the tutoring network: a unique nonprofit educational/civic/professional organization

The Tutoring Network: A Unique Nonprofit Educational/Civic/Professional Organization

Carolyn D. Cowen

The Tutoring Network Cohasset, MA

The Tutoring Network is a nonprofit organization that emphasizes rigorous screening of educational therapists and careful matching of their expertise with the needs of learning-disabled students. It operates a clearinghouse for information pertinent to learning disabilities and strives to facilitate better communication among professionals concerned with the learning-disabled. This paper chronicles the birth and growth of The Tutoring Network and ex- plores possibilities for replication.

With for-profit tutoring centers and chains popping up like so many golden arches across the country, The Tutoring Network (TTN) stands out. It is nonprofit, and it does not embrace or endorse any particular teaching approach, doctrine, or product. What TTN does do is find talented and experienced educational therapists and match their expertise with the academic needs of learning-disabled students. The Tutoring Newtork also collects and disperses information about learn- Lug disabilities. Finally, TTN encourages communication among professionals concerned with learning disabilities.

The Network is unique not only because of these services, but also because of its philosophy. TTN was founded and is now supported by educators, human service professionals, parents, and learning- disabled individuals who believe in the synergistic effects of pooling resources and working together to accomplish more for the profession, the professional, and those in need of specialized educational services. This philosophy is the thread that weaves together the diverse com- ponents of TTN:

1. A clearinghouse for tutorial referrals; 2. A clearinghouse for information pertinent to learning disabilities;

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3. A communications network for professionals concerned with learning disabilities.

A Short History

Planning for the Tutoring Network began in 1982 when a group of professionals in the field of learning disabilities from the Boston area met to discuss three common concerns. First, there was a need for readily available professional tutoring for people requiring specialized educational therapy. Several excellent clinics and private schools in the area address the special educational needs of the learning-disabled population, but cost, distance, or waiting lists prevent many people from using their services. At the same time, a number of highly-skilled educational therapists were considering going into private practice and were seeking referral sources. Putting the educational therapists and those needing of their services in touch with each other seemed the obvious solution. It was clear, even in the early stages of planning, that this would require rigorous screening to ensure the competence of the specialists, and a careful match between their expertise and the student's needs. 1

The second concern was the difficulty learning-disabled adults or parents of learning-disabled children encountered trying to locate information about services and/or resources. They often traveled long, frustrating, circuitous routes before finding help. There appeared to be a need for a source providing comprehensive information about services and resources for the learning-disabled in Boston and nearby areas. Pooling the collective knowledge of the professionals involved in these early TTN discussions could create a substantial amount of information that could be used as a basis for developing an information clearinghouse the learning-disabled or their parents could turn to.

Finally, there was a need for a communications network for professionals concerned with learning disabilities. Two concerns were paramount. First, private practice can be professionally isolating. Providing opportunities for the exchange of information and ideas among educational therapists in private practice creates a sense of community and support and fosters continued professional growth and sound business practices, z Second, better multidisciplinary and

1Although most of The Network's work is with the learning-disabled and dys- lexic population, TTN sometimes provides tutorial services for individuals without these disabilities as well as for those not yet formally diagnosed, or those uncomfortable with labels who still require specialized tutorial services.

This need was subsequently expressed by the majority of TrN's registered educational therapists, especially with regard to business practices (e.g. fee-setting, billing, cancellation policies, etc.) where the educators often felt insecure.

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interdisciplinary dialogue was needed among the various professions and professionals concerned with learning disabilities.

Identifying these needs and concerns led to the formulation of three goals:

1. to promote quality tutorial services and to make these services more accessible; 2. to collect, organize, and disperse information pertinent to learning disabilities; 3. to encourage the development and expansion of a communications network for professionals concerned with learning disabilities.

The Tutoring Network was founded in 1983 after a year of planning. Since then, its growth has surprised even its founders. The number of phone calls requesting help has tripled since the first year, and by April, 1985, over 800 requests for referrals and/or information have been logged and 270 students have been placed with TTN's registered tutors. Approximately 65 educational therapists with diverse training and expertise have been screened and registered, en- abling TTN to provide comprehensive professional tutorial services throughout the greater Boston area and in isolated areas as far south as Providence and Cape Cod, as far north as Vermont and New Hamp- shire, and as far west as western Massachusetts. All this has been accomplished via word of mouth.

The Network publishes a newsletter twice a year called The Ex- change which provides a forum for the exchange of information and ideas pertinent to learning disabilities. Several small workshops have been conducted, and other workshops, conferences, and projects are planned. Many parents and learning-disabled adults have joined in the development of this new organization, and The Network benefits as well from a high level of professional representation on its board of directors, council of advisors, and The Exchange editorial board.

