be masking print literacy gaps |
Research from the National Center on Improving Literacy's Evidence-Based Tier 2 Intervention Practices for English Learners is clear: effective ELL intervention uses explicit, sequential instruction with language scaffolds added. Without scaffolds, even research-based strategies lose effectiveness for ELL students.
The A+ AI chatbot is programmed with intervention strategies for diverse learners. For sessions with SPED or ELL students, consulting it is not optional — it is a required step in lesson preparation. The chatbot can only generate targeted strategies if you give it specific information. Vague prompts produce generic output.
Step 1: Review the student's profile in Teachworks (IEP goals, 504 accommodations, language proficiency level, past session notes).
Step 2: State your session objective clearly: what will this student be able to DO by the end of the session?
Step 3: Prompt the chatbot using this structure: "I am tutoring a [grade] student in [subject]. Today's objective: [state it]. Student profile: [IEP/504/ELL/LTEL, key goals or gaps]. Give me 2–3 targeted strategies and a sentence frame scaffold."
Step 4: Verify the chatbot's output makes sense for this student. Adapt as needed.
Step 5: Document which strategy you used and how the student responded in your session notes.
| Weak Prompt ✗ | Strong Prompt ✓ |
|---|---|
| "Give me reading comprehension questions." | "I'm tutoring a 5th grader with an IEP (processing speed + reading comprehension goals). Today's objective: identify the main idea and 2 supporting details from a grade-level informational text. Give me a mid-session check, an exit ticket, and a sentence frame scaffold." |
| "Help me with an ELL student." | "I have a 7th-grade LTEL student. Today we're working on argumentative writing — writing a claim + text-based evidence. She has strong conversational English but struggles to produce academic writing. Give me 2 language frames and a scaffolded graphic organizer." |
Before the session — open the Support Bot and use:
After the session — use these to plan next steps:
Apply what you just learned — and practice with the bot
You're tutoring Sofia, a 7th-grade LTEL student. She's been in U.S. schools since 1st grade and speaks comfortably in conversation. Today you're working on argumentative writing — specifically writing a claim with text-based evidence. You ask her to read a short article about screen time and write a claim + one piece of evidence.
Sofia reads it, says "I got it," then writes: "Screen time is bad." She stops. When you ask her to add evidence, she shrugs and says "I don't know what to write."
What do you do first?
Put what you've learned into practice
You're matched with a new 6th grader. Their student description shows they were previously in traditional school, have health issues that led to homeschooling, and iReady data shows they're two grade levels behind in reading. Their Teacher of Record notes they're shy and reluctant to engage.
It's your first session. What do you do?
8 minutes
Every session follows the same consistent rhythm:
A+ Tutoring uses high-quality, research-aligned resources tailored to each student. Depending on the school and student, you may work with:
| Subject | Common Curricula |
|---|---|
| Math | Singapore Math, Open Up Resources, EngageNY, Illustrative Mathematics |
| ELA / Reading | CommonLit, ReadWorks, Newsela |
| Multi-subject | Thinkwell, Brightspace, Canvas |
All content is vetted for cultural responsiveness and bias-free language. Tutors adapt these classroom materials for the one-on-one or small group tutoring setting using scaffolding tools and Support Bot-generated supplements — so even though the curriculum comes from the school, the instruction is personalized for each student.
You don't decide the curriculum — the school and Teacher of Record do. Here's the decision flow:
1. School/TOR sets learning goals and identifies curriculum → 2. Student description includes curriculum, assessment data (MAP/iReady/STAR), and specific objectives → 3. You follow the curriculum sequence, adapting pace to the student → 4. For IEP students, you align to IEP goals → 5. Support Bot generates supplemental materials when needed
When students need extra support, use these research-backed scaffolds:
Graphic organizers — Help students structure their thinking visually (Venn diagrams, cause-effect charts, story maps).
Sentence frames — Support ELL students and struggling writers. Example: "The main idea is ___ because ___."
