The diversity of learning needs in a single classroom is more complex than ever before.

1 in 5 students experience learning and thinking differences.

(“Learning Disabilities by the Numbers.” Understood 2017)

Nearly 1 in 4 students are Emerging Multilingual Learners.

(English Language Learners.” National Education Association 2020)

50% of students in US public schools are behind grade level.

(National Center for Education Statistics 2023)

The diversity of learning needs in a single classroom is more complex than ever before.

1 in 5 students experience learning and thinking differences.

(“Learning Disabilities by the Numbers.” Understood 2017)

Nearly 1 in 4 students are Emerging Multilingual Learners.

(English Language Learners.” National Education Association 2020)

50% of students in US public schools are behind grade level.

(National Center for Education Statistics 2023)

Our Approach

We work with you to develop a plan that is data-driven, aligned to your strategic goals and designed for impact. Building off of your existing curricular resources, we on three key areas to ensure that educators have the knowledge and skills to approach learner variability with confidence:

Inclusive Mindsets & Practices

Are all students seen, known and being taken into account in daily lesson design?

Co-Teaching & Educator Collaboration

Does every teacher play a clear and impactful role in data-driven planning and instruction?

Data-Driven Development

Is educator support leading to concrete changes in inclusive and collaborative practice that accelerate learning for all students?

Our Approach

We work with you to develop a plan that is data-driven, aligned to your strategic goals and designed for impact. Building off of your existing curricular resources, we on three key areas to ensure that educators have the knowledge and skills to approach learner variability with confidence:

Inclusive Mindsets & Practices

Are all students seen, known and being taken into account in daily lesson design?

Co-Teaching & Educator Collaboration

Does every teacher play a clear and impactful role in data-driven planning and instruction?

Data-Driven Development

Is educator support leading to concrete changes in inclusive and collaborative practice that accelerate learning for all students?

Our Services

Our Services

Our Impact

Who we are serving in School Year 2023-2024:

22,159

Students

86%

of our student population identifies as Black, Indigenous, and People of Color (BIPOC), relative to 54.8% nationally.

140

Teachers

74%

of our student population are eligible for free and reduced (FRL) lunch, relative to 43% nationally.

An impact study conducted by the Center for Policy Research & Evaluation found that learning was accelerated for students in algebra classrooms by 6 additional months.

Our Impact

Who we are serving in School Year 2023-2024:

22,159

Students

86%

of our student population identifies as Black, Indigenous, and People of Color (BIPOC), relative to 54.8% nationally.

140

Teachers

74%

of our student population are eligible for free and reduced (FRL) lunch, relative to 43% nationally.

An impact study conducted by the Center for Policy Research & Evaluation found that learning was accelerated for students in algebra classrooms by 6 additional months.

Over the past 3 years, we have supported over 523 teachers who demonstrated measurable changes in inclusive mindsets and practices:

Over the past 3 years, we have supported over 523 teachers who demonstrated measurable changes in inclusive mindsets and practices:

“I believe all of my students have the potential to understand challenging concepts”

Teachers who report feeling prepared to teach students with disabilities:

95%

of teachers made observable progress in using student data to plan small group instruction.

9 out of 10

teachers increased proficiency in planning for and delivering accommodated instruction for students with disabilities and multilingual learners.

“I believe all of my students have the potential to understand challenging concepts”

Teachers who report feeling prepared to teach students with disabilities:

95%

of teachers made observable progress in using student data to plan small group instruction.

9 out of 10

teachers increased proficiency in planning for and delivering accommodated instruction for students with disabilities and multilingual learners.