6.1 Identifying Schools

Launching your program in the right school can be the key to transforming a one-year initiative into a lasting educational movement. High-impact tutoring programs that showcase tangible results endure, serving as a powerful equalizer among diverse school populations. Selecting schools in high-need communities that are committed to fostering student change accelerates enthusiastic program adoption and collaborative problem-solving efforts. Section 6.1 provides considerations for school selection criteria and the creation of a school communication plan.

BEFORE YOU BEGIN

To create the most impact with schools, ensure you have completed the following tasks:

SCHOOL SELECTION CRITERIA
Key RecommendationsCorresponding Resources
  • Identify schools with the greatest need based on performance data and available support.
Reflection Guide: School Selection Criteria
  • Evaluate each school’s capacity for implementation, including scheduling, infrastructure, and leadership readiness.
  • Assess stakeholder enthusiasm and interest in adopting the program through surveys, meetings, or direct engagement.
  • If utilizing a provider, consider if there is synergy between the cultures of the school and provider.
SCHOOL COMMUNICATION PLAN
Key RecommendationsCorresponding Resources
  • Plan modality and key messaging for each stakeholder to engage in frequent two-way communication.

Template: Communication Plan for Stakeholder Engagement around a High-Impact Tutoring Program (Word Doc available)

Toolkit: Foster Collaboration with Educators

  • Collaborate with school leaders and community members to ensure program goals align with their needs and expectations.
PLANNING FOR LONG TERM
  • Embed School Selection Criteria into annual planning cycles.
  • Establish a feedback loop with early partner schools to refine the program and strengthen its impact before scaling.
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.
Learning Integration
School and Teacher Engagement		The program regularly engages with school leaders and/or teachers regarding instructional alignment and student progress.
4d.2 | Regularly scheduled times for the tutors and tutoring program leaders to meet with teachers and school leaders to share and discuss student progress
4d.3 | Close-out meeting at completion of tutoring program to discuss program's impact and individual student progress
Learning Integration
Caregiver Engagement		The program ensures regular engagement with caregivers and updates on student progress.
4e.1 | System for communicating individual academic and non-academic progress to caregivers (directly or in collaboration with school officials)
4e.2 | System for providing caregivers with information about the tutoring program, goals, and objectives pre-implementation (directly or in collaboration with school officials)
4e.3 | Communication systems that are responsive to the backgrounds, diverse needs, and linguistic needs of the caregivers served
Cohesion
Organizational/Program Health and Culture		The tutoring program has a defined mission, vision, and set of organizational goals that are aligned with broader context and well understood by stakeholders.
6d.3 | A system for regularly informing stakeholders about the program’s/ organization’s mission, vision, goals and progress