University Of Pennsylvania – PLN

Our team includes over 120 qualified instructors and coaches, including 12 specialists in the Science of Reading. We prioritize diversity, equity, and inclusion in our hiring and team development practices, and many of our facilitators bring lived experience and professional expertise from historically underserved communities. This range of perspectives strengthens our work and ensures our programs are responsive to the diverse needs of the educators and students we serve.

The PLN workshop series integrates the Science of Reading with practical strategies to strengthen PreK-12 literacy instruction. These workshops are grounded in evidence-based frameworks including Scarborough’s Reading Rope and PLN’s Four Lenses of Learning, and workshops help educators embed the six essential components of reading into daily practice. Emphasizing MTSS-aligned instruction, data-driven decision-making, and differentiated approaches, the series equips teachers to meet diverse learner needs. Educators leave with actionable tools to improve word recognition, language comprehension, and overall reading proficiency, building lasting, research-based literacy success for all students.

The Penn Learning Network builds district capacity by providing tailored, evidence-based professional learning in the Science of Reading for all stakeholders, including teachers, building leaders, district administrators, and community members. Our instruction addresses grade-specific needs from PreK-12 and integrates a train-the-trainer model to develop internal experts who can support and coach peers. PLN engages leaders through strategic planning, coaching, and data-informed decision-making to align literacy instruction system-wide. By equipping each stakeholder group with actionable strategies and a shared framework, PLN ensures coherent implementation, builds instructional leadership, and fosters sustainable, scalable literacy improvement across classrooms, schools, and districts.

PLN embeds equity and inclusive teaching practices in all professional learning. Our workshops help educators support diverse learners, including multilingual students, by emphasizing oral language development and integrating support into Science of Reading instruction. We promote the use of diverse, relevant texts and model strategies for inclusive, student-centered teaching. Educators also examine systemic barriers to literacy and learn how to foster equitable classrooms-ensuring all students, regardless of background, can access high-quality, effective literacy instruction.

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

• Christiana School District
• Red Clay School District
• Dover School District
• Colonial School District.

Sample Work to Share with Districts