ARC currently has more than 40 facilitators/coaches representing a broad variety of backgrounds, languages, and experiences. At least 35% of the coaches/facilitators are from diverse backgrounds and/or underserved populations.

ARC’s PL advances educators’ reading science knowledge, connecting research to practical application – cultivating student agency and focusing on improving student outcomes.

• Launch Workshops introduce teachers to the materials, structures, and routines of ARC Core.
• Ongoing Coaching provides teachers with modeling, collaborative planning, and one-to-one coaching.
• System design and leadership support equips leaders to monitor and support implementation through continuous improvement cycles.
• Science-of-Reading PL draws connections between foundational tenets of the science of reading and ARC Core, with regular opportunities for participants to engage in discussions about how each reading component relates to their current instruction and aligns to ARC materials.

ARC supports LEAs as they build capacity to successfully implement ARC Core®. Beginning the implementation with launch workshops, teachers are introduced to the high-quality instructional materials, structures, and routines of ARC Core. Outcomes-focused, ongoing coaching, modeling, and collaborative planning provides job-embedded support for individual educators. ARC strengthens system-wide capacity by guiding district leaders through continuous improvement cycles, enabling them to monitor implementation, support educators, and drive student outcomes.

ARC’s PL helps teachers and leaders use culturally diverse HQIM and data tracking tools to “see their system”-finding areas where inequity exists. Executive Coaches, who have earned the ARC Coach Certification™, guide educators to develop stronger abilities to identify and address educational inequities through a change management model that: (1) locates “bright spots” where individual educators make a real difference, (2) uses responsive pedagogy and literacy instructional best practices to identify positive differences, (3) creates a lovingly accountable adult learning culture, and (4) tracks data to ensure outcomes change and intervene when they don’t.

Assessments are embedded throughout the course, including:

• 20-question untimed Knowledge Inventory (pre-assessment) following the course overview but preceding Tool 1 content
• 5-question untimed tests following Part 1 of each tool’s content (10 total)
• 10-question untimed tests following Part 2 of each tool’s content (10 total)
• 20-question untimed Knowledge Inventory (post-assessment) following completion of all course content.
• Participants must score at least 80 percent on each assessment to unlock content for the next Part or Tool in the course.

As an asynchronous course, participants can access Top 10 Tools whenever and wherever is convenient, including during the contractual school day.

Initial Implementation

Ongoing Implementation: Support for Teachers

Ongoing Implementation: Support for Leaders

Professional Learning on Science of Reading

• Traditional District
• Charter
• Private
• Parochial
• Urban
• Suburban
• Rural
• Fewer than 2,500 students
• 2,500 to 10,000 students
• 10,000 to 50,000 students
• 50,000 to 100,000 students
• More than 100,000 students
• Greater than 60% of economically disadvantaged students
• Greater than 20% of English language learners
• Greater than 20% of students with disability
• Greater than 80% students of color

Sample Scopes for DE