6.5 Building in Continuous Improvement

Continuous improvement is vital for school programs to become indispensable elements that stakeholders can rely on for long-term student success. There are many ways to customize high-impact tutoring to your context and school while maintaining the pillar characteristics that create student impact. Regular data review and actionable decisions grounded in the early vision and goals of the program will ensure your tutoring program becomes a valued, integrated part of the education system, rather than a fleeting, temporary initiative. Section 6.5 has recommendations and resources regarding data reviews and sustainability planning to produce desired outcomes that ensure high-impact tutoring becomes an integrated intervention in your district.

BEFORE YOU BEGIN

To prepare for continuous improvement, ensure you have completed the following task:

DATA REVIEWS
Key RecommendationsCorresponding Resources
  • Assign individual or team responsibility and accountability for data, specifying when, how, and how often the data should be collected and analyzed.
 
  • Provide guidance regarding what makes data valid and trustworthy (e.g., accuracy, reliability, completeness, timeliness, source credibility).

Reflection Guide: Student Data Review Protocol for Tutors (PDF Available)

Toolkit: High-Impact Tutoring: Family & Caregiver Toolkit for School Districts

One-Pager: How to Use Student Data to Improve K-12 Tutoring

  • Create short data-review cycles (e.g., bi-weekly or monthly) for quick adjustments based on real-time data and observations, particularly in the first year (e.g., weekly reviews of school-wide data or even daily reviews of class-wide data).

Template: School/Provider Ongoing Data Meeting Agenda (PDF Available)

Reflection Guide: Root-Cause Analysis

Template: Tutor Training Improvement Analysis (PDF Available)

  • Conduct formal data reflections at a larger scale (e.g., monthly, quarterly, or annual analyses of district-wide data).
  • Define how data insights inform the next steps that adjust tutoring strategies and tutor training and improve student outcomes in real-time.
  • Identify who will act on and/or support the next steps, outlining their specific responsibilities and establishing a timeline for action.

Reflection Guide: During Implementation: Collaboration with Provider

Reading: Outcomes-Based Contracting Continuous Improvement Guide

  • Inform relevant stakeholders about data, insights, and actions, assigning responsibility for communication and setting deadlines for updates.
Playbook Subsection: 3.3 Engaging Stakeholders
SUSTAINABILITY PLANNING
Key RecommendationsCorresponding Resources
  • Establish high standards for effectively implementing the tutoring model and attain and maintain these high standards over time. Conduct a fidelity check utilizing a tool such as the Local Education Agency Self-Assessment and reflect on areas of improvement.
Reflection Guide: LEA Self-Assessment - Tutoring Quality Improvement System
  • Engage in comprehensive evaluations, such as on-site visits, to foster a deeper understanding and ability to provide appropriate support.
Checklist: High-Impact Tutoring Site Visit Checklist (Excel Sheet Available)
  • Ensure financial sustainability by analyzing long-term funding strategies, grant renewal cycles and management, and look for opportunities to integrate tutoring within core district operations to ensure continuity beyond initial funding sources.
Playbook Subsection: 3.2 Funding and Budgeting
  • Generate new and/or continued demand for tutoring by demonstrating evidence of impact by regularly sharing program successes and next steps with school leaders, families, and community partners. 

Example: Data Overview of Washington, DC’s High Impact Tutoring Initiative 


 

  • Reinforce tutoring as a core component of student success by directly tying efforts to district-wide academic and equity initiatives. 
PLANNING FOR LONG TERM
  • Create a cross-functional team to oversee program evaluation and implement an iterative improvement cycle.
  • Standardize data collection protocols and utilize technology platforms for real-time analysis.
  • Share successes with stakeholders to maintain funding and community support.
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.
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 both academic growth and adaptive indicators (i.e., student engagement; student confidence).
2c.3 | Defined timeline for collecting, analyzing, and responding to data 
2c.4 | Defined protocols for collecting, analyzing, and responding to data 
2c.5 | Disaggregated progress monitoring by race, gender, IEP status, home language, and other important indicators to ensure equity of services
Instruction
Student-Tutor Relationship		The program has an intentional strategy and supporting systems to build strong, positive relationships between students and tutors.
3c.3 | System for monitoring and responding to ongoing student-tutor relationship dynamics
Instruction
Instructional Practices		Tutors use research-based instructional practices aimed at fostering academic success and overall student well-being. 
3e.2 | A system to ensure tutors consistently implement effective instructional strategies (e.g., explicit modeling, effective questioning, high quality student feedback, opportunities for productive struggle, etc.) in virtual and/or in-person sessions 
3e.3 | A system to ensure tutors consistently implement strategies that support overall student well-being in virtual and/or in-person sessions 
3e.6 | A system (minimum of a bi-weekly frequency) for instructional observation, coaching and feedback to support effective instruction
Learning Integration
School and Teacher Engagement		The program regularly engages with school leaders and/or teachers regarding instructional alignment and student progress.
4d.3 | Close-out meeting at completion of tutoring program to discuss program's impact and individual student progress