Skip to Navigation Skip to Content

Program Element 1 - Tutoring

Tutoring, study skills training, instruction and evidencebased dropout prevention and recovery strategies that lead to completion of the requirements for a secondary school diploma or its recognized equivalent (including a recognized certificate of attendance or similar document for individuals with disabilities) or for a recognized postsecondary credential.

Such services focus on providing academic support, helping a youth identify areas of academic concern, assisting with overcoming learning obstacles, and providing tools and resources to develop learning strategies.


Tutoring involves a tutor and a youth. The tutor helps the youth acquire knowledge and skills in a specific area – math, reading, chemistry, for example. The tutor provides instruction and the youth practices knowledge and skills being taught while the tutor observes. The tutor provides feedback on the youth’s performance, allowing the youth to learn from his or her mistakes.


Examples of Qualifying Services

Actual instruction provided one‐on‐one, in a group setting, through resources and workshops. Regular, structured sessions in which individualized instruction occurs. Instruction based on goals derived from the youth’s individual service strategy (ISS). Instruction provide by a qualified instructor. Assessment to determine if youth is making progress.

Examples of NonQualifying Activities

- Meetings with teachers or tutors to discuss youth’s progress (this may qualify as case management)
- Supplying books, school supplies (this qualifies as supportive services)
- Paying school fees (this qualifies as supportive services)
- Self‐study
- Activities with no stated outcomes
- Activities provided without assessment
- Activities provided by and unqualified instructor
- Tutoring should be part of the ISS for out‐of‐school youth (OSY) who are basic skills deficient and in‐school youth who are behind academically in one or more subjects. Other youth may require tutoring based on the results of the objective assessment of their academic skill levels. Additional instructional assistance must be provided to youth with disabilities as necessary.
- Attainment of academic goals stated in youth’s ISS

  • Increase in grade level or educational functioning level (EFL) in a specific academic skill area
  • Attainment of a high school credit
  • Attainment of a diploma or its equivalent
  • Improvement in school grades

Study Skills Training

Should be provided to youth who have been determined to have difficulty learning on their own. For example, if an objective assessment indicates that a youth lacks good study habits, the youth worker should identify Study Skills Training as appropriate program element for the youth in the ISS.


Examples of Qualifying Activities

- Actual training provided one‐on‐one, in a group setting, through resources and workshops
- Training in a specific study skills model
- Teaching the importance of good study habits
- Instruction with practice
- Feedback after practice

Examples for NonQualifying Activities

- Providing calendars and notebooks (supportive service)
- Lecture without practice
- Practice without feedback

Dropout Prevention Services

Secondary school dropout prevention strategies include services and activities that keep a young person in‐school and engaged in a formal learning and/or training setting.


Examples of Qualifying Activities

- Tutoring
- Literacy development
- Active learning experiences
- After‐school opportunities
- Individualized instruction
- Placement in a program that has evidence it reduces dropouts
- Placement in an alternative secondary school services setting
- Placement in an alternative program for youth who are at risk of suspension or expulsion.

Examples of NonQualifying Activities

- Early intervention with no follow‐up
- Single strategy programs
- Ability grouping
- Teaching basic skills
- Work experience without mentoring
- Adding classes or extending school day