This prompt includes primary (intended) and secondary (indirect) outcomes. For math tutoring programs, primarily intended outcomes are often growth in math knowledge, motivation, engagement, sense of belonging, etc. Some examples of secondary or indirect outcomes include formation of friendships, reinforcement of healthy work habits, and reduced risk for out-of-school time victimization and delinquency.

This prompt can include any outcomes not previously discussed in program outcomes. It can also include outcomes that are limited by time (weekly and monthly goals) as well as sequential goals that build on one another toward the final program outcomes.

This prompt helps tutors focus on the primary content of math learning in their program. Imagine someone is taking over your work for one day, what are all the things they need to do and all the things they need to know in order to make sure work runs smoothly? Try to be as specific as possible; for example, instead of ‘create a safe space to learn’, name out what actions contribute to making that possible (e.g., encourage mistakes to happen, normalize mistakes when they happen, check in with students emotionally in the beginning, provide snacks and decorate the room to make it cozy and safe.

This prompt addresses the behind-the-scenes of programs, a critical aspect of planning for math learning in the long term. Make sure to reflect broadly on the needs of the program and the students, including for example instructional materials, qualified tutors, physical space, professional development, and time management that enable tutors to do their best.

This prompt helps tutors reflect on the social and institutional contexts of their math program. These can include strengths like community value/appreciation for math and family buy-in and barriers like unstable program funding and social norms that discourage youth from math. Once strengths and barriers are identified, rank them by importance to guide strategic priorities.