At Reading Assist, we have a team of six coaches overseen by two experienced directors, and one managing director. 22% of our team is from diverse backgrounds.

Reading Assist provides two core services approved by DDOE: (1) High-Quality Professional Learning on the Science of Reading, delivering systematic training in phonemic awareness, phonics, fluency, vocabulary, and comprehension to K-3 educators through our certified LETRS trainer; and (2) High-Dosage Tutoring services using trained AmeriCorps Fellows who provide one-on-one and small-group literacy intervention to students in the lowest 25% for reading proficiency. Both services are grounded in structured literacy principles and the Orton-Gillingham approach, with comprehensive data tracking and proven student outcomes.

We build capacity through multi-tiered professional development targeting all stakeholder levels. District leaders receive strategic guidance on implementing science of reading frameworks and data-driven decision making. Building leaders participate in literacy leadership team development and coaching on sustainable program implementation. Teachers receive hands-on training in structured literacy instruction, assessment practices, and differentiation strategies. Our approach includes ongoing coaching, resource provision, and collaborative problem-solving sessions. We emphasize train-the-trainer models, enabling districts to develop internal expertise and sustainability beyond our direct service period.

Reading Assist prioritizes equity by intentionally serving high-needs schools with predominantly low-income students, students of color, and English Language Learners. Our curriculum includes explicit training on culturally responsive teaching and bias mitigation. We recruit diverse tutors (50% people of color in 2023-24). Our professional development emphasizes high expectations for all learners and strategies for supporting diverse populations, including ELL students and those with IEPs/504 plans. We use disaggregated data analysis to monitor performance gaps and ensure equitable outcomes across all student demographic groups.

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.

Professional Learning: 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

Districts

Colonial, Christina, Red Clay, Appoquinimink, Capital, and Brandywine.

Charter Schools

Charter School of New Castle, Sussex Montessori, Kuumba Academy, Holy Angels School, Thomas Edison Charter School, Las Americas ASPIRA Academy, Academia Antonia Alonso, and East Side Charter School.

Reading Assist – Sample Tutoring and Educator PD Scopes of Work