The literacy team helps K-12 teachers develop a challenging, interesting curriculum that is critical for students to graduate college and be career ready. When schools and districts partner with us, they receive support in

  • Implementing best practices in English Language Arts instruction
  • Designing flexible assessment systems
  • Integrate reading and writing across content areas
  • Aligning instruction with the Common Core State Standards
  • Meeting the needs of children learning English and students with disabilities

Services Provided: 

Our experienced team will help identify, facilitate, and sustain high-quality learning in literacy. To assist our partner schools and districts, the PDCE can provide

  • Presentations and institutes about evidence-based practices in literacy;
  • Coaching support for teachers in using evidence-based practices in literacy;
  • Design and implementation support for response to intervention initiatives;
  • Training and coaching for small-group foundational skills instruction;
  • Training and coaching for genre-based writing instruction;
  • Training and coaching for knowledge-building read-alouds;
  • Support for principals observing and providing feedback about literacy instruction;
  • Support for implementation of Bookworms Reading and Writing; and
  • Design and support for professional book studies.

Bookworms K-5 and Middle School – Training and Ongoing Implementation

We work alongside teachers and leaders as they implement Bookworms K-5 and Bookworms Middle School curricula, providing Professional Learning, PLC, and coaching support for teachers in using evidence-based literacy practices for lesson implementation, analyzing student data to plan and inform instruction, and analyzing implementation data to plan and inform teacher instructional coaching support for stronger implementation, all in service to increasing student literacy achievement.

Delaware Department of Education Partnership Courses

We partner with the Delaware Department of Education to build and strengthen Delaware educators’ knowledge of the Sciences of Reading, Writing and Language Development through virtual course offerings. Check out course examples below:

Literacy Foundations for English Learners

This course introduces teachers to multilingual learners’ language and literacy development related to phonological awareness, phonics, vocabulary, fluency, comprehension, spelling, and writing skills. This course will support teachers in applying insights from relevant research on evidence-based principles, strategies, and activities for strengthening instruction.

Literacy Instructional Leadership for Administrators and Building Leaders

This course supports Delaware administrators at the school level and above in how to be effective instructional leaders in literacy in their schools and districts. Possible attendees include but are not limited to principals, APs, curriculum directors, and literacy department heads.

Science of Writing: K-5 Early Foundational Writing Skills Across Content Areas

This course dives into the evidence-based instructional practices that build a foundation for developing effective and fluent writers in grades K-5 across content areas and explores the latest Science of Writing research aligned with all the components of beginning writing instruction. Topics are designed to easily transfer to classroom lessons and can be integrated with any writing curriculum or published writing program. 

Science of Reading and Writing for Adolescents: Reading and Writing Connections in the Secondary Setting

This 2-session asynchronous course prepares middle and high school teachers to support student writing across all content and grade levels (particularly focusing on reading and writing skills outside of the ELA block). Participants will develop tools to support their adolescent learners’ sentence composition, note-taking, outlining skills, and strategies for effective assessment and feedback.

Foundational Literacy Skills Professional Learning & Coaching

We offer flexible-design professional learning support for K-5 teachers implementing Walpole & McKenna’s Differentiated Instruction (DI) Model foundational skills curriculum. Educators will engage in customized professional learning sessions for implementing the DI Model in their classroom, school, and/or district, with topics selected from one or more of five different focus areas:

  • Understanding the DI Model structure
  • Learning about the research informing the DI Model design
  • Learning how to assess and place students into instructional groups at the beginning of the year
  • Learning how to teach and progress monitor each instructional group
  • Supporting DI block planning and preparation

To ensure effective implementation, we recommend ongoing coaching throughout the school year to support teachers in initial assessment and skill group placement, lesson implementation, progress monitoring and data analysis, and flexible grouping.

