Services
Choose support for students, educators, or the routines that connect them. Each engagement has a defined purpose, delivery plan, and set of deliverables.
Focused small-group lessons address agreed priorities in foundational reading, fluency, vocabulary, comprehension, or written response.
A defined instructional focus, curriculum-connected lessons, participation records, skill-level progress notes, and recommendations for continued support.
A sustained intervention model for schools seeking frequent, consistent support. We plan multiple sessions each week, a consistent tutor or small tutor team, and small instructional groups.
An agreed session schedule, group size, curriculum alignment, baseline review, progress checks, and administrator debriefs. Staffing and frequency are confirmed before launch.
Make intervention workable within the school day through grouping discussions, schedule coordination, instructional documentation, and communication with school leaders.
Reports that explain the skills taught, evidence observed, and recommended next steps. Student information is handled through the school’s approved procedures.
Target a defined mathematics need when the scope and confirmed consultant expertise match the school’s priorities.
Agreed grade levels and skills, explicit instruction and guided practice, and evidence to inform follow-up. Staffing and deliverables are specified in the proposal.
Educator support
A focused coaching cycle connects an instructional goal with observation or work-sample review, actionable feedback, planning support, and a follow-up conversation.
The scope defines the coaching focus, frequency, confidentiality expectations, and documentation. Teachers leave with specific next steps to try and a planned opportunity to review their implementation.
Virtual or on-site learning built around an agreed instructional priority, audience, and desired application.
Each engagement specifies learning objectives, an agenda, participant materials, opportunities to apply the learning, and any follow-up support. Topics and facilitators are confirmed during planning.
Let’s define the support your team needs and a practical place to begin.
The Data Says
Public data helps define the challenge. HEA uses student-level evidence to shape the response and help school leaders decide what should happen next.
Tennessee third-grade ELA proficiency increased from 2024–25 to 2025–26.
Source: TDOE, June 2026Tennessee students chronically absent in kindergarten were less likely to reach third-grade proficiency in ELA or mathematics.
Source: Tennessee Department of Educationis the approximate range of additional learning associated with tutoring interventions across grade levels in a research synthesis.
Source: EdResearch for Action, 2024These figures describe the broader need and research base, not guaranteed HEA outcomes. Results depend on student needs, attendance, dosage, instructional design, and implementation conditions.
Public Data
NAEP 2024 results show the share of students below Proficient and at or above Proficient. These figures describe statewide need, not HEA outcomes.
Source: NCES, NAEP 2024 Tennessee Grade 4 reports for reading and mathematics.