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High Impact Tutoring for CCSD: Big Gains, Not Just Bubble Gains

In class, intervention-level tutoring designed to move students multiple grade levels behind toward proficiency, not just nudge the ones already on the line.

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CCSD Tutoring Self Assessment

Intervention-Level Tutoring or Ad Hoc Help?

Plenty of students can get help. The question is whether the same students get the same tutor, aligned to the classroom, long enough to move. This free 2-minute self-check shows whether your current tutoring rises to intervention for the students furthest behind.

What's in the guide:

  • A 7-point self-check to score your current tutoring on the conditions that actually move students who are behind
  • A simple read on where your furthest-behind students are slipping through
  • Straight answers to the five questions leaders ask before starting high-impact tutoring
TUTORING VS. INTERVENTION-LEVEL TUTORING

The Question Isn't Whether Tutoring Happens. It's Whether Students Move. 

In-person tutoring and DIY programs can move the needle, until staffing, scheduling, and proof run out. These are the questsions we hear most. 

Recent Johns Hopkins research suggests that virtual high-impact tutoring can produce outcomes similar to in-person models when implemented well. That shifts the conversation from in-person vs. virtual to which model can consistently deliver high-impact tutoring.

>Read the Report
The virtual format is what makes it possible to reach more students across more schools and grades, while continuity, dialogue, and curriculum alignment are what make that time meaningful.
 GROW is live instruction with a consistent tutor in a small-group setting, not passive time on a device or another digital learning tool. 
In-person tutoring can be powerful, but it is also limited by staffing, scheduling, and scale.
GROW uses live virtual delivery to expand access while preserving the things that matter most: consistent tutors, active instructional exchange, aligned content, and ongoing progress visibility.
Many districts start in-house and move to GROW from this reason. 

Tier 2 requires more than extra help. It entails targeted support, consistent dosage, instructional continuity, and measurable academic progress. GROW is designed around those conditions, with structured delivery, aligned instruction, and progress monitoring built into the model.

Continuity is what makes it personal. Students work with the same tutor over time, which allows trust, familiarity, and instructional momentum to build session after session. The relationship is not incidental to the model. It is one of the reasons the model works.

> Get to know our tutors

Working with vendors can be tedious—we get why districts hesitate.
Too many expect you to manage logistics, adapt their program to your classrooms, and stay on top of execution just to keep things running.
With GROW, we take that on—we build the curriculum, staff and manage the tutors, support on-site implementation, and own delivery from start to finish.

The goal is to reduce work, not add it. Paper manages staffing, scheduling, curriculum development, and day-to-day coordination, with on-site rollout support and ongoing program updates so schools are not left managing the program alone.

GROW is backed by research-based program design and ESSA Level III evidence, and it has been recognized by Stanford NSSA for excellence in tutoring design.

Further, independent research from John Hopkins indicates Virtual tutoring can match in-person outcomes—when consistency and structure are in place.

Not all high impact tutoring impact tutoring vendors have such evidence, however. 

Most districts do want control, but what they often need most is control over outcomes, not logistics.

GROW gives districts visibility, alignment, and accountability while taking on the operational work that usually makes in-house models difficult to sustain. Your dedicated rep will work with your district on program design and mid/end-of-program updates; there is plenty of room for collaboration and adjustments before and during the program. 

This is the more meaningful Tier 2/targeted support option. The cheaper option is not always the more responsible one if it cannot hold quality, scale, and measurable impact over time. The real cost question is whether your model can deliver enough consistency and growth to justify the investment.

the parT most Tutoring pROGRAMS sacrifice

Consistency is the Intervention

Students furthest from grade level make real progress when the same trained tutor shows up session after session, aligned to what they're learning in class. 

TUTOR & CURRICULUM CONTINUITY

TUTOR & CURRICULUM CONTINUITY

When tutors change or instruction isn’t aligned to the classroom, students don’t build momentum, they start over.
Progress only happens when learning compounds, not resets.

LOGISTIC & OPERATIONAL OWNERSHIP
LOGISTIC & OPERATIONAL OWNERSHIP
 

When no one truly owns tutor scheduling, tutor session content, or student progress monitoring, consistency is the first thing to slip.
And over time, consistency gives way to what’s urgent.

