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• They didn't master basic skills and need to be retaught
• They have a learning disability which poses a barrier to their mastery of information and keeps them lagging behind in school
• They have weak organizational skills that prevent them from completing assignments on time or studying on a regular schedule
• They have medical, family, emotional or social problems that hinder their progress

• First grade. By the end of the year, all students must know how to read. If your child isn't reading by the middle of the year, it's time to get help. Letting a student fall behind in reading skills can set up a dangerous pattern of failure.
• Fourth grade. The difficulty level of subjects, especially math and reading comprehension, goes up considerably during fourth grade. Kids who aren't doing well should be tested to make sure there are no problems with basic reading and math abilities.
• Sixth or seventh grade. When kids move from a self-contained classroom to having a teacher for each subject, there can be a difficult period of adjustment. This, coupled with increased responsibility and the trials and tribulations of puberty, may contribute to slipping grades. During this time, it's often helpful to teach kids how to study efficiently and be organized.
• Ninth grade. Subjects increase in difficulty around this grade. Students may need help in study and organization skills and tutoring to review tough content matter.
• Eleventh grade. It's time to think about PSATs and SAT scores. Test coaching can often raise scores on standardized tests by up to 100 points.

 

• Community tutoring. Many churches, community centers and youth clubs offer after-school tutoring for students of all ages. Contact organizations in your area to see what's available.
• Private tutoring. Individuals who specialize in elementary or subject-based education often hire out as tutors. You may find college students, former teachers or retired people who offer tutoring services.
• Tutoring programs. Branches of tutoring programs are increasingly available across the country. These programs usually offer a guarantee of results. Depending on your child's needs and your budget, he or she will receive group and/or one-on-one tutoring. Many of these programs have great reputations and high success rates. On the downside, they are usually quite expensive.
• Peer tutoring. Kids helping other kids is a growing trend in many high schools. Peer tutoring can be great for older kids, who may find it easier to work with someone their own age.

 

• Check the tutor's credentials. If you are seeking a professional (not peer) tutor, be sure that:
  • The tutor is trained, has experience and provides references.
  • He or she is a certified teacher or has expertise in the subject being taught.
  • The tutor has experience working with children at your child's grade level.
  • The tutor is trained in using appropriate methods to meet any learning disability your child has been diagnosed with.
• Set goals for what your child will learn through tutoring and ask for a detailed tutoring plan. It's best to have the child's teacher participate in creating this plan so it will support and complement classroom work.
• Do your best to schedule tutoring sessions for times when your child is most ready to learn. Many tutors work with kids right after school, but this is usually a time when youngsters need to relax after a long day in the classroom. Kids who are tired or distracted won't get the full benefits of tutoring.
• Watch your child working with the tutor. Sessions should be interactive and include lots of hands-on learning, not just repetitive drills from textbooks.
• If your child has a learning disability, consider scheduling more than one tutoring session a week. Many children with learning disabilities benefit from practice and repetition.
• Ask your child's tutor and teacher for periodic reports on his or her progress. If the tutoring is going well, you should see improvement within a few months.

 

• Explain to your child why you think tutoring is a good idea.
• Discuss how a tutor can help and why tutoring is necessary to fill in the gaps.
• Emphasize that tutoring is a proactive step toward a successful, confident future, not a punishment for failure to bring home good grades.
• Keep your child active in the tutoring process. Let him or her sit in on interviews of potential tutors. Take his or her advice and feelings about tutors seriously. For many kids, a tutor they "connect with" makes all the difference.

 

• Needs a core skill refresher in math or language arts
• Has a learning disability
• Gets nervous in testing situations or feels anxious about taking the SAT
• Has a lot riding on the SAT score
• Expresses a desire for extra preparation

• School. Many schools now offer low-cost test prep taught by credentialed teachers.
• Community-based prep classes offered by youth organizations, libraries, churches and community centers.
• Online. There are numerous interactive online programs that can help self-directed students bone up for the big test.

 

• Explain to your child why you think a tutor is needed and what a tutor does. Talk about what you hope will be accomplished with a tutor.
• Ask your child's teacher or other parents for recommendations. Consider interviewing several tutors for your child and letting him or her be part of the selection process.
• Check the tutor's credentials. Ask about training, experience and references. It's important that the tutor is a certified teacher or has expertise in the subject being taught. Find out if the tutor has experience working with students at your child's grade level. If your child has a learning disability, the tutor should be trained in using appropriate techniques to address the student's special needs.
• Set clear goals for tutoring and request a description of the tutoring plan. If possible, ask your child's teacher to participate in the design of this plan so it links to school work.
• If possible, schedule tutoring for times of the day when your child is ready to learn. Allow for much-needed breaks from the school routine. Right after the day's classes might not be the best time for tutoring.
• For students with a learning disability, schedule more than one session per week. Remember that it takes time to see improvement, so don't expect quick fixes.
• Observe your child working with the tutor. The sessions should include hands-on learning and be very interactive. The tutor should guide your child through direct teaching and guided practice.
• Request periodic reports from both the tutor and your child's teacher. There should be noticeable academic improvement within a few months.