How To Enroll

Tutoring Enrollment

Before enrollment into any course, students should complete the intake form. This form should only be completed once. After the intake form is complete, you may register for the tutoring session(s).

Family/Teacher Intake Form

CSU Faculty Intake Form

CSU Student Intake Form

Course Descriptions

Emergent Literacy (Pre-K-4th)

Examines theory, research, and practice as it pertains to the processes by which young children learn to read and write in day care, preschool, and primary classrooms. Consideration of language, literacy, and concept development, with emphasis on factors that influence children's growth in these areas. Addresses the relationships between thought and language, as well as integrative methods for language-arts instruction and assessment that build on these relationships and contribute to the acquisition of literacy during early childhood.

Two Part Courses

1) Assessment for Instructional Needs

The focus of this course is the administration and interpretation of formal and informal assessment tools for students with or without mild/moderate educational needs. The course emphasizes the direct link between assessment and the design of appropriate instruction. Course assignments will require students to make decisions in selecting and administering assessments as well as developing appropriate educational plans for children with educational needs based on assessment outcomes. Children enrolled in this program are automatically enrolled in Assessment-Based Instruction the following semester.

2) Assessment-Based Instruction

The focus of the course is on the development and utilization of appropriate assessment-based curriculum and instruction for individuals with mild/moderate educational needs. Participants develop an understanding of the relationships among assessment issues, learning environments and instructional practices.

1) Assessment/Evaluation Diverse Literacy

Course involves assessment and evaluation of literacy development, with a focus on reading, writing, and complementary language-arts processes for students of all ages. Linguistic, affective, and cognitive factors that may influence encoding, decoding, comprehension, and composition and their evaluation are considered. The construction, administration, and interpretation, and critique of formal and informal assessment procedures are addressed. Children enrolled in this program are automatically enrolled in Literacy Development: Meeting the Needs for Diverse Learners the following semester.

2) Literacy Development: Meeting the Needs of Diverse Learners

The course includes a supervised practice in teaching reading and writing with emphasis given to the preparation, analysis, and evaluation of individualized instructional programs based on case-study evaluation.  Approaches of developing positive attitudes toward and strategies aimed at overcoming difficulties in reading and writing development are emphasized.

Statement of Attendance Policy
​​​​​​​Our center is constructed to promote a mutually beneficial and cooperative learning experience for K-12 learners and preservice educators within the College of Education and Human Services at CSU. In order for everyone to maximally benefit from this arrangement, consistent attendance is necessary. In order for our tutors to fulfill their course requirements, they must engage in a certain number of instructional hours and activities. In the event that your child's tutor is absent, he or she will be able to work with the tutor's class partner, who will serve as a substitute. The partner arrangement helps to ensure that the learners engage with the same two tutors throughout the semester. Tutors should have no more than two absences. Similarly, we ask that families commit to no more than two absence per semester and minimize lateness when possible. Please contact the CLC as soon as possible in the event of an absence or lateness. We appreciate your attention to this important policy. 

Please complete family intake form only one time.