2017.2018 Manual

Revised August 22, 2016
Tutor
Manual 2016-2017

Table of Contents
1.
Cox Communications Academic Center for Student-Athletes (CCACSA)......................................................1
Total Team Commitment..........................................................................................................................1
Vision.....................................................................................................................................................1
Mission..................................................................................................................................................1
Values....................................................................................................................................................1
Motto ....................................................................................................................................................1
Hours of Operation ...................................................................................................................................1
CCACSA Staff .............................................................................................................................................2
CCACSA Tutor Qualifications.........................................................................................................................5
Content Tutor Job Description..................................................................................................................5
CCACSA Content Tutors provide individualized and small group academic support in particular courses
and subject areas. Content Tutors work with assigned students throughout the semester to
supplement classroom instruction and provide help toward the achievement of course-specific
objectives. CCACSA seeks to employ Content Tutors from a variety of academic disciplines in order to
provide student-athletes with support in as many courses and subject areas as possible. Content
Tutors must have achieved a grade of B or better in all LSU courses they wish to tutor, or in
comparable, approved courses from an appropriate, accredited college or university. Eligible Content
Tutor applicants include undergraduate students with 60 or more hours earned and a cumulative
grade point average of 3.0 or above, enrolled graduate students, faculty members, and other
professionals.............................................................................................................................................5
Strategy Tutor Job Description .................................................................................................................6
Tutor Pay.................................................................................................... Error! Bookmark not defined.
Submitting Payroll in GradesFirst........................................................... Error! Bookmark not defined.
Submitting Payroll in Work Day..........................................................................................................39
Tutor Pay Rates – Base Pay.................................................................... Error! Bookmark not defined.
Tutor Pay – Increases............................................................................. Error! Bookmark not defined.
Tutor Group Pay..................................................................................... Error! Bookmark not defined.
Tutor Behavior & Expectations.....................................................................................................................8
Institutional Staff Member .......................................................................................................................8
NCAA/SEC Compliance Regulations..........................................................................................................8
Unethical Conduct.................................................................................................................................8
Academic Fraud ....................................................................................................................................9

Sports wagering ....................................................................................................................................9
Recruiting............................................................................................................................................10
Extra Benefits......................................................................................................................................10
LSU Commitment to Community............................................................................................................11
Students in Distress.............................................................................................................................11
Academic Misconduct.........................................................................................................................12
Academic Sanctions ............................................................................................................................12
Compliance Rules for CCACSA Employees at a Glance...........................................................................13
Other CCACSA Employee Rules...............................................................................................................13
Professionalism...................................................................................................................................13
Preexisting Relationships with Student-Athletes and LSU Athletics...................................................14
Communication with Student-Athletes ..............................................................................................14
Dress Code ..........................................................................................................................................16
Sexual Harassment Policy ...................................................................................................................17
Tutor Training..............................................................................................................................................41
Tutor Training Stipend Breakdown.........................................................................................................41
Compliance Training ...............................................................................................................................42
College Reading and Learning Association’s (CRLA) International Tutor Training Program Certification
(ITTPC).....................................................................................................................................................42
CRLA Level 1 Training Overview..........................................................................................................42
CRLA Level 2 Training Overview..........................................................................................................43
Content-Based Trainings.....................................................................................................................44
Strategy Tutor Training ...........................................................................................................................44
Ethics Training.........................................................................................................................................45
Title IX and Sexual Harassment Training.................................................................................................45
Missing Training......................................................................................................................................45
Student-Athlete Tutor Appointments.........................................................................................................20
Student Learning Program: Tutorial Assistance......................................................................................20
Student Requests for Tutors...................................................................................................................20
Student Absence and “No-Show” Policies..............................................................................................21
Student-Athlete Absence/Cancellation Procedure.............................................................................21
Students Traveling for Competition....................................................................................................21

Student Absences or “No-Shows”.......................................................................................................21
The student will be marked as a No-Show on the Daily Tutorial Spreadsheet if: ..............................21
Excessive No-Shows............................................................................................................................21
Cancellation of Appointments ................................................................................................................21
On-Time Cancellations........................................................................................................................21
Late cancellations................................................................................................................................22
Permanent Cancellations....................................................................................................................22
Cancellations due to school closures..................................................................................................22
Tutor Cancellations .............................................................................................................................22
Adding/Changing Tutor Availability ....................................................................................................23
Additional Appointment and Final Exam Appointment Policies.............................................................24
Adding Additional Appointments with your Student .........................................................................24
Final Exam Appointment Scheduling (FALL and SPRING) ...................................................................24
Conducting Tutor Appointments ................................................................................................................24
Adding/Changing Tutor Availability ........................................................................................................24
Working with Students ...........................................................................................................................25
Checking In for a Tutoring Appointment ................................................................................................25
Tutor Session Breakdown .......................................................................................................................26
How to Fill out a GradesFirst Report...........................................................................................................27
Week at a Glance (WAG) ........................................................................................................................32
Evaluations and Observations.................................................................................................................33
Strategy/SASP Tutor Evaluation..........................................................................................................36
Tutoring Resources .................................................................................................................................37
Tutor Toolkit........................................................................................................................................37
Canvas Tutor Resources......................................................................................................................37
Tutor Shared Drive on ACSA Computers.............................................................................................38
Learning Specialists.............................................................................................................................38
Tutor Accountability ...................................................................................................................................46
Tutor Infractions .................................................................................................................................46
Tutors of the Month............................................................................................................................46
Other Information.......................................................................................................................................47
Part-Time Student Exception..................................................................................................................47

Forms and Changing Status.....................................................................................................................47
Forms for New Applicants...................................................................................................................47
Employment Statuses .........................................................................................................................48
Forms for Current Tutors ....................................................................................................................48
Ending Employment............................................................................................................................50
Non-Student Parking Tags.......................................................................................................................50
Family education Rights and Privacy Act (FERPA)...................................................................................50
CCACSA Technology, Electronic Devices, and Device Check-Out Policies ..............................................52
Technical Support ...............................................................................................................................52
Use of Electronic Devices....................................................................................................................53
SMART Boards and SMART Notebook ................................................................................................53
Calculator Policy..................................................................................................................................53
Printing policy .....................................................................................................................................53
Checking Out Textbooks and Headphones.........................................................................................53

Revised August 22, 2016 P a g e | 1
Cox Communications Academic Center for Student-Athletes (CCACSA)
Total Team Commitment
Vision
To be the premier provider of transformative Student-Athlete support services.
Mission
Our team is committed to challenging Student-Athletes to achieve their highest level of intellectual and
personal development.
Values
Accountability: Exhibiting the willingness to accept responsibility for your actions.
Commitment: Pledging excellence every day, every meeting, every situation, every time.
Success: Achieving excellence in all that is desired, planned, or attempted.
Integrity: Adhering to a strict moral and ethical code of behavior and action by consistently upholding
rules, regulations, and values.
Diversity: Embracing and valuing the differences we all bring to the table.
Teamwork: Valuing each other as members of our team and working together to achieve common,
agreed upon goals.
Service: Individually and collectively, creating an environment of social awareness, establishing an
appetite for helpfulness, and discovering a world with issues greater than our own.
Education: Fostering a thirst for knowledge and promoting the discipline to pursue life-long learning.
Motto
“Enter to Learn, Leave to Serve”
Hours of Operation
Fall and Spring Semesters
Sunday 4:00pm - 9:30pm
Monday – Thursday 7:30am – 9:30pm
Friday 7:30am – 5:00pm
Summer
Monday – Friday 7:30am – 5:00pm
Intersessions
Monday – Friday 8:00am – 5:00pm

CCACSA Staff
Mr. Kenneth O. Miles
Assistant Vice Chancellor/
Executive Director
komiles@lsu.edu
(225) 578-6518
Ms. Marisa Blackledge
Learning Specialist
mblackledge@lsu.edu
(225) 578-5738
Dr. Louise Bodack
Assistant Director of
Student Learning Program
lbodack@lsu.edu
(225) 578-0504
Ms. Kirstin DeFusco
Advisor: Baseball,
Men’s and Women’s Golf, Men’s
and Women’s Tennis
kdefusco@lsu.edu
(225) 578-6096
Ms. Lydia Dorsey
Tutorial Coordinator
Learning Specialist
ljdorsey@lsu.edu
(225) 578-2182
Mrs. Carli Faulkner
Learning Specialist
cfaulkner@lsu.edu
(225) 578-0741

Mr. Walt Holiday
Director of Academic Affairs
Advisor: Football – Defense
wholiday@lsu.edu
(225) 578-7758
Mr. Brad Jones
Math Specialist
brjones@lsu.edu
(225) 578-3138
Ms. Dorothy Kemp
Manager of Tutorial Programs
Learning Specialist
dkemp2@lsu.edu
(225) 578-3138
Mr. Jonathan Levesque
Information Technology Manager
jlevesque@lsu.edu
(225) 578-2383
Mr. Calvin Marshall
Advisor: Football – Offense
cjmarshall@lsu.edu
(225) 578-4356
Ms. Sarah Moran
Assistant to the Assistant Vice
Chancellor/Executive Director
smoran@lsu.edu
(225) 578-6518

