Three models. One goal: fit your operations.
Every district schedules differently. We adapt to your structure rather than asking you to adapt to ours.
In-School Tutoring
Small-group and 1:1 tutoring delivered during the school day, embedded into WIN blocks, intervention periods, or specials rotations.
What it is:
Small-group and 1:1 tutoring delivered during the school day built into intervention periods, WIN blocks, or specials rotations.
Best for:
Districts prioritizing equitable access and high participation. Students who wouldn’t attend after-school programs get the same support as everyone else.
Time commitment:
30–60 minute sessions, 3–5 times per week. Scheduled around your master calendar.
Key benefit:
Removes transportation and family availability as barriers. Participation rates are highest when tutoring happens during school hours.
After-School Tutoring
Flexible scheduling outside core instruction hours, either immediately after dismissal or in early evening windows.
What it is:
Flexible scheduling outside core instruction hours, either immediately after dismissal or in early evening windows.
Best for:
Districts with rigid bell schedules or union constraints that limit in-school intervention time. Also works as a supplement to in-school programs.
Time commitment:
30–60 minute sessions, 2–4 times per week. Scheduling coordinated with transportation and activity schedules.
Key benefit:
Extends learning time without competing with core instruction. Works well for credit recovery and targeted skill building.
Hybrid / Custom Models
District-adapted approaches that combine in-school and after-school elements, or integrate tutoring into existing structures.
What it is:
District-adapted approaches that combine in-school and before or after-school elements, or integrate tutoring into existing structures like summer programs, Saturday academies, or extended learning time grants.
Best for:
Districts with specific operational constraints or funding requirements that don’t fit standard models. Useful for multi-site implementations.
Time commitment:
Varies by design. We work with your team to define parameters.
Key benefit:
You get a program shaped around your priorities, not a one-size-fits-all template.
Three models. One goal: fit your operations.
Every district schedules differently. We adapt to your structure rather than asking you to adapt to ours.
In-School Tutoring
Small-group and 1:1 tutoring delivered during the school day, embedded into WIN blocks, intervention periods, or specials rotations.
What it is:
Small-group and 1:1 tutoring delivered during the school day built into intervention periods, WIN blocks, or specials rotations.
Best for:
Districts prioritizing equitable access and high participation. Students who wouldn’t attend after-school programs get the same support as everyone else.
Time commitment:
30–60 minute sessions, 3–5 times per week. Scheduled around your master calendar.
Key benefit:
Removes transportation and family availability as barriers. Participation rates are highest when tutoring happens during school hours.
After-School Tutoring
Flexible scheduling outside core instruction hours, either immediately after dismissal or in early evening windows.
What it is:
Flexible scheduling outside core instruction hours, either immediately after dismissal or in early evening windows.
Best for:
Districts with rigid bell schedules or union constraints that limit in-school intervention time. Also works as a supplement to in-school programs.
Time commitment:
30–60 minute sessions, 2–4 times per week. Scheduling coordinated with transportation and activity schedules.
Key benefit:
Extends learning time without competing with core instruction. Works well for credit recovery and targeted skill building.
Hybrid / Custom Models
District-adapted approaches that combine in-school and after-school elements, or integrate tutoring into existing structures.
What it is:
District-adapted approaches that combine in-school and before or after-school elements, or integrate tutoring into existing structures like summer programs, Saturday academies, or extended learning time grants.
Best for:
Districts with specific operational constraints or funding requirements that don’t fit standard models. Useful for multi-site implementations.
Time commitment:
Varies by design. We work with your team to define parameters.
Key benefit:
You get a program shaped around your priorities, not a one-size-fits-all template.
Three models. One goal: fit your operations.
Every district schedules differently. We adapt to your structure rather than asking you to adapt to ours.
In-School Tutoring
Small-group and 1:1 tutoring delivered during the school day, embedded into WIN blocks, intervention periods, or specials rotations.
What it is:
Small-group and 1:1 tutoring delivered during the school day built into intervention periods, WIN blocks, or specials rotations.
Best for:
Districts prioritizing equitable access and high participation. Students who wouldn’t attend after-school programs get the same support as everyone else.
Time commitment:
30–60 minute sessions, 3–5 times per week. Scheduled around your master calendar.
Key benefit:
Removes transportation and family availability as barriers. Participation rates are highest when tutoring happens during school hours.
After-School Tutoring
Flexible scheduling outside core instruction hours, either immediately after dismissal or in early evening windows.
What it is:
Flexible scheduling outside core instruction hours, either immediately after dismissal or in early evening windows.
Best for:
Districts with rigid bell schedules or union constraints that limit in-school intervention time. Also works as a supplement to in-school programs.
