We support schools, districts, and nonprofit partners in
implementing research-based literacy instruction
to increase achievement and motivation for all students.
Our Core Services
Literacy Coaching for Teachers
For schools without a literacy coach, or for those with a high coaching caseload, we provide job-embedded professional development to improve teacher practice. Our services include in-person or virtual literacy coaching with frequent touch-points that include targeted professional development, pre- and post-observation conferences, and student-centered feedback.
Principals are expected to be instructional leaders. But what happens to reading instruction when their background is in math, science, or fine arts? For principals who want to learn more about research-based best practices in reading and writing, we offer mentoring, coaching, and professional development services tailored to the needs of school leaders.
There is no "one size fits all" when it comes to reading interventions, and making sure you have the right students in the right intervention based on data and observations is no easy task. We can take a look at your existing intervention plan, make sure you have the right pieces in place, and examine your data to make sure students are getting the Tier 2 and Tier 3 instruction they need.
If you think your literacy curriculum or assessments might be lacking in rigor or alignment to the standards, we can help. We are experienced in reviewing curriculum and assessments to determine alignment to both the standards and to literacy best practices such as text-dependent instruction and systematic phonics instruction.
“My students have grown as a result of the strategies and ideas that I have learned in these classes. My lowest student (out of 65) is finally reading thanks to some of your ideas! I am thrilled for him!“
“I have loved being able to walk away most weeks with a new idea or strategy to apply in my classroom and use with my students. I have done more experimentation with my teaching that I otherwise would not have done. My students have benefited from the risks I have taken in my teaching.“
“We collaborated before, but now we’ve learned how to make it a regular part of our planning to share and grow from others.“
“I am surprised by just how much I have learned throughout these weeks and three classes! I came in expecting to add some more tools to my toolbox but I am walking away with more than I can handle! I have a better perspective on how to incorporate balanced literacy into my classroom.“