Moving the Needle with High Impact Tutoring

Thank you so much for joining us today for this webinar on moving the needle with high impact tutoring. My name is Dr. Bonnie Garcia, statewide literacy director here at the California Department of Education. This is the fifth session in California's 2526 literacy informational webinar series. series that's designed to share California's approach to literacy and biiteracy while supporting the implementation of statewide literacy initiatives. For example, recent legislation requiring districts to screen all students through two beginning this year for risk of reading difficulties to provide students who are flagged at risk with supports and services necessary to support specific challenges identified which may include among other supports and this is non-exhaustive list but list that was included in legislation any of the following evidence-based Literacy instruction tailored to students needs ongoing progress monitoring. Early intervention within the general education classroom, one-on-one smallroup tutoring, further evaluation or diagnostic assessment. Today's webinar focuses on principles and practices for high impact tutoring that can be applied across all subjects including language, reading, and writing. More specifically today, we're going to explore what is high impact tutoring, what does the research say about the best practices and the most effective principles for implementing these programs, and how are California districts implementing high impact tutoring and what results are they seeing? So, in just bit, let me just share my screen here. I'm going to move us over to our goal for today and that is before we look at the agenda want to take moment to just ground us in the purpose for today. As state we have several initiatives as as noted all with the intention of improving student outcomes including reading by third grade and beyond. And today's goal is to build clear understanding of how high impact tutoring can serve as an effective research-based support for students who have needs identified through assessments like screening. And now that we've grounded ourselves and the purpose for today, let's take look at what we're going to be walking through together. beginning with hearing directly from student who will share their perspective on the why high impact tutoring matters. After we're going to shift little bit and we will hear from our co-director Nancy Reynolds on how California is moving the needle, really setting the context and we'll then get special greetings from our chief deputy superintendent. We will then turn it over to really dig into the research. What does the research say about high impact tutoring including core principles and practices? Then we'll have panel discussion that features educational leaders from across California and they will share how they are implementing high impact tutoring in their own systems along with practical tips and insights from districts looking to develop or strengthen their program. Of course, funding is always an important consideration. So, you will hear from CDE experts about funding sources that can support high impact tutoring. And finally, we will wrap up with additional resources and few remarks. And with that, it is my honor to be able to introduce to you Maddie Chang. And Maddie is high school student from Northern California who is deeply engaged in her community. Maddie is involved in local political campaigns and youthled organizations. She is passionate about Yes, please emoji it up because it's amazing that she's here with us today. and she is passionate about education, equity, and uses tutoring, journalism, and creative writing, including poetry, which Mattie, one day you'll have to share, to explore how policy impacts real people. Maddie aspires to work with the California Department of Education as an advocate for equitable education. And we're grateful that she's joining us to share her perspective on why high impact tutoring matters, not just in theory or in policy, but in lived experience of students across our state. Please join me in welcoming Maddie Tank. Maddie. Hi everyone. My name is Maddie, as you've just heard, and I'm junior from Northern California. So, wanted to start this discussion with why tutoring matters to me. Because for the longest time, never fully realized how uneven the playing field actually is. go to well-resourced, high-erforming school, and most students around me have access to parents who can help with homework, private tutors to help if they're struggling, and schools that already assume certain level of support at their homes. Being in that environment has made me very aware of how much luck plays role into academic success. When we talk about equality in education, we often mean giving everyone the same thing. But in my opinion, tutoring is really about equity. Giving students what they actually need to succeed. Because sometimes some students don't have anyone at home who can help them read or explain math or sit with them while they work through confusion. Not because their families don't care, but because of time constraints, language barriers, or financial constraints. When tutor, meet students who are just as capable and motivated as anyone else. But because they're starting several steps behind, though through no fault of their own, those gaps just don't affect just one test or one grade. They often compound over time and shape students confidence, their academic trajectory, and often their long-term opportunities. Some students unfairly get ahead simply because of the resources around them. And tutoring is one extremely important way to push back against that. That's why started and now run tutoring program at local elementary school. coordinate volunteers, manage scheduling, and work directly with teachers to match tutors with student needs. Our tutors come on different days throughout the week, and we currently have around 15 students in the process of being onboarded. We use curriculum called UFly and helps students with things ranging from phonics to reading fluency. This is program that didn't originally start big. Last year, we ran pilot program with just three tutors and it was small. had lot of ways it could have been improved and very hands-on, but it did work for what it needed to do. We saw students become more confident readers, more willing to ask questions, and became more engaged in class. This small pilot program showed me that even with limited amount of consistent, highquality tutoring, it can make real difference. So now moving forward, we're focused on building something more sustainable and accessible. One of our next steps is to formalize incentives to remove barriers for tutors, high school students. we're currently working on program where they can earn course credit for participating in this tutoring program, which makes it possible for students who are balancing heavy academic loads to stay involved. We're also working toward providing stipens for college students who volunteer with the program. Recognizing that many students may want to tutor, but can't afford to do so given and give up their paid work in order to volunteer. If we want an effective tutoring program, we need to value the time and labor it takes to actually run them. Looking ahead, my vision is to expand this tutoring model across multiple districts, especially in communities where access to tutoring is extremely limited. That means building strong partnerships with schools, standardizing tutor training, and designing programs around what students and teachers actually need, not what looks good on paper. It also means aligning programs with evidence-based practices for high impact tutoring, including the models you'll hear about today. leave you here today with the charge to create the same kind of change within your own districts across California. At its core, tutoring is statement that students deserve attention, consistency, and the chance to succeed regardless of where they start. And that's the kind of education system truly want to help build and improve. Thank you, Maddie. Yes, please, let's give round of applause to Maddie in emoji style. Thank you, Maddie. And as you can see, your voice, your experience, and your vision are really, really appreciated. And the work that you've done on your own because you see that there's way to make change is admirable. Thank you so much for for sharing what you've what you have today. And know you have to get back to class, but again, just want to emphasize how much we appreciate your courage, your leadership, and the future that you are already helping to shape. So, thank you so much. And with that, let me share my screen here. will go ahead and now turn it over to briefly taking this opportunity to thank and acknowledge our state superintendent for his vision and his leadership. It's because of his support that we've been able to move this work forward and what that work is. will now turn it over to Nancy. Thank you so much, Bonnie. And if you would advance the slides for me or give me control. the work we're doing in the department of education as co-directors of statewide literacy along with all the educators in California is to ensure that all children learn to read by third grade and beyond. That's the superintendence initiative and to ensure literacy and biiteracy for all students. Now that requires us to have vision of comprehensive approach to literacy and biiteracy and to institute systems to ensure that vision can be carried out at the state, local and school levels. So recently we posted thank you so much this statement