Ms. Adriana Mason
Associate Director
Advisor: Men’s Basketball, Female
Sprinters, Women’s Volleyball
almason@lsu.edu
(225) 578-5737
Mr. John Parham
Advisor: Men’s and Women’s Track
jparham@lsu.edu
(225)578-6096
Mr. Jason Shaw
Advisor: Football - Special
Teams and Walk-Ons
jshaw@lsu.edu
Ms. Jennifer Schuelke
Learning Specialist
jschuelke@lsu.edu
(225) 578-6952
Ms. Carole Walker
Senior Associate Director
Advisor: Women’s Basketball,
Softball, Soccer
cwalker@lsu.edu
(225) 578-5784

CCACSA Tutor Qualifications
Content Tutor Job Description
CCACSA Content Tutors provide individualized and small group academic support in particular courses
and subject areas. Content Tutors work with assigned students throughout the semester to supplement
classroom instruction and provide help toward the achievement of course-specific objectives. CCACSA
seeks to employ Content Tutors from a variety of academic disciplines in order to provide student-
athletes with support in as many courses and subject areas as possible. Content Tutors must have
achieved a grade of B or better in all LSU courses they wish to tutor, or in comparable, approved courses
from an appropriate, accredited college or university. Eligible Content Tutor applicants include
undergraduate students with 60 or more hours earned and a cumulative grade point average of 3.0 or
above, enrolled graduate students, faculty members, and other professionals.
Content Tutor Duties and Responsibilities:
 Provide subject matter instruction to supplement what students receive from class or assigned
readings/tasks
 Assist students in understanding course objectives and outlining tasks for individual course
assignments
 Create meaningful objectives for students to achieve both during and outside of sessions
 Engage students with course material through creative and interactive learning strategies
 Use mastery of content area to connect course material to assigned tasks and applications
 Complete all GradesFirst reports immediately after student sessions in a thorough and detailed
manner
 Maintain consistent communication with the Manager of Tutorial Programs, Tutorial
Coordinator, Math Specialist, Advisors, Learning Specialists, and Strategy Tutors (where
necessary and appropriate)
 Attend all training sessions (Initial, Compliance, Student Advocacy and Accountability, and
Continuing Training/CRLA)
 Follow all rules and regulations set forth by CCACSA, LSU, the SEC, and the NCAA

Strategy Tutor Job Description
Purpose:
Strategy Tutors for the Cox Communications Academic Center for Student-Athletes serve a very
important role in our students’ learning processes. Strategy tutors engage students in developing and
implementing strategies to enhance their learning and successfully manage course objectives and tasks.
Strategy tutors are committed to ensuring the continued growth and academic development of our
Student-Athletes. Their ultimate purpose is to facilitate learning and assist students in becoming
independent self-sufficient learners.
Transitional Skill Building
 Housekeeping
o Moodle
o Email
o Schedule Exams
 Time management/Planning
o Weekly schedule
o Calendar
o Week at a Glance
o When to begin studying
o When to begin writing process
 Organization
o Syllabus
o Books
o Clicker
o Study Materials
Academic Skill Building
 Note-taking
o Writing and/or typing notes
o iPad usage
 Test-taking
o Multiple choice
o True/False
o Short answer
 Reading
o Breaking down readings
o THIEVES
o Concept/graphic organizer
 Writing
o Writing process
o Outlining
 Breaking down/organizing assignments
o Requirements
o Due dates
 Study techniques
o Flashcards (Quizlet)
o Memorization
o Impromptu quiz

Tutor Behavior & Expectations
 Follow all policies and procedures of the ACSA, LSU, and NCAA.
 Attend all appointments and training sessions prepared and on time
 Hold the session for the 50 minute duration (50 minutes with student/10 minutes for writing
GradesFirst report)
 Thoroughly read all correspondence from the ACSA and Student Learning Team.
 Participate in all training requirements (Compliance, Policies & Procedures, CRLA, etc.)
 Maintain a professional demeanor at all times
Institutional Staff Member
Employees of CCACSA are considered institutional staff members and must follow all NCAA, SEC, LSU,
and ACSA rules and regulations. Failure to do so will result in immediate termination. Always Follow All
Rules – ASK FIRST, ACT SECOND
Institutional Staff members include individuals who perform work for the institution or the athletic
department, even if the individual is a student at the institution (e.g., student manager, student trainer).
This status applies regardless of whether the individual receives compensation from the institution for
performing such services (e.g., volunteer coaches, undergraduate assistant coaches and graduate
assistant coaches). Content and Strategy Tutors are considered Institutional Staff Members.
NCAA/SEC Compliance Regulations
Unethical Conduct
Unethical conduct by a recruit, enrolled Student-Athlete or a current or former institutional staff
member may include, but is not limited to, the following:
(a) Refusal to furnish information relevant to an NCAA investigation of a possible rules violation;
(b) Knowing involvement in arranging for fraudulent academic credit or false transcripts for a
recruit or an enrolled Student-Athlete;
(c) Knowing involvement in offering or providing a recruit or an enrolled Student-Athlete an “extra
benefit” or improper financial aid;
(d) Knowingly furnishing the NCAA or LSU with false or misleading information concerning your
involvement in or knowledge of matters relevant to a possible violation of an NCAA regulation;
(e) Arranging a meeting between a Student-Athlete and an agent, financial advisor or a
representative of an agent or advisor (e.g., "runner");
(f) Knowing involvement in providing a banned substance or impermissible supplement to Student-
Athletes;

Academic Fraud
Academic fraud is defined as any time an institutional staff member is knowingly involved in:
 arranging fraudulent academic credit
 providing false transcripts for a prospective or enrolled Student-Athlete
It is considered academic fraud regardless of whether the institutional staff member acted alone or in
concert with the recruit or enrolled Student-Athlete.
If a Student-Athlete commits an academic offense (e.g., cheating on a test, plagiarism on a term paper)
with no involvement of an institutional staff member, the institution is not required to report a violation
of Bylaw 10.1-(b), unless the academic offense results in an erroneous declaration of eligibility and the
Student-Athlete subsequently competes for the institution.
Sports wagering
Sports wagering is defined as placing, accepting or soliciting a wager. The wager may be on a staff
member's or Student-Athlete's own behalf or on the behalf of others and applied to any type with any
individual or organization on any college team or contest or an amateur team or professional team or
contest that have a NCAA equivalent.
The following individuals are not allowed to gamble or provide information to others who may be
associated with gambling on sporting events:
 Athletic Department staff members
 Non-athletic department staff members who have responsibilities within or over the athletics
department (e.g. Chancellor or President, or individual to whom athletics reports)
 Student-Athletes
Sports wagering applies to any institutional practice or any competition (intercollegiate, amateur or
professional) in a sport in which the NCAA:
 Conducts championship competition
 In bowl subdivision football
 In emerging sports for women
All of the following methods can be considered sports wagering and are prohibited for Institutional Staff
Members:
 Use of a bookmaker or parlay card
 Internet sports wagering
 Auctions in which bids are placed on teams, individuals or contests; and
 Pools or fantasy leagues in which an entry fee is required and there is an opportunity to win a
prize.
 Any agreement in which an individual or entity agrees to give up an item of value (is NOT
restricted to cash) in exchange for the possibility of gaining another item of value.

Recruiting
A recruit is prospective Student-Athlete and is defined as a student who:
 Starts classes for the 9th
grade (7th
grade for men’s basketball)
 Receives any benefit or financial assistance from the institution
Individual remains a prospect until:
 Enrolls Full Time and attends classes
 Participates in regular squad practice
 Receives athletics aid in summer prior to initial Full Time enrollment and attends classes
An institution or members of its staff may not offer or arrange for the provision of any benefit prior to
enrollment. Recruits that have signed a financial aid agreement and are attending summer school may
receive academic support services. This rule now allows for recruits to receive academic support as long
as they are enrolled.
Extra Benefits
An extra benefit is any special arrangement by an institutional employee or a booster to provide a
Student-Athlete or the Student-Athlete's relative or friend a benefit not expressly allowed by the NCAA.
Receipt of a benefit by Student-Athletes or their relatives or friends is not a violation of NCAA legislation
if the same benefit is generally available to the following individuals and is not based on athletic ability:
 the institution's students (or their relatives or friends)
 to a particular segment of the student body (e.g., foreign students, minority students)
Examples of extra benefits include:
 Meals
 A loan of money
 Free or reduced cost services
 Clothing
 Use of your personal property
 Automobile use
 Tickets