Time commitment:
30–60 minute sessions, 2–4 times per week. Scheduling coordinated with transportation and activity schedules.
Key benefit:
Extends learning time without competing with core instruction. Works well for credit recovery and targeted skill building.
Hybrid / Custom Models
District-adapted approaches that combine in-school and after-school elements, or integrate tutoring into existing structures.
What it is:
District-adapted approaches that combine in-school and before or after-school elements, or integrate tutoring into existing structures like summer programs, Saturday academies, or extended learning time grants.
Best for:
Districts with specific operational constraints or funding requirements that don’t fit standard models. Useful for multi-site implementations.
Time commitment:
Varies by design. We work with your team to define parameters.
Key benefit:
You get a program shaped around your priorities, not a one-size-fits-all template.
How we support success over time
The real test of partnership isn’t the first month. It’s month six, or year two, when the initial excitement has faded and you need a partner who’s still showing up. We’ve built our support model around sustained engagement, not just launch support.
1
Onboarding and Training
Getting started right matters. Our onboarding process includes:
Kick-off planning. Aligning on goals, timelines, and success metrics before tutoring begins.
Staff orientation. Training for teachers, coordinators, and administrators on how the program works and what to expect.
Technical setup. Platform access, dashboard configuration, and integration with your systems.
Student and schedule finalization. Confirming rosters, groupings, and session schedules.
Most districts are fully operational within 2-3 weeks of contract signature. We’ve done this enough times to know what slows things down, and we plan around it.
2
Ongoing Quality Assurance
Quality doesn’t maintain itself. We actively monitor and improve throughout the partnership:
Session observations. Regular review of tutoring sessions to assess instructional quality.
Tutor coaching. Direct feedback and development for tutors based on observations and data.
Performance tracking. Metrics on session delivery, student engagement, and progress.
Corrective action. When something isn’t working, we address it quickly, not at the next quarterly review.
If a tutor isn’t meeting standards, we address it. If a scheduling model isn’t producing the participation we expected, we adjust. Problems don’t improve by ignoring them.
3
Proactive Check-ins
We don’t wait for you to tell us something’s wrong. Our engagement model includes:
Weekly progress snapshots. Summary of what happened, what’s working, what needs attention.
Monthly strategic reviews. Deeper conversation about outcomes, goals, and adjustments.
Proactive outreach. If data suggests an issue (declining attendance, engagement drops), we raise it before it becomes a crisis.
The goal is to catch small problems before they become big ones, and to make sure you always know where the program stands.
4
Long-term Relationship
Many of our district partnerships span multiple years. That’s not because of contract lock-in. It’s because the program keeps working and the relationship keeps delivering value.
Year-over-year planning. Adjusting program scope based on what you learned in year one.
Expansion support. Adding grades, subjects, or sites as needs evolve.
Continuous improvement. Refining the model based on accumulated data and experience.
Institutional knowledge. Your CSM knows your district’s history, constraints, and priorities.
We measure success by whether districts choose to continue, and by the outcomes that justify that choice.
How we support success over time
The real test of partnership isn’t the first month. It’s month six, or year two, when the initial excitement has faded and you need a partner who’s still showing up. We’ve built our support model around sustained engagement, not just launch support.
1
Onboarding and Training
Getting started right matters. Our onboarding process includes:
Kick-off planning. Aligning on goals, timelines, and success metrics before tutoring begins.
Staff orientation. Training for teachers, coordinators, and administrators on how the program works and what to expect.
Technical setup. Platform access, dashboard configuration, and integration with your systems.
Student and schedule finalization. Confirming rosters, groupings, and session schedules.
Most districts are fully operational within 2-3 weeks of contract signature. We’ve done this enough times to know what slows things down, and we plan around it.
2
Ongoing Quality Assurance
Quality doesn’t maintain itself. We actively monitor and improve throughout the partnership:
Session observations. Regular review of tutoring sessions to assess instructional quality.
Tutor coaching. Direct feedback and development for tutors based on observations and data.
Performance tracking. Metrics on session delivery, student engagement, and progress.
Corrective action. When something isn’t working, we address it quickly, not at the next quarterly review.
If a tutor isn’t meeting standards, we address it. If a scheduling model isn’t producing the participation we expected, we adjust. Problems don’t improve by ignoring them.
3
Proactive Check-ins
We don’t wait for you to tell us something’s wrong. Our engagement model includes:
Weekly progress snapshots. Summary of what happened, what’s working, what needs attention.
Monthly strategic reviews. Deeper conversation about outcomes, goals, and adjustments.
Proactive outreach. If data suggests an issue (declining attendance, engagement drops), we raise it before it becomes a crisis.
The goal is to catch small problems before they become big ones, and to make sure you always know where the program stands.
