State reports $30 million in governor’s budget for high‑dosage tutoring; LDOE outlines monitoring and reporting requirements
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Summary
Department staff told the council the governor's executive budget includes $30 million for high‑dosage tutoring and described quarterly fiscal reporting, attendance reporting via EDLAIN, on‑site monitoring and a vendor guide. Districts were urged to use data to plan tutoring early and to provide vendor feedback to LDOE.
The department told the advisory council that the governor’s executive budget includes a $30,000,000 appropriation for high‑dosage tutoring and described the department’s monitoring and reporting expectations for the current and next school year.
LDOE staff said districts are reporting tutoring expenditures quarterly through eGMS (quarter 1 and quarter 2 cover August–December) and will report subsequent quarters later in the year. The department also said attendance data for tutoring will be reported through EDLAIN (EDLAIN 360) and that the funds may only be used for two expense categories: salary and benefits for LEA staff (full or part‑time) or contracted external tutoring providers that appear on the department’s vendor guide.
Department monitors have conducted on‑site visits in more than 35 school systems for support and monitoring; staff described visits as both compliance checks and coaching opportunities. The department encouraged districts to use a self‑assessment checklist to audit program quality prior to end‑of‑year testing and to assess group sizes, scheduling, alignment with core instruction, vendor performance and tutor coordination with classroom teachers.
Staff said the department will ask districts this spring to plan tutoring implementation for next year using current year data as a projection and then to update numbers at the start of the next school year in eGMS. Districts were encouraged to report vendor performance—both positive and negative—to LDOE so the vendor guide reflects real‑world implementation beyond RFA submissions.
Council members raised common operational challenges: scheduling (avoiding erosion of core instructional time), finding qualified tutors (including use of retired teachers), and variation in vendor performance across districts. LDOE staff said they will continue on‑site support and that data collected will support legislative conversations about continuing or expanding tutoring funding.
Ending Districts were asked to finalize fiscal and attendance reporting, complete self‑assessments, and begin planning now for next year’s tutoring based on this year’s experience; LDOE asked districts to share vendor feedback to improve the vendor guide.