The favorable response to The Network and its rapid growth suggests that it is meeting many long-standing needs. However, rapid growth is not without its problems, and, while ambitious, innovative, long-range planning continues, equal consideration is being given to the classic problem that endangers businesses and nonprofits alike: expanding too quickly to maintain standards and to avoid the out- stripping of resources.

Given The Network's short history, its rapid growth and accom- plishments are impressive. That growth, however, should be seen in light of a significant need for diverse, yet related services for learning- disabled individuals. This need, which sparked The Network's creation and now is fueling its growth, is reflected in the unique structure and diverse services of The Tutoring Network.

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The Referrals Clearinghouse Screening Educational Therapists

To ensure the competence of The Tutoring Network's registered educational therapists, prospective tutors complete an application, submit a resume, provide official transcripts and three professional references, and then meet with a member of the screening board for an interview. The screening board is comprised of our most experienced therapists, all of w h o m have undergone the screening process themselves as applicants.

Screening is a three-step process. Application materials are re- viewed by the board and scored holistically. Those attaining a desig- nated score are given interviews. The interviewer then reports back to the board, makes a recommendation, and the board takes a final vote. The following criteria are used in making judgments about an applicant's competence.

1. professional training--a degree in education or a related field; 2. training and/or experience in psychological and educational testing; 3. training and/or experience in working with the learning- disabled population; 4. a min imum of three years of professional teaching experience; 5. experience providing individual tutoring as well as teaching classes in an institutional setting; 6. appropriate certification; 7. background in or understanding of Chapter 766, PL94-142 (State and federal laws relating to special education), core evaluations, and educational plans; 8. assessments by the screening board of an ability to interact sensitively with students in both teaching and business relationships.

These criteria serve as guidelines for judging an applicant's credentials and experience but do not constitute rigid requirements. In the interest of registering a particularly talented educator, a re- quirement such as certification sometimes may be waived. In some cases, TTN invites a strong candidate to reapply after obtaining necessary experience or credentials. The Network often provides guidance and support to the applicant in obtaining these.

Rigorous screening is necessary to instill confidence on the part of The Network's referral sources and to maintain our reputation for excellence, but The Network's higher goal is to promote quality professional tutoring. Indirectly, TTN may be doing more to facilitate this goal by providing leadership in the setting of standards for pro-


fessional qualifications, practices, and ethics for educational therapists in private practice.

Another reason for such rigorous screening is the fact that presently TTN does not have the resources to provide supervision for its registered tutors. Therefore, we must accept those most able to work independently without supervision. TTN is, however, experimenting with a pilot supervision program that may enable us to train and register more tutors and meet the ever increasing demand for qualified educational therapists. Peer supervision might also prove helpful.

The Network's inability to provide formal supervision does not mean that, once registered, tutors' work goes unmonitored or that they are set adrift without support or resources. Feedback forms are sent to all students asking for their candid assessment of both TTN and its registered tutors. Tutors must reregister with TTN on an annual basis. Reregistration is by invitation only. In addition, through various meetings, workshops, publications, and efforts to institute Regional Professional Resource Groups, TTN strives to provide guidance as well as support.

Lack of supervision has produced an interesting result. Guidance and support, rather than formal supervision, contribute to a climate of trust and a feeling of being valued and respected among The Net- work's tutors. This approach, and our active solicitation of the tutor's ideas and involvement, encourages the volunteer participation on which The Network so heavily depends. Volunteer activity, in turn, not only provides opportunities for personal and professional growth, but also fosters a sense of community. This sense of community-- collegiality and professional stimulation--a place to belong to and be valued is one of the attractions TTN holds for many educational therapists in private practice.

These attractions also led to the establishment of The Network's professional membership for those professionals who did not need or want referrals, but who did want involvement in The Network's community. The revenue generated by membership dues in turn helps provide financial support for The Network and its services. (See the section describing the Communications Network for a more detailed explanation of membership.)

The Network views its educational therapists as its most valuable resource and prizes their considerable and varied backgrounds and expertise. While there is a definite bias toward structured, multi- sensory teachingd the tutors accepted by the screening board are an eclectic group, each versed in many techniques, representing various

3There also is a bias toward a phonetic approach in beginning reading instruction.

