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Train tutors on high impact strategies for student learning so that they can immerse themselves within that particular content to work with students.

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Use of benchmark data to drive goals for students. Consistent work with dedicated tutor.

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More adults invested in student learning. (Added bonus if these are folks like lunch/recess supervisors who can continue to build relationships and tutor)

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Thinking flexibly about how we best support our students to close gaps.

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The ability to provide targeted supports to students who have not demonstrated mastery in their learning.

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having it during the school day

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One tutor per grade level team with a team lead.

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Frequency and consistency allows ASC to accelerate learning for students.

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Research based - shown to accelerate student learning.

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Research based

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It is located in each building & occurs 3x/ week

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trained tutors,
students selected through benchmark reviews
focused on unfinished learning

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Receive common training

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Principals won't have to hire/recruit the tutors

There will be a tutor lead identified to lead logistics and work directly with Interventionists and MTSS team.

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Time for collaboration with tutors/lead to help plan interventions and share progress with classroom teachers.

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Clarity on how Branching Minds will be updated so that plans are consistent, everyone has access to them, and are being reviewed by teacher, tutor and grade level team

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research shows that we should have "talented teachers" providing the interventions for Tier 1 and Tier 2. The understanding that I am gathering is that the tutors are not certified teachers.

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Logistics could be difficult: rooms, personnel, training for personnel

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Students losing out on a non-core subject that they often look forward to.

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I am concerned about the staffing aspects especially in schools with large staff and student populations.

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How will success of intervention be monitored in a timely way? What intervention can be put into place if the tutor is not effective in their practice?

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Need a system to determine who receives the tutoring - don't have yet.

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finding enough qualified tutors to staff the centers

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Space limitations in buildings
Potential of students' missing non-content classes

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Space restraints
Withdrawing students from non-core classes (As a Fine Arts Magnet school.. this will serve as a major upset for FA instruction)

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It may be difficult to find time for teachers & tutors to collaborate effectively & thoroughly

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Additional support with Tier 1 and 2 instruction.

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Flexible scheduling of tutors based on master schedule and students need

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How to leverage staff will time in their schedule to support the ASC lift through providing tutoring sessions.

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Get parents/families educated about benefits of tutoring and opportunities within tutoring center so that there are no concerns abut students being pulled out of classes.

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Is there potential for some various partitions to be purchased to make the space more conducive for learning and to create a safe space for students without (i.e. We have space in our Library, but some students may not be comfortable in that space if students in the library can see they are receiving some tutoring).

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can it be provided during WIN time or existing acceleration blocks in school schedules?

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Consider having this sit with the principal as lead rather than AP, as APs have increased level of responsibility in leading Special Education work at the school level.

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Could be a great way to preview/reinforce or provide enrichment through project based learning.

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Students in need will receive additional supports
Collaboration between interventionists, teachers, & school MTSS lead

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Have this led by MTSS Interventionist and Principal - APs have fully plates.

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Interventionist to lead the team in collaboration with school leaders. Think of how this could be included on RACI.

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Could other educators who have time in their schedule be trained to be tutors? To maximize contact minutes and relationships they may already have with students?

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High quality resources - tutors need/rely on clear scope and sequence, materials and standards-aligned materials.

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Space for tutors to work with students (or for students to be to focus on the tutor if it's being done remotely)

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Time: making sure that there is time for tutors to be trained and maintain effective and efficient ways to communicate back with teachers about progress

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Opportunity hoarder will eat up resources, potentially widened gaps further. We will have to monitor who receives the services.

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What will planning look like?

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Time for pull-out - making sure that students don't miss important class time activities/experiences.

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Communication with families. Who, how and when?

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clear messaging about the supports not being deficit based or remedial (stereotype threat for kids)

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ASC being overseen by the MTSS lead.

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Student buy-in could be difficult since they will miss out on specials time daily or multiple days a week, which is generally a students favorite time

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How will this interface with other academic supports that may be in place - i.e. Books and Breakfast?

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Reliability of college students to commit / show if they are part of the pool.

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Time for planning
Students pulled out from their classes

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Strategic supports for students who have pockets of unfinished learning.

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Engaging tutors in long-term professional development and recruiting for C.R.E.A.T.E. 65

Ensuring students have access to tiered interventions at school prior to going home.