6.3 Scheduling Sessions

An effective master schedule is essential for directing school operations that determine the course of the academic year. High-impact tutoring can be a solution to replace pull-out programs and optimize instructional time by providing differentiated instruction during small group learning. High-impact tutoring fits into the schedule best when integrated as a routine part of the school day, which also supports a strong student-tutor relationship. Section 6.3 shares effective practices in scheduling, district-wide scheduling guidance, and integration with multi-tiered systems of support to set up high-impact tutoring within the school day.

BEFORE YOU BEGIN

To prepare for the process of scheduling sessions, ensure you have completed the following task:

Identify the schools where tutoring will take place and the students who will receive it.

EFFECTIVE PRACTICES IN SCHEDULING
Key Recommendations	Corresponding Resources
Schedule session lengths of 30 to 60 minutes for older students, while younger students may thrive with shorter sessions.	Video: CityTutor DC/OSSE Toolkit: Planning for HIT in your Master Schedule with Slide Deck Website: Unlocking Time: Schedule Builder and Common Bell Schedules One-Pager: How to Maximize Every Minute of Your School's Master Schedules Example: Accelerated Instruction \| Texas Education Agency
Schedule three or more sessions per week for a minimum duration of ten weeks.
Build tutoring sessions into each school’s master schedule. Utilize tools such as Unlocking Time’s bell schedule builder and resources.
Schedule tutoring sessions so that students can continue to participate in Tier-1 instruction, non-core classes, and recess.	Reading: Amplify Scheduling Guidance (for Texas)

DISTRICT-WIDE SCHEDULING GUIDANCE
Key Recommendations	Corresponding Resources
Consider opportunities in collective bargaining agreements with teacher unions to support the integration of tutoring sessions into the master schedule.	Checklist: Reviewing Educator Union Contracts
Provide schools with a list of district-specific guidelines and project management guides that incorporate other district-wide initiatives (e.g., block scheduling for algebra).	Checklist: Decision Protocol for Scheduling High-Impact Tutoring
Utilize scheduling models such as push in, core instruction small-group learning, and during-school time windows to accommodate multiple priorities and minimize student stigmatization.	Example: Schedule Types Website: Unlocking Time: Common Bell Schedules Reading: pages 9-13, Tennessee Score Scheduling Guidance
Confirm tutoring session logistics, including space, supervision, and technology, are set up and well-communicated, with back-up plans in place.
Provide course credit information to middle and high schools to ensure schools have the necessary course codes for credit designations.
Dedicate time and resources to scheduling adjustments.

DISTRICT-WIDE GUIDANCE FOR MTSS INTEGRATION
Key Recommendations	Corresponding Resources
Define and set expectations for integration of high-impact tutoring and MTSS.	Checklist: Integrating High-Impact Tutoring with MTSS (district-wide) (PDF available)
Provide training and ongoing support for district staff and tutors around MTSS framework and instructional delivery.
Establish data collection structures, disaggregating students receiving MTSS.
Foster a culture of continuous improvement through auditing and communication.
Streamline funding and ensure sustainability by tapping into overlapping funding sources.	Playbook Subsection: 3.2 Funding and Budgeting

SCHOOL-FACING GUIDANCE FOR MTSS INTEGRATION
Key Recommendations	Corresponding Resources
Establish clear communication and foster relationships.	Checklist: Integrating High-Impact Tutoring with MTSS (school-facing) (PDF Available)
Implement high-impact tutoring with fidelity to district/vendor protocols.
Conduct regular data collection and analysis.
Assign dedicated personnel to oversee implementation and analyze data.
Provide training for staff, tutors, and teachers to enhance instructional skills.
Monitor program outcomes and adjust for continuous improvement.	Playbook Subsection: 6.5 Building in Continuous Improvement

	PLANNING FOR LONG TERM
	Create standardized templates and protocols for session scheduling. Invest in scheduling software and train school staff to use it independently.

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.
Instruction Tutor Consistency	Students receive consistent tutoring from the same tutor; any adjustments to groupings occur sparingly and strategically.
3b.1 \| Staffing structure that ideally results in consistent tutoring experience from the same tutor in each session; students work with no more than 2 different tutors 3b.2 \| Process to ensure changes to tutor-student pairing and student groupings are made in consultation with school partners and based on the needs of students and formative assessment data
Learning Integration Setting	The program occurs during the school day.
4a.1 \| Tutoring sessions occur during the school day; if not feasible, then sessions take place immediately before or after school 4a.2 \| Systems and structures to ensure all identified students can participate in tutoring including transportation, meals, incentives, and parental communication
Learning Integration Integration with School Schedule	If occurring during the school day, the program strategically considers the tradeoffs of students attending tutoring instead of alternative uses of time.
4b.1 \| Tutoring schedule developed in partnership with the school community, including input from teachers and administrators 4b.2 \| Tutoring schedule that ensures students still participate in Tier 1 instruction, non-core classes, and recess 4b.3 \| System for communicating with the school to ensure program logistics and school operations are integrated (i.e., schedule changes, holidays, field trips, assemblies, student absences)

District Playbook for High-Impact Tutoring