An Act To Increase Learning Potential by Providing High-impact Tutoring Grants
Maine Legislature, Session 130, LD 1962
Committee: Education and Cultural Affairs
Sponsors: RAFFERTY, DAUGHTRY, JACKSON, VITELLI, CROCKETT, DODGE, MILLETT, ROCHE

Legislative Document
No. 1962
S.P. 700
In Senate, February 7, 2022
An Act To Increase Learning Potential by Providing High-impact 
Tutoring Grants
Approved for introduction by a majority of the Legislative Council pursuant to Joint Rule 
203.
Received by the Secretary of the Senate on February 3, 2022.  Referred to the Committee 
on Education and Cultural Affairs pursuant to Joint Rule 308.2 and ordered printed.
DAREK M. GRANT
Secretary of the Senate
Presented by Senator RAFFERTY of York.
Cosponsored by Senators: DAUGHTRY of Cumberland, President JACKSON of Aroostook, 
VITELLI of Sagadahoc, Representatives: CROCKETT of Portland, DODGE of Belfast, 
McCREA of Fort Fairfield, MILLETT of Cape Elizabeth, ROCHE of Wells.
Be it enacted by the People of the State of Maine as follows:
Sec. 1.  20-A MRSA c. 320 is enacted to read:
CHAPTER 320
HIGH-IMPACT TUTORING GRANT PROGRAM FUND
§9101.  High-impact Tutoring Grant Program Fund; standards; tutoring plan
1.  High-impact Tutoring Grant Program Fund.  The High-impact Tutoring Grant 
Program Fund, referred to in this chapter as "the fund," is established as a nonlapsing fund 
in the department to encourage the facilitation of so-called high-impact tutoring for local 
education providers throughout the State through the award of grants to eligible local 
education providers. The commissioner shall administer the fund.  For the purposes of this 
chapter, "local education provider" means a school administrative unit, a school in the 
unorganized territory pursuant to chapter 119, a public charter school pursuant to chapter 
or a school or program established under subpart 2.
2.  Standards for award of grants.  The commissioner shall establish eligibility 
standards for the award of grants from the fund under this section to local education 
providers and determine the allowable uses of grant money by eligible local education 
providers, including but not limited to hiring or contracting for tutors; providing stipends 
or other incentives to teachers, paraprofessionals, retired teachers and community 
organizations; developing curricula and related supplies; covering costs associated with 
renting or purchasing physical space for tutoring; and paying administrative expenses.
3.  Tutoring plan; eligibility.  To be eligible for a grant under this section, a local 
education provider must submit a tutoring plan to the department. To the extent practicable, 
the plan must include tutoring that is:
A.  Provided for groups of 4 or fewer students;
B.  Provided by the same tutor for the same group of students throughout the school 
year;
C.  Provided a minimum of 3 times per week;
D.  Provided during the school day in a manner that supplements, and does not 
supplant, regular academic instruction; 
E.  Provided by high-quality, trained tutors, including but not limited to teachers, 
paraprofessionals or community providers;
F.  Aligned with the local education provider's academic standards using high-quality 
curricula; 
G.  Data-driven, with interim assessments to monitor student progress; and
H.  Targeted to all students in a grade level or school.
If a tutoring plan does not include all of the components in this subsection, the plan must 
address the reason for the modification or omission and how the local education provider 
intends to achieve the same desired student outcomes. 
4.  Priority.  The commissioner shall prioritize grant awards for tutoring plans 
submitted pursuant to subsection 3 serving students from low-income households or 
underserved students to address learning loss or unfinished learning due to extended gaps 
or interruptions in a student's education.
§9102.  Reports; rulemaking
1.  Grant recipient report.  In each year in which a local education provider receives 
a grant pursuant to section 9101 for a tutoring plan submitted pursuant to section 9101, 
subsection 3, the local education provider shall submit a report to the department. The 
report must include:
A.  The number of students who are participating in the tutoring plan, including 
demographic information;
B.  Any adjustments made to the tutoring plan and the reason for those adjustments;
C.  How the local education provider maintained consistent access for participating 
students to instruction in the core curriculum and other instruction;
D.  How grants were used by the local education provider and a summary of other 
resources used;
E.  The criteria used to place students in the tutoring plan; 
F.  The student outcomes associated with the tutoring plan; and
G.  Whether the tutoring plan will continue in the following school year and, if not, the 
reason the tutoring plan will not continue.
2.  Biennial report.  Beginning January 15, 2023, and biennially thereafter, the 
department shall submit a report to the Governor and the joint standing committee of the 
Legislature having jurisdiction over education matters on the uses of the fund and the 
tutoring plans submitted pursuant to section 9101, subsection 3. The report must include:
A.  Detailed information on the grants awarded, the participating local education 
providers, the duration of the tutoring plans and a summary of the information provided 
by the local education providers pursuant to subsection 1;
B.  Highlights of high-performing local education providers, including those that have 
improved student learning through high-impact tutoring, and descriptions and analysis 
of practices that contributed to these improvements and any descriptions and 
explanations submitted by local education providers of strategies, services and tutoring 
plans that have been implemented and demonstrate effectiveness in addressing learning 
and achievement gaps; 
C.  Detailed plans for the expansion of existing tutoring plans and any applications or 
proposed applications for federal, local or foundation grant funding; 
D.  Any other actions that the department identifies that would result in efficient 
expansion of tutoring plans in this State with a target of expanding plans by at least 
20% each year; 
E.  The department's plan to increase tutoring plans; and
F.  Any suggested legislation or budget recommendations necessary to improve the 
fund or tutoring plans.
3.  Rulemaking.  The department may adopt rules as necessary to implement this 
chapter. Rules adopted pursuant to this subsection are routine technical rules as defined in 
Title 5, chapter 375, subchapter 2-A.
Sec. 2.  Guidance.  The Commissioner of Education shall issue guidance and best 
practices for the delivery of so-called high-impact tutoring as provided in the Maine 
Revised Statutes, Title 20-A, chapter 320, including but not limited to mechanisms to 
expand high-impact tutoring using any federal funding available for this purpose and 
potential pathways into the teaching profession for tutors working toward educator 
certification.
SUMMARY
This bill establishes the High-impact Tutoring Grant Program Fund within the 
Department of Education. The bill directs the Commissioner of Education to establish 
standards for grant awards from the fund, establishes the eligibility and tutoring plan 
requirements, prioritizes grant awards for tutoring plans serving students from low-income 
households or underserved students to address learning loss or unfinished learning, requires 
annual reporting from grant recipients to the Department of Education and biennial reports 
from the department to the Governor and the joint standing committee of the Legislature 
having jurisdiction over education matters and provides that the department may adopt 
rules as necessary to implement the law.