Guided annotations — Highlight key information together before answering questions.
Formative assessment is how you find out what a student actually knows while they're still learning it — not after. In a 1:1 or small group virtual setting, you have an advantage over classroom teachers: you can check understanding constantly, in real time, without a single student hiding behind others. Use that advantage every session.
Entry slip (first 3–5 minutes): Ask one targeted question about the previous session's content before anything else. This serves two purposes — it tells you what stuck, and it primes the student's memory for today's work. Keep it verbal in a 1:1 setting. Ask them to explain, not just answer.
Exit ticket (last 5 minutes): The exit ticket is your quality control. It should match today's objective exactly. Use the Lessonspace whiteboard or chat so you have a record. Strong exit ticket formats:
Entry slip: "Can you simplify 6/8 for me? Tell me HOW you got there — walk me through it."
Exit ticket:
1. Are 2/3 and 4/6 equivalent? How do you know?
2. Write a fraction equivalent to 3/5.
3. If you had to explain equivalent fractions to a younger student, what would you say?
Questions 1–2 check skill. Question 3 checks understanding. If they nail 1–2 but can't answer 3, they can do the procedure but don't own the concept yet. That tells you exactly what to do next session.
Dipsticks are low-stakes, fast checks you can run in 60 seconds or less — like checking the oil in your car. The goal is to get a quick read so you can adjust during the session, not after it's over. Use these between transitions or after introducing a new concept:
The virtual environment gives you tools classroom teachers don't have. Use them:
| Check Type | How to Run It Virtually | What It Tells You |
|---|---|---|
| Show your work | Student solves on the shared whiteboard while narrating aloud | Where exactly the breakdown happens — not just that it's wrong |
| Error analysis | Show a worked example with a deliberate mistake. "Find the error and fix it." | Whether they understand the concept deeply enough to catch mistakes |
| Two-problem sprint | Two problems back-to-back in the chat. First one scaffolded, second independent. | Whether they can transfer from guided to independent |
| Emoji check-in | "Drop an emoji in the chat: 😊 = got it, 🤔 = sort of, 😕 = lost" | Fast emotional + comprehension read without putting them on the spot |
In a 1:1 setting, the most powerful formative assessment is often just asking the right question and listening carefully. You don't need a quiz — you need a conversation. Strong probing questions:
The quality of formative data from a 5-minute conversation often exceeds a 10-question quiz — because you can follow up in real time.
After every formative check, make a quick mental sort into three buckets:
| Bucket | What You Observed | Your Next Move |
|---|---|---|
| ✅ Got it | Student explains accurately, transfers independently, self-corrects | Move on. Add a stretch challenge if time allows. |
| 🟡 Sort of got it | Correct with support, inconsistent, can do but can't explain | One more "we do" rep before releasing. Change the example or format. |
| ❌ Didn't get it | Incorrect, confused at setup, can't explain the "why" | Don't re-explain the same way. Go back further. Try a visual, a simpler number, a real-world anchor. Note it for next session. |
Model first, then together, then independent. If they struggle at "You Do," go back to "We Do."
Narrate your reasoning. This teaches students how to think, not just what to think.
After asking a question, wait at least 5 seconds. Don't jump in to rescue them.
1-hour session, 7th grader, proportional relationships, Illustrative Mathematics:
Before the session — plan with the bot:
After the session — reflect and document:
Every A+ tutor is expected to bring more than the school's curriculum to each session. You are a professional educator — and that means having a personal toolkit of engaging activities, routines, and strategies that you can deploy for any topic, at any grade level. The school or TOR tells you what to teach; your toolbox is how you teach it in a way that actually sticks.
Your toolbox should include activities you can adapt for:
When the school provides assessment data or the family shares context about how their student learns best, use that information to select from your toolbox. The Support Bot can also generate supplemental or reinforcement activities on demand — but a strong tutor knows which activity to reach for before opening the bot, and uses the bot to customize and deepen it.