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philosophies and approaches. This provides for rich, stimulating, professional exchange and dialogue and enables TTN to offer a wide range of tutorial services for the variety of learning styles and needs of the learning-disabled population. 4

Referrals

The majority of The Tutoring Network's referrals come from clinics and hospitals, psychologists and private evaluators, schools, public and private agencies, and word of mouth. The Director of Clearinghouses is responsible for matching the student's need with the expertise and geographic location of one or more of The Network's educational therapists. In matching students with tutors, careful consideration is given not only to students' academic needs, but also to any personality or emotional factors that might affect the teaching/ learning relationship.

Matching requires thorough knowledge of the student's needs and learning style. Information is obtained through phone interviews with parents/students, counselors, and psychologists, etc., and a review of psychoeducational evaluations, educational plans, or other reports. After a match is made, the student or parent is provided with the name and telephone number of the therapist and is encouraged to initiate the first contact, arrange an interview, and make the final choice. Placing this responsibility in the hands of the parents or learning-disabled adult increases their investment and weeds out those less likely to follow through on commitments. Referral requests usually are for help with reading, writing, spelling, math, study skills, academic support, and test preparation.

The Network's referral services are provided free of charge to those seeking specialized tutorial services for themselves or for others. Registered tutors bill their clients directly and are charged referral fees. While TTN is a nonprofit organization, operating expenses must be met; the tutor's referral fees help support the services that generate referrals. The tutor fee schedule presently in effect is unique in that it is not only the result of the combined input of TTN tutors, but it also relies on their honesty in reporting exact income earned from TTN referrals. So far, it seems to be working well.

Even with more than five dozen registered tutors on board, requests for help far exceed TrN's ability to supply appropriate tutors within a reasonable driving distance of the client. Often, TTN so successfully fills a therapist's available teaching time that the therapist no longer requires referral services, s Clearly, there is a significant need for professional one-on-one educational therapy.

*Formal research verifying the reported significant academic-gains made by students referred to TrN tutors has yet to be conducted.

SBooked tutors often become professional members to maintain access to TTN and its services.


Another problem is that tutorial services usually are available only to those able to afford today's rates of $25-$30 an hour? In some cases, public schools or the Massachusetts Rehabilitation Commission pay for TTN tutoring. The Network is exploring a scholarship program to help make tutorial services financially more accessible.

The Information Clearinghouse

The Network operates an information clearinghouse which collects, organizes, and disperses information about: clinics offering evaluation and/or treatment; educational institutions with learning- disability programs; summer programs; advocacy; third-party pay- ment; tax deductions for private tutoring; support and self-help groups, to name a few. If requested information is not already con- tained in The Network's files, TTN researches that information on an ad hoc basis. This service is provided free of charge to parents, learning-disabled adults, educators, counsellors, advisors, and others.

The day-to-day operation of the Referrals and Information Clear- inghouses is the responsibility of the Director of Clearinghouses who handles the calls for information and/or referrals. Given the sensitive nature of many of these calls and the diverse needs of many of the callers, it is critical to have a skilled, empathetic professional on the other end of the line. The Director of Clearinghouses is highly qualified. She has experience as a placement counselor and information specialist. She has extensive knowledge of greater Boston's social service community, and she is skilled in telephone interviewing and counseling.

There are plans for a variety of informative pamphlets and bro- chures: "Guidelines for a Good Tutorial Relationship," "Tax Savings on Tutoring," "Tips for College-Bound Learning-Disabled Student," "Choosing a Boarding School for the Learning-Disabled Student." The Network also operates a Jobs Clearinghouse for those seeking em- ployment in the field of learning disabilities and for potential employers.

The need for TTN's Information Clearinghouse is clear. One third of the calls to The Network, some from as far away as California and Texas, request information about learning disabilities, special services, and resources. These calls are increasing daily.

The Communications Network

The Network is involved in various projects to promote better communication among professionals concerned with learning disabilities.

6Registered tutors set their o w n rates.

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For the last two and a half years, The Network has published a 12-16 page newsletter called The Exchange. This publication is dis- tributed to TTN tutors and members and to some nine hundred institutions, organizations, and individuals throughout New England and the North East. The Exchange provides a forum for the exchange of information and ideas pertinent to learning disabilities and includes articles containing practical information for tutors and students alike such as: "Tax Savings on Tutoring" or "Business Insurance for the Private Tutor." The Exchange also runs regular features of a more general interest such as "Viewpoint" (a series of personal opinions about issues related to learning disabilities) and "The Bulletin Board" (announcements about conferences, courses, meetings, and activities of other nonprofit organizations). Articles about teacher-training opportunities, job and summer program listings, and current news related to learning disabilities all appear in The Exchange. The goal of the editorial board is to publish an exciting, graphically pleasing, and well-written publication that not only informs, but also stimulates discussion and debate.

