GROW High Impact Tutoring

GROW follows a predictable instructional rhythm: live, virtual, small-group sessions delivered 2–3 times per week for 30–60 minutes, over an 8–12 week cycle.

Students work in the same small group every time, and tutoring happens during the school day .

So what?
What differentiates GROW from most tutoring models is the consistency of delivery.

Scheduling doesn’t shift week to week, groups don’t collapse when staff is absent, and instructional time isn’t lost to logistics. The result is an intervention that actually maintains momentum — not one that resets every few days.

Every lesson in GROW is custom-built from your district’s pacing guides, scope & sequence, and instructional priorities.

Our academic team designs lessons that align directly to the unit students are learning in class that week — not generic worksheets, not “catch-all” practice, and not vendor-created materials that ignore what’s happening in classrooms.

Lessons follow a consistent instructional arc and include checks for understanding, scaffolds, and opportunities for responsive instruction. This keeps tutoring in lockstep with classroom learning, reducing reteaching for teachers and preventing confusion for students.

So what?
This is not curriculum-as-content — it’s curriculum-as-instruction, purpose-built for actual transfer back into the classroom.

GROW uses a tutor workforce, not independent contractors or gig workers.

Tutors are scheduled, supported, and trained — which is why they can reliably deliver instruction at the level high fidelity HIT programs demand.

Student cohorts are scheduled with the same trained, US-based tutors for the length of their program. Tutors take daily exit-ticket notes, track session notes over time, and adjust instruction within the scope of the week’s pacing. Because they are consistent and prepared, tutors build real trust with students and form the kind of instructional relationship that makes small-group work effective.

So what?
This is where GROW differs most from other HIT models: tutors aren’t “coverage” or “availability” — they’re an instructional workforce designed for continuity, not convenience.

SETUP

Students:

Student cohorts either stay in class or go to a designated location.

Teachers:

A teacher or para will need to be in the room during the session for tech or engagement help.
SESSION

Students:

Headphones, mics, and cameras on – real, instructional exchanges is happening live.

Teachers:

For in-class HIT, teachers use this time for targeted teaching.

Teachers gain time back for Tier 1 instruction because they aren’t delivering or managing another intervention.
FEEDBACK

Students:

Students fill out exit tickets - formative quizzes and tutor feedback after each session.

Teachers:

Teachers get real-time notes on individual student performance and behavior building continuity between classroom and tutoring.

Intervention Type	Third-Party Impact Validations	Scalable Program	Partnership	Continuity
GROW	ESSA level III evidence specifically for our HIT program	NSSA certification ensures quality is not sacrificed with expansion	Onsite rollout, custom program design, logistics management	Consistent tutors and curriculum
Other HIT Vendors	Few vendors have ESSA evidence for their HIT program	Many lack NSSA and use non US-based contract tutors to scale	Mostly stops at contract signing	Usually tutors vary and curriculum is "proprietary" and not relevant
In-House Tutoring	NA; impact varies widely by site, schedule, and staff availability	Hard to staff quality tutors that span grades, subjects, and sites	NA; usually lacks centralized training to ensure model fidelity	Struggle with providing consistent tutors if staff is strained
Digital-First Interventions	Some have ESSA evidence. Often tracks usage over impact	Built to easily scale as a priority	Deployment is “set-and-forget.” Rollout = rostering and PD slides	Parallel curriculum that does not reinforce classroom learning

Unprecedented Outcomes

3xs as many students reach proficiency in ELA and/or math after 12 weeks — gains driven by consistent, pacing-aligned instruction, not inflated dashboards or usage minutes.

Uncompromised Scale

Quality holds steady as programs expand, delivering the same instructional consistency across classrooms, campuses, and entire districts without dilution or drift.

Embedded Partnerships

Tutoring becomes instructional infrastructure — aligned to district pacing, coordinated with teachers, and built into existing systems instead of operating as a bolt-on program.

Instructional and Relational Continuity

Students learn from the same tutor every session and from lessons that mirror classroom instruction — the dual continuity that drives trust, engagement, and durable academic growth

Not a passive, one-way experience

A space where students learn by doing, thinking out loud, asking questions, and getting real-time feedback that actually moves their understanding forward.

Instruction that feels connected to the classroom

The skills, language, pacing, and models students see in class show up again in tutoring, giving them the confidence to participate rather than hide.

A place where struggling students finally feel “caught up” enough to raise their hand

Not because the work got easier, but because the support finally matched what they were trying to learn.

GROW isn't another program running alongside instruction.

It is instruction.

What GROW Is

How GROW Works

SETUP

SESSION

FEEDBACK

How GROW Gets Implemented

How GROW Compares to Other Targeted Interventions

Related: Get the High Impact Tutoring Buyer's Guide

Why Educators and Students Like GROW

GROW feels like an extension of classroom learning — not a competing program.

Every student gets someone who knows them — and shows up for them every session.

Why Districts Proudly Stand Behind GROW