Partnership Model
Partnership that puts your district first
Tutoring programs succeed when implementation works. That means clear communication, shared ownership, and a team that stays engaged long after the contract is signed. Here’s how we work with districts, not just for them.
What we mean when we say “partner”
“Partnership” gets thrown around a lot in education sales. Vendors call themselves partners while acting like vendors, showing up for the contract, disappearing until renewal, and leaving districts to figure out implementation on their own.
We take a different approach. Partnership, for us, means shared ownership of outcomes. It means we’re invested in whether this actually works for your students, your teachers, and your operations, not just whether you renew.
Aligned goals, not competing agendas
Before implementation begins, we work with your team to define what success looks like. Not our definition, but yours. Those goals become the benchmark we both work toward and measure against.
Transparency as default
You have access to session-level information, including attendance and engagement feedback, through session summaries.
Continuous improvement, not set-and-forget
Programs evolve. Student needs shift. Schedules change. We build in regular checkpoints to assess what’s working, what isn’t, and what needs to adjust. If something’s not working, we’d rather surface it early and fix it than let it fester.
Accountability runs both ways
We own instructional quality, tutor performance, and program delivery. You own student identification, scheduling coordination, and building-level logistics. Clear roles mean fewer gaps and less finger-pointing when challenges arise.
The result is a relationship where both sides are genuinely invested in making it work, because we’ve defined success together and built a structure that supports it.
Who does what, clearly defined
One of the fastest ways to derail a program is role ambiguity. When districts don’t know what they’re responsible for, or what they can expect from us, small issues become big problems. We’ve learned to be explicit about responsibilities from the start.
How K12 Tutoring Supports Your Program
We take the lead on key areas of implementation, working in partnership with your team to support delivery and coordination.
Instruction and tutoring delivery.
Certified tutors, lesson content, session facilitation.
Tutor staffing and management.
Hiring, training, scheduling, performance monitoring.
Platform and technology.
Session delivery system, dashboards, reporting tools.
Data and reporting.
Session records, progress tracking, compliance documentation.
Quality assurance.
Session observations, tutor coaching, continuous improvement.
Program management.
Implementation coordination, timeline management, issue escalation.
What Your District Owns
These are district responsibilities. We’ll support you, but these decisions and tasks stay with your team.
Student identification and grouping.
Determining which students receive tutoring and how they’re grouped.
Scheduling coordination.
Allocating time blocks, coordinating with master schedules.
Space and logistics.
Providing rooms, devices, and supervision as needed.
Building-level contacts.
Designating staff who coordinate with our team at each site.
MTSS integration.
Connecting tutoring data to your intervention frameworks and tier decisions.
Shared Responsibilities
These are collaborative. We work on them together, with clear communication about who’s leading what.
Goal alignment.
Defining success metrics and reviewing progress together.
Problem-solving.
Addressing challenges as they emerge, with shared accountability.
Progress review.
Regular check-ins to assess what’s working and what needs adjustment.
Communication with stakeholders.
Supporting board presentations, parent communication, and staff updates as needed.
Communication and Coordination
Communication rhythms are established in collaboration with your team based on your district’s needs and preferences.
Ongoing coordination may include weekly, monthly, or quarterly check-ins, along with additional touchpoints as needed to support implementation, review progress, and address questions.
Communication Rhythms
Frequency
What Happens
Who’s Involved
Frequency
Weekly
What Happens
Progress snapshot review, issue flagging, scheduling adjustments
Who’s Involved
Customer Success Manager + District point of contact
Frequency
Monthly
What Happens
Deeper progress review, outcome assessment, strategic discussion
Who’s Involved
CSM + District leadership (CAO, Principal, or designee)
Frequency
Quarterly
What Happens
Comprehensive program review, goal reassessment, planning for next phase
Who’s Involved
Full partnership team
Frequency
As needed
What Happens
Issue escalation, urgent problem-solving
Who’s Involved
Appropriate stakeholders based on issue type
Your dedicated Customer Success Manager is your primary point of contact throughout the partnership. They know your district, your goals, and your constraints, and they’re accountable for making sure the relationship works.
How we support success over time
The real test of partnership isn’t the first month. It’s month six, or year two, when the initial excitement has faded and you need a partner who’s still showing up. We’ve built our support model around sustained engagement, not just launch support.
