Indiana Learns Learning Partner Application PY26-27

Indiana Learns Learning Partner Application
Purpose: This application evaluates eligibility, operational readiness, instructional quality, and student and family support systems for organizations seeking to become approved Learning Partners with Indiana Learns.

Estimated Completion Time: 45–60 minutes

Note - A Jotform account (free) is required to complete the application. If needed, you are able to save a draft to finish at a later time.
Informational video

Indiana Learns Introduction and Rubric 2026-2027
I acknowledge I have watched the informational video provided by Indiana Learns and have reviewed the application scoring rubric outlining program expectations for the 2026-2027 program year.
Has your organization previously been approved as a learning partner?
Note: This information is collected for data purposes only and is not a guarantee of approval. Approval in a previous program year does not guarantee approval in future years.
Section 1: Gatekeeper Requirements
1. Has your organization been in operation for at least 2 years?
Note: "In operation" refers to your organization's legal formation date (e.g., incorporation or registration), not the length of time you have provided tutoring or educational services.
2. Are all tutors qualified per Indiana Learns program requirements? (Tutor requirements listed in introduction.)
3. Will all tutoring be supervised by a licensed or retired teacher when tutors are not licensed?
4. Can you maintain a maximum tutor-to-student ratio of 1:4?
5. Are services priced at or below $65 per student per hour?
6. Can you provide a minimum dosage of 1.5 hours of tutoring per student/per week?
7. Will tutoring occur outside Tier 1 ELA/Math instruction?
8. Can you provide weekly progress reports to families?
9. Do you use a science-based reading curriculum ?
Science-based Reading Curriculum
10. Do you use an evidence-based math curriculum?
Evidence-based Math Curriculum
Note: All curricula must be a published, vetted program; teacher-made or self-developed materials do not satisfy the requirement.
Section 2: Organization & Contacts
Name of Organization
Type of Organization
Note: Applications must be submitted by the District for individual schools who wish to be learning partners.
Note: Student eligibility requirements have yet to be confirmed, which may affect schools’ eligibility to participate as learning partners. However, districts are encouraged to complete the application as the window for submission is limited.
Name of person completing the application

First NameLast Name
Title of person completing the application
Email
Phone Number
Please enter a valid phone number.Format: (000) 000-0000.
Provide District Identifier:
Address of Organization

Street Address

Street Address Line 2

CityState / Province

Postal / Zip Code
Website of Organization
Will you (applicant) serve as the Indiana Learns Program Administrator? *Note: The program admin will manage the Indiana Learns portal for your organization and be Indiana Learn’s main contact throughout the program. This person is also responsible for sharing all program expectations with tutors.
Name of Indiana Learns Program Administrator:

First NameLast Name
Email of Indiana Learns Program Administrator:
Phone Number of Indiana Learns Program Administrator:
Please enter a valid phone number.Format: (000) 000-0000.
Name of person responsible for signing the Learning Partner agreement if approved: *Note for districts - if approved, the learning partner agreement must be signed by the district superintendent.

First NameLast Name
Title of person responsible for signing the Learning Partner agreement if approved:
Email
Phone Number
Please enter a valid phone number.Format: (000) 000-0000.
Name of Financial and Accounting contact person (Person responsible for W-9 and accounts payable):

First NameLast Name
Title of Financial and Accounting contact person
Email
Phone Number
Please enter a valid phone number.Format: (000) 000-0000.
Payee Name:
Payee name must match the name on W-9
Payee Address

Street Address

Street Address Line 2

CityState / Province

Postal / Zip Code
Please attach a completed 2026 W9. *Applications are considered incomplete and will not be reviewed until the completed W9 is submitted with the application. (to find a fillable pdf, copy and paste the link in your browser: https://www.irs.gov/pub/irs-pdf/fw9.pdf

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Section 3: Program Capacity & Model
What tutoring subjects will you offer?
Indicate grades to serve:
Modality to be used for delivering services:
[Logic for non-school organizations] Non-school tutoring organizations: If you plan to provide in-person tutoring sessions, please list up to three Indiana counties where you serve. Your organization will be visible to eligible students for in-person sessions in these counties. If your organization operates multiple sites, please list each site and its three corresponding counties.
*Please Note: If you will provide both modalities, [i.e. also provide online sessions,] your organization will be listed as a statewide partner as well. If you plan to only provide online tutoring, please write “online” in the box as your organization will be listed as a statewide partner.
Describe how you will serve students with disabilities:
Describe how you will serve students who are English Language Learners:
What is the maximum number of Indiana Learns eligible students that can be served by your organization?
Please note, the required student to tutor ratio is 4:1.
If the school will serve as the learning partner, how will you obtain parent permission for a student to participate? (e.g. register an Indiana Learns account and schedule sessions for the student)
Please note, permission for a student to participate requires that the parent opt in for services through the school. Parents may choose to work with another approved Indiana Learns learning partner.
Section 4: Instructional Model
4.1 Baseline Assessment & Learning Plans

A crosswalk is expected between the baseline assessment tool(s) and the curriculum used by the organization, if the tool is not based on the curriculum.
4.1a Name the assessment tool(s) you will use to determine student baseline knowledge and tutoring needs in ELA and/or math for each grade served.
Please note: this tool is also to be used for the post assessment.
4.1b How does the tool used align to Indiana Academic Standards?
4.1c Is the assessment tool(s) used nationally norm-referenced, or does it have published validity/reliability data supporting its use? If so, provide a citation or documentation link.
4.1d How are assessment results used to build an individualized learning plan for each student targeting specific gaps against Indiana Academic Standards?
4.1e Is the learning plan designed to be progressive in nature as a student masters skills? If so, please explain.
4.2 Curriculum

