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Tutoring Project Criteria

Tutoring Project Criteria

Tutoring Project Criteria

CSC defines a tutor as someone whose primary goal is to increase academic achievement in reading or other core subjects through planned, consistent, one-to-one or small-group sessions and activities that build on the academic strengths of students in kindergarten through 12th grade, and target their academic needs.

A tutor does not include someone engaged in other academic support activities, such as mentoring and after-school program support, whose primary goal is something other than increasing academic achievement.  Members enrolled through a teacher education program are not tutors.

All tutors must have a high school diploma or its equivalent, or a higher degree. If the tutor is in high school and providing tutoring services through a structured, school-managed, cross-grade tutoring program, then the tutor must first pass a proficiency test, as determined by the tutoring program.

All tutors must successfully complete pre- and in-service specialized training, as required by the tutoring program.  The tutoring program must include the following:

  • Appropriate criteria for selecting and qualifying tutors 
  • Defined strategies or tools the program will use to assess student progress and measure student outcomes
  • Certification that the tutoring curriculum and pre-service and in-service training content are high-quality and research-based, consistent with the instructional program of the local educational agency or with State academic standards


Here at CCMW we are tasked with “leading the evolution of the engaged campus,” but what does that mean? What better way to tell the story of engagement than by looking at an example of an engaged student. We would like to introduce you to Melissa Tilleman, a recent graduate of the University of Wyoming (UW), to help tell the story of how CCMW supports a campus in creating opportunities to produce engaged students.

Behold the power of service.