regarding California's approach to literacy and biiteracy which realize you can't read from this screen so I'll just cover few points but we would invite you to visit us at the California literacy web page which you can find right on the homepage for CDE eat. So few points from our statement is that we are building on decades of research. The science of reading and literacy, the science of learning and development responsive to our culturally and linguistically rich student population. We are promoting sequenced literacy instruction that includes practice, initial instruction, practice intervention as needed and meaningful application across all subject areas. We value developing knowledge and skills in English language arts and the use of those skills to learn in every discipline. While that is accomplished, we are ensuring that instruction is joyful, motivating, linguistically and culturally affirming and developmentally appropriate for students. We promote the integration of foundational literacy skills, things you know as phonics, phmic awareness, fluency, etc. along with oral language, vocabulary, comprehension, writing, speaking and listening. Very important for students identified as English learners. We are ensuring that they receive integrated and designated English language development and that opportunities for all students are available to develop by literacy. We know that we need to provide supplemental and intensified supports within multi-tered system of support framework as needed. And lastly, that we monitor progress and outcomes within coherent system to make this happen. We've identified really three buckets that we're working in. So planning and development which is mainly adultoriented but really the centerpiece of all of this is best first instruction as you can see and then tiered supports for learning. We've had many recent investments in literacy via the legislature, our state superintendent and our governor. You see sampling listed here. the Golden State Literacy Plan, what we've developed, comprehensive state literacy plan with our state board, literacy roadmap, which we are in the midst of completing although one document is now available. There's follow-up adoption coming. There's changes to credentiing for administrators and specialists with regard to literacy. We're going to be publishing list of approved professional development. And just this year, we instituted screening for risk of reading difficulties for all children in kindergarten through grade 2. And that's just sample. We have lots going on to support literacy. And we're thrilled that in this last year, we saw an increase of 1.8 8 percentage points on the CASP, which is the the largest gain from year to year that we've seen, but it's still not what we would hope. So, our task is to support school districts and schools as they strengthen their systems and support their students to achieve in literacy. An important part of that is to provide the intervention that's needed. And one very promising way to do that is through high impact tutoring. With that, will turn it back to Bonnie. Thank you. will you Nancy for setting us up with that context. I'm now pleased to introduce to you our chief's deputy superintendent, Dr. Ingred Robersonson. Thank you for that, Dr. Garcia. I'm really excited here today that all of you are joining us for this really important webinar. It's something that know many districts are expressing an interest in. So, Nancy and Bonnie have created wonderful panel. You're going to get to hear from Los Angeles Unified School District, Lynwood School District, Red Bluff Elementary School District, and really hear how they've gone from design to implementation. think our student eloquently spoke Maddie Chang to some of the considerations when you have volunteers whether it's credential teachers. So be paying attention to all those design elements as you hear from these different districts and their programs around their outcomes and success around how they selected what is the right tutoring model for their context. how they're leveraging credential teachers and others, how they're identifying, monitoring and supporting students and really ensuring strong implementation. But want to make sure we don't lose the message here, right? You have to have your planning. Really, it's always about first best instruction. And then as we utilize our MTSS model, those tier 2, tier three supports here, we're diving into particular support, that really can make the difference as we're trying to move the needle even more for our students. So, just appreciate you logging on and being here in community with us as we learn more about high impact tutoring from credential teachers to think we're even going to be talking little bit about art artificial intelligence. So, it's good time. know many of you are getting into the process of doing your local control accountability plans and planning for the 2627 school year. So, think you're about to get lot of good ideas to help you in this planning process. So, with that, I'll turn it back to Dr. Garcia. Thank you, Chief Deputy Dr. Robersonson. We appreciate your intentional and purposeful leadership. And with that, am going to share my screen again here. And I'm going to turn your attention now to what we're here for, high impact tutoring, what the evidence is, what the best practices are. And I'm pleased to be able to introduce to you Kathy Benheim, director of strategic advising from the National Student Support Accelerator. Kathy has been tremendous help in the work that we are doing in this area and we just really appreciate the time and expertise that she has been sharing with us. And now without further ado, I'm going to turn it over to Kathy. Thank you. Thank you, Bonnie. as Bonnie mentioned, I'm Kathy Benheim with the National Student Support Accelerator. We are program at Stanford University, and personally have been super fortunate to be able to work with many California districts and county offices of education through the recent high impact tutoring sprint. So, I'm very excited to be here today. and as you can see, our mission at NSSA is to accelerate access to high impact tutoring for students in need. And we do that not by doing any tutoring programs ourself, but by conducting research and using that research to develop tools, strategic advising, and engagement opportunities like today to support education leaders and practitioners to implement and scale tutoring more easily. So why why high impact tutoring? Well, rarely in research do we have so much evidence that points to the promise of specific approach of learning. in this case, high impact tutoring. And this chart shows the average effect size from seven different metaanalyses that together include over 150 randomized control trials. That's lot of research. and these are systematic research studies of program effects that do really good job of isolating the true impact of program on student learning. As you can see, these studies show positive effects of tutoring across grade levels and subject areas with effects in most cases ranging from half year to more than year of additional learning. So, this type of tutoring is particularly effective. And in addition to the research, we now have proof points across the nation, including many right here in California and some you even get to hear from today that demonstrate this type of tutoring can work across many different contexts. we do an annual round of interviews with state leaders and last year we found that 27 states have statewide tutoring programs or policies. Additionally, from nationally representative survey, over 40% of schools provide high impact tutoring. And of those schools, 90% of those report that their tutoring is effective as well. So, we've got research and we've got proof points. And then we also even have national recognition for high impact tutoring as an effective intervention for K12 students with recent federal funding priorities specifically calling out high impact tutoring as priority and large percentage believe over $90 million of the recent $256 million in education innovation and research grants were awarded to applicants for high impact tutoring. So there's lot of energy and momentum and excitement about high impact tutoring, but we know that tutoring can be defined many different ways and not all of these approaches are effective. In fact, during the No Child Left Behind era, parents whose children were in schools that failed to meet adequate yearly progress for two or more years were able to sign their children up for tutoring outside of school, which sounds like an amazing idea, but research showed that it did not have high uptake. Actually, only about 23% of the eligible students participated. And even for those students who participated, few showed positive impact. Now these programs varied widely. There were few requirements. but even some of those programs did show positive outcomes and those were the programs with minimum dosage requirements, more structured tutoring sessions and stronger coordination with schools. So while not all tutoring is effective, evidence does point to several critical elements for effective tutoring. So at high level, what is high impact tutoring? Let's see if can make the it's personalized, which means that it's specific for each student. It is relationshipbased so that the student has care another caring adult who knows them well and can cheer on their success. And lastly, it is intensive so that there's enough time for the relationship building and for the learning. So this is not your typical homework help but intentional instruction