4
Long-term Relationship
Many of our district partnerships span multiple years. That’s not because of contract lock-in. It’s because the program keeps working and the relationship keeps delivering value.
Year-over-year planning. Adjusting program scope based on what you learned in year one.
Expansion support. Adding grades, subjects, or sites as needs evolve.
Continuous improvement. Refining the model based on accumulated data and experience.
Institutional knowledge. Your CSM knows your district’s history, constraints, and priorities.
We measure success by whether districts choose to continue, and by the outcomes that justify that choice.
How we support success over time
The real test of partnership isn’t the first month. It’s month six, or year two, when the initial excitement has faded and you need a partner who’s still showing up. We’ve built our support model around sustained engagement, not just launch support.
1
Onboarding and Training
Getting started right matters. Our onboarding process includes:
Kick-off planning. Aligning on goals, timelines, and success metrics before tutoring begins.
Staff orientation. Training for teachers, coordinators, and administrators on how the program works and what to expect.
Technical setup. Platform access, dashboard configuration, and integration with your systems.
Student and schedule finalization. Confirming rosters, groupings, and session schedules.
Most districts are fully operational within 2-3 weeks of contract signature. We’ve done this enough times to know what slows things down, and we plan around it.
2
Ongoing Quality Assurance
Quality doesn’t maintain itself. We actively monitor and improve throughout the partnership:
Session observations. Regular review of tutoring sessions to assess instructional quality.
Tutor coaching. Direct feedback and development for tutors based on observations and data.
Performance tracking. Metrics on session delivery, student engagement, and progress.
Corrective action. When something isn’t working, we address it quickly, not at the next quarterly review.
If a tutor isn’t meeting standards, we address it. If a scheduling model isn’t producing the participation we expected, we adjust. Problems don’t improve by ignoring them.
3
Proactive Check-ins
We don’t wait for you to tell us something’s wrong. Our engagement model includes:
Weekly progress snapshots. Summary of what happened, what’s working, what needs attention.
Monthly strategic reviews. Deeper conversation about outcomes, goals, and adjustments.
Proactive outreach. If data suggests an issue (declining attendance, engagement drops), we raise it before it becomes a crisis.
The goal is to catch small problems before they become big ones, and to make sure you always know where the program stands.
4
Long-term Relationship
Many of our district partnerships span multiple years. That’s not because of contract lock-in. It’s because the program keeps working and the relationship keeps delivering value.
Year-over-year planning. Adjusting program scope based on what you learned in year one.
Expansion support. Adding grades, subjects, or sites as needs evolve.
Continuous improvement. Refining the model based on accumulated data and experience.
Institutional knowledge. Your CSM knows your district’s history, constraints, and priorities.
We measure success by whether districts choose to continue, and by the outcomes that justify that choice.
Where tutoring fits in your intervention framework.
Most districts are not looking to add another program to their MTSS framework. They need the intervention capacity they already planned for but can’t staff internally. Tier 2 and Tier 3 supports are often defined, but finding certified teachers to fill them, especially for math, SPED, or ELL students, can be a challenge.
That’s where we fit. Tutoring supports your Tier 2 or Tier 3 intervention, delivered by certified teachers, tracked with the data you’re already collecting, and aligned to the framework you’re already running. The actual intervention support your MTSS plan calls for.
Tier 2: Targeted Intervention
What it looks like:
Small-group tutoring (2–4 students) for students who need additional support beyond core instruction but aren’t yet at intensive intervention levels.
How it integrates:
Who it serves:
Students performing below benchmark but responding to targeted support. Often identified through fall/winter screening or mid-year benchmark assessments.
Tier 3: Intensive Intervention
What it looks like:
1:1 or very small group (2 students) tutoring for students with significant skill gaps who need intensive, individualized support.
How it integrates:
Who it serves:
Students significantly below grade level, often receiving special education services or identified for intensive intervention through your MTSS process.
Progress Monitoring Integration
We work with your team to provide reporting that supports progress monitoring and MTSS decision-making aligned to your existing processes.
Your MTSS coordinator has access to the information needed to support ongoing decisions
Where tutoring fits in your intervention framework.
Most districts are not looking to add another program to their MTSS framework. They need the intervention capacity they already planned for but can’t staff internally. Tier 2 and Tier 3 supports are often defined, but finding certified teachers to fill them, especially for math, SPED, or ELL students, can be a challenge.
That’s where we fit. Tutoring supports your Tier 2 or Tier 3 intervention, delivered by certified teachers, tracked with the data you’re already collecting, and aligned to the framework you’re already running. The actual intervention support your MTSS plan calls for.
