Organizational Info
How are partners selected for the Guide?
ARC's mission: every student reading on or above grade level
Our Team
51+ facilitators/coaches
26-50% are non-white
Phases we support
- Adopting a curriculum
- Launching a curriculum
- Ongoing support for teachers
- Ongoing support for leaders
Where we work
All 50 states
Who are we best designed to serve?
- Traditional District
- Charter
- Private
- Parochial
- Urban
- Rural
- Suburban
- Fewer than 2,500 students
- 2,500 to 10,000 students
- 10,000 to 50,000 students
- More than 50,000 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
Curriculum Publisher/Author
What is a high-quality curriculum?
ELA
- ARC Core (American Reading Company) (2017)
The information reported in this partner profile was self-reported by the professional learning organization in July 2020 (Learn More). Services or organizational details may have since been updated, therefore Rivet encourages interested parties to contact the organization directly for the most current information. Rivet updates provider profiles no less than every two years through the PLPG application process. See our Guide & Evaluation page for more info.
Additional Partner Info
Organization Description
Founded and run by educators, American Reading Company is deeply committed to nurturing district and school leaders’ capacity and has a 22-year track record of delivering effective professional development through job-embedded, elbow-to-elbow teacher and leader coaching aligned to high-quality instructional materials. Through an improvement-science mindset, ARC’s PD transforms school culture for sustainable student achievement and positions and supports school/district leaders as head learners and instructors. ARC has a unique ability to produce, iterate, and integrate curricular materials in a way that marries well with the vision, mission, and values that states and individual districts already hold dear.
Which districts and schools have we worked with?
- Guilford County Schools more than 50,000
- Pawtucket School Departments 2,501-10,000
- Rapides Parish Schools 10,001-50,000
How do we build school system capacity for curriculum implementation?
ARC builds teachers’ capacity by focusing each visit on a crucial implementation component: using formative assessment to set individual Power Goals, building reading culture routines, modeling direct instruction and individual assessment conferences, and executing small-group skills instruction. Educators identify and address the needs of all learners, regardless of current proficiency level, to achieve daily access to and engagement in knowledge-building, grade-level content. The LLS equips leaders to address system-level barriers to HQIM adoption and implementation.
How do we collaborate with other PL partners to create cohesion across a district?
ARC is author and publisher of ARC Core, an HQIM informed by research, work in the field, and expert practitioners. A rigorous, comprehensive, accessible, and content-rich curriculum aligned to the rigor of the CCSS, ARC Core is highly rated by Texas Resource Review, Massachusetts’ CURATE, and the Louisiana Department of Education: Louisiana Believes. Continuous PL for teachers and leaders ensures system-level improvements by supporting decision making in HQIM implementations, resulting in gains in student achievement.
How do we confront implicit racism in instruction?
ARC’s PL services help teachers and leaders use culturally diverse HQIM and data tracking tools to “see their system” – finding the spots where inequity is exacerbated. Coaches guide teachers and leaders to develop stronger abilities to identify and disrupt systemic inequities through a change management model where they:
• Locate “bright spots” where individual educators make a real difference.
• Use culturally responsive pedagogy, literacy instructional best practices, and anti-racism resources to identify positive differences.
• Create an adult learning culture where educators hold each other lovingly accountable.
• Track data to ensure outcomes change and intervene when they don’t.
Sample PL Services
Long-term PL services
Research suggests that teachers need ongoing professional learning on their curriculum. These services are a sample of the support that can be provided to help districts and schools create and execute a comprehensive academic strategy aligned to high-quality curriculum. These services can be customized, therefore please contact the provider for details.
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Description
ARC’s job-embedded PL, aligned with its HQIM, positions coaches to work collaboratively with teachers in their classrooms and within PLCs. Teachers develop a high capacity to deliver strong, grade-level core instruction and differentiated instruction to meet student needs across a wide range of skills, interests, and background knowledge.
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Target Audience
- Teachers
- School-based coaches
- School leaders
- School system coaches and leaders
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Delivery Method
Ongoing individual and/or whole-group PL (virtual/in-person), organized by grade level or grade bands, is geared for teachers, leaders, and specialists. -
Preferred Format
- Virtual: Synchronous
- Virtual: Asynchronous
- In-person
- Blended
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Virtual-Only Option
Yes
Short-term PL services
Research suggests that professional learning is more likely to improve educator practice when it extends over a period of time longer than a single session or day. This short-term service is a sample of how this PL organization helps educators successfully adopt and implement instructional materials. Some PL organizations may only offer this type of service as part of a longer-term partnership. These services can be customized, therefore please contact the provider for details.
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Description
Successful implementation of HQIM is launched through an interactive transformative literacy design workshop where teachers are supported to establish structures that create a classroom culture supporting autonomy, engagement, and literacy growth. Participants move through explicit connections of the HQIM to ELA standards to understand how structures and routines support learning.
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Target Audience
- Teachers
- School-based coaches
- School leaders
- School system coaches and leaders
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Max. Size
25 -
Delivery Method
Six-hour introductory workshops (virtual/in-person), organized by grade level or grade bands, are geared for teachers, leaders, and specialists.
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Preferred Format
- Virtual: Synchronous
- Virtual: Asynchronous
- In-person
- Blended
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Virtual-Only Option
Yes
Single-day Service Cost
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$3,000–$4,999
This estimate is the average cost of one day of on-site support with a single facilitator. It is for comparative purposes only, therefore please contact the provider for exact pricing.
2020-2021 COVID Support
The following COVID-specific PL services are aligned to CCSSO's Restart and Recovery Considerations for Teaching and Learning.
Systems Support Services
Services to help school system leaders plan for teaching & learning in 2020-2021 amidst the COVID-19 pandemic.
Services are provided to school system leaders on:
- Engaging families and community partners on how to support remote and hybrid learning
- Organizing staff: roles, responsibilities, and teams in remote and hybrid settings
- Designing school schedules: remote, in-person, and hybrid
- Allocating technology to ensure student access and equity during remote learning
- Managing and improving systems: setting targeted goals, collecting data, running rapid improvement cycles, adjusting school or district policies, etc.
- Conducting observations and providing coaching and feedback to teachers and leaders in remote or hybrid settings
Delivery Method
- Virtual: Synchronous
- Virtual: Asynchronous
- In-person
- Blended
Instructional Support Services
Services to help educators plan instruction in remote or hybrid settings during the 2020-2021 school year.
Services are provided to school/school system leaders on:
- Selecting a high-quality curriculum
- Developing a scope and sequence for this year that prioritizes the most critical concepts and skills for each subject and grade
- Developing and delivering curriculum-aligned PL to teachers in remote settings
- Establishing collaborative time for teachers to plan, review, and adjust instruction in remote or hybrid settings
- Identifying a limited number of assessments to inform instruction
Services are provided to teachers on:
- Planning for and delivering curriculum-aligned instruction in remote and hybrid settings
- Using a limited number of assessments to inform instruction
Delivery Method
- Virtual: Synchronous
- Virtual: Asynchronous
- In-person
- Blended