Sandra Carolina Hernández Rivera

Peer Tutor Handbook

Questionnaire
Please read the following statements. Circle the answer which best fits the way your feel about
each of the statements. The way you answer the statements will have no effect on your grade.
There are no wrong answers. If you do not understand any of the statements, please ask the
teacher for clarification.
QUESTIONS Strongly Agree Disagre Strongly
Agree e Disagree
I feel comfortable around people in
wheelchairs

I try to understand when others have a

hard time communicating

I am sometimes embarrassed to be
seen with individuals with disabilities

I feel comfortable to make eye contact

with individuals with disabilities
I am able to remain calm and assist staff
if a student is having a seizure or other
medical emergency
I feel comfortable assisting individuals
with disability use silverware while
eating
I am not afraid to ask a person if they
need help
I feel comfortable being around those
who have disabilities (no matter which
disability)
I feel comfortable talking to someone
using a communication device
I have had experience with individuals
with disabilities
I have initiative.

I like to learn, and I’m willing to learn

from others.
I like to follow directions, and I ask if I
don’t understand something.
I feel like my behavior impacts others,
and I try to be a good example to those
around me.
Sandra Carolina Hernández Rivera

Have you been a peer tutor before?

What do you know about Special Education?

What are you expecting from this class/experience?

Do you have experience working with/being around socializing with individuals who
have disabilities? If so, what disabilities have you been around?

What does the term “peer” mean and who would that term include?

Is there something else you would like to express/explain/say about you or your
experiences?
Sandra Carolina Hernández Rivera

First Week Questionnaire for Peer Tutors

(Utah Peer Tutor Handbook)

Why did you become a peer tutor? Circle the answers that apply to you. There are no
wrong answers, and this will have no effect on your grade.

I became a peer tutor because:

1. I heard it was going to be an easy grade.

2. My counselor assigned me to this class.

3. I like to help people.

4. I heard that peer tutors get to go out into the community with students.

5. I don’t know why.

6. I was curious about the students.

7. I have a friend or family member who has a disability.

8. I am interested in a people-oriented career.

9. I wanted to have a change from my other classwork.

10. List any other comment you would like to make:

Sandra Carolina Hernández Rivera

Confidentiality Statement
OPTION 1

As a peer tutor, I realize the significance of exhibiting professionalism, integrity, and

courtesy. I will practice behaviors that exhibit these attributes to the best of my ability.
The importance of confidentiality concerning any student whom I assist both during and
after my assignment is required. I understand and certify that any student information
whether personal or concerning a student’s academic practices and progress is
confidential. I agree not to access, review, or disclose student information without
specific authorization. I understand that I may discuss information about a student’s
progress with either the student receiving my support or the teachers that have
authorization for it for the sole purpose of the student’s academic progress and success.
I understand that a breach of this contract could result in termination of my employment,
and/or disciplinary action.

Tutor Printed Name: _______________________________________

Tutor Signature: __________________________ Date: _____________

Teacher Signature: _________________________ Date: ______________

[http://contentmanager.med.uvm.edu/docs/tutorconfidentiality/medical-education-
documents/tutorconfidentiality.pdf?sfvrsn=2] -edited
Sandra Carolina Hernández Rivera

OPTION 2

I, (print name)______________________________ understand that students who are working as peer

tutors may be exposed to confidential information about other students.  This information may be verbal
or written regarding grades, class performance, and disabilities. Legally, such information must never be
divulged to other students or faculty. Discussion or comments inside or outside the classroom or tutoring
center concerning such information will not be tolerated.  To do so is a serious violation of the FERPA
(Federal Educational Right to Privacy Act) Right to Privacy.

My signature below indicates that I acknowledge the high school’s policy and agree to its mandate. I will
not disclose any information acquired while working as a peer tutor, nor will I use my position to seek
information that is not required for my duties. 
 
I understand that violation of these policies will lead to my immediate job termination and possible
disciplinary action.
 