LSU Commitment to Community
Excerpt from http://www.lsu.edu/highlights/2010/05/images/COMMITMENT+TO+COMMUNITY.pdf
Louisiana State University is an interactive community in which students, faculty, and staff together
strive to pursue truth, advance learning, and uphold the highest standards of performance in an
academic and social environment.
It is a community that fosters individual development and the creation of bonds that transcend the time
spent within its gates.
As a CCACSA Tutor and member of the LSU community you are expected to:
 Accept responsibility
 Maintain the highest standards
 Practice justice, equality, and compassion
 Accept individual differences
 Respect the environment
 Contribute positively
 Be an active citizen
Students in Distress
If you suspect a student may be in distress, you must report your suspicions to a CCACSA Staff member
immediately.
Information concerning a Student-Athlete may not be shared with anyone except full time CCACSA
employees. This includes sharing information with other tutors. Doing so will result in your dismissal.
Students may be in distress due to:
 Injury
 Illness
 Traumatic situation
 Family Concerns
 Relationship struggle
Indications a student may be in distress:
 Class absences
 Failing academically
 Multiple alcohol violations
 Changes in behavior, eating, sleeping
 Relationship issues

Academic Misconduct
Excerpt taken from the LSU Code of Student Conduct, Section 8.0, page 18
High standards of academic integrity are crucial for the University to fulfill its educational mission. To
uphold these standards, procedures have been established to address academic misconduct.
As a guiding principle, the University expects Students to model the principles outlined in the University
Commitment to Community, especially as it pertains to accepting responsibility for their actions and
holding themselves and others to the highest standards of performance in an academic environment.
For example, LSU students are responsible for submitting work for evaluation that reflects their
individual performance and should not assume any assignment given by any professor is a “group”
effort or work unless specifically noted on the assignment. In all other cases, students must assume the
work is to be done independently. If the student has a question regarding the instructor’s expectations
for individual assignments, projects, tests, or other items submitted for a grade, it is the student’s
responsibility to seek clarification.
Any Student found to have committed or to have attempted to commit Academic Misconduct is subject
to disciplinary sanctions.
An instructor may not assign a disciplinary grade, such as an "F" or zero on an assignment, test,
examination, or course as a sanction for admitted or suspected Academic Misconduct in lieu of formally
charging the student with Academic Misconduct under the provisions of this Code. All grades assigned
as a result of accountability action must be approved by the Dean of Students or designee.
Academic Sanctions
For undergraduate students:
1st offense = Probation until graduation and you fail the assignment, possibly the entire course
2nd offense = Suspension for one year
IF you are suspended, you MUST reapply to LSU. You may or may not be readmitted.
For Graduate Students
1st Offense = Deferred suspension or suspension for at least one year and you receive a failing grade for
the entire course. Additionally, you must reapply to the Graduate School and your major program.
2nd Offense = Expulsion (if you are readmitted after the first violation)

Compliance Rules for CCACSA Employees at a Glance
 Never give a student anything (pen, paper, use of textbook or notes)
 Never do a student’s work for him/her
 Do not give a student your notes to take home and do not bring your notes into a tutoring session
 Do not use your work or another student’s work as an example
 Do not participate in group work with a Student-Athlete
 Never ask a Student-Athlete for tickets
 Never complete an assignment or draft a paper for a Student-Athlete
 Do not write on, edit, or proofread a student’s paper, either in the tutoring session or over email—
instead guide them in editing their paper; don’t do it for them
 Never draft a copy of an example paper and/or format of a paper/assignment and provide to
Student-Athlete. The work of the Student-Athlete should be his/her own work and not something
provided by the tutor.
 Never provide an “old” paper/assignment to a Student-Athlete
 Never type an assignment for a Student-Athlete
 Never lend your personal computer to a Student-Athlete to allow him/her to complete their
assignment
 Never allow a Student-Athlete to email a paper to you. All work should be that of the Student-
Athlete. As a tutor your job is to facilitate learning and therefore assignments should be reviewed in
person so all work is that of the Student-Athlete.
 Never provide a Student-Athlete a practice test, quiz, flashcards or other learning materials that you
as a tutor have compiled. The Student-Athlete at your direction can compose his/her own learning
materials that can be used for study but these materials should not be prepared by tutor and
provided to the Student-Athlete
 Never allow a student to print materials or work while logged in under your LSU account on
computers while in the CCACSA. Always log out of your account and have them log in with their
LSUID and password.
 Never provide any service without approval of full time academic staff member
 Never share any student information with anyone other than a full time CCACSA Employee
Other CCACSA Employee Rules
Professionalism
CCACSA Tutors are expected to maintain a professional demeanor and a working relationship with
Student-Athletes at all times. Anything that goes beyond these parameters are grounds for dismissal. If
you have any questions about what constitutes inappropriate behavior, please ask before you act.
 Maintain a professional work relationship with all Student-Athletes.
 Do not socialize with Student-Athletes outside of the academic center.
 Do not hold any meetings with the Student-Athletes outside of the ACSA.
 Do not date a Student-Athlete.

Preexisting Relationships with Student-Athletes and LSU Athletics
Any preexisting relationships with Student-Athletes or LSU Athletics must be reported to Tutorial Staff
and LSU Athletics Office of Compliance immediately.
Preexisting relationships include but are not limited to:
 Being friends or acquaintances with a current student-athlete
 Previously dating a Student-Athlete
 Being a Professor, Instructor, Teaching Assistant, or Graduate Assistant for a course
 You will be prohibited from tutoring that course for the semester
 Previously working for or volunteering for LSU Athletics in any capacity
 Being a former Student-Athlete, Athletic Trainer, Manager, member of the spirit squad or band
 Donating to Tiger Athletic Foundation (TAF)
Communication with Student-Athletes
Phone Calls: Tutors are prohibited from communicating with Student-Athletes via telephone. All
communication outside of the tutoring session must take place via GradesFirst or via email.
GradesFirst Messages: You are permitted to communicate with Student-Athletes via GradesFirst
Message. You do not have to include acsatutorial@lsu.edu on these correspondences but do know that
they are monitored.
To message a Student-Athlete via GradesFirst:
1. Go to the Tutor Info Tab on your Home Screen
2. Scroll to the “Upcoming Tutor Appointment” section at the bottom of the page. Click on the check
box next to the Student-Athlete(s) you would like to message.
3. Click “Message Attendees”.

4. You can then type your message and include any additional email addresses at the bottom of the
page.
Emails
You are permitted to communicate with Student-Athletes via email. All email communication and
Student-Athlete responses are to be forwarded to acsatutorial@lsu.edu AND to the Tutor Coordinator

Dress Code
It is our expectation that all employees present themselves in a respectful and professional manner. This
includes but is not limited to: dress, hygiene, and language. CCACSA Tutors are permitted to dress
comfortably and casually, but employee dress and grooming shall not detract from the
learning/educational environment. Extremes in style and fit in employee dress will not be permitted.
CCACSA Tutors ARE NOT permitted to wear
 Mini skirts
 Form fitting shirts/pants
 Plunging necklines
 Skin baring clothing
 Shorts above the knee
 Baseball caps (ladies and gentlemen)
 Dresses or Shirts w/spaghetti straps
 Pajamas
 Clothing with language that is:
o Political
o Religious
o Derogatory
o Graphic
CCACSA Tutors ARE permitted to wear
 Knee length skirts
 Newer t-shirts
 Clean & pressed clothes
 Jeans
 Pants
 Capris
 Tennis Shoes
 Sandals

Sexual Harassment Policy
PS-73
PURPOSE
To state the University policy and responsibility regarding sexual harassment as related to its employees
and to its students who believe they have been harassed by an employee.
POLICY
The University reaffirms and emphasizes its commitment to provide a workplace free from sexual
harassment and to provide a means to remedy sexual harassment that employees may have
experienced.
The intent of this policy is to express the University's commitment and responsibility to protect its
employees and students from sexual harassment and from retaliation for participating in a sexual
harassment complaint. It is not intended to infringe upon constitutionally guaranteed rights nor upon
academic freedom. In considering allegations of sexual harassment, the University must be concerned
with the rights of both the complainant and the accused.
All complaints of sexual harassment must be reported to the Office of Human Resource Management.
All proven cases of sexual harassment shall result in appropriate disciplinary or other corrective action.
The severity of the disciplinary action shall be consistent with the seriousness of the act of sexual
harassment. Additionally, under appropriate circumstances, the University may take action to protect its
employees and students from sexual harassment by individuals who are not employees of the
University.
DEFINITIONS
Sexual harassment: is a form of unlawful sexual discrimination. It is defined as speech and/or conduct of
a sexually discriminatory nature, which was neither welcomed nor encouraged, which would be so
offensive to a reasonable person as to create an abusive working or learning environment and/or impair
his/her performance on the job or in the classroom.
Sexual harassment may involve a situation where unwelcome sexual advances, requests for sexual
favors, and other verbal or physical conduct of a sexual nature are made either explicitly or implicitly a
term or condition of an individual's employment and submission to or rejection of such conduct by an
individual results in a tangible and adverse employment action. Examples of such potential relationships
include supervisors and subordinates, employers and job applicants and other relationships in which
one person has the potential to reward or penalize another in regard to his or her employment role.
Sexual harassment is also defined as unwelcome verbal or physical conduct of a sexual nature or
gender-based conduct in which the conduct has the purpose or effect of unreasonably interfering with
an individual's work performance or creating an intimidating, hostile or offensive working environment.
Examples include unwelcome touching; persistent, unwanted sexual/romantic attention or display of