Collaborative Partnerships with UD Departments

We welcome the opportunity to collaborate with other university groups and departments to develop support that builds and strengthens Delaware educators’ knowledge of the sciences of reading, writing, and language development. Example collaborations include:

  • Working with UD School of Education researchers in a multi-year partnership to provide coaching and professional learning support for primary grade teachers implementing the researchers’ writing curriculum
  • Collaborating with UD’s Partnership for Public Education alongside University faculty and staff to develop literacy knowledge-building supports for Delaware education leaders

Train-the-Trainer

Bookworms K-5 Train-the-Trainer

This version is a unique, year-long, in-depth study suitable for elementary literacy coaches, lead teachers, administrators, and district literacy leaders looking to create a coherent support and supervision system for the Bookworms Reading and Writing K-5 curriculum. Participants will receive extensive training in all curriculum components across grades K-5, including the research behind the design and a set of protocols for monitoring the effectiveness of instruction. 

HQIM Train-the-Trainer

This version is offered to schools implementing any literacy HQIM. It focuses on the Sciences of Reading, Writing, and Language Development in alignment with curriculum implementation as designed, along with recommendations from What Works Clearinghouse IES Practice Guides (e.g., support for implementation of evidence-based practices, evaluation of current curriculum to identify areas of strength and need, data analysis to inform data-driven instruction, etc.)

Novice Literacy Teacher Induction Program (in-person or virtual)

A dynamic 38-week (approximate) monthly instructional coaching cycle designed to span two (2) consecutive years. The scope of work is tailored to meet the needs of novice teachers new to teaching literacy and utilizes a gradual release model from demonstrations to co-teaching to co-planning. Gradual release is based on individual teacher needs as determined via needs assessment (reflective of evidence-based practices), ongoing and frequent self-assessment, and mentor observations. Novice teachers will experience community-building with the embedded monthly cohort meetings facilitated by our literacy team.

Multilingual Learner Support for Educators

Leadership in Multilingual Education:

This professional learning empowers school leaders and administrators to develop and implement effective Multilingual Learner Education Programs (MLEP) and policies. Participants will gain a deep understanding of federal and state regulations, strategic planning, and the importance of community and stakeholder engagement in multilingual education. This PL equips educational leaders with the knowledge and tools to drive successful multilingual education initiatives, fostering an inclusive, high-quality learning environment for all students. 

Multilingual Learner Teacher Coaching & Support:

This professional learning is designed to equip multilingual learner teachers with the skills and strategies to coach colleagues working with multilingual learners effectively. Participants will learn effective coaching techniques, collaborative planning strategies, and reflective practices. They will also explore ways to build a professional learning community that supports continuous improvement and student success.

Literacy Foundations for Multilingual Learners:

This professional learning introduces teachers to the essential aspects of language and literacy development for multilingual learners. Participants will explore critical topics such as phonological awareness, phonics, vocabulary, fluency, comprehension, spelling, and writing skills. Participants will also analyze and engage with research on evidence-based principles, strategies, and activities to strengthen literacy instruction for multilingual learners. 

Differentiated Instruction & Assessment for Multilingual Learners:

This professional learning offers comprehensive training for all educators on strategies for differentiating instruction and assessing multilingual learners effectively. Participants will learn practical approaches to scaffold instruction, use visual aids and manipulatives, and incorporate students’ linguistic and cultural backgrounds into their teaching. Participants will also learn to develop language-appropriate assessments and analyze assessment data to inform instruction.

Multilingual Learner Program Evaluation Support:

This continuous professional learning and support provides school leaders, administrators, and program coordinators with training on utilizing the Multilingual Learner Program Self-Evaluation tool to evaluate and enhance the school’s multilingual learner programs. Participants will learn how to systematically assess their programs, identify strengths and areas for improvement, and develop actionable plans to support multilingual learners effectively. The training and support offer detailed guidance throughout the evaluation process, emphasizing the importance of data-driven decision-making and continuous improvement in program effectiveness, ensuring high-quality educational experiences for all students. 

In-Person, Customizable PL support:

For teachers instructing multilingual learners identified as English learners, our team will work with school leaders to design PL aligned to teachers’ experience level and areas of interest and need.