A crosswalk is expected between the baseline assessment tool(s) and the curriculum used by the organization, if the tool is not based on the curriculum.
4.2a Name the science-of-reading curriculum, aligned with Indiana Academic Standards, used for each grade level served.
4.2b Name the evidence-based math curriculum, aligned with Indiana Academic Standards, used for each grade level served.
4.2c What research, efficacy data, or approved-list status supports the curricula named above (e.g., IES What Works Clearinghouse, the IDOE-approved curriculum list, or published outcome data)?
4.3 Use of ILEARN & ILEARN Checkpoint Data
4.3 For non-school tutoring orgs: How will you work with parents to access ILEARN (i.e., the detailed individual student report), and ILEARN checkpoint data?
ILEARN detailed individual student report
4.3a How will you use the previous year's ILEARN data, as well as ongoing ILEARN checkpoint data, to inform/adjust a student's learning plan?
4.3b Are the skills assessed in each ILEARN checkpoint incorporated into instruction to further address gaps in knowledge of Indiana Academic Standards? If so, please explain.
4.4 Weekly Progress Monitoring
4.4a What is the plan to monitor student progress weekly using specific metrics such as skill mastery, accuracy, and growth?
4.4b Name the tool or method used to track student progress:
4.4c How is progress monitoring data used to inform ongoing instruction?
4.4d Is there a plan to address when a student is not meeting expected progress metrics? If so, please explain.
4.5 Family Reporting
4.5a What trackable method will be used to communicate student progress with families weekly? (e.g. email, other communication platform, etc.)
4.5b How will you ensure communication to parents occurs weekly and is centered on progress toward learning goals?
4.5c Are families able to respond to or provide input to weekly communication of student progress? If so, please explain.
Section 5: Tutor Management & Quality
5.1 Credential Verification
5.1a What is the process for verifying tutor qualifications and how often does this occur?
5.1b What documentation is required to ensure tutors that are unlicensed teachers meet Indiana Learns requirements for qualification?
5.1c Is the verification process audited? If so, by whom and how often?
5.2 Background Checks
5.2a Which vendor or system do you use to run local and national criminal history and sex offender registry checks?
5.2b How often are background checks conducted?
5.2c Is the background check process audited? If so, by whom and how often?
5.3 Supervision

Please note: When the tutor is unlicensed, oversight of all tutoring must be provided by a licensed or retired teacher.
5.3a What is your plan to ensure a licensed or retired teacher is present and provides supervision during all tutoring services when the tutor is unlicensed?
5.3b Does the licensed or retired teacher provide documented feedback to the unlicensed tutor on a weekly basis to enhance student progress (e.g., review of weekly data, support with adjusting learning plans, etc.)? If so, please explain.
5.4 Tutor Evaluation
5.4a What template/rubric is used to evaluate tutor effectiveness monthly?
5.4b How is feedback provided to tutors and then acted upon collaboratively (i.e. using a data-driven improvement loop)?
5.4c Is the evaluation template/rubric provided to the tutors in advance of the evaluation? If so, please explain.
Section 6: Student Experience
6.1 Tutor Matching
6.1a Describe your process for matching students to tutors. Specifically, how does matching account for: (a) academic need based on assessment data, (b) student/tutor scheduling compatibility, and (c) session format or language preference?
6.1b Does your matching process also weigh a tutor's subject-area specialization against a student's specific skill gaps? If so, please explain.
6.2 Tutor Consistency
6.2a How is consistency of the student-tutor match maintained (e.g. are substitutes used only when necessary)?
6.2b What would prompt a student to be assigned to a different tutor?
6.2c Are progress-monitoring data and parent feedback tracked and used to help decide when reassignment is needed? If so, please explain.
Section 7: Family Experience
7.1 Access
7.1a How and when do you communicate with the family about what to expect once a student is scheduled for services?
Please note: all tutoring services must be scheduled through the Indiana Learns portal.
7.1b Do you provide additional support to families? If so, please explain.
7.2 Family Feedback
7.2a What is the process for families to address program concerns to the program administrator (not the tutor)?
7.2b What is the response timeline for the program administrator (not the tutor) to address family concerns directly?
Section 8: Program Costs

Please note: Learning partners are paid a contracted dollar amount per student per hour for services rendered (i.e. a "fee for service", not "grant" funds).
Tutor Pay $:
Materials $:
Administration/Overhead $:
Other $:
Total hourly rate $:
Reminder: total service fee must be at or below $65/student/hour
How does the tutor pay portion of the total service fee compare to the standard market rate for comparable tutoring services (below, at/near, or above market)?
Signature
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Indiana Learns Learning Partner Application

Section 1: Gatekeeper Requirements

Section 2: Organization & Contacts

Section 3: Program Capacity & Model

Section 4: Instructional Model

4.1 Baseline Assessment & Learning Plans

4.2 Curriculum

4.3 Use of ILEARN & ILEARN Checkpoint Data

4.4 Weekly Progress Monitoring

4.5 Family Reporting

Section 5: Tutor Management & Quality

5.1 Credential Verification

5.2 Background Checks

5.3 Supervision

5.4 Tutor Evaluation

Section 6: Student Experience

6.1 Tutor Matching

6.2 Tutor Consistency

Section 7: Family Experience

7.1 Access

7.2 Family Feedback

Section 8: Program Costs