We have been chosen by hundreds of districts and schools across the United States because we produce results that last. Our clients share a common goal — raise literacy levels and student achievement. They are seeking proven, practical solutions that are based on sound research and years of experience. To give you a sense of what we’re up to, we have highlighted some of our recent work below. Please let us know if you are interested in learning more about our work and we will put you in touch with our main contact at any of our client districts or schools.
Everett Public Schools, Everett, MA: This urban district, with a high English Language Learner population, adopted the Key Vocabulary Routine starting in 2009. Since then, Everett has trained teachers and coaches across all grades and content areas in Vocabulary, Comprehension, and Content Writing. In addition, they worked with Keys to Literacy to develop a District Literacy Plan which provided the strategic framework for future literacy initiatives.
Cleveland County School District, NC: This large school district of 17 elementary, 6 intermediate/middle, and 6 high schools trained 25 district-wide literacy coaches in 2015 to become Level I licensed trainers to deliver KTL’s Key Comprehension Routine. They are in the process of providing Comprehension training to all teachers across the district.
Boston Renaissance Charter School, Hyde Park, MA: Starting with the Key Comprehension Routine in 2009, this PK-6 Charter School committed to implementing Keys strategies across the building to benefit all students. With a combination of strong leadership, high expectations, and buy-in from teachers, they used our Routines with fidelity to help improve from a Level 3 to a Level 1 school.
The Met School, Providence RI: The Met is the model site for 80 Big Picture alternative high schools across the country. It is the leader in school reform and is consistently identified by a sweeping range of education leaders as one of the most effective models in the country. We have worked closely with the Met staff to provide core Comprehension, Argument Writing and Extended Response Writing professional development to all their teachers.
Roosevelt Elementary District, Phoenix, AZ: In 2012, this K-8 sub-district of the Phoenix Schools trained 30 instructional coaches to be certified Level 1 trainers to train all their educators in Key Comprehension. Two years later, they were so pleased with the delivery model that they trained these same coaches to deliver Keys to Content Writing across the district.
Franklin School District, Franklin, MA: This 11 school suburban district introduced Key Comprehension training to its special education staff in 2009. Since then we have supported the district wide roll-out of Comprehension, Vocabulary and Content Writing. Working with Keys to Literacy trainers, Franklin developed deep onsite coaching support for all KTL instructional programs, including classroom modeling, co-teaching and observation across the district.
North Carolina Department of Public Instruction (DPI): KTL has participated in several state literacy projects, including
- NC State Improvement Project: Key Comprehension and Key Vocabulary were introduced to hundreds of districts through this project supporting the literacy needs of exceptional children.
- NC Secondary MTSS Project: KTL was chosen to be the professional development provider for the state’s pilot secondary literacy MTSS project.
- NC DPI Summer Institute: KTL has presented numerous literacy offerings over the years.
Worcester Public Schools, Worcester, MA: We worked with the District Leadership Team and Literacy Committee to develop a multi-year District Literacy Plan. The plan established literacy objectives and strategies to guide K-12 district literacy activity. In addition to Literacy Planning, we have trained many teachers and instructional coaches to support district-wide implementation of Keys to Close Reading, Key Comprehension, Key Vocabulary, and Keys to Content Writing.
Greater Lawrence Technical School, Lawrence MA: Technical education demands high levels of literacy skills that are best taught by content teachers. Our work with Greater Lawrence Technical School spanned 3 years and focused on delivering Comprehension and Vocabulary professional development to their staff of 150 academic and career teachers.