After every session, log notes in Teachworks. These notes are automatically emailed to the student's family and Teacher of Record.
| Required Field | What to Write |
|---|---|
| "During our lesson today we:" | Be specific. "Worked through Module 3, Lesson 7 on proportional relationships." |
| "Before our next lesson:" | "Review vocabulary on page 42. Try problem 7 independently." |
| "Areas where student excelled:" | "Marcus identified the unit rate in 3 of 4 problems independently." |
| Whiteboard Screenshot | Upload from Lessonspace after every session. Required. |
Families reply directly to Teachworks lesson notes — this is the primary and most important way you communicate with families about academics. When a parent has a question, concern, or update about their child's progress, they reply to the emailed lesson note. This keeps all academic communication documented, timestamped, and tied to the student's record.
Texting families is permitted ONLY for scheduling logistics — confirming session times, rescheduling, or letting them know you're running late. Never discuss student progress, academic concerns, grades, assessment data, or behavioral observations over text. That information must go through Teachworks to stay compliant with FERPA (the Family Educational Rights and Privacy Act).
Use Slack for internal team communication (scheduling, support questions, updates). Never share your personal email or social media with students or families.
What would you do?
You're 20 minutes into a math session with a 4th grader working on multi-digit multiplication. The student suddenly says "I'm so stupid, I can't do anything right" and turns their camera off.
What do you do?
7 minutes
Every tutor at A+ is assigned a dedicated coach who provides non-evaluative, developmental support. Our coach-to-tutor ratio is approximately 1:15, which means your coach knows your students, your strengths, and your growth areas.
Your coach is your partner — not your evaluator. They observe sessions, review your notes, and help you get better. If a sensitive situation arises with a student or family, your coach debriefs with you and provides resources for next steps.
Our leadership team — including your coaches — invests in their own development too. Leaders participate in quarterly EOS professional development, serve on school site councils at partner schools, and attend industry conferences. The people coaching you are continuously improving alongside you.
Every lesson note you submit in Teachworks is automatically reviewed by our AI quality system. The AI evaluates your notes against our rubric for specificity, instructional relevance, and completeness. If your notes don't meet the standard, you'll receive an automated Slack message with specific feedback on what to improve.
This means quality monitoring is continuous and immediate — not something that happens once a month.
The moment you complete your first session, the Quality & Retention Lead begins monitoring your work. They review lesson notes, tracks family feedback, and flags any quality concerns. You don't have a "grace period" — quality expectations apply from day one.
During your first 30 days, you receive extra support to set you up for success:
30-Minute Coach Meeting — Early in your first month, you'll have a 30-minute one-on-one meeting with your assigned coach. This is your chance to ask questions, review your student caseload, and make sure you feel confident heading into your sessions.
Observation 1 — An informal drop-in during one of your first few sessions. Your coach joins your Lessonspace session (or observes in-person) without advance notice. This is low-stakes and supportive — not evaluative.
Observation 2 — A second observation later in the month using the full structured rubric. You'll receive written feedback after this one.
Coaching Session — Before the end of your first month, you'll have a coaching session with your coach to review both observations, discuss what's working, identify growth areas, and set professional goals together.