sexually oriented materials; deliberate, repeated gender-based humiliation or intimidation, and similar
sexually oriented behavior of an intimidating or demeaning nature.
Employees: as used herein are defined as all persons having any employment relationship with the
University.
PROCEDURES
A. Reporting
Any member of the University community who believes that he or she has been subjected to sexual
harassment has a right and an obligation to report it to any University official, supervisor, or the Office
of Human Resource Management. No student or employee is required to report or make a complaint of
sexual harassment to the person who is engaging in the problematic conduct.
To insure that situations that may involve sexual harassment are handled appropriately, any University
administrator or supervisor who is a recipient of a complaint or report of possible violation of the policy
will immediately notify the Office of Human Resource Management for advice and assistance on how to
respond to the complaint. The Office of Human Resource Management (Room 304, Thomas Boyd Hall,
phone, 578-8200) can provide further information regarding filing procedures for complaints and
regarding investigations of complaints. The Office of the Dean of Students is responsible for addressing
sexual harassment complaints involving student on student harassment.
B. Complaint Options
Because sexual harassment may involve a wide range of sexually oriented behaviors and is, in part, a
function of the way in which such behaviors are perceived, the way in which a given incident is
appropriately treated depends on its effect upon the recipient as well as upon the specific behavior
itself. For example, simply informing the initiator through verbal or written communication that the
behavior is unwelcome and should cease may be sufficient to end it. On the other hand, the situation
may be such or the behavior may be so extreme that the recipient is unwilling or unable to deal with it
in this way.
To help the recipient determine how best to remedy sexual harassment, as well as to insure that
appropriate measures are taken when warranted, anyone who believes himself or herself to have been
subjected to sexual harassment may make use of both informal and formal resolution procedures.
Informal Procedure - Under the informal procedure, a complaint may be filed with the Office of Human
Resource Management or any academic or administrative official of the University (i.e., vice chancellor,
dean, chairperson or director). Use of the informal procedure is optional and a person can chose to
bypass, discontinue, or initiate a formal complaint at any time during the informal process. The
complainant, the person receiving the informal complaint, and the Office of Human Resource
Management will jointly determine how best to handle the complaint. The information reported to the
University related to a complaint will be treated as confidential as possible with only those with a need
to know being informed of the complaint.

Formal Procedure - Under the formal procedure, the complainant should file the complaint with the
Office of Human Resource Management. A formal investigation of the complaint will be conducted to
determine if sufficient evidence exists to conclude that a violation of the University’s sexual harassment
policy has occurred.
Both procedures will operate under the general principles of fairness and confidentiality and must
attempt to ensure that a charge of sexual harassment is carefully reviewed to determine whether the
conditions in the preceding definition have been met and to further provide that the rights of both the
complainant and the accused are protected. No University disciplinary action for sexual harassment shall
be imposed on a University employee except in accordance with the provisions of this policy statement.
Additionally, the individuals involved in the complaint will be notified about its resolution.
Retaliation
Employees, students, witnesses, and/or other participants involved in a sexual harassment complaint or
investigation are protected from retaliation of any form. Any employee violating the prohibition against
retaliation may be subject to disciplinary action up to and including termination.
Other relevant policies and procedures: Refer to PS-95 for the University's policy on sexual harassment
of students by other students.

Student-Athlete Tutor Appointments
Student Learning Program: Tutorial Assistance
The Student Learning Program manages all Content and Strategy Tutor scheduling and appointments.
The primary goal of the Tutorial Program is to provide Student-Athletes with academic assistance to
support classroom instruction. Tutor appointments must be scheduled during CCACSA hours. There are
more than 100 content and strategy tutors on staff. The Tutorial Center is an international CRLA
certification tutoring program. All Student-Athletes must request a tutor through their Advisor. Each
tutorial session follows the “Constructivist Teaching Model” (For more information on Constructivist
Model the see: http://www.exploratorium.edu/ifi/resources/constructivistlearning.html) which outlines
objectives, work accomplished, and future work to be completed. Following the tutoring session, each
tutor submits a report using the online reporting system on the Student-Athlete’s preparedness,
comprehension, notes, and success meeting objectives during the session.
Program Goals and Standards
 Independent Learning
o Focus on teaching methods, strategies, processes, and critical thinking, not just
completing tasks.
o Your job is to facilitate learning—assume the student is capable.
 Communication
o Verbal and Non-Verbal
o Communication is critical, not only with the students, but also with the ACSA Team.
 Respect
o Don’t stereotype.
o Understand the students and their academic backgrounds.
CCACSA employs two distinct types of tutors, Content Tutors and Strategy Tutors. Both Content and
Strategy Tutors provide individualized and/or small group academic support and assistance for Student-
Athletes; assisting them in their transition to the University; developing their study skills; fostering an
understanding of learning and motivation; and assisting in the development of academic literacy skills.
Content Tutors assist students in subject-specific tutoring sessions (ex: BIOL, KIN, MATH, etc.) while
Strategy Tutors help students implement learning and study strategies across their course work.
Student Requests for Tutors
 Any Student-Athlete can request a tutor for any class and at any point in the semester, although
most appointments are set at the beginning of the semester and continue throughout.
 You are required to submit your days and hours availability at the beginning of each semester.
o Contact the Tutor Coordinator for any schedule changes, but avoid changes in
availability once appointments have been scheduled
 Tutor assignments are based on Student-Athlete need and are scheduled based on student’s
class and practice times, and appointments can be permanently cancelled at any point during
the semester at the advisor’s request. CCACSA cannot guarantee number of hours or back-to-
back sessions for its tutors. If you have open availability, you can be scheduled for an
appointment during at any time during that availability

Student Absence and “No-Show” Policies
Student-Athlete Absence/Cancellation Procedure
If a Student-Athlete has an unexcused absence and/or is late for an appointment, he or she will incur up
to a $50 “No-Show” charge to his or her fee bill for each missed appointment. Students may not cancel
their own appointments. If a student would like to cancel an appointment, make sure they go through
their advisor first and email tutordesk@lsu.edu.
Students Traveling for Competition
Periodically, students will need to miss an appointment due to Team Travel. It is your responsibility to
verify your student’s travel schedule.
 The Competition Schedule will be emailed to you weekly. Please verify with your Student’s
Advisor whether or not your student is travelling.
 You WILL NOT receive additional notification that a student is travelling.
 You should leave the report blank for that student during that time period. DO NOT MARK THE
STUDENT A NO-SHOW OR FILE A REPORT
Student Absences or “No-Shows”
The student will be marked as a No-Show on the Daily Tutorial Spreadsheet if:
 The student does not show up for their scheduled Tutoring Appointment
 The student is late for their scheduled Tutoring Appointment
 The student does not check in for their scheduled Tutoring Appointment
If your student does not show up for their scheduled Tutoring Appointment within the first
thirty minutes, you will use the remainder of the hour to submit two forms and plan for the
next session with your student:
 A GradesFirst “No-Show” Report including the phrase “NO-SHOW” in the summary section, as well
as any information you received about the No-Show in the Summary section (e.g. “Front Desk called
student, but there was no answer”), but leaving all other fields blank
*Since you are being paid for the full hour of the appointment, the remainder of the time should be
used to plan for your next session. It is recommended that you take advantage of the various learning
resources located behind the front desk or textbooks located in the “Library” Cabinet as well as on
Canvas
Excessive No-Shows
If your student has missed three appointments, let Ms. Dorothy Kemp know (dkemp2@lsu.edu) and she
will inform his/her Advisor.
Cancellation of Appointments
On-Time Cancellations
If an appointment is cancelled by a student’s advisor, tutors will receive notice from tutordesk@lsu.edu
before 9:00 pm on weeknights the day before the scheduled appointment and 3:00 pm on Fridays for

