High Impact Tutoring
Guidance, implementation considerations, and resources to support LEAs in designing and implementing effective High-Impact Tutoring programs that promote student learning.Overview
The California Department of Education (CDE) recognizes High-Impact Tutoring (HIT) as an evidence-informed approach that local educational agencies (LEAs) may use to provide targeted, individualized support for intervention.
When implemented as part of a coherent instructional system, HIT can complement classroom instruction by providing students with additional opportunities for targeted instruction, practice, feedback, and support. HIT may be implemented during the school day or through Expanded Learning Programs, depending on local program design and context.
What is High Impact Tutoring?
High-Impact Tutoring is intensive, relationship-based, targeted, and individualized instruction embedded within a student's broader learning environment. HIT is designed to complement, rather than replace, high-quality classroom instruction and includes alignment with classroom learning and engagement with educators and families.
Research identifies several characteristics commonly associated with effective HIT:
- Consistent tutoring relationships: Students work with a consistent tutor across sessions to build strong instructional relationships.
- Well-trained tutors: Tutors receive initial training, ongoing professional learning, and regular coaching and support.
- Sufficient frequency and duration: Tutoring occurs frequently. Typically at least three times per week for a developmentally appropriate amount of time, often a minimum of 30 minutes per session.
- Small-group instruction: Tutoring is delivered in small groups, optimally one-to-one and generally no greater than a 1:4 tutor-to-student ratio.
- Sustained support: Tutoring is provided over a sustained period, typically at least 10 weeks (about 2 and a half months).
- Intentional access and participation: Programs establish structures that support equitable access and consistent student participation.
- Data-informed instruction: Student progress data are used to individualize instruction, monitor progress, and inform instructional decisions.
- High-quality instructional materials: Tutoring uses high-quality, standards-aligned instructional materials and strategies that complement classroom instruction and California's adopted curriculum frameworks.
- Family and educator partnership: Educators and families are engaged as partners in supporting student learning and reinforcing progress.
CDE Note: The characteristics described above reflect research-informed practices commonly associated with High-Impact Tutoring. They are provided to support LEA planning and implementation and do not establish additional CDE requirements or mandates. LEAs should continue to follow all applicable statutory, regulatory, and program-specific requirements.
High Impact Tutoring to Accelerate Learning
HIT can provide additional opportunities for students to receive targeted literacy and math instruction and practice aligned with classroom learning. LEAs implementing literacy-focused HIT may consider how tutoring supports foundational literacy skills, reading comprehension, writing, academic language, and other literacy priorities identified through student data and local instructional goals. LEAs implementing math-focused HIT may consider how tutoring supports early numeracy and number sense, algebra and advanced coursework readiness, broader habits of mind and interaction to support reasoning and authentic problem solving, and other priorities identified through student data and local instructional goals.
Effective tutoring is connected to students' broader learning experiences and reinforces, rather than replaces, high-quality classroom instruction. LEAs may also consider how content specific HIT can be coordinated with existing intervention systems, Multi-Tiered System of Supports (MTSS), and Expanded Learning Programs.
When implemented through an Expanded Learning Program, HIT can provide additional time and opportunities for students to engage in targeted instruction while remaining connected to their broader school-day learning experience.
Resources
Supporting Students with Disabilities in High-Impact Tutoring
As LEAs expand HIT opportunities, thoughtful planning can help ensure that students with disabilities meaningfully access and benefit from tutoring supports alongside their peers. CDE has developed optional considerations to support local discussion and planning related to program access, individualized supports, staffing and training, instructional practices, data and progress monitoring, family and student partnership, and cross-system coordination.
- Considerations for Supporting Students with Disabilities in High-Impact Tutoring
Considerations to support local discussion and planning related to program access, individualized supports, staffing and training, instructional practices, data and progress monitoring, family and student partnership, and cross-system coordination.
External Resources
The organizations listed below offer optional, free resources LEAs may consider as they design HIT opportunities.
Disclaimer: The opinions expressed in these resources do not necessarily reflect the positions or policies of the California Department of Education (CDE). The CDE does not control or guarantee the accuracy, relevance, timeliness, or completeness of any information included in the resource.
National Student Support Accelerator
- District Playbook for High Impact Tutoring
- Toolkit for Tutoring Programs
- Tutoring Program Design Badge Awardees
- Briefs, Reports, and One Pagers