After your initial month, your coach observes at least once per quarter — either by joining your Lessonspace session live or reviewing a recording. Observations use a structured rubric that evaluates six areas:
| Category | What's Evaluated |
|---|---|
| Instructional Clarity | Clear explanations with frequent comprehension checks |
| Student Engagement | Student actively participates and takes initiative |
| Lesson Notes | Timely, detailed, instructionally useful notes shared with stakeholders |
| Equity & Inclusion | Lessons tailored for learning needs with proactive supports |
| Instructional Strategies | Strategic use of scaffolding, questioning, and pacing |
| Platform Use | Effective use of Lessonspace, whiteboards, and digital tools |
Here's what your coach is looking for at each level. Use this to self-assess before your observation:
| Category | 1 — Developing | 2 — Effective | 3 — Highly Effective |
|---|---|---|---|
| Instructional Clarity | Explanation is unclear or inconsistent | Clear explanations with occasional comprehension checks | Clear, concise explanations with frequent checks for understanding |
| Student Engagement | Tutor dominates session; low student participation | Students participate with prompting from tutor | Students actively engage and take initiative in their learning |
| Lesson Notes | Notes are inconsistent, vague, or incomplete | Notes are shared and mostly complete | Notes are timely, detailed, and instructionally useful |
| Equity & Inclusion | Limited differentiation or awareness of student needs | Some support provided for diverse learners | Lessons tailored for individual learning needs with proactive supports |
| Instructional Strategies | Limited use of scaffolding; pacing issues | Uses appropriate scaffolding and pacing | Strategically adjusts instruction for maximum learning |
| Platform Use | Struggles with platform features | Navigates platforms well | Uses tools creatively to enhance learning and engagement |
After every observation, your coach shares written feedback with: key strengths observed, growth area(s), and suggested next steps. You and your coach set professional goals together — this is a two-way feedback loop.
Every month, the A+ team checks in with your student's Teacher of Record and family to ensure satisfaction, gather feedback, and identify any concerns. This happens independently of your session work — you don't need to do anything, but you should know it's happening.
Student progress is measured through a structured data cycle:
We track both academic mastery AND adaptive indicators: In addition to assessment scores and skill mastery, we monitor student confidence, engagement, independence, and participation — because a student who believes they can learn is a student who will. Your session notes should capture these observations too (e.g., "Marcus attempted problems independently today for the first time" or "Student was more engaged and asked clarifying questions without prompting").
How we measure growth: Measurable academic growth is determined by formal assessments — primarily MAP (Measures of Academic Progress), iReady, or STAR testing administered by the student's school. Your session-level formative checks (warm-ups, exit tickets) track day-to-day progress, but the formal assessment data is what shows whether tutoring is producing real results. That's why the data cycle matters — everything you do in sessions feeds into the picture that formal assessments ultimately confirm.
We also disaggregate student data by race/ethnicity, gender, IEP/504 status, home language, and learning environment to ensure equity and identify where strategies need to be adapted for underserved learners.
You contribute to this cycle through your session notes. Every detailed note you write in Teachworks becomes raw data for the Progress Summary. The better your notes, the better the team can track whether tutoring is working and where adjustments are needed.
7 minutes
All tutors must complete and pass a background check and professional reference check before being onboarded. No exceptions.
What to do — in this order:
1. Call the California Child Abuse Hotline: 1-800-540-4000 (available 24/7) to file your report. You are legally required to do this within 36 hours.
2. After filing, notify A+ Tutoring leadership (your Scheduling Department Manager or the Operations Lead) so we can support you and the student going forward.
3. Document what you observed factually — stick to exact words you heard and behaviors you saw, not interpretations.
What NOT to do: Don't confront the parent. Don't promise the student secrecy. Don't investigate or ask leading questions. Don't wait.
A student says: "My dad gets really mad and sometimes he hurts me." You don't ask follow-up questions. You don't say "I'm sure it's not that bad." You listen, you write down exactly what they said, and you call the hotline. Then you notify A+ leadership. After you report, the A+ team debriefs with you — you are not alone in handling this.
Not every concern rises to the level of a mandated report — but that doesn't mean you should ignore it. If something during a session feels off, seems unusual, or raises a concern about a student's well-being, follow the Flag & Notify protocol:
1. Flag the lesson in Teachworks. Use the lesson flag feature to mark the session so leadership can identify it quickly during review.
2. Write an Internal Note in Teachworks. Internal notes are not shared with families or Teachers of Record — only A+ staff can see them. Document what you observed: specific words the student used, changes in behavior or mood, anything that felt unusual. Stick to facts, not interpretations.