in support of not replacing but in support of classroom instruction. So to help districts and states implement high impact tutoring more easily, we at the National Student Support Accelerator took all of the elements of programs that have shown positive effects in that research that mentioned earlier and created this framework which identifies seven critical elements that we'll go into in bit more detail. the first elements are the foundational elements which you can see around the circle. and there are three of them. The program must be grounded in equity. This means ensuring students who need it have access. Second, the program must be must ensure student safety. And this really is talking about the tutoring program protecting not only the students but also their information. And then the final foundational element is cohesion, which means really that the program has strong leader who makes sure all of the the elements of the program work together cohesively toward the program's goals. So equity, safety, cohesion, those are the foundational elements of effective tutoring programs. Then these foundational elements support four model specific elements. The first of which is the tutor. No surprise there. effective programs. The research showed that effective programs place high priority on developing strong tutor student relationship, which requires having consistent tutor who not only has strong command of the content, but just as importantly is skilled at engaging students and developing positive relationships. The good news is that the research shows that wide range of people can be effective tutors. Of course, not surprisingly, certified teachers are highly effective tutors. Whoops, didn't mean to do that. but with the right training and support, others such as pair professionals, college students, community members, and others can also be very effective tutors. So that's really good news for being able to meet the needs of particular contexts and particular districts. So the second model specific element is learning integration. Effective tutoring programs are integrated with the students classroom learning. So programs that are embedded in the school day or are directly before or after school are particularly effective. Although this can be tricky as it's important not to replace core instruction. And just to be clear, it's not because there's something magical about the time between beginning and ending of the school day, but inschool programs or programs that occur at the school generally have higher attendance and the students instructional experience is more cohesive and the program can reach the students who need tutoring the most. doesn't rely on parents to provide transportation etc. so that's generally why we think those learning integration is particularly important. The next model specific element is data use. High impact tutoring you use data programs use data to understand students learning needs and to track their progress and the data can come from various sources from the school from particular assessments of the tutoring program. What is most important is that the use of the data that and that data is being used to tailor the instruction for the students because that is one of the key benefits of this type of tutoring. It is not relying on the student to come with their needs but it can address specific student needs based on data. And the final element is instruction. So high impact tutoring requires special attention to both the amount of the instruction and to the instructional materials. Evidence shows us that to be high impact students meet with their tutors several times per week in small groups or one-on-one for at least semester and better yet full school year. And the quality of that instruction is of course important as well. Tutors need highquality instructional materials that align with the standards and the school's materials. So there can that is that is in nutshell the research on tutoring as it stands. Although there continues to be significant amount of ongoing research to even better understand how to make tutoring more effective, easier to implement and to lower the financial costs. So I'm going to share few highlights here. from program design perspective, one of the earlier studies during COVID spoke to opt-in tutoring, the sort of 247 access to tutor approach. And what we found is that does not really reach the students who need it the most. It's excellent for those students who are already engaged and who know what they don't know and know the questions to ask. But we found that overall less than 20% of students ever access the platform. And struggling students were almost half as likely to participate. So while it is good idea for some, it's not going to reach the students that need it the most. now virtual tutoring with human tutoring can be highly effective. That's been another area where there's been lot more research since co happened. even in younger grades we have found that virtual tutoring can be effective. so that is good news because that opens up while I'm sure everyone would prefer to have in-person tutors if that's not an option. it is it is good to know that it can be effective virtually. we're also learning more about the importance of coherence. I'm sure this is not surprise to anyone, but co tutoring using coherent materials and instructional strategies can be even more effective. And so while that's not something we didn't think we knew, it's always nice to have the evidence on on that. And then we also found that shorter sessions of early literacy tutoring can be effective. Short bursts of even like 10 minutes if they are well integrated into the school day. randomized control trial showed that younger students who participated in this type of tutoring were over two times more likely to reach their target reading stage by the end of the year. So that's another interesting approach. And then on the implementation side, few more pieces to share. the during the school day piece, which I've already spoken to, so I'm I'm not sure need to belabor that point any longer. the dosage though, dosage is so incredibly important. That is one of the things we keep finding confirmed with each new study. recent study, one particular study came out and showed lower effect sizes than earlier studies. Actually, there were couple, believe. in this one particular one though, when they, boiled down all of the data and looked minute by minute for the tutoring, the tutoring was just as effective. It was just not enough dosage to make those large gains. So, dosage is particularly important. this next one on the far left is particularly exciting given our current challenges with attendance. But it turns out, not surprisingly, that high impact tutoring can improve attendance. What we found was that students were more likely to attend school on days on which they had tutoring scheduled and students with lower attendance and middle school students had the most significant impact, which speaks to the power of that tutor student relationship. Additionally, just two more here. again this is another piece like the cohesion. we always believed that high impact tutoring would work well for English learners but recent study came out for that was on tutoring adolescent English learners which led to reading proficiency gains that were twice the national average for middle school English learners and three times the national average for high school English learners. So that is particularly exciting. And then the final one is something that we all know which is implementing well scaling is hard and fidelity of implementation is just very important. So some of the larger scale implementations have not shown as dramatic effects on learning outcomes. but as you dig into the details you learn lot about what's driving that and lot of that is fidelity to implementation. And one of the most reliable approaches we have seen to improve implementation fidelity is part if if you're partnering with provider is outcomesbased contracting which believe you'll hear little bit more about later. Okay. Finally, we are going to talk just tiny bit about AI and tutoring. our strong belief at the National Student Support Accelerator, which is based on the research and the practice that we've seen, is that much of the success of high impact tutoring is drawn from that relationship between the tutor and the student. the tutor truly does act as this additional caring adult that's looking forward to seeing them when the student comes to school that day. And they know them well and they have that strong relationship. But that being said, there are many ways that technology and/or AI both can play role in tutoring with varying levels of evidence to support effectiveness. As you can see on this chart, and just to run through it, as I've already mentioned, in-person tutoring has very robust body of research pointing to effectiveness. Virtual human tutoring has growing body of evidence that also shows it can be highly effective as well. Human-led tutoring with technology or AI that supports the tutor. So the student interacts still with the human tutor, not with the technology or the AI. But this type of tutoring also has growing set of evidence that shows that it can be effective. And then we have set of AIEL tutoring models that are just beginning to be tested. There's very little evidence at this point, but there is going to be there are lot of studies in the field now that will shine light more on the effectiveness of those. But what we are seeing in the field is models such as the student is interacting with the AI but there is human