    Student signature                                                                                                               Date

 

 
    Parent/Guardian signature                                                                                                    Date

[https://sites.google.com/a/needham.k12.ma.us/peer-tutoring/for-tutors/confidentiality-statement]
Sandra Carolina Hernández Rivera

Handouts for Peer Tutors

For Tutors:
Techniques of Tutoring

 Be positive, not negative. Place yourself in your tutee’s situation. Sincere

compliments always work better than embarrassing criticism.
 Be courteous and thoughtful. This includes starting and stopping a lesson on time
and being attentive to your tutee’s conversation about him/herself. If you are willing
to listen, you will be amazed at how much he/she can teach you.
 Use humor to make a session fun. Never hesitate to admit a mistake or that you do
not know something. It can be a great learning situation together.
 Be patient. We all require understanding from others, and learning can be difficult
when other problems in our lives demand attention.
 Offer praise. You will often be the one who provides the encouragement to
continue. Discuss the progress you have made, and write down what has been
learned. It helps your tutee see his/her progress.
 Be flexible. Never think that because you have started one method that changes
cannot be made. Think about the way your tutee learns best. Remember that
people learn differently. It is helpful when reading, writing, and listening are all used,
but it is up to you to find out what works.
 Make sure every lesson not only contains challenging work for your tutee but also
contains enjoyable material that can be successfully handled.
 Your tutee should understand what he/she is to do. It is easy to say too much, so
say enough to be clear, and then provide time for questions.
 Let him/her practice with the material before working on their own. Let him/her
participate, not just listen. Having him/her correct his/her own papers will help them
learn what needs to be worked on.
 You are guiding your tutee into independent learning. Everything you do should
lead to that. Be glad when he/she tells 12 you something is not working. That
means he/she is analyzing some of their own learning needs.
 Review for retention. Practice is good. Allow just enough to learn the skill, not too
much.
 Always be alert to any problems needing special attention, such as hearing or
visual difficulties.
Sandra Carolina Hernández Rivera

For Tutors:
Responsibilities

 Attend class daily

 Perform instruction according to the teacher. Follow correct teaching by watching.
 Get right to work as soon as you come into the classroom.
 Be a good role model. The students will be watching you and doing some of the
things you do.
 Respect students’ privacy. If you are told something about a student KEEP IT TO
YOURSELF.
 Complete all assignments on time.
 Complete weekly journal reflections as instructed.
 Conference with supervising and mentor teachers as needed
Sandra Carolina Hernández Rivera

Peer tutors will need to be aware that:

o they should not take pictures or videos of the students who have special needs
o they should not talk about the specific needs of students to anyone else besides
the SPED teacher and other appropriate school staff
o they should not talk about the students' personal lives to anyone outside of the
classroom
o They should not discuss students' grades outside of the classroom
o they should not talk about the students' IEP information
o they specifically should not talk about student's unique situations outside of the
classroom by name
o there are legitimate consequences for violating FERPA, and they should know
what these are
Sandra Carolina Hernández Rivera
Accommodations Planning Guide
Name of Student
________________________________
Grade ________ Date ______________
Teacher _________________________
Peer Tutor ________________________
Other Team Members (If applicable)
_________________________________
What accommodations are needed?
Presentation:
Response:
Setting:
Timing and Schedule:
What accommodations are needed for different
environments?
What accommodations are needed for
assessments?
Additional Information:
DIRECTIONS:
1. Start with a plan in mind.
2. Set a date to discuss and plan what
accommodations are needed with all appropriate
team members.
3. Discuss the accommodations for different
environments.
4. Explore the difference in accommodations in
the regular classroom, the assessments that will
be expected and how to handle the
accommodations outside the classroom.
Four Classroom Accommodations:
Presentation: Presentation accommodations
allow students to access information by auditory,
multi-sensory, tactile, and visual means.
Response: Complete activities, assignments, and
assessments in different ways; solve or organize
problems using some type of assistive device or
organizer.
Setting: Change the location or conditions in
which a test or assignment is given
Time and Schedule: Increase the allowable length
of time or how the time is organized
Sandra Carolina Hernández Rivera