3. Message your coach on Slack immediately. Don't wait until your next check-in. Send a direct message to your coach describing what happened. If your coach is unavailable, message A+ leadership.
Examples of when to Flag & Notify:
• A student who is normally engaged seems unusually quiet or distracted for multiple sessions
• A student mentions their parents are going through a divorce and seems upset
• A student says something that makes you uncomfortable but doesn't clearly describe abuse
• You notice a significant change in a student's appearance or hygiene during an in-person session
• A student expresses frustration about school or home life that feels beyond normal venting
Your instincts matter. If something feels off, flag it. The A+ coaching team would rather review a flagged lesson that turns out to be nothing than miss a concern because a tutor wasn't sure whether to report it.
All sessions must occur on Lessonspace — a secure, monitored platform with encryption and access controls. Never record without written consent. Report unsafe environments immediately.
Adult must ALWAYS be present. If no adult is home: DO NOT go inside. Call the office. You'll still be paid. Tutor in a common area. If you feel unsafe, leave.
| Situation | What to Do |
|---|---|
| Abuse/neglect disclosure | Listen → Call hotline 1-800-540-4000 (you are legally required) → Then notify A+ leadership → Document |
| Self-harm/suicidal thoughts | Stay calm → Don't leave session → Call 988 if immediate danger → Notify A+ leadership |
| Student reports cyberbullying | Document → Notify A+ leadership → Don't confront other party → Follow up with TOR |
| Cyberbullying in group session | Intervene calmly → Separate students → Document and notify A+ leadership same day |
| Technology breach or suspicious access | Log out immediately → Notify A+ leadership → Document what you observed |
| Tech disruption (virtual) | Rejoin within 5 min → Contact your Scheduling Coordinator if unable |
| Emergency at in-person site | Ensure student safety → Contact family + A+ leadership |
| Something feels off (not abuse/neglect) | Flag lesson in Teachworks → Write Internal Note (not shared with families) → Message your coach on Slack immediately |
Student information is protected under FERPA (Family Educational Rights and Privacy Act) and COPPA (Children's Online Privacy Protection Act). A+ Tutoring adheres to all relevant federal and state privacy laws.
You must NEVER: Store student data on personal devices. Share student info on social media. Use data for non-tutoring purposes. Take photos/screenshots of students. Communicate through personal channels.
You CAN share session notes and progress data with the student's Teacher of Record and family — through Teachworks.
Rules alone aren't enough — A+ has systems in place to ensure they're followed:
1. Platform-based access controls — All student data lives in Teachworks and Lessonspace, which have built-in encryption, access permissions, and audit trails. Tutors don't have the ability to bulk export or download student data.
2. AI-powered note review — Our automated system reviews every lesson note, which also serves as a check that notes are being submitted through proper channels (Teachworks, not personal documents).
3. Annual FERPA acknowledgment — The compliance acknowledgment you sign at the end of this training serves as your annual data privacy agreement. It's logged in your tutor file.
4. Quarterly reminders — The team sends periodic data privacy reminders through Slack to reinforce best practices.
Section 8 of 9 · 5 minutes
Your scenario: You've been matched with a 7th grader in a homeschool charter program. Their iReady data shows they're one grade level behind in math, specifically struggling with proportional relationships. They use Illustrative Mathematics curriculum. The student is an athlete whose training schedule led them to homeschooling.
Write a brief session plan (4–6 sentences):
• How you'd open the session (it's day one)
• What you'd cover
• What formative check you'd use
• How you'd close the session
Minimum 50 characters to continue.
10 questions · 80% to pass · unlimited attempts
Almost done!
Your completion of this module — including your quiz score, practice activity submission, and signed acknowledgment — is logged in your tutor onboarding file as part of A+ Tutoring's quality assurance documentation. This acknowledgment also serves as your annual FERPA compliance agreement.
Your results will be recorded to your A+ Tutoring profile.
Caring · Accountable · Resourceful · Educators