Other TTN projects include organizing meetings and workshops for registered tutors and members and establishing Regional Pro- fessional Resource Groups. When registered tutors were asked what type of support or services would make their jobs easier, the over- whelming response was "give us access to each other." TTN has started to organize regional resource groups where educatioanl therapists can informally discuss issues related to learning disabilities and share curriculum ideas and business practices. Business practices often turn out to be the hottest topic at TTN meetings. Educators by and large feel uncomfortable with business-related issues and often seek guidance. Also, professional standards and ethics for educational therapists in private practice have not yet been established. Establish- .ing these is an exciting by-product of TTN meetings. Tutors are eager to share the knowledge they acquire through their own efforts, to help colleagues avoid reinventing the wheel, and to get peer feedback on and approval of their practices.

Finally, The Network has been collaborating with many local organizations and institutions concerned with learning disabilities to consider several projects: a tutorial scholarship program, a joint con- ference, and a reading comprehension workshop. While these projects are exciting, the exchange of ideas among the members and staffs of the collaborating organizations, sometimes taking the form of debate, is especially healthy and stimulating.

Professional membership benefits include eligibility to vote and hold office, free subscription to The Exchange, access to networking resources and reduced rates to conferences and workshops that might be held in the future, although many professionals join simply to help


support the Network's goals and services. The Network also has student and institutional membership categories. While TTN has not actively engaged in a formal membership drive, membership is grow- ing of its own accord, and it appears that our informal communications network for professionals concerned with learning disabilities is evolv- ing into a full-fledged professional association.

The Future of The Network and Possibilities for Expansion and/or Duplication

Planning for The Network's future is tempered by an awareness of the pitfalls of rapid growth. Yet, growth has an exciting momentum of its own, and the temptation to accomplish more on a larger scale to meet the needs of more people is difficult to resist.

But even modest growth requires several full and part-time salaried positions. Therein lies the rub. Funds are tight. The Network is a "kitchen table" operation that depends on the time, energy, talents, and space donated by the many enthusiastic people who believe in the concept of The Network. For these people, the creation, development, and management of this young, educational/civic/professional organization has been a labor of love.

But volunteerism alone cannot sustain The Network indefinitely. Keeping abreast of countless administrative details, maintaining high standards and devoting time to short- and long-range planning become increasingly difficult. The Director of Clearinghouses works more than 25 hours per week; increasing demand indicates the job will soon require more time. Countless additional hours are donated by the officers, members of the board of directors, the screening board, and the editorial board, as well as by other volunteers who work on marketing and outreach projects, tutor recruitment and screening, financial record-keeping and budgeting, professional development, literature and publications, various proposals, and mailings.

The Network's survival and growth will require salaried positions. Funding these positions depends to a large degree on The Network's ability to raise funds effectively, and this is likely to be determined by the outcome of our recent application to the IRS for charitable and tax exempt status under Section 501.C3. Still, TTN cannot overly rely on outside funding, just as it cannot rely exclusively on volunteerism. Future growth will depend upon and be nurtured by diverse financial support (charitable contributions, referral fees and membership dues) and by volunteer support.

Replicating The Network and its services is an intriguing notion and already TTN has been approached by people interested in exploring this possibility. While The Network may help even more

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people by serving as a model and an inspiration, it may be that its success to date is the result of the interplay of a unique combination of factors that might be difficult to duplicate:

1. Geography. The Boston area was fertile ground for the con- ception and development of an organization like TTN. Awareness of learning disabilities is enhanced by Chapter 766, by the many clinics providing evaluation for and conducting research in learning disabilities, and by the many special schools in the area. 2. People. The Network's growth was fueled by the chemistry created by the interaction between and among two existing groups--one group with needs, the other with expertise. Together, these groups generated the essential energetic volunteer support to create TTN. 3. Timing. Proposition 21/2 (a successful 1981 tax-cutting refer- endum) and other social, educational, and economic factors con- tributed to increasing frustration with the public school system and inspired both parents and teachers to seek answers and solutions elsewhere.

To our knowledge, nothing quite like The Network exists any- where else. Perhaps this is due more to the absence of the above factors than to the creativity and vision of The Network's founders. In any case, without generous donations of time, energy, talents, and space, duplicating The Network will require a substantial amount of seed money.

The Network is a unique, exciting, and vital nonprofit organization just emerging from its infancy but already meeting long- standing and important needs. While the right geography, people, and timing were vital ingredients for bringing TTN to life, its creation was sparked by needs. These same needs now fuel its growth. Such needs exist across the country and perhaps the Network will inspire similar efforts.

the tutoring network: a unique nonprofit educational/civic/professional organization

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