Sunday appointments. These appointments will usually be removed from GradesFirst by a Tutorial Staff
Member, and you will not be paid for the hour.
Late cancellations
If you receive notice of an appointment cancellation after the 9:00 pm deadline, the appointment is
considered a “late cancellation.” Tutors are paid for half of their hourly pay for late cancellations of
appointments, and should fill out a report using the “Mark a No-Show” button in GradesFirst and
indicating “LATE CANCELLATION” in the Summary section of the report.
 You SHOULD NOT file a report if cancellation was sent to you before 9pm. If the appointment
remains in GradesFirst, leave the report BLANK.
 You SHOULD NOT file a report if the student is traveling; leave the report BLANK. Reports filed
for traveling students will be deleted by Tutorial Staff
 You SHOULD NOT file a report for holidays or other days that the University and Tutorial
Center are not open—this includes inclement weather situations in which the University
cancels classes the same day or for a period of days (ex. Hurricanes/tropical storms); leave the
report BLANK.
Permanent Cancellations
At any point in the semester, a student’s advisor can choose to permanently cancel any tutoring
appointments for that student. You will receive a notification via tutordesk@lsu.edu with all of the
appointment information (tutor/student name, course, date/time) with the indication that it is a
“permanent cancellation.” This appointment will be permanently removed from GradesFirst, and you
and the student will no longer meet. No explicit reason for the permanent cancellation will be provided
to the tutor, but tutors are welcome to follow up with the student’s advisor for more information.
Cancellations due to school closures
Due to inclement weather or other safety concerns, LSU will periodically cancel classes or restrict
movement on campus. CCACSA Tutorial's operations will align with these school closures. There will be
no appointments when LSU cancels classes, and you will NOT be paid for these sessions. In the event
that the school closure notifications are sent during CCACSA hours of operations, tutors will be paid for
appointments beginning within 30 minutes after the closure notification was sent. (Ex. Notice sent at
9:00 am; you will be compensated for a 9:30 tutoring appointment, but a 10:00 am appointment will
NOT be held and you will NOT be compensated) You will NOT be paid for any other appointments until
the closure has been lifted and campus returns to normal operations.
Tutor Cancellations
Tutor cancellations must be kept at a minimum. Excessive cancellations will be grounds for dismissal.
Valid reasons for absences include:
 Illness
 Serious family emergency
 Court-imposed legal obligations such as subpoenas or jury duty
 Military obligations
 Serious weather conditions
 Religious observances. See the interfaith calendar website (www.interfaithcalendar.org) for
an updated calendar of holidays and primary holy days of the various religions.

How to cancel an appointment: If you know you will miss a tutoring appointment, please send an email
with the following information to tutordesk@lsu.edu OR submit a Tutor Cancellation Form via Canvas
(URL: https://www.acsa.lsu.edu/sb_output.aspx?form=10)
 Tutor Name
 Student Name
 Course
 Date/Time of appointment
 Student’s Advisor (if it’s a group session, list the advisor for each student)
 Reason for cancellation and suggested reschedule time/date (indicate if you and the student
have both agreed on this time)
Rescheduling cancelled appointments: You are responsible for discussing with your student’s advisor
whether or not a rescheduled session is required. You and the advisor must sign the form and return it
to our office. For any appointment change, you should send an email to tutordesk@lsu.edu with the
following information:
 Tutor Name
 Student Name
 Course
 New Date/Time of rescheduled appointment
Same-day cancellations: If you need to cancel on the same day as your appointment, call the Tutorial
Desk at 225-578-0892 and send an email to tutordesk@lsu.edu. You may also use the Tutor
Cancellation Form located on Canvas, or at https://www.acsa.lsu.edu/sb_output.aspx?form=10.
Adding/Changing Tutor Availability
Before the start of the semester: You must submit the Tutor Availability Form. The link to the form Is
https://www.acsa.lsu.edu/sb_output.aspx?form=13 or it can be found on Canvas. Please check your
email for deadlines
New Hire: Content Tutors will set their availability in New Tutor Orientation. Strategy Tutors will receive
instructions from Strategy Tutor Coordinator
During the semester: WE HIGHLY DISCOURAGE CHANGING YOUR AVAILABILITY DURING THE
SEMESTER AFTER APPOINTMENTS HAVE BEEN SET. If you must change your availability:
 Email acsatutorial@lsu.edu and Ms. Kemp at dkemp2@lsu.edu
 If your availability changes so that you can no longer meet with a student that has been
scheduled, contact your student’s Advisor to see if you can reschedule that appointment.
Remember: Tutoring is a semester long commitment, and any changes to your availability can be
detrimental to our student’s success.

Additional Appointment and Final Exam Appointment Policies
Adding Additional Appointments with your Student
Sometimes there is a need to meet with a student more often than what was originally scheduled. In
order to add an additional appointment email the following information to the student’s Advisor and
tutordesk@lsu.edu,
 Tutor Name
 Student Name
 Course
 Date/Time of added appointment (indicate if you and the student have agreed on this time)
 I would like to add an additional appointment with the student because: ______
Final Exam Appointment Scheduling (FALL and SPRING)
 Each Student-Athlete scheduled with a tutor will be provided with a Final Exam Tutorial
Appointment (FETA) Form. The form(s) will be kept in a binder at the Tutorial Center Desk;
divided by Sport.
 Students and Tutors will complete the FETA with the details of the appointments. Both the
tutor and student will sign and return the FETA to the Main Tutorial Desk.
 Tutors will be given a deadline each semester to schedule each appointment. If the tutor has
difficulties scheduling for a specific course by the deadline they must alert Tutorial staff and the
Student’s Advisor
 Forms will be given to Advisors to review as they are received. Appointments will be scheduled
as Advisor approvals are received.
Conducting Tutor Appointments
Adding/Changing Tutor Availability
Before the start of the semester: You must submit the Tutor Availability Form. The link to the form Is
https://www.acsa.lsu.edu/sb_output.aspx?form=13 or it can be found on Canvas. Please check your
email for deadlines
New Hire: Content Tutors will set their courses and hours of availability in New Tutor Orientation.
Strategy Tutors will receive instructions from Strategy Tutor Coordinator
During the semester: WE HIGHLY DISCOURAGE CHANGING YOUR AVAILABILITY DURING THE
SEMESTER AFTER APPOINTMENTS HAVE BEEN SET. If you must change your availability:
 Email acsatutorial@lsu.edu and Ms. Kemp at dkemp2@lsu.edu
 If your availability changes so that you can no longer meet with a student that has been
scheduled, contact your student’s Advisor to see if you can reschedule that appointment.
Remember: Tutoring is a semester long commitment, and any changes to your availability can be
detrimental to our student’s success.

Working with Students
 During your first meeting:
o Find out who your students’ advisors are and make contact with them. Also, find out if
the student is working with anyone else (Learning Specialist, other tutors).
o Make a copy of all syllabi for yourself and scan and email copies to the student’s advisor.
o Verify that the Student-Athlete has all necessary materials for the class.
 Books
 Instructor packets
 Notebook
o If a student is missing materials, inform the advisor immediately and document in your
session report.
o Use the laminated objectives sheets available at the front desk and create objectives to
be completed within the session (Ex. Review course requirements using the syllabus,
access course Moodle page, etc.)
*See the Introductory Tutor/Student PowerPoint posted on Canvas under the “Start here” button for a
guide of how to conduct your first session
 At the end of a session:
o Confirm your next tutoring appointment.
o Assign the student objectives to complete before
o Fill out your session report in GradesFirst immediately upon completion of the meeting.
o End the session on a positive note!
Checking In for a Tutoring Appointment
Tutors are required to check-in on time for each scheduled appointment at the Tutorial Center Front
Desk, even if the appointments are back-to-back.
 Give the desk worker your name and the time of your appointment so they can check you in
 The desk worker will assign you a tutoring room (you can request to be moved to a SMART
board room if one if available)
 See if your student is already in the Center and if he/she has checked in
 If your student isn’t there, wait for them in the lobby area so you can walk back together
 DON’T tell the desk worker where you’ll be and expect your student to come find you
o The only exception to this is if you’re holding a group session and part of your group is
late. You should start on time with the people who are already there.
 If you’re both early, you can go ahead and start your appointment, or wait until the actual time
 Remember to check in for every appointment, even if they are back-to-back sessions
 Failure to check in with a Front Desk worker or Tutorial Staff member will result in non-
payment for that appointment

 Late check-ins: If a tutor checks in more than five minutes after the scheduled start time of an
appointment, that time will be deducted in minutes from their pay based on their hourly rate at
the end of the pay period.
 Tutors will receive notice via email for late check-in deductions with the date and time of the
missed or late appointments
Tutor Session Breakdown
All tutoring sessions should be time based and objective oriented. It is recommended that Tutors utilize
the Tutor Session Breakdown to ensure that each session maximizes its benefit to the Student-Athlete.
 What’s going on in Class (3 Minutes)
o Greet the student
o Establish what has been covered in class since your last session
o Determine whether or not there are any new assignments
o Find out if student has completed tasks from your last session
o Check in on progress of any existing assignments
o Set 1-5 clear, measureable, obtainable goals for the session and write them on the
laminated Session Objective Sheet
 Review of Old Material (15 Minutes)
o Review concepts from your last session
o Use tools created during previous sessions
o Reviewing should be the first thing on your objective list
o Check for comprehension and retention frequently
o Re-teach concepts as necessary
 New Material (20 Minutes)
o Preview new material from class
o Cover new material from class
o Create or add to student’s review tools
o Employ the “I do, We do, You do” model
o Check for comprehension frequently
 Application of New Material (10 Minutes)
o Apply or practice material in various ways
o Work on homework assignments
o Do practice tests/quizzes
 Closing and Wrap-Up (2 Minutes)
o Assign tasks for student to complete prior to your next session
o Set specific, measurable, obtainable objectives for your next session
o Remind student of next appointment, materials to bring, objectives to complete before
the next session and other important information
o Farewell—part with a recognition of good work and a friendly goodbye
 Fill out GradesFirst Report (10 minutes)