tutor that tracks the students academic progress and provides input to the AI tutor between sessions so that there is human sort of in the loop providing guidance for the AI tutor. there's another model that we have seen where there is where students are in classroom interacting with an AI tutor but there is human present that is encouraging the students and supporting the students as they interact with their AI tutor and then of course then there's the purely AI tutoring. So if you're there's ton of research going on in this and if you are interested in tracking this or learning more there is AI hub for education at Stanford and they maintain research repository and they have newsletter and they will you can sign up for their newsletter or dig into their research repository and that's where you will see the latest on that. okay. Now, let's see. Oops. There we go. So, I'm done with the research. just wanted to tell you like this is such great moment for the state of California. you have unique opportunity right now. There is so much momentum around this intervention. There's clear research that points to the effectiveness. there's clear understanding of how to design and implement programs. California education leaders, as you have seen today, are strongly support high impact tutoring and there are examples of successful high impact tutoring programs across wide range of districts in California. So, along with Maddie earlier today encourage you to really consider how high impact tutoring might be good fit for your students. and then just two quick resource pages. And this is this will be in the deck you can look at later, but at our on our website, we have all kinds of free tools and supports, playbook, there are tutoring standards based on the research, there's toolkit for tutoring programs, and there's even section on how to select tutoring provider if that's the way in which you want to move forward. And then here are links to our website and our newsletter if you choose to join us for more information and my email in case you have any further questions. So that is all have for you today. I'm super excited for you because next you get to hear from the district leaders who really make it happen for their students. So thank you Bonnie for having me today. Thank you, Kathy, for all of your wisdom and resources that you shared. And want to just remind folks who are watching that we do have the slide deck available. We can go ahead and put that in the chat in just bit. So, you can go ahead and reach out to Kathy should you have additional questions and also to grab those resources. So, we Superintendent Thurman, hi. How are you? am so pleased and honored to be able to right before we move into our panel discussion be able to or we all know Superintendent Thurman but welcome him to this webinar and share few words. Superintendent, thank you for being with us. Thank you Dr. Garcia and Dr. Gorerson and everyone at the CDE team. thank you Kathy and the team at the National Student Support Accelerator for those comments that you provided about AI and high dose tutoring and the different ways to deliver it. And know that we've got some great district leaders who are about to give their testimonials about what they're seeing about what's working. And just wanted to plus one the things that you that you said Kathy you know and I'll contextualize it in visit that we made to Oakland Unified School District and they are partnering with group called Ignite Readers that has they train human tutors who often connect virtually with students. but the students, the tutors have been through excellent training and they get excellent coaching and they've seen incredible results you know something like 5.4 months worth of learning in in one year from the tutoring and would also plus one what you said Kathy about seeing an improvement in in attendance and reduction in absenteeism. and so just wanted to share that and thank the folks at Espironza for the invitation to share your story. as you know California Department of Education is putting out guidance that talks about how to use AI as tool. You know I'm old school. don't think AI can ever replace you know what great teacher can do or classified staff person or onetoone or someone who's working with our students. But clearly this combination of highdose tutoring with well-trained tutors even if connected through computer can have really great results for our students. And so we're really proud of what's happening and looking forward to hearing the examples from other districts who will be coming on the Zoom. So, thanks for continuing to be with us on this journey and for continuing to support the use of highdose tutoring to support our reading success for our students and and student success academically in general. Back to you, Dr. Garcia. Thank you, Superintendent. And we have few districts with us today who are using number of different types of programs. One of them, and I'll introduce you in just bit, is actually using Ignite. and they might be able to share little bit about that experience. So am going to move forward here. think I'm still sharing my screen. There we go. So without further ado, want to introduce our panel beginning with Miss Rain Owens. Rain is national board certified teacher and an administrator at the Los Angeles Unified School District who has taught high school English and serves as resource teacher, instructional coach, and secondary English language arts coordinator and currently serves as tutoring services secondary co coordinator for LA USD. Thank you, Rain, for being with us today. And then we also have, and as I'm coming on, feel free to turn on your cameras. You will also hear from Dr. Patrick Gdis Room. Getting superintendent of the Lynwood Unified School District, superintendent. Dr. Gdis Rebungal leads Lynwood's vision 2030 initiatives focused on academic excellence, innovation, and community empowerment. Also former teacher, CTO and assistant superintendent of technology and innovation. He bridges instruction, technology and leadership to create coherent systems of learning. Under his leadership, Lyn Lynwood has advanced in district-wide focus on claims, evidence and reasoning, strengthen digital equity, and integrated responsible AI and outcomes based contracting to ensure measurable results. His work empowers every student to reason, connect, and thrive in rapidly changing world. Thank you for being with us today. And also with us today is Jenny Bachmeer who serves as the assistant superintendent of educational services for Red Bluff Union Elementary School District using Ignite where she leads district-wide efforts in instructional system student support structures and continues improvement and continuous improvement. Her portfolio includes MTSS, PBIS, early literacy initiatives, AVID elementary, extended learning programs, federal and state program compliance, and LCAP has Jenny has strong systems specialty and helps district build structures that are both compliant and impactful. He is committed to equitydriven leadership and has led initiatives focused on improving outcomes for multilingual students, students with disabilities, students experiencing homelessness, and students impacted by chronic absenteeism. Also emphasizes strong tier 1, tier 2, and tier three support. She's also actively engaged in restorative practices and belonging focused school culture, supporting families in creating environments where students and families feel seen, valued, and connected. Thank you so much, Jenny, for being with us today. And so will go ahead and get this conversation started here. I'm going to stop share, make my screen little bit bigger. Thank you so much for being with us today and sharing your expertise and the knowledge and the insights that you'll provide. want to begin with first an overarching question and I'll go alphabetical order according to the district's name. but the first question is if you could please describe the context of your district and also the high the high impact tutoring programs that you have currently at your school such as the grade level served the the the skills that are targeted structures funding what it is that you're able to share. So will start with Miss Rain Owens. Ren, could you tell us little bit about LA USD? Yes, thank you. So, we're the second largest district in the nation. our students represent 154 linguistic backgrounds. Our, we're geographically very spread out. Our buses cover about 750 miles of bus routes. We have 744 schools and those are organized as primary centers, traditional K5K6 elementary schools, traditional 68 middle schools, high schools, continuation schools, adult schools, technical and career centers, and then we also have spam schools. So our high impact tutoring, and sometimes call it highdose tutoring, it's the same thing. started at about 100 schools in 2223, but now we're at over 550 schools and we're expected to hit 600 schools this year. our program is focused on literacy and numeracy and it is available to students in grades through 12. Schools that participate in our program are expected to offer highdose tutoring three days per week. the sessions are anywhere from 30 minutes to an hour, 30 minutes for the younger kids. the group size is 3 to five students per tutor. the tutors are contracted vendors but all the tutoring happens at school under the supervision of the school staff and we use expanded learning opportunities program for the funding and was muted. Thank you that was say talk about scaling up moving from 100 to 550 districts. Thank you Rain for sharing. Superintendent Gus Gettis Runo. Thank