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High Impact Tutoring for Connecticut Districts, Grades 6-10 Math

GROW is the standards-aligned, evidence-backed program districts can put to work, already running in Connecticut schools. Explore the program or start with a ready-to-use plan for your grade levels.

CT Math HIT Grant
CT HIT Application Plan

Get the Connecticut grant playbook (HIT plan for grades 6-10 included)

Connecticut's High-Dosage Tutoring grant asks districts to describe their program. This is a standards-aligned math plan for grades 6 to 10, built to drop straight into your application. Pick your grade, get the plan.

What's in the plan:

  • A 12-week scope and sequence for every grade, 6 through 10, aligned to Connecticut Core Standards
  • Student identification criteria that use the data you already have, from i-Ready, NWEA MAP, or STAR
  • The dosage and structure the state looks for: three 30-minute sessions a week, small groups, the same tutor all program long
  • A progress monitoring plan with a baseline, four-week checks, and a post-assessment for reporting
The real differences

Compare Before You Commit

Every provider on the approved list will call it high-impact tutoring. These are the differences that decide whether students build momentum or simply log time.

 
  GROW BY PAPER THE "ANY-TUTOR-ANY-TIME" VENDORS THE "ALL-IN-ONE" BIG BOX VENDORS DIY IN-HOUSE TUOTRING
Same trained tutor
every session		 Yes, all cycle Rotating, any-tutor-anytime No consistent human tutor Spotty coverage, you have to hire and/or schedule
Tutor employment model U.S.-based W-2 workforce Independent contractors, sometimes not U.S. -based Software first, staffing varies Independent contractors or teachers with extra time
Aligned to your pacing
and standards		 Built to your curriculum Generic or tutor-dependent Fixed proprietary content Aligned, bu you have to create and manage programs
Scheduling, rostering,
and launch		 Fully managed by Paper Left to your team Mostly self-serve Left to your team
ESSA evidence for the
tutoring program itself		 ESSA Level III for HIT Often borrowed from another product Evidence tied to software, not HIT Not applicable, progress monitoring is hit and miss
What it
actually does		 Tutoring is the whole business Consumer tutoring marketplace/tutoring as gig work Tutoring is one product of many Logistical management outweighs tutoring impact
the parT most providers sacrifice

Continuity is the real difference

High-impact tutoring works because of two things nearly every shortcut gives away. Protect both and students build. Break either and you are back to activity that looks busy and moves nothing.

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 Connecticut MEASURES SUCCESS

Data that shows growth, not just usage

Connecticut 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 Connecticut milestones. 

 

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-Impact 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

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

Since 2014, one focus: designing, delivering, and managing high-impact 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

 

RESULTS FROM DISTRICTS WITH NEEDS LIKE yours

Your Algebra Learners. Your Tier 2 Students. Your EL Population.
GROW Moves Them.

Meriden Public Schools

Meriden Public Schools (CT) | 6th Grade Math

In 11 weeks, Math students who attended consistently gained ground:

  • Math students who attended consistently gained 6.7 points
  • Students stayed focused for 89% of session time
  • Exit tickets averaged 71% across 46 students

> See the full case study

Closing Skills Gaps
Targeting skill gaps
Read the Partner Story
Tier 2 Math
Tier 2 math HIT
Read the Partner story
“Algebra I students are seeing gains beyond math. Five went from failing to passing, and one student keeps bragging about their improved grades.”
Bremen Community High School District Algebra I Teacher

Bring GROW High Impact Tutoring to Your School

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