New Mexico High Impact Tutoring Funding

☐ Built into the school day (not after school or optional)

☐ Structured as Tier 2 support (not general help)

☐ Consistent student groups (not drop-in)

☐ Scheduled, recurring sessions at a high and consistent dosage and duration

☐ Clearly defined Tier 2 student chorts

☐ Data-informed selection (assessment, benchmark, and/or teacher input)

☐ Prioritized based on academic need

☐ Participation is assigned and mandatory, not self-selected and optional

☐ Dedicated time within the master schedule

☐ Identified program owner or coordinator

☐ Defined cohort size and session frequency

☐ Clear rollout plan (schools, grades, timeline)

☐ Aligned to district curriculum and pacing

☐ Tutors reinforce what’s taught in class (eg not using generic or third party licensed curriculum)

☐ Clear role for teachers during sessions

☐ Communication between tutor and teacher

☐ Baseline → mid → end-of-program measurement

☐ Pre-defined success metrics (growth, proficiency)

☐ Attendance and participation tracking

☐ Ability to report outcomes tied to implementation

▢ 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.

☐ Plan for scaled expansion beyond pilot

☐ Multilingual tutors available

☐ Identified partner/vendor with third party validations

☐ Early pilot results or proof points

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.