How to Fill out a GradesFirst Report
GradesFirst Reports MUST be completed for EACH student in EVERY session. You MUST complete and
submit these reports IMMEDIATELY following the conclusion of each tutoring session.
 Go to www.lsu.gradesfirst.com
 Log on to your account with your LSUID and the password you selected when you activated your GF
account
 Select the “Tutor Info” Tab at the top and scroll down to “Recent Tutoring”
 Click the bubble next to the appointment you would like to complete a report for
 Then click “Actions” to see the options for filing a report:
a. use “Add Tutor Report” for reporting regular tutoring. This will pay you for a full hour of
pay.
b. use “Mark No-Show” reports for student No-Shows AND late cancellations. Be sure to
include the report type in the Summary Section of your report (i.e. STUDENT ATTENDED,
NO-SHOW, LATE CANCELLATION, ATTENDED ___ MINS LATE)
i. No-Shows: You are paid for the full hour and have checked that the student is not
travelling
ii. Late cancellations: you received notice after 9:00 pm the night prior that the
appointment would be cancelled. You are paid half the hour and are not expected
to check-in
c. Do not fill out any reports for students who are travelling/competing or for
holidays/university closures.
The Tutor Report Form will appear, but do not alter any times under the “Attendees” section of the
report, even if the student arrived late.

There are four opened ended prompts in each report: Please submit information in each of the prompts
as follows:
Assignments Discussed
All four sections below should be present in each report:
 Upcoming Assignments: Ex: Chapter 26 Assets Homework Due on Friday June 24th
 Completed Assignments: Ex: Completed numbers 15 of 25 Chapter 26 homework problems
 Progress on Ongoing Assignments: Ex: Discussed Research plan for end of semester
presentation which is due on July 30th
. Student will find three sources and we will discuss again
in a week.
 New Grades: Ex: The student said they received a 79 on their test, but I did not verify the grade
through Moodle
Objectives of the Session
This section should answer both of these questions:
1. What objectives are you giving the student to complete outside of their tutoring sessions?
2. Did the student complete the objectives you gave in the last session? Were they completed
accurately and on-time?
Objectives to Complete: Ex: For our next session, the student must have completed numbers 16-25 of
Chapter 26 homework, Read Chapter 27th
(I will ask the student to tell me what they learn from their
reading), and find three sources for their presentation.
Assessment of Last Session’s Objectives: Ex: Last Session I asked the student to read Chapter 26. The
student did show evidence of having read the Chapter, but they were unable to answer the more
detailed questions I asked about the readings. I also check the progress on the Chapter 26 homework. I
had asked the student to complete numbers 1-10, but they completed 1-15. GREAT JOB!
Study Skills Used
This section should address these questions:
1. What did you do to facilitate study?
2. What problems arose in the session and what did you do to help the student overcome them?
3. What study or learning strategies did you utilize and how?
Ex: Since the student was having trouble remembering details from their independent reading, we
reviewed active reading techniques and outlining. The student was having trouble with remembering
the normal balances of accounts so we made up a funny acronym for memory.
Goals for the Next Session
What do you plan to accomplish in your NEXT session with your student? ALWAYS PLAN AHEAD!
Ex: In our next session, I will review the rest of the Chapter 26 questions (as noted in the Objectives).
We will also continue discussing the student’s presentation. We will begin working on a study guide for
the exam.
Yes/No Questions
Please answer these six questions truthfully and completely, and explain in detail any “No” responses in
the Summary portion.
Summary
Include the following in this section:

1. Report Type according to student attendance (i.e. ATTENDED ON TIME, LATE CANCELLATION,
NO-SHOW, ATTENDED ___ MINUTES LATE) See examples on the next page
2. A brief overview of what occurred in the session
3. Student’s behavior and demeanor
4. Explanation of any “No” responses in the Yes/No Questions portion
Ex: The student continues to be very motivated and is working very hard to do well in this course. The
student did forget their calculator at home but was able to utilize an online calculator during the
session. During today’s session, the student addressed questions from their assignments. The student
was having trouble with remembering the normal balances of accounts so we made up a funny
acronym. The student is heavily focused on learning the techniques for solving the problems on the
test, but should focus more energy on looking over the concepts.
Student Attends Appointment - Arrives to Appointment on Time
Select “Add Tutor Report”.
Begin Summary Section with “ATTENDED ON TIME”. Summarize the important details of your
appointment. Just saying Completed Homework is Insufficient

Student Attends Appointment – Arrives Late
Select “Add Tutor Report”.
Begin Summary Section with “ATTENDED _____ MINUTES LATE”. Estimate. Their exact time of arrival is
noted at the front desk, but reports are utilized for additional verification of attendance. Summarize the
important details of your appointment. Just saying Completed Homework is Insufficient
Notified of Cancellation BEFORE 9pm the day before the Scheduled Appointment
Do Not Complete a Report if you receive a cancellation notification of an appointment

Notified of Cancellation AFTER 9pm the day before the Scheduled Appointment
Select “Mark No-Show”.
Begin Summary Section with “LATE CANCELLATION”. Include details about the Cancellation notification.
Student Does Not Show Up
Select “Mark No-Show”.
Begin Summary Section with “NO-SHOW”. Include details about the Cancellation notification.

Student is Away for Competition (Travelling)
Do Not Complete a Report if you student misses an appointment due to competition. Please be sure to
check the Competition schedule and your email for updates.
Week at a Glance (WAG)
The WAG Form is an essential tool that should be utilized by all Strategy tutors to help Student-Athletes
organize and plan. Please assist your Student-Athletes in completing the WAG at the beginning of each
week and email a copy to the student, the student’s Advisor, and acsatutorial@lsu.edu.
Below is a sample WAG Form. Blank Forms can be found on Canvas under “Tutor Resources”

Evaluations and Observations
All Tutors will be evaluated at least once during the semester. Evaluations are meant to facilitate
improvement and not as a form of punishment. Evaluations will consist of:
 Unannounced Appointment Observations by Tutorial Staff
 Evaluation Recap Meeting with the Manager of Tutorial Programs or Strategy Tutor Coordinator
 Content Tutor Self-Assessment
 Student-Athlete Assessments of Tutor
 Quality and Timeliness of GradesFirst Reporting
 Advisor Input
After each evaluation, tutors are to schedule an Evaluation Recap Meeting with the Manager of Tutorial
Programs or Strategy Tutor Coordinator to discuss the results of the evaluative components.

Strategy/SASP Tutor Evaluation

Tutoring Resources
Tutor Toolkit
You will receive a “Tutor Tool Kit” binder filled with various tutoring resources, strategies, and other
helpful information. These documents are also made available on Canvas.
Canvas Tutor Resources
For tutoring strategies to use in your appointments with Student-Athletes, please see the “Tutor
Resources” button on Canvas.

Tutor Shared Drive on ACSA Computers
Also see the Tutor Shared Drive for an array of other tutor resources including but not limited to the
 Weekly Competition Schedule: find out if your student-athlete will be travelling that week
 Learning Profiles and Student Assessments
 Course Syllabi for common courses
 SMART Board modules and files for common courses (HRE, BIOL, KIN, LA, etc)
 Tutor Manual
 Strategy Tutor Materials
 Other Tutoring Skills and Resources
Learning Specialists
Also, feel free to reach out to any of the Tutorial Staff or Learning Specialists for tips and strategies for
working with specific types of students
Tutor Pay
Tutor pay is dependent upon to the completion of GradesFirst Reports and submission of hours in Work
Day (except for ad-comp employees) by the Tutor. If you do not complete and submit a GradesFirst
report and submit your hours in Work Day, you will not be paid for that hour. Note: Ad-Comp
employees will not submit hours in Work Day, only in GradesFirst
In order to get paid for a session:
 Complete a GradesFirst report for each student in the session
 Payroll must be submitted immediately after the last appointment of your pay period. Failure
to submit Payroll on time will result in delay of pay until the end of the term. Report any
discrepancies with your payroll to the Tutorial Coordinator immediately.
Submitting Payroll in Grades First
1. Click on the Payroll tab in GradesFirst.
2. Select current pay period, and click “Submit Pay Period.”

