4.5 Collaborating with a Provider

When two teams unite around a shared vision, time is needed to foster that relationship and synchronize efforts. The optimal environment for student success through high-impact tutoring is built on transparent, relationship-driven, and proactive collaboration. This collaborative foundation is dependent on a robust communication plan that prioritizes not just open dialogue, but targeted conversations on critical decisions that drive student impact. Section 4.5 provides resources to facilitate a proactive and relationship-based collaboration between the district/school and provider(s).

BEFORE YOU BEGIN

To ensure a strong collaboration with a provider, complete the following task:

Confirm that a contract or other formal partnership agreement is in place with the provider to clearly define and understand the scope of work.

DISTRICT/SCHOOL AND PROVIDER COLLABORATION
Key Recommendations	Corresponding Resources
Conduct a kickoff meeting to introduce providers to the district and schools to clarify roles, expectations, and ongoing data meetings.	Template: District/Provider Kickoff Meeting Agenda (PDF Available) Template: School/Provider Kickoff Meeting Agenda (PDF Available ) Template: School/Provider Ongoing Data Meeting Agenda (PDF Available)
Engage stakeholders to build investment in the partnership.	One-Pager: How to Use Student Data to Improve K-12 Tutoring Playbook Subsection: 3.3 Engaging Stakeholders
Schedule a recurring district-level data meeting cadence and utilize continuous improvement recommendations. Include district collaborators in meetings as needed.	Playbook Subsection: 6.5 Building in Continuous Improvement Reading: District Collaborator Considerations for Provider Meetings

MULTIPLE PROVIDER COLLABORATION
Key Recommendations	Corresponding Resources
Consider facilitating meetings between providers to ensure cohesion and streamline across multiple programs.	Template: Multiple Provider Meetings: Collaboration Topics
Identify strengths in each provider and encourage the adoption of processes across the organizations.

	PLANNING FOR LONG TERM
	Establish a communication framework that includes regular district and school-level meetings with providers. Plan to provide continuous professional development for district and provider staff to take action on data as the program is implemented.

Tutoring Quality Standards and Self-Assessment Indicators
Take the free, 15-minute, and research-based Local Education Agency (LEA) Self-Assessment. This subsection addresses these tutoring quality standards and Self-Assessment indicators.
Cohesion Leader Role Clarity	The program has clearly defined roles and responsibilities for the leadership team, with particular attention to clearly defining tutor coaching responsibilities.
6b.5 \| A clear performance management system that outlines expectations and processes for promotion and for performance issues
Data Use Program Effectiveness and Improvement	The program has demonstrated a commitment to understanding overall program effectiveness and processes for ongoing improvement.
2a.3 \| Process for continuous improvement using both qualitative and quantitative data 2a.4 \| Process for collecting, analyzing, and responding to feedback from a diverse group of stakeholders (families, students, tutors, and school faculty) 2a.5 \| Process for making adjustments to program design and instructional design based on program and student achievement data
Data Use Student Progress Measure	The program has a system for measuring individual student progress over time and responding to those results; measures of progress include academic growth and adaptive indicators (i.e., student engagement and confidence).
2c.3 \| Defined timeline for collecting, analyzing, and responding to data 2c.4 \| Defined protocols for collecting, analyzing, and responding to data

District Playbook for High-Impact Tutoring