DEFINITION To assist in the supervision and training of students enrolled in the Recreation Enrichment Academics Devoted to Youth (READY) program. Provide various supportive services in order to carry out activities to improve the attendance, academic performance and general well being of students enrolled in the READY program. DISTINGUISHING CHARACTERISTICS The READY Program Tutor is distinguished from other instructional Tutors in that they are required to perform a variety of supportive services to students enrolled in the after-school READY program in order to carry out the program goals. The READY Program Tutors must be able to adjust activities to meet the needs of the students in both structured and unstructured activities. They must be able to administer first aid and medical assistance including C.P.R. as needed. SUPERVISON RECEIVED AND EXCERCISED The READY Program Tutor works under the functional direction of the READY Program Specialist. The Principal or designee supervises the READY Program Tutor. ESSENTIAL FUNCTIONS •Works with students individually and in small or large groups, utilizing a variety of instructional and enrichment materials provided by the READY program leaders. •Assists the Program Specialist in implementing the READY program goals of improving literacy standards of students through the use of recreational, academic and enrichment activities for them. The following list is an example of the activities: •Listens to and reads to student in small groups, utilizing storytelling activities, plays and poems. •Works with students in the areas of mathematics, implementing problem solving strategies and active learning. •Provides visual and performing arts activities including arts and crafts, music and songs. •Participates and leads recreational activities with students, including but not limited to: games, dancing, sports, board games and play activities. •Supervises students in structured and unstructured settings, maintaining discipline and order within student groups. •Records student academic progress, behavior and attendance as required by the Program Specialist. Assists in completing documents for program activities. •Sets up and cleans up supplies and equipment for use in the after-school program. Assists in the preparation of materials and activities for the READY program. Maintains a neat, clean, orderly and attractive environment for students and staff. •Works with the READY Program Specialist to motivate students to participate in the READY program. •Communicates with the Program Specialist regarding events or activities that have occurred during the after-school program. •Encourages students to make wise choices and develop responsible behaviors. •Communicates efficiently and effectively with Program Specialist reporting safety, health or fire hazards. •Administers first aid and medical assistance as needed. •Establishes and maintains cooperative relationships with school personnel, parents and students OTHER DUTIES Performs other duties as assigned. NECESSARY EMPLOYMENT STANDARDS Knowledge of: •The general needs and behavior of students •Correct use of English, spelling, grammar and punctuation. Basic mathematical concepts. •Audio visual equipment Ability to: •Establish and maintain effective relationships with adults and students •Understand and carry out oral and written directions •Communicate clearly and concisely •Work independently, exercising sound judgment and initiative in implementing tasks and recognizing problems. •Relate to students from various ethnic and cultural backgrounds •Work independently and productively with children in grades one through six. •Show initiative when working with children using various materials, adjusting materials to meet the individual needs of students. •To analyze problems and adjust activities as appropriate. EDUCATION AND EXPERIENCE Any combination or education and experience that could likely provide the required knowledge, skills and abilities are qualifying. A typical way to obtain the knowledge, skills and abilities would be: Education: Equivalent to graduation from high school. Must meet the following requirements as defined in the ESEA Act of January 2002 Section 1119: Complete two years of higher education study, OR Hold or Obtain an Associate’s degree OR Pass a formal state or local academic assessment that demonstrates knowledge of and the ability to assist in teaching, reading, writing, and mathematics or reading, writing and mathematics readiness. Completion of or proof of enrollment in or progress towards 12 semester units of college level course work, preferably in child development. Experience:Experience working with children in formal or informal settings. Testing: Obtain a passing score on the Comprehensive Test of Basic Skills (CTBS) and the High School Minimum Proficiency test. HIGHLY DESIRABLE: •Valid First Aid and basic C.P.R. cards. •Bilingual – Spanish Speaking Skills WORKING CONDITIONS Environment: Indoor and outdoor environment Physical Abilities: Seeing to monitor student behavior during academic activities, hearing and speaking to exchange information related to activities, bending at the waist, kneeling, standing, crouching, walking for extending periods of time, jumping, running hopping and skipping to participate with children in activities, ability to tolerate heat in an outside setting, and to tolerate noise and traffic; dexterity of hands and fingers to operate assigned equipment; and ability to lift students weighing up to 50 lbs. Adopted: 07/24/01 Revised: 09/20/06 Revised: 02/06/08