Partnership Pathway
Inquiry & Exploration
Initial conversation to assess alignment and interest.
Readiness Assessment
School leadership demonstrates commitment, staffing stability, instructional alignment, and systems capacity.
Qualified & Approved
School meets all readiness criteria and enters the expansion pipeline.
Funding Alignment
LLP secures philanthropic investment.
School confirms co-investment (PTA, WSF, Title I, etc.).
Implementation Launch
Training, coaching, and scope-and-sequence alignment begin with full funding secured.
Interested in Becoming a Partner School?
Our flagship model is designed for schools ready to commit to systemic change. Partner schools receive a multi-year implementation plan that includes:
In-depth Orton-Gillingham Classroom Educator training
Embedded coaching and support for general education, intervention, and special education staff
Data review and instructional planning with grade-level teams
Ongoing alignment with school-based goals and district initiatives
Our partnership is more than a training—it’s a strategic investment in instructional excellence. Interested schools must demonstrate strong leadership commitment and schedule alignment to support full implementation.
To learn more about how your school can become a partner site, contact us here.
Interested in Individual Training?
We offer two pathways for educators seeking individual professional growth in evidence-based literacy instruction:
Multi-sensory Structured Literacy Training
The purpose of Multisensory Structured Literacy Training is to equip educators with practical, evidence-based tools to strengthen core reading instruction in classrooms and intervention settings. This pathway focuses on understanding how children learn to read, applying structured literacy principles across whole-class and small-group instruction, and integrating multisