6.1 Structuring Setting and Integrating with School Schedule

High-impact tutoring programs can effectively provide personalized learning opportunities alongside Tier 1 instruction. Utilizing scheduling models such as push-in, small-group learning, and time windows during school can minimize student stigmatization, while getting every student what they need to succeed. Section 6.1 covers setting and scheduling decisions, systems for ensuring equitable student access, integration with the school community, and building strong communication and partnership systems.

Before You Begin
  • Review the school’s current master schedule for opportunities in innovative scheduling.
  • Review selected students to ensure fair and inclusive access to scheduling and course opportunities.
Setting and Scheduling
Key RecommendationsCorresponding Resources
  • 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: High-Impact Tutoring Schedule Types

Website: Unlocking Time: Common Bell Schedules

Reading: pages 9–13, Tennessee Score Scheduling Guidance

  • Schedule tutoring sessions at least three times per week, with ample time (usually 30–60 minutes per session) for a minimum of 10 weeks. Younger students may benefit from shorter but more frequent sessions (i.e., 5–10 minute bursts of instruction, multiple times a week).

One-Pager: How to Maximize Every Minute of Your School's Master Schedules

Example: Accelerated Instruction | Texas Education Agency

  • Schedule tutoring sessions so that students can continue to participate in Tier-1 instruction, non-core classes, and recess.

Checklist: Decision Protocol for Scheduling High-Impact Tutoring

Reading: Amplify Scheduling Guidance (for Texas)

Communication and Structured Partner Meetings
Key RecommendationsCorresponding Resources
  • Conduct a kickoff meeting to clarify partnership expectations and logistics, including session times, frequency, student-tutor ratios, attendance tracking, and coordination with the school schedule.

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)

  • Develop a method of communication between the teachers and tutor program to share important student information relevant to tutoring. If possible, align schedules so that tutoring program staff can join teacher team meetings.
  • Establish a shared vision and clear end-of-the-year goals with families, students, teachers, and tutors. This may include providing resources to the school to share with families.

Toolkit: Fostering Collaboration with Educators 

Playbook Section: 3.3 Engaging Stakeholders

Checklist: Teacher/Tutor High-Impact Tutoring Communication Checklist

Reading: Teacher/Tutor Communication: Continuation Updates

Template: Sample Letter for Tutors and/or Teachers to Meet with their Students’ Families (Word Document Available)

  • Establish communication norms, gather school context (e.g., school culture, values, and priorities) and position tutoring as a valued, stigma-free part of the school day.
Checklist: Introductory Statement Sent Home to Families

Planning for the Long Term
  • Collect data and feedback from stakeholders regularly to refine scheduling, participation, and instructional alignment.
  • Continue building strong partnerships among tutors, teachers, and school leaders to maintain program coherence and impact.
Tutoring Quality Standards and Self-Assessment Indicators

Take the free, 15-minute, and research-based Tutoring Organization Self-Assessment. This subsection addresses these tutoring quality standards and Self-Assessment indicators.

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)