you Bonnie for having me on. want to also thank the CDE staff as well for having this webinar organized. So I'm Patrick Gdis Rebungal. I'm the self-proclaimed longest last name you'll ever see. I'm the proud superintendent of Lynwood Unified School District, which serves about 10,000 students across 12 elementary, two middle, and two high schools, and one continuation school. We're located in very densely populated area of southeast LA. we're located between Compton Unified and the largest, second largest district in the nation, which is Ali Unified as well. And so, we really have, you know, schools are at really at the center of our community in many, many meaningful ways. 27 27% of our students are English learners. and nearly 100% of our students qualify for free reduced lunch. And so, you know, we also have 16% of our students that receive special education services. So, if you can kind of picture that context, our approach to tutoring has to not only be both equity driven, but also researchbased and grounded in what actually works in our schools and community. And you know, can preach to the choir here, but you know, our kids and families have exponential needs, whether it's housing insecurity, food insecurity, now immigration insecurity. So all of those things, that context is very important when we offer the type of tutoring that we need. would say from the start, you know, our our work you know, I've been fortunate to have awesome superintendents as well and awesome leaders here in this organization, but we've anchored our our work in really what was shared earlier around the research defining as high impact tutoring. That's really things like relationship based intensive making sure that instruction and tutoring is obviously individualized and that has really taken several different forms. So, our elementary schools, which are TK to6, we've partnered with school sites, we partnered with providers to come in and provide that type of in-person tutoring that's focused on early literacy, foundational math. It's delivered in small groups. We have consistent tutors, if you will. but it's also closely aligned to classroom instruction at the secondary level. say we've layered those type of supports, right, by providing that broad access to academic help, smaller group students as well. You know, making sure that we focus on targeting that type of high dosage that's needed throughout the throughout the school day. would say the other part of this too that we really emphasize is this continuous improvement cycle. You know, obviously teachers are very swamped, but having staff and teachers work 9-hour days can be challenging. And so looking at staffing models, adjusting schedules, really trying to find alignment with classroom instruction and tutoring that happens after school or maybe sometimes before school with our early learners as well. think really that combination that mix is going to be important for us. think we also heard earlier about coherence and so would say across our district that through line has been really around consistency, coherence. think you know tutors and that type of relationship where tutors develop it that alignment to instruction and then progress monitoring is critical and so those conditions making sure that there's caring adult relationship that think Bonnie you mentioned earlier right alignment to what happens during the day and the type of data and progress monitoring that we need that becomes an accelerant rather than just an add-on right would say from funding standpoint point. think we've been very intentional. So rather than treating tutoring as single program, you know, we've heard the term braided and so we've braided multiple funding sources including ELOP. We have ALCAP SNC dollars that we braid as well. And we're community schools district. So all those three funding sources really help align the tutoring efforts in district-wide way. And would also say that think as district, one of the things that I'm very I'm an advocate on is outcomesbased contracting. And so we have district-wide metrics framework that which is through our level up Lynwood program. So whether tutoring happens during the school day, during expanded learning time, think it's important for us as an organization and as school district to track not only academic growth but student engagement. We ask students, you know, if these programs, you know, they're satisfied with these programs, you know, what what their sentiment is, social emotional learning, social emotional development, and obviously the fourth one is really around family satisfaction and parent satisfaction. So, think all of that combined, you know, is really really helping us elevate and really grow our experience. would say would also add that not all tutoring is effective. It's not all perfect, right? And so think impact depends on how well it's designed, how well it's implemented, and how it continuously gets improved. And so that's why refining it, improving it, prioritizing is really important for us. Thank you so much for that. And we are know we're going to circle back little later on how you monitor and you'll tell us maybe little bit more about that outcomesbased contracting. But right now, I'd like to turn it over to Jenny Bachmire to tell us how does Red Love, what does it look like? How are you doing high impact tutoring? Yeah, thank you. Also, just reiterate, we appreciate the opportunity for you guys to share on this because it is really important work. yeah. So, I'm from Revluff, which is way way up north, about 45 minutes north of Chico. And we, serve about 1780 students, and we are pretty rural district. We have, TK through 8th grade, four comprehensive elementary sites, one middle school, and an alternative program. we are community that reflects the strength and challenges common to lot of rural districts, including geographical, you know, isolation. We have limited access to outside resources. very high percentage of students with socioeconomically disadvantaged backgrounds. significant portion of our students do qualify also for free reduced meals. We do serve very high population of English language learners, foster youth, students with disabilities who you know we we do target lot of academic and social emotional supports as well. much like superintendent mentioned. so we in response to that we identified lot of learning gaps following the pandemic also in 22 23 which Miss Owens had had mentioned and that really jumpst started our high impact tutoring initiative and we designed program provided structured data-driven intervention system aligned to our MTSS framework and so tutoring primarily serve students in grades through 8th that demonstrate needsbased universal you know based on universal screening with strong emphasis for us really in early literacy and foundational numeracy as well. we really focus on tutoring model that prioritizes small groupoup instruction. We look at things through the use we we are an Ignite district one of the first districts. So we're it's kind of our claim to frame with Ignite. so we can provide that one-on-one tutoring service to our students. with the support we can offer that to about 300 students which is amazing and we also can provide small group instruct instruction through the use of credentialed teachers and some paraprofessional support. We also bring in volunteer groups throughout our community through different programs like reading pals and things like that that can can support. So we leverage as much as we can through the use of this time. we have high frequency sessions. So we offer minimum of three times per week up to five times per week really focused on targeted skill instruction aligned to our core academics and our core curriculum. bring in progress monitoring as often as we can. we check that every four to six weeks, but we monitor students up to weekly, sometimes bi-weekly depending on what we have needs for those kiddos. for our TK through 3, it's little bit depending on what we're focusing on, but that student group, we really focus heavily on foundational literacy skills, including things like phonic awareness, decoding, fluency, language development, making sure that we are using those evidence-based interventions for those students. And then for our fourth through eight, that support really expands into things like reading comprehension, academic vocabulary, writing, if they have mastered some of those early literacy needs. And then same thing for grade level mathematics. We provide remediation, but we also provide some acceleration opportunities for students. our sessions can occur during the instructional day if needed or possible to ensure that equitable access. love that our student representative provided that because it is really important that we meet all students where they're at. Not every child can stay before or after school. but in most cases it is during our extended learning time. We provide morning program and an afterchool program. It is delivered by trained pair professionals, certificated teachers and our intervention support staff. They do receive professional development that is aligned to our district literacy and our mathematic initiatives. And then as far as funding, same thing. We have it kind of braided. love how you utilize that through multiple sources, ELOP, arts and music and instructional materials block grant that we received recently or that's closing up, but we had it before. our federal title funds. we do partner with Ignite through that. And then we also use leverage on our volunteer programs that will come in and support as well. So we have