3. When “Approve Pay Period” Tab appears, scroll down to the bottom of the dialog box and check
the box to verify Payroll information.
Submitting Payroll in Work Day
 You must submit your hours via GradesFirst AND enter those same hours in Work Day at the
conclusion of every two-week pay period immediately following your last appointment. Failure to
correctly submit both may result in a delay in payment. We encourage you to open your GradesFirst
payroll submission side-by-side with your Work Day time entry so that you can ensure each hour is
entered correctly. Then submit via GradesFirst and Work Day when you have finished. You may
submit your Work Day hours at the end of each week, if you so choose, but both weeks must be
approved in Work Day separately for the pay period
 The hours you input in WorkDay must match those in your GradesFirst payroll exactly. They
should reflect the appointment start and end time, not the actual time you checked in and left (i.e.
9:00 am-10:00 am should be entered as the time block, NOT 8:58 am-9:50 am)
1. You must use the Google Chrome browser to access the time entry functionality in WorkDay. It
will not work with Edge, Firefox, Opera, or Safari.
2. Log into your MyLSU account and access the Work Day area. Click the “Time” bubble, then click
“Enter Time” and select the week. NOTE: you must enter in each week of the pay period
separately. When you are entering your time, the Position field will default to your primary
position—be sure you are entering time in for the correct position

3. Click the green “Enter Time” button, and the Enter Time page will display with the “In” and
“Out” fields
o Back-to-back appointments can be entered in as one block of time (i.e. you have an
appointment at 9:00, 10:00, & 11:00, so you can enter it in as a 3-hour block of time from
9:00-11:00 am)
o No-Shows and late cancellations must be entered as 30-minute blocks of time, just as they
are reflected in GradesFirst. Additional time for No-Show pay is added after you have
submitted. (i.e. 9:00 am-9:30 am)
o Group pay for appointments with three or more students will be added after you
submit. Therefore if you had a one-hour group appointment, you should only be entering in
one hour (i.e 9:00-10:00 am)
4. Once you have entered all of your hours for the first week of the pay period, you will hit
“Submit” for that week.
5. Repeat steps 3-4 for the second week of the pay period to enter your hours and submit for that
week
 The Tutor Session Time Log (available in the Tutor Shared Drive) is for your record keeping
purposes. You may use it to keep track of No-Shows, Late Cancellations, and Group Appointment
time. It is not required, but is also available for download on the Tutor Shared Drive.
 If you notice any discrepancies with your payroll in GradesFirst, email Dorothy
Kemp (dkemp2@lsu.edu) ASAP!
Tutor Group Pay
When scheduled with a group of three or more student-athletes in the same tutoring appointment,
tutors will be paid time-and-a-half according to their hourly wage if all students attend. This additional
group pay will be adjusted by the Tutorial Staff in GradesFirst after the tutor has submitted payroll, and
will not be reflected in your GradesFirst or Work Day hours entered.
Tutor Late Check-Ins or Failure to Check-In
Repeat offenses for late tutor check-ins and failure to check-in for your appointments may result in
minute deductions from your hourly pay for those appointments. You will be notified via email the
Friday of the last day of pay period for any late check-ins, and you will have until the next Monday at
9:00 am to appeal the infraction.

Tutor Training
All training sessions are MANDATORY for all CCACSA Tutors. Tutors are paid for training time in the
form of a stipend at the end of the semester. In order to receive your full training stipend, you must
complete ALL parts of training in addition to completing your mandatory state trainings. Failure to
complete all parts of training will result in forfeiture of that training stipend and may warrant
disciplinary action or dismissal.
Tutor Training Stipend Breakdown
Mandatory State Trainings: Required for ALL tutors to complete again for the 2015 year. You must
complete these to receive any training stipend.
 Title IX Training and Preventing Sexual Harassment in the Workplace Training (link on Canvas,
training available on Canvas)
 (Canvas)
 State Ethics Training (link to site on Canvas)
 Submit your certificates of completion to acsatutorial@lsu.edu
Compliance Stipend: Required for ALL tutors
 Attend Beginning-of-Semester Training
 Complete Compliance Quiz
 Complete Mid-Semester Compliance Checkpoint
 Attend End-of-Semester Meeting
CRLA Level 1 Stipend
 Attend CRLA Level 1 Lesson 1 Training
 Complete Student Lingo Modules and submit completion certificates to acsatutorial@lsu.edu
 Attend CRLA Level 1 Lesson 2 Training
CRLA Level 2 Stipend
 Attend CRLA Level 2 Training
 Attend ACSA Tutor Conference or professional development event as assigned
 Complete Lynda SMART Board training and create SMART Board content module
Strategy Tutor Stipend
 Attend Beginning-of-Semester Strategy Tutor Training (unless exempted)
 Submit Semester Calendars for all student by due date
 Attend Mid-Semester Strategy Tutor Training
 Attend required meetings with assigned Learning Specialist
End-of-Semester Student Assessment Stipend
 Complete online assessments for each of your students at the end of semester (Qualtrics link
will be sent out following End-of-Semester Wrap-Up Meeting)

Compliance Training
 Reviews the NCAA, SEC, LSU, and CCACSA rules that must be adhered to at all times
 Takes place three times a semester: Beginning, Mid-Semester, and End of Semester
 All Content Tutors, Strategy Tutors, and Graduate Assistants must attend ALL Compliance
Trainings EVERY semester
o However, if you pass the mid-semester Check Point Quiz, you do not have to attend the
Mid-Semester training (unless you missed the first Compliance training)
 Tutors will be quizzed on the Compliance Material following the Beginning of Semester
Compliance Training.
o Tutors will not be allowed to work with students until they attend Compliance Training
and pass the Compliance Quiz with a grade of 100%.
 Tutors must also take the Mid- Semester Compliance quiz. The quiz consists of open ended
scenarios. Failure to receive a passing score will require additional Compliance Training
attendance.
College Reading and Learning Association’s (CRLA) International Tutor
Training Program Certification (ITTPC)
 CRLA is a group of student-oriented professionals active in the fields of reading, learning
assistance, developmental education, tutoring, and mentoring at the college/adult level.
(http://www.crla.net/about/index.htm)
 The purpose of the ITTPC program is to (http://www.crla.net/ittpc/about_ittpc.htm)
o Provide recognition and positive reinforcement for tutors' successful work from an
international organization, CRLA.
o Set an internationally accepted standard of skills and training for tutors.
 ALL Content Tutors, Strategy Tutors, and Graduate Assistants working with Students must
attend CRLA Training until they complete the highest level of certification.
 CCACSA is certified to administer Level 1 and Level 2 training curriculum
 You must pick a CRLA Training Track. Please check your email for Tracks and Training dates.
CRLA Level 1 Training Overview
New Tutor Orientation/Introduction: All new tutors are required to attend this training before they can
begin tutoring. This training outlines the major tutor responsibilities, expectations, and tips for
beginning, conducting, and ending a tutoring session.
Learning Styles and Profiles: This training covers the theories behind Felder/Silverman vs.VARK Learning
Styles Inventories and how the Educational Testing Program at ACSA applies this information to create
an individualized Learning Profile for each student-athlete. The training also discusses strategies and
techniques for multi-model learning.
Student Self-Advocacy: This training outlines the importance of student self-advocacy at the college
level and focuses on the role of the tutor in encouraging student to self-advocate throughout at each
benchmark during a college semester both via email and in-person.

Building Student Rapport: One of the most important factors in a successful tutoring session is building
and maintaining rapport with your student-athlete. This training defines the boundaries of appropriate
interaction between student and tutor according to ACSA rules and regulations and also provides
various techniques and strategies to encourage active listening, open communication, and good rapport
between the student and the tutor.
In-Session Teaching Strategies and Study Skills: Covering the role of a tutor, tutor-session appropriate
instructional methods, and in-session teaching and comprehension assessment strategies, this training
equips the tutors with a veritable “tool box” of basic and advanced teaching and assessment skills. This
training emphasizes active learning and application through role play.
Student Lingo: StudentLingo is a series of interactive on-demand workshops, action plans and valuable
resources focused on helping students achieve their academic, personal and career goals. Tutors are
expected to complete the following four modules after Level 1 Lesson 1 training and submit their
certificates to the Canvas upload link before attending Lesson 2 Training:
 Study Tips and Note-Taking Strategies: This training covers various study habits and note-
taking strategies that tutors can encourage their students to use
 Reading Comprehension Strategies:
 Exam Preparation and Test-Taking Strategies
 Time Management
Time Management and Creating Objectives: This presentation give the tutors tools, tips and strategies
for assisting their students in efficiently allocating time for school, practice, and personal activities. The
training also focuses on creating achievable objectives for students to complete in and outside of
tutoring sessions by breaking down assignments and studying into manageable parts.
Exam Prep: This training covers how to insure that your students are prepared for final exams and gives
strategies and tips for various types of exam formats including multiple choice, essay, and true/false.
Tutors are also required to complete a “Final Exam Gameplan” for each student that requires the tutors
to help students strategically plan for studying and completing their finals successfully.
CRLA Level 2 Training Overview
Review of Level 1: This training covers the “high points” from each of the CRLA Level 1 trainings
Student Motivation: This training gives tutors an overview of the models of intrinsic and extrinsic
motivation, as well as how motivation can affect learning styles. We also cover strategies for motivating
students and give tutors the opportunity to role play in various motivation scenarios with recommended
responses.
Group Tutoring: Since many of our tutors handle small groups of two to five groups of students, this
training covers the importance of engaging each student in a small group, along with tips and strategies
for preparing, conducting and ending a session with interactive comprehension assessment strategies.
This training ends with another role play opportunity using the hieroglyphic response cards.

