DISD is part of a national collaborative working with researchers at Brown University to study how to maximize the impact of tutoring. Brown’s National Student Support Accelerator points to research showing that tutoring interventions can translate to between three and 15 additional months of learning.
All tutoring programs and especially new tutoring programs need improvement. Continuous improvement systems allow you to gather, act on and share the information needed to reach and exceed program goals and inform and build support from stakeholders.
This section offers solutions to common challenges concerning student enrollment and attendance. Use the recommendations proactively to establish systems early: enrollment and attendance are non-negotiable necessities for a tutoring program to succeed, and they do not happen automatically.
A Landscape Analysis outlines the strengths, resources, and needs of a particular school district. It provides a framework for designing a service and ensuring that it is embedded directly in the needs of the district.
Once you have identified the schools where tutoring will happen and selected the students who will receive it, you are ready to tackle the logistical challenge of scheduling when and where your program’s tutoring sessions will take place.
All students can benefit from high-impact tutoring, but you will probably need to prioritize which students receive this tutoring, at least in the short-run. Once you have chosen a focus area (subject and grade level) and identified partner schools for your program, the next step is to select which students at each school will receive tutoring. The district should create overall guidelines for schools to make these decisions.
Choosing schools whose communities are fully invested in your program’s success will help you optimize your model more quickly. Prioritizing the schools whose students need tutoring most will ensure that your program can make a meaningful impact at any scale.
Does this school need this program?
Implement High-Impact Tutoring
Selecting Students
Scheduling Sessions
Tutor training is required to fill gaps between your selection criteria and your ideal tutor’s qualities. While the level of training required depends on tutor experience and student-tutor ratio, pre-service training alone will not be sufficient. All tutor types perform better with direction and coaching.
Your tutors are your program’s most important asset. To find the best tutors for the role, you must clearly define required qualifications and ideal qualities, prioritize them based on your district context and program model, and design an intentional recruitment and selection strategy to build a diverse cohort of tutors that will meet your scale goals while remaining within your tutoring program’s budget.