Expanded Learning Opportunities Program (ELO-P)

☐ Tutoring is delivered outside the core instructional day (after school, summer, or intersession)

☐ Tutoring schedule fits within a program that contributes to expanded learning time (toward ~9 total hours/day)

☐ Must operate on a local instructional calendar that includes at least 30 non-school days (summer/intersession) and aligns to expanded learning requirements set by the state.

☐ Provides access to TK–6 students

☐ Priority access is given to unduplicated pupils (low-income, English learners, foster youth, homeless students)

☐ Tutoring is delivered in a supervised, in-person setting (not unsupervised at-home virtual use)

☐ Funds used for tutoring supplement existing instruction and services

☐ Funds do not replace core instructional time or existing programs

☐ Program tracks student attendance and participation

▢ Students work with the same tutor over time

▢ Tutors build familiarity with students’ needs and progress

▢ There is a plan to maintain consistency across sessions

Why it helps: Continuity supports stronger relationships and instructional momentum.

▢ Program design aligns to recognized HIT frameworks (e.g., NSSA principles)

▢ Outcomes align to ESSA evidence expectations

▢ Evidence is presented clearly and conservatively

Why it helps: Reviewers respond well to tutoring plans grounded in established research — even when not explicitly required.

▢ Tutoring delivery is managed or supported, not left solely to schools

▢ There is a clear rollout plan once awards are announced

▢ District and school leaders have visibility into progress

Why it helps: Strong implementation plans increase confidence that tutoring will actually happen as described.

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

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

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

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

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.