Tier 2: Targeted Intervention
What it looks like:
Small-group tutoring (2–4 students) for students who need additional support beyond core instruction but aren’t yet at intensive intervention levels.
How it integrates:
Who it serves:
Students performing below benchmark but responding to targeted support. Often identified through fall/winter screening or mid-year benchmark assessments.
Tier 3: Intensive Intervention
What it looks like:
1:1 or very small group (2 students) tutoring for students with significant skill gaps who need intensive, individualized support.
How it integrates:
Who it serves:
Students significantly below grade level, often receiving special education services or identified for intensive intervention through your MTSS process.
Progress Monitoring Integration
We work with your team to provide reporting that supports progress monitoring and MTSS decision-making aligned to your existing processes.
Your MTSS coordinator has access to the information needed to support ongoing decisions
Where tutoring fits in your intervention framework.
Most districts are not looking to add another program to their MTSS framework. They need the intervention capacity they already planned for but can’t staff internally. Tier 2 and Tier 3 supports are often defined, but finding certified teachers to fill them, especially for math, SPED, or ELL students, can be a challenge.
That’s where we fit. Tutoring supports your Tier 2 or Tier 3 intervention, delivered by certified teachers, tracked with the data you’re already collecting, and aligned to the framework you’re already running. The actual intervention support your MTSS plan calls for.
Tier 2: Targeted Intervention
What it looks like:
Small-group tutoring (2–4 students) for students who need additional support beyond core instruction but aren’t yet at intensive intervention levels.
How it integrates:
Who it serves:
Students performing below benchmark but responding to targeted support. Often identified through fall/winter screening or mid-year benchmark assessments.
Tier 3: Intensive Intervention
What it looks like:
1:1 or very small group (2 students) tutoring for students with significant skill gaps who need intensive, individualized support.
How it integrates:
Who it serves:
Students significantly below grade level, often receiving special education services or identified for intensive intervention through your MTSS process.
Progress Monitoring Integration
We work with your team to provide reporting that supports progress monitoring and MTSS decision-making aligned to your existing processes.
Your MTSS coordinator has access to the information needed to support ongoing decisions
For CFOs & Operations Leaders: Funding clarity and procurement support
You need to know what this costs, how to pay for it, and whether the documentation will hold up when auditors come calling. You’ve been burned by vendors who quote one price and invoice another, or who promise “funding alignment” but leave you scrambling to justify the expense after the fact.
We take a different approach. Pricing is transparent, with no hidden fees and no surprise add-ons. We help you map tutoring investments to eligible funding sources before contracts are signed. And our documentation is built for audit readiness, not just program delivery.
What matters most for your role:
Funding source alignment.
Title I, Title III, state literacy and intervention funds, competitive grants. We help you identify which sources fit and document eligibility.
Cost transparency.
Clear pricing by delivery model. Typical ranges based on district size and student count. No ambiguity about what’s included.
Compliance and audit readiness.
Session-level documentation, attendance tracking, and reporting formatted for federal, state, and grant requirements.
For CFOs & Operations Leaders: Funding clarity and procurement support
You need to know what this costs, how to pay for it, and whether the documentation will hold up when auditors come calling. You’ve been burned by vendors who quote one price and invoice another, or who promise “funding alignment” but leave you scrambling to justify the expense after the fact.
We take a different approach. Pricing is transparent, with no hidden fees and no surprise add-ons. We help you map tutoring investments to eligible funding sources before contracts are signed. And our documentation is built for audit readiness, not just program delivery.
What matters most for your role:
Funding source alignment.
Title I, Title III, state literacy and intervention funds, competitive grants. We help you identify which sources fit and document eligibility.
Cost transparency.
Clear pricing by delivery model. Typical ranges based on district size and student count. No ambiguity about what’s included.
Compliance and audit readiness.
Session-level documentation, attendance tracking, and reporting formatted for federal, state, and grant requirements.
For CFOs & Operations Leaders: Funding clarity and procurement support
You need to know what this costs, how to pay for it, and whether the documentation will hold up when auditors come calling. You’ve been burned by vendors who quote one price and invoice another, or who promise “funding alignment” but leave you scrambling to justify the expense after the fact.
We take a different approach. Pricing is transparent, with no hidden fees and no surprise add-ons. We help you map tutoring investments to eligible funding sources before contracts are signed. And our documentation is built for audit readiness, not just program delivery.
What matters most for your role:
Funding source alignment.
Title I, Title III, state literacy and intervention funds, competitive grants. We help you identify which sources fit and document eligibility.
Cost transparency.
Clear pricing by delivery model. Typical ranges based on district size and student count. No ambiguity about what’s included.
Compliance and audit readiness.
Session-level documentation, attendance tracking, and reporting formatted for federal, state, and grant requirements.