pretty robust program up up to this point that's been beneficial for us. Thank you, Jenny. And some common threads that I'm hearing with all districts here is small groups with short intentional sessions having coherent through line with classroom instruction and assessments and making sure that it's data driven and that it's relationships based with students and with families and community members. So, also heard all with this focus on math and and literacy, which is which is great to hear and think allows us to move on to our third question actually for today. and that is really turning it over to Lynwood first if if you wouldn't mind Patrick sharing. there's so many different tutoring programs that are available including in-person fully human delivered models as as was shared earlier. You have your virtual models delivered by humans, those that combine human support and AI and then fully AIdriven options. want to make sure listed them all. So how does your district decide which tutoring program is the best fit for your students at your local context? know that AI is something that you're kind of an expert on. So De would love to hear your your your input here. Yeah, don't know if I'm full expert on it, but do advocate the use of AI because again, think in this new economy that we're that's starting to emerge. You know, being able to master and use AI in in way that really allows us to leverage it and have that literacy, have that fluency, have that proficiency is something that is going to be needed in in this new 22nd century. think when we think about selecting selecting tutoring model in Lynwood, would say the intentionality of of the focus less on how it's being delivered, whether it's virtual, whether it's in person, but more on the conditions that research tells us that is necessary for impact. mentioned earlier that our students have exponential needs. So food insecurity, housing insecurity, you know, our parents have job insecurity. now it's immigration insecurity. think the conditions that we have to establish first and foremost has to be around human relationships. And stress that because students need to work with that same individual, that same tutor over time because of all of these you know inconsistencies or the the fact that you know that that there's so much happening here. So that trust, building that trust, having that consistency, those relationships that can develop over time. And that part to me is more important than, you know, finding an AI solution quite honestly. So as much as love it, at the end of the day, you know, for me, it's always making sure that there's caring adult at the end. So in district like ours, our students experience that instability outside of school. So that consistency is not optional for me. It's foundational, would say. You know, think Kathy shared this earlier about the second condition around instructional alignment. think tutoring has to reinforce what students are learning in the classrooms. think highquality materials, aligning to the pacing and standards, aligning to our curriculum maps that many of our teachers develop, but maintaining that communication between tutors and teachers is going to be key. you know, think that conversation of of tutors with the teacher is going to be critical because tutors that is that operate in isolation. just can't stand the term remedial because for me every kid that comes to Lynwood Unified School District, every kid that we enroll has assets. So think that alignment of and looking at it from an assetbased perspective, think that really helps with acceleration. So and then you know the third the third condition that often stress is is data. We always have to be data driven. So tutors, site leaders, we need timely actionable data. We need formative assessment data. We need attendance patterns. We need teacher input on the qualitative side. did my dissertation on mixed methods just so you guys know. But do think that kind of mixed methods approach, formative data, attendance data, teacher input, qualitative, think that combination can really be adjusted in real time. And so we're not looking for perfect data. We're looking for data that's useful and that supports that continuous improvement. And and you know, think Kathy mentioned this earlier about dosage. and that that resonated with me, just so you guys know, is that think the dosage piece is something that that I'm now looking at. So, like, so just think Kathy and and the fact that she says dosage matters is now making me think about, okay, frequency like how often is it happening? Is it multiple sessions per week? Is it happening over sustained period of time? But at the end of the day, think the question ask is is is there caring adult? Is there consistency? Is there trust that is built with the tutor and the student? And so technology, love it. Human relationships, instructional coherence, and that implementation is non-negotiable. So that's where I'll leave it that. Thank you. and I'm going to turn it over to Drain if you would be able to also answer that. Yes, of course. Thank you. so all of our tutoring takes place at school and schools get to select their vendor from our approved contracted vendors. So some schools select to use in-person vendors, some schools select to use virtual vendors. In person does require higher commitment level from the schools as far as time and space than virtual. but all of our tutoring is with live tutor whether it's in person or virtual. Some of our vendors use AI to help design lessons or to provide feedback to the tutor, but all of the actual instruction is with live person. And for all the reasons that are previously stated is that the reason that tutoring works so well is because there's relationship being built between the students and their tutor and that is foundational to the success of the program. So all of our tutoring is with live tutors. Thank you. really that theme of making sure that there's the the relationship and love that the consistency with all the inconsistencies having that be your your consistent thing where you're building that relationship think that was really powerful Patrick thank you want to ask Jenny though you know beyond external programs know we've talked before you know there's districts who also leverage credential teachers and So, we've discussed that. Could you tell us little bit about how you're utilizing your teachers? Sure. we use our credential teachers as pretty much our core component of our tutor tutoring model. So, even with our Ignite, so we explained that we had Ignite come in and they're kind of one-on-one support system. So they work with our students one-on-one for 15 minutes, but we still have core teachers that are in with that. So they can follow up and do it expansion work with students after that model might be left, but they can see what's happening with students outside of that. We also believe that the most effective tutoring is directly connected to the classroom teachers in instructional expertise and knowledge. So they know the grade level standards and they also have that existing relationship with students. So there's not that rebuild or that time to worry about that connection. They know exactly what's going on with the kiddos day in and day out. So they can work with that SEAL component or anything that's gone on with the student during the work the the day and it's just really nice cohesion. the classroom teacher also plays that critical role in identifying students for tutoring through the ongoing MTSS process, the PLC data cycles. They are in collaboration with site administrators, the intervention teams to determine what target skill gaps and in need to happen and be focused on and ensuring that tutoring is really aligned to the core instruction rather than operating as separate program. We look at it really as what is that double dose modeled? What is that extension model that needs to happen with the kiddos? the other thing is that we can really extend learning into our inter session and our ELOP opportunities. And so there's just no breakage with the learning. It's just really cohesive, which keep hearing that word come up. And so that cohesion is really smooth. the other thing that is helpful is our teacherled tutoring groups are really intentionally small and focused on those high level high lever standards, prerequisite skill gaps, any acceleration. It's not just remediation for us. And that allows teachers to be really that are deeply familiar with our curriculum materials. and they're able to really align tutoring lessons to current you units and upcoming learning targets because kids that fall behind even when they catch up, it's really important that they don't fall behind again. And so being able to maintain that extension and and knowing who those students are, they can follow that that process. The other thing is we also can prioritize our professional development to ensure that tutoring reflects evidence-based practices and teachers receive that that training and structured literacy, explicit instruction, formative assessment, targeted feedback strategies, and that just really strengthens that consistency between our tier one instruction and all of our tier 2, tier three supports within our MTSS framework. So, it's really nice. and just in case anyone's curious, we just we we do compensate our teachers for this tutoring that's provided outside of our contract hours. again, we use supplemental fun resources that we talked about earlier, and know we're going to talk about that, again later, but we just find lot of success in this model. it's reflected in stronger vertical