Tracking and Data Sheets

There are many ways it can be done. A daily log can help where they can list certain
tasks that were completed or if they were not. The progress made can be done after the
end of each week. Where they can either just check the goals and write if there is any
progress or if the PLOP has changed at all. This can probably be done in a template
done by me and they can just fill it out and put it in the student’s file. Journaling is also a
good idea.

Peer Tutor Daily Tracker Sheet Name: ________________________________________ Date: _________

Class: ________________________________________ Period ________

Peer Tutor Name: __________________________

What did you and your partner work on today:

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Peer Tutor Signature: _______________________ (Must be turned in at the end of class or no credit will
be given for the day.)

Peer Tutor Daily Tracker Sheet Name: _____________________ Date: _________

Class: _____________________ Period ________

Peer Tutor Name: __________________________

What did you and your partner work on today:

_____________________________________________________________
_____________________________________________________________
________________________________________________

Peer Tutor Signature: _______________________ (Must be turned in at the end of class or no credit will
be given for the day.)
Sandra Carolina Hernández Rivera

Peer Tutor Evaluation

Peer Tutor Name: ________________________ Date ________

1-2-3-4-5-6-7-8-9-10 Follows classroom rules.

1-2-3-4-5-6-7-8-9-10 Interacts appropriately with students and peers.

1-2-3-4-5-6-7-8-9-10 Follows class schedule.

1-2-3-4-5-6-7-8-9-10 Uses positive reinforcement.

1-2-3-4-5-6-7-8-9-10 Allows students to participate to their maximum ability.

1-2-3-4-5-6-7-8-9-10 Records data daily.

1-2-3-4-5-6-7-8-9-10 Records data correctly.

1-2-3-4-5-6-7-8-9-10 Fills out tracker daily.

1-2-3-4-5-6-7-8-9-10 Fills out tracker correctly.

1-2-3-4-5-6-7-8-9-10 Has a good relationship with their partner.

1-2-3-4-5-6-7-8-9-10 Spends free time with partner.

1-2-3-4-5-6-7-8-910 Comes to class on time.

1-2-3-4-5-6-7-8-9-10 Stays in class and participates the whole time.

1-2-3-4-5-6-7-8-9-10 Follows schools’ rules, including no cell phones, etc.

1-2-3-4-5-6-7-8-9-10 Is an advocate for students with disabilities and treats students

with respect.

Points: _______/150 possible Grade: ________

Comments: ___________________________________________________
_____________________________________________________________

Peer Tutor Signature: ____________________________

Sandra Carolina Hernández Rivera

ABC Data Collection Form

(Antecedent, Behavior, Consequence)

Date____/____/____ Name of Person Observed: ____________________

Observer: _________________________________
Behavior(s) to consider:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________

Date Time Antecedent Behavior Consequence Comment

Sandra Carolina Hernández Rivera

Multiple examples of Data Collection Sheets

Data Collection Sheet (A) Student name: _____________________________
Date Begin __________
Goal:
Peer Tutor:

Date
Class

Total #
Probes
Total #
Correct
Percent
Correct

Date
Class

Total #
Probes
Total #
Correct
Percent
Correct

Date
Class

Total #
Probes
Total #
Correct
Percent
Correct
This form can be used as a weekly or monthly check on a specific behavior or activity
that needs to be measured.
Sandra Carolina Hernández Rivera

Syllabus

Assignments
Write observations or daily log of what they do with the students, the progress,
important things, check goals, different behavior patterns, new ideas, etc.

Weekly Journal
Write what you have seen, learned, would want to improve, questions. No length
required.

Grading
Needs to do every week assignments to pass.

Attend meetings is required