RPT-PI Handout 2
Reciprocal Peer Tutoring with Parent Involvement (Heller & Fantuzzo, 1991)
1. Screen for upper elementary students “at risk” for math difficulties.
a. Use grade level CBM calculation probes, administered classwide
b. Students scoring below 50th percentile identified as “at risk”.
2. Administer additional CBM probes (2nd – 6th grade) to students identified as “at risk” to determine instructional level.
a. Instructional level criteria 40th and 75th percentile of level
b. Form instructional groups for different sessions (grades 2 through 6).
c. Form instructional pairs within each group (match skill level).
3. Invite parents of students “at risk” for math difficulties to a Parent Involvement Meeting.
a. Set date and time that fits school meeting schedule. Provide babysitting services at the meeting location.
b. Send notices home to parents 1-2 weeks in advance and ask for RSVP.
4. Conduct Parent Involvement Meeting.
a. Agenda: goal, parent critique, school position on best practice PI
b. Parents generate activity ideas (with examples)
c. Parents individually select and commit to activity(s) for PI
5. Begin RPT groups
a. Conduct two 45 minute training sessions to teach students how to:
(i) interact with peer in the RPT Model (“Teacher” and “Student” roles)
(ii) mark math score sheet
(iii) earn group and team points for school and home rewards
b. RPT Teams meet: 30 minute session, twice per week
c. Outside regular classroom
d. Set ambitious and reasonable end “goal” for each student relative to present level of performance.
6. Home Reward and “Award Certificate”
a. Contact via telephone parents of students when student’s RPT Team has 3 “wins” so parent can issue a home reward.
b. Send “award certificate” for student home to parent with instructions for parent to fill in the home reward issued and then sign the certificate. Parent is to return “award certificate” to school.
c. Collect and post “Award Certificates” in designated (prominent) place at school.
7. Progress monitor with CBM every 4 weeks (Best Practice, not part of initial study)
a. Review CBM data to reform dyads and RPT group teams, matching skill levels.
b. Establish and use “Exit” strategy policy when students reach grade level criterion.
c. Have students record progress on a graph that also shows “goal”.
d. Report progress to parents.
8. Outcome evaluation – year end (Best Practice, not part of initial study)
a. Use standardized norm-referenced test (e.g. WJ-III, math calculation subtest) to determine performance outcome.
b. Report test result and latest progress monitoring data to parent.
c. Administer Student and Parent Post Intervention Acceptability and Outcome Survey (see RPT-PI Handout # 5 and #6)
d. Aggregate test and survey data for program outcome report.