alignment, improved collaboration in our PLC's. It's really seamless transition of students back to grade level proficiency and it leverages our own credentialed teachers. Again, tutoring becomes that extension of our core instruction rather than really an isolated intervention model where you're taking more time to learn about students knowledge about students and having that communication break between what's happening outside of school and inside of school. So again through line with it really ensuring that there is that through line with instruction as as has been shared already and know we are coming up on time for our discussion. So I'm going to end with one question for for each of you beginning with Dr. get bungal if you could tell us little bit more about outcomesbased tutoring and how you use that to ensure strong implementation of your program Bonnie so thanks for that question say so one of what the way that we've established outcome based contracting is making sure that we do this prior to implementation so we've identified several metrics that we want any provider that we do business with that we contract with to work with us in mutually accountable way. And so those four metrics that we've identified which know Bonnie if you want to share the link with them as well you know I'm sure you'll include that in the link but we've identified four different things in terms of our metrics. Number one, academic improvement. So obviously, you know, when we have high dosage tutoring, high impact tutoring, any type of programming, even after school programming, when it comes to ELOP, you know, we want to make sure that it translates back into math and ELA in our assessments, right? And so that type of academic improvement, we want to make sure that that data is collected. We want to make sure that our providers are looking at that as well in terms of what we're trying to accomplish as district. The second piece is, you know, looking at the type of engagement. you know, often times sometimes we have homework help, right? Homework help that is operationalized that sometimes students get together, it's unorganized. you know, there's no structure to it. It's almost, you know, for lack of better term, it's babysitting. but we want to make sure that that engagement piece as well is that they're learning that it's connecting and it's extending what's happening during the day. So we want our providers and our partners to also look at that in terms of of engagement, participation rates, those attendance logs, making sure that students feel and understand that this is not just you know playtime, free time, there's some structure, there's some intentionality to it as well. think the third metric obviously on you know high do security high impact turning even elop any of our programs we want to make sure our kids feel safe that they feel like they belong that they know they belong in any program and so again mentioned earlier about being assets based being you know looking at kids with their strengths every kid comes to our district with strengths we just not need to make sure we highlight that and that we welcome it it's not remediation can't understand that term. and so think it's really identifying those strengths and making sure that we provide as much intervention, right, and supports as necessary, whether it's tier 2, tier three. and then the last, which think is often overlooked, is parent satisfaction. Making sure that parents are part of that process as well. And so those metrics is what guides our discussion and guides the type of contracting we want to get into. want to shout out to Britney as well because know Britney's on the call, but we learned lot. learned lot from Britney and the center for outcomes outcomes based contracting on how to put these together and operationalize this. So, as districts start thinking about high dosage ting, high impact tutoring and implementing in their organization, identify the outcomes first that you're trying to accomplish with this. What are what you should already have that data. You should be able to analyze that data. should be able to interpret that data and really be able to pinpoint the type of needs that your students have. So that that's how we operationalize it in terms of our district in terms of based contracting. Thank you for Yeah, thank you for describing that and for sharing your resource for others to take look at. think it's such game changer to to make it everyone accountable including our our our vendors. And so I'm going to turn it out over if can get maybe one minute response from you, Rain. and then from you, Jenny. What is one key lesson or piece of advice that you would want to share with districts? have two and I'll go through them very quickly. One is that we have lot of overlapping interventions available. So we've worked hard with to get schools to think about tutoring strategically so that they're not pulling kids from one intervention to put them into tutoring or vice versa pulling them out of tutoring to put them to another intervention and now they don't get the required dosage in in neither one that and then the second thing is that like said we have 550 schools and there are two of us in our department so we can't go and observe all these programs the way that they need to be observed. So, training your school staff and and creating system to conduct observations that you can give feedback to the tutors so that everybody's in alignment of what this program should look like. those are two things that will make your program much more successful. Thank you. Data informed and making sure that you're always progress monitoring. Thank you. and training your teachers and your your tutors. Jenny, yeah, can't agree with that more. And the only other think is just think one of the most critical lessons that we learned was the importance of intensity and consistency that high impact tutoring really requires frequency, small group sizes, and sustained implementation. sporadic support or loosely defined interventions and letting people do just whatever they wanted rarely produced meaningful gains. You have to be intentional. And then the other component was it's not just about adding more instructional time. It was really about creating an intentionally designed system that designed the right instruction, the right intensity for the right students at the right time. So, loved, you know, we we bit did partner with an outside agency and we did partner with night Ignite and people said, "What can 15 minutes day do for kid?" And it can do lot when it's the right program for the right intensity for the right kiddos. And you just have to be really intentional about it and look at your data and and follow through and and be very intentional about it. want to thank the three of you for being on with us today and again sharing how your district is doing it and how you're using their research to inform what your programs look like. I'm sure you'll have folks wanting to reach out to you and asking you additional questions. I'm hoping we do have about 5 minutes of Q&A at the very end. So if you want to stick around, there might be some questions for you. But at this time what would like to do is turn it over to something that all of our guests today talked about and that is funding. So am going to share my screen now and what would like to do is introduce you to few of our CDE experts who are going to share on couple of different funding streams. We have Jen Taylor, education programs consultant with expanded learning. Victoria Kilborn from the professional learning services division, also education programs consultant. Dr. Mike Torres, director of curriculum frameworks and instructional division. And then we might have Kathy as well. I'm think I'm going too fast. Here we go. So, what am gonna gonna do There we go. So for what I'm going to do is hand it over to Jen to talk about ELOP. Hi everyone. Thanks Bonnie. Appreciate it. And it was wonderful hearing from all the panelists about how they're using ELOP or expanded learning opportunities program as funding source for you know high impact tutoring. And so just to get pulse check, how many here have heard of ELO You could do little thumbs up. little emoji. Okay, I'm seeing it come across the screen. That's great. So, good amount if you haven't. so, ELOP or expanded learning opportunities. It's for expanded learning, which is before school, after school, summer or or interession programs that focus on developing academic, social, emotional, and physical needs of and interests of pupils through hands-on engaging learning experiences. And really the purpose of these funds are for you know school districts and charter school to offer and provide access for these opportunities. And so you'll on this slide here you'll see funding is portion to school districts and charters through prior year classroombased average daily attendance. So there's formula for aortionments and it goes to those sites or the districts or and or charters for transitional kindergarten and sixth grade and also looks at their prior year unduplicated pupil percentage. So that's all different funding, different background pieces. The key here to though the connection to high impact tutoring you'll see there are some backgrounds com required components for ELOP the first being academic right here so having that academic connection it is requirement for ELOP to have academic academic enrichment and so having that academic component you can connect it to high impact tutoring that could be offered during expand learning time to really address specific gaps in skills. So, here's