1
Onboarding and Training
Getting started right matters. Our onboarding process includes:
Kick-off planning. Aligning on goals, timelines, and success metrics before tutoring begins.
Staff orientation. Training for teachers, coordinators, and administrators on how the program works and what to expect.
Technical setup. Platform access, dashboard configuration, and integration with your systems.
Student and schedule finalization. Confirming rosters, groupings, and session schedules.
Most districts are fully operational within 2-3 weeks of contract signature. We’ve done this enough times to know what slows things down, and we plan around it.
2
Ongoing Quality Assurance
Quality doesn’t maintain itself. We actively monitor and improve throughout the partnership:
Session observations. Regular review of tutoring sessions to assess instructional quality.
Tutor coaching. Direct feedback and development for tutors based on observations and data.
Performance tracking. Metrics on session delivery, student engagement, and progress.
Corrective action. When something isn’t working, we address it quickly, not at the next quarterly review.
If a tutor isn’t meeting standards, we address it. If a scheduling model isn’t producing the participation we expected, we adjust. Problems don’t improve by ignoring them.
3
Proactive Check-ins
We don’t wait for you to tell us something’s wrong. Our engagement model includes:
Weekly progress snapshots. Summary of what happened, what’s working, what needs attention.
Monthly strategic reviews. Deeper conversation about outcomes, goals, and adjustments.
Proactive outreach. If data suggests an issue (declining attendance, engagement drops), we raise it before it becomes a crisis.
The goal is to catch small problems before they become big ones, and to make sure you always know where the program stands.
4
Long-term Relationship
Many of our district partnerships span multiple years. That’s not because of contract lock-in. It’s because the program keeps working and the relationship keeps delivering value.
Year-over-year planning. Adjusting program scope based on what you learned in year one.
Expansion support. Adding grades, subjects, or sites as needs evolve.
Continuous improvement. Refining the model based on accumulated data and experience.
Institutional knowledge. Your CSM knows your district’s history, constraints, and priorities.
We measure success by whether districts choose to continue, and by the outcomes that justify that choice.
What districts say about working with us
We can describe our partnership philosophy all day. What matters more is what districts actually experience. Here’s what leaders have said about working with K12 Tutoring, not about tutoring outcomes, but about the relationship itself.
“The best thing about the partnership is an added resource. Someone else to help us. The gift of time, the teachers have time to use on other things in their classrooms while students are still learning. And every teacher wants the gift of time.”
Anthony Viers
Elementary Principal, Pulaski County
WHAT THIS REFLECTS
Partnership that reduces burden on staff rather than adding to it.
“What sold me on it was that it was live tutors. There are all kinds of programs out there for sale. A lot of those programs require students to work on their own. But some students don’t always stay connected without a live person. Also, you can’t ask a question.”
Rebecah Smith
Middle School Principal, Pulaski County
WHAT THIS REFLECTS
A model designed around what students actually need, not what’s easiest to deliver.
“Dependent on the grade level and whether it was reading or math, we have seen anywhere from a 13% increase to a 44% increase in students who have had tutoring, as opposed to those who did not.”
Rebecah Smith
Middle School Principal, Pulaski County
WHAT THIS REFLECTS
A model designed around what students actually need, not what’s easiest to deliver.
The pattern across feedback:
Districts consistently describe K12 Tutoring as responsive, collaborative, and genuinely invested in making implementation work. That’s not accidental. It’s the result of a partnership model designed around shared ownership and continuous engagement.
What the first 90 days look like
Partnership philosophy is one thing. What actually happens when you start working together is another. Here’s a realistic view of how the relationship unfolds in the first 90 days.
Days 1–30
PLANNING AND SETUP
What happens:
WHAT YOU RECIEVE:
YOUR TEAM’S FOCUS:
Days 31–60
LAUNCH AND CALIBRATION
What happens:
WHAT YOU RECIEVE:
YOUR TEAM’S FOCUS:
Days 61–90
STEADY STATE & OPTIMIZATION
What happens:
WHAT YOU RECIEVE:
YOUR TEAM’S FOCUS:
By day 90, most districts have a clear picture of what’s working, what needs adjustment, and whether the program is delivering the outcomes they expected. That’s when the real partnership conversation begins: not “should we continue?” but “how do we make this even better?”
Ready to see how it fits?
You’ve seen the operational details. The next step is understanding how this maps to your specific district: your schedule, your MTSS framework, your funding situation.
Title I, state grants, and documentation support