UNCOMPROMISED SCALE & EXPANSION
UNCOMPROMISED SCALE & EXPANSION
 
Sustaining a program is hard enough—expanding it across grades, schools, and students is where it breaks.What doesn’t hold at scale doesn’t deliver impact.
TIER 2 / TARGETED SUPPORT FIDELITY
TIER 2 / TARGETED SUPPORT FIDELITY
 
Most tutoring labeled as Tier 2 operates more like Tier 1—general support without sustained intensity. Meaningful Tier 2 impact requires a higher level of consistency, structure, and intent.
MEASURABLE ACADEMIC OUTCOMES
MEASURABLE ACADEMIC OUTCOMES
 
If you’re not using assessments and tracking progress at a granular level, you’re relying on perception, not evidence.
What matters is whether students are measurably moving forward—and how you respond when they’re not.
BUILT FOR HOW Nevada MEASURES SUCCESS

GROW High Impact Tutoring is Already Working in Nevada Schools

Four Nevada districts used GROW as Tier 2 support for 298 students in grades 3-8 across 10 schools, reinforcing priority skills through small-group, standards-aligned tutoring.

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Data that shows growth, not just usage

CCSD runs on evidence, and so does GROW. Every student starts with a baseline, gets formative checks in every session, and finishes with an end-of-program assessment, all mapped to standards. You see growth as it happens, and Paper validates it against the measures you already trust.

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Before and after, at the standard level

 

Baseline, formative, and end-of-program assessments show exactly which standards students mastered.

 

Validated against your benchmarks

 

Results are checked against the measures your schools use, including i-Ready, NWEA MAP, and Nevada's Smarter Balanced.

 

Fidelity and outcomes, tracked apart

 

Paper reports whether the program ran with fidelity and whether students grew, so the story is never blurred.

 

third-party program VALIDATION
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Validated for High-Dosage Tutoring. Ask the Others to Prove the Same.

3× academic growth at uncompromised scale — embedded, enduring, and accountable. ESSA level III evidence. NSSA program design certified.

ESSA III
ESSA Level III 2025 - Promising Evidence
See the Evidence
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NSSA Tutoring Program Design Certification
See the Evidence
RESULTS FROM DISTRICTS WITH NEEDS LIKE yours

Your Learners Grades Behind . Your Tier 2 Students. Your EL Population.
GROW Moves Them All.

"This is so fun, it helps me with all my stuff at school and the tutor is so nice."
Nevada GROW Student I 5th Grade
Dr. Brown Quote
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PRAIRIE HILLS ELEMENTARY DISTRICT, ILLINOIS 

From "Fighting Chance" to Proficiency to Accelerated Learning  

In this video, you'll hear from Dr. Brown explaining how GROW helped moved students who were up to 3 grade levels behind to proficiency. When more students became proficient, you'll hear how Dr. Brown changed district goals from proficiency to acceleration. 

> Learn more about high impact tutoring for rapid acceleration 

 

LAS CRUCES PUBLIC SCHOOLS, NM

Quality Tutors for English Learners and Tier 2/3 Students When Local Tutors Couldn't be Sourced

In this video, you'll learn from Carla Ragan about the difficulties of finding local tutors for in-person tutoring, especially considering the bilingual needs of Las Cruces Public Schools. GROW was able to leverage our dedicated tutor workforce, including bilingual tutors, to provide the reach and access needed to make significant gains in the Tier 2 populations and English Learning sub-groups specifically. 

> Learn more about our success using a bilingual-inclusive model in Las Cruces Public Schools. 

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Paper is a tutoring company. Not an education company adding tutoring on the side.

Since 2014, one focus: designing, delivering, and managing high-dosage tutoring. When tutoring is the whole business, it gets the whole company behind it. That shows up in the tutors, the training, the program design, and the results.

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500+
Districts Partnered

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4M+
Students Supported

 

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2014
Single Focus on Tutoring Since

 

Bring GROW High Dosage Tutoring to Your School

 
Schedule a Meeting 
Self-schedule a meeting directly with Paper's CCSD Partnership team