you know, beautiful connection to what's already required with ELOP and then providing foundation and avenue for high impact tutoring. there are 9-hour, you know, it's 9-hour day with ELOP during the regular school year as well as for 30 non-school days. and you know there are specific staffing requirements that staff meet the minimum qualifications of an instructional aid pursuant to the policies of the school district as well as meet specific ratios. ELOP funding can be used to hire literacy coaches and high dosage tutors. However, this should be during expanded learning hours. you can do type of cost share. So if you have tutor that is during the cord day you know and then their time goes into expanded learning you can do split cost share but it is great way to align and provide opportunities for students. Now, if you're having challenge with, you know, this, you know, kind of barriers or funding sources, we you really want to start with what is in your district's or LEA's expanded learning opportunities plan. the plan, you want to start there. What's in there? there is an an opportunity to fit in high impact tutoring within the academic components of active enga engaged learning. And so our system is here to support you with that. I'll drop in link into the chat here for the system of support for expanded learning to support you with that as well as expanded learning. And think I'll go ahead and pass it to think it's believe it's Victoria next to talk little bit. Yeah. And you know what before before that was actually never mind. will wait until the end. Victoria. Okay. Thanks Bonnie. so I'm presenting on the student support and professional development discretionary block grant. it's often referred to as SSPDBG program. It was established by section 81 of the assembly bill 121 and provided funding to county offices of education, school districts, charter schools, and the state special schools. AB121 and the 2025 budget act appropriated total of 1.7 billion in one-time Proposition 98 general fund. The SSPDBG program provides eligible local educational agencies with additional discretionary fiscal support to fund statewide pri priorities and address rising cost. section 81 of Assembly Bill 121 specified that SSPDBG funds can be used for discretionary purposes. The legislation outlines five specific purposes. However, the use of funding is not limited to and can be used for other discretionary purposes such as high impact tutoring. The specific purposes include but are not limited to or all of the following. providing standards aligned professional development for teachers on English language arts, English language development framework and the literacy roadmap including strategies to support local literacy for English learners. the second criteria could be providing standards aligned professional development for teachers on the math framework for California public schools, developing and expanding teacher recruitment and retention strategies. expanding career pathways and dual enrollment efforts consistent with the master plan for career education and addressing rising cost. Thank you, Victoria. And we can turn it over to Dr. Mike Torres. Thanks so much, Dr. Garcia. Hi, everyone. I'm here to talk about the arts, music, and instructional materials discretionary block grant. this is block grant very similar to the one that Victoria just talked about, but this is one that actually was allocated in 2022. it represents $3.6 billion discretionary block grant. all LEAs received some portion of that funding over the course of two different payments. Once in December of 2022, and then, the other in the spring of 2023. the arts, music, and structural materials discretionary block grant, even though it says arts and music in it, could be utilized for multiple multitude of different things. including standards aligned professional development and instructional materials in each of 10 specific content areas that includes visual and performing arts, world languages, mathematics science, English language arts including early literacy, ethnic studies, personal finance or financial literacy, media literacy, computer science and history, social science. in addition to professional learning and instructional materials, the funding could be used for professional development on improving school culture. obtaining diverse and culturally relevant book collections to cover certain operational costs. and then also to provide for COVID personal protective equipment. Remember this was back in 2022. the reason we're talking about this right now as reminder of this block grant funds is these funds are available from December of 2022 all the way through June 30th of 2026 which is just right around the corner. This block grant is is about to sunset. and all funds must be expended by June 30th, 2026. all expendure expenditure plans to utilize the funding must be approved by the governing board or the governing body of the school district, the county office of ed, or the charter school. and final expenditure report must be submitted to the department of education no later than September 30th of 2026. Otherwise, those funds will be invoiced. And so, it's important that these funds be utilized. We're still pushing and reminding everyone that we can that these funds are still out there and is possible where whatever setting you're in that these funds may still be available for use. So that's all have to add about the arts, music, and structural materials block grant. Thanks so much for the opportunity. Dr. Garcia, back to you. Appreciate you, Dr. Torres. this next slide we have here. if Kathy would come on and be able to just briefly tell us what you will find, link to this slide deck will be in the chat in just second. Right. So, thank you so much. this is funding sources deck that focuses on the federal opportunities for funding. And so, what you'll find in there is some details on, federal funding that can be used for high impact tutoring, to supplement what you've just heard from the state. So, thank you. want to get to the Q&A. Thank you. Yes. And so, we will you there's number of different resources that you will find left over on this slide deck. we have four minutes to go and know there are some questions but before we get into questions just want to ask if you could give round of applause if you could emoji up the screen and thanking our presenters Kathy Benheim our panelist Dr. Gris Bungle and also Rain Owens as well as Jenny Bachmeer and to all of our CD sta CDE staff who shared all of the resources because we know that we can't do this without funding with proper funding. So with that, know we have few questions and Nancy, would you be able to uplift one of those questions with the remaining time? We have lots of questions. we want more information about special education students and students identified as English learners if if anyone would be willing to talk about how those are included in your tutoring programs. So, don't know if our panelist or if Kathy Rain see Rain coming on. Yes, Rain. so all students with IEPs are eligible for for highdose tutoring. it's just have to be very clear that highdose tutoring does not supplant anything in the IEP or like an IEP cannot call for highdose tutoring. But those students are automatically eligible. and many of students in our our program do have IEPs. Same thing for English learners. we do have some schools again like every school designs their program and we ask them to be strategic and so some schools design their program just around English learners for example. so yes we address both populations in our highdose tutoring. Thank you very much Rain. someone did want to know if you had an approved LA USD tutoring program list that you could share. it is available somewhere on the LA Unified website. I'd have to look for it, right? and we have provided the link to your tutoring page. but you can send that to us later if you find this specific citation. will. Thank you. And know that that's probably burning question for many folks. And what can point folks direction to is the high impact or the ELOP high impact tutoring web page. I'm going to quickly share on this on this slide. You'll see that there is toolkit and also tutoring program design badge awardees. don't know Kathy if in the last minute you'd be able to speak to that that question. know there's like kind of rubric or something that NSSA uses. Yes. Yes. so the tutoring badge is something that can be earned by tutoring provider. What it does is it takes the set of researchbacked tutoring standards and it looks at how the tutoring program is designed and then it we have people who know all of this work and they are able to assess whether they meet the standards and if they meet the standards of design then they earn the badge. It does not speak to implementation because implementation as we all know is different at every particular site. What it does speak to is alignment of their design with the tutoring standards and I'm happy to provide links to how that works and what the list is of tutoring badgees as well. Would it be okay if folks reach out to you too? know we have Awesome. Thank you 100%. And it is now 300 PM. wish we would have had way more time for questions, but it is great to know that there is lot of interest. Please feel free to reach out to myself, to Nancy, to folks who are on this webinar for more information. Thank you so much for your time and we hope to see you at our next webinar, which is actually Wednesday, focused on accessibility tools for CASP and how to use that to also move the needle. Thank you so much and have wonderful day.