Smart Board Training and Module Creation: The Tutorial Center provides tutors access to the SMART
Board interactive whiteboard to use during tutoring sessions with students. This online training is
available on Lynda.com and offers an in-depth two-hour training on the functionality and applications of
the SMART Boards. The tutors are then required to create their own content-specific module of SMART
Board materials based on the courses they frequently tutor to add to the CCACSA shared content
collection. You will submit your Lynda SMART Board Training Certificate and your SMART Notebook
modules using the upload link on Canvas
Strategy or Skill Presentation/Professional Development Event/ACSA Tutor Conference: All CRLA Level
2 participants are required to complete one of the following additional activities: present a tutoring skill
or learning strategy (you may create your own video, PowerPoint/Prezi) attend a professional
development event (workshop, lecture, conference) in their field of study OR attend the ACSA Tutor
Conference during the Spring 2016 semester (date TBD).
Content-Based Trainings
Content Reading: This content-specific training is required for all tutors who tutor content-heavy
subjects such as the soft sciences, history, literature and general education classes. The training gives
tutors various tips and strategies for improving student comprehension and understanding of required
reading materials through various methods such as THEIVES, KWL, Annotating, and Graphic Organizers
Tutoring Writing and English Composition: This content-specific training is required for tutors who work
with student papers, especially in English composition classes and covers important topics such as thesis
statement construction, the research process, and proofreading and editing.
Math Tutoring: This content specific training is required for all math tutors and review strategies for
working with students for various math courses offered at LSU. This training also relies heavily on the “I
do, We do, You do” or Gradual Release Model for fostering student independent learning.
Tutoring Web-based Courses: Since many college courses either involve an online component, such as
homework or labs, or are now offered in a fully-online asynchronous format, this training is required for
all tutors who work with large courses such as biology, business courses, and math courses. It covers
various strategies for encouraging student discipline to complete course assignments as well as
scenarios to review compliance and academic integrity issues that often arise in online environments.
Utilizing Technology in Tutoring Sessions: This training was designed to familiarize tutors with the
technical resources available for their tutoring sessions. Resources included: File Storage Solutions
(Tiger Bytes, Drop Box, Google Drive), relevant iPad Applications, Smart Boards, GoToMeeting, Kahn
Academy, Lynda.com and other resources that would be of assistance in sessions. This training was
designed as an overview; tutors were directed to additional educational resources to further their
knowledge on these applications.
Strategy Tutor Training
The strategy tutor training provides a comprehensive overview of all the interrelated parts of the
strategy tutor role. It is an opportunity for the tutors to not only learn teaching strategies, but also how
to implement them. The training focuses on the expectations of the Strategy Tutor role, differences in
students’ needs and abilities, skill building and student development components of the strategy
tutoring, materials needed to execute the role effectively, strategies to apply and implement these skills
is student sessions, and other information that will help tutors successfully assist and facilitate student

learning. Strategy tutors are able to utilize the Learning Specialists as resources to help further their
understanding of their role and develop individualized strategies for the students whom they are
meeting with.
Ethics Training
 In response to Louisiana Revised Statute 42:1170, all public employees are required to complete
one hour of training on the Code of Governmental Ethics each calendar year.
 Impacted employees include the following groups: classified, professional, faculty, other
academic, contingents/transients, graduate and teaching assistants, and student workers.
 The required training can be completed in one of two ways:
o By completing an online training course (link located on Canvas, training on Canvas).
Upon completion, the employee will be provided with a certificate that documents the
completion of the course.
o By attending an instructor-led session. Email smoran@lsu.edu for more information
 According to the statute, failure to comply with the requirements of training constitutes a
violation of the Ethics Code.
 Any public employee who is found to have violated any provision of any law within the
jurisdiction of the Ethics Board can be removed, suspended, or ordered to have a reduction in
pay or demotion by the Ethics Board. The board can also impose a fine of not more than ten
thousand dollars, or both.
Title IX and Sexual Harassment Training
 In the Louisiana Senate Concurrent Resolution 107 passed in 2012, the Louisiana Senate
resolved that all state agencies should provide one hour of sexual harassment training to each
public employee each year.
 Each LSU classified employee, professional employee, faculty, other academic employee,
contingent/transients, graduate and teaching assistant, and student worker must take the
statutorily mandated sexual harassment training each year.
 To satisfy the requirement, LSU has created the e-course, Preventing Sexual Harassment in the
Workplace. This course will teach employees how to define sexual harassment, identify
potentially harassing behaviors, recognize forms of sexual harassment, and partner with HRM in
the complaint process at the University.
 To take this course, visit your Canvas page and follow the link.
 You will not receive your training stipend unless you submit certificates of completion for
Ethics, Title IX and Sexual Harassment training to acsatutorial@lsu.edu each calendar year
Missing Training
If for any reason you cannot attend or miss a scheduled training (either Compliance or CRLA), you are
responsible for letting us know in advance, if at all possible, so arrangements can be made. There are no
make-up training sessions. Failure to attend a training session may result in disciplinary action and
possible dismissal.

Tutor Accountability
The Tutor Accountability Policy is intended to hold tutors accountable for their punctuality in attending
and reporting tutoring sessions, as well as their overall professionalism and behavior while working in
the Tutorial Center. This information is used as part of our tutor evaluation process, and will be
reviewed in your tutor observation re-cap meeting to determine if you are eligible for re-hire. However,
frequent infractions over the course of a semester may warrant progressive disciplinary action,
immediate cancellation of appointments, and/or termination.
Tutor Infractions
 No call, no show for an appointment
 Frequent cancellations of appointments
 Frequent late check-ins for appointments (subject to payroll time deduction)
 Failing to check in at the Front Desk for an appointment (subject to payroll time deduction)
 Frequent late or incomplete submission of GradesFirst reports
 Frequent late submission of GradesFirst and Work Day payroll
 Dress code or other policy violation (academic integrity or NCAA)
Progressive Disciplinary Action
First Warning = multiple infractions-Written warning from Tutorial Coordinator, documented in Canvas
Second Warning = frequent infractions-Probationary status, documented in Canvas and tutor file,
meeting with Tutorial Coordinator
Third Warning = non-compliance-Subject to cancellation of all appointments and immediate termination
Your warnings will be tracked and documented in Canvas under “Grades” throughout the semester.
Tutor Infractions
 Repeat offenses for late tutor check-ins and failure to check-in at the front desk for your
appointments may result in minute deductions from your hourly pay for those appointments. You
will be notified via email, and you may appeal the infraction with a valid excuse.
 Tutor adherence to timely GradesFirst reporting and payroll submission are tracked and
documented throughout the semester. If you are found to be regularly submitting late or
incomplete reports, you will receive a written email warning detailing your infractions.
 Frequent cancellations of appointments or failure to adhere to the tutor cancellation procedure
may also result in disciplinary action. If your schedule needs to change, please set up a meeting with
the Tutorial Coordinator to discuss workload and hours.
 Failure to submit payroll hours on Work Day and GradesFirst in a timely manner may also warrant
an infraction, but most likely will result in a delay in payment
 Tutors who knowingly or unknowingly violate University or NCAA academic integrity/conduct
policies in working with student-athletes are subject to immediate termination.
Tutors of the Month
We also want to regularly recognize tutors for excellent performance throughout the semester. Each
month, ACSA will recognize tutors who have provided exceptional student support services and

communication based on positive feedback from Tutorial Staff, Advisors, Learning Specialists and
Student-Athletes. These tutors will be publicly recognized on signage throughout the building.
Other Information
Part-Time Student Exception
As an undergraduate or graduate student as LSU, you must remain full-time status (12 hours-undergrad;
9 hours-grad) in order to work part-time. If at any point in the semester you drop down below full time
(due to a dropped class or other reason), you must follow this protocol
 Inform the Tutorial Coordinator or Manager of Tutorial Programs of your status change
immediately
 Contact Sarah Moran at smoran@lsu.edu to apply for an exception by writing a short statement
about why you have dropped down to part time—this will be forwarded for approval by
overseeing department
 If this exception is not approved, you will not be able to continue tutoring for the semester
Forms and Changing Status
Forms for New Applicants
If you want to refer a friend to work for CCACSA Tutorial, here is a list of all the forms he/she will need.
All of them can be found on the Tutor Share Drive. You may also receive hard copies of the forms from
the Tutorial Desk Staff. To apply, the completed forms can be attached in an email to
acsatutorial@lsu.edu.

Employment Statuses
 Undergraduate Student
 Graduate Student without Assistantship
 Graduate Student with Assistantship
 Contingent/Professional (no affiliation with LSU)
 LSU Faculty and Staff
Forms for Current Tutors
All forms can be found in the Tutor Share Drive, accessible only on the CCACSA computers. You may be
asked to submit addition forms/documentation if your status changes between each semester.
Please submit these forms as soon as possible to prevent a delay in returning to tutor

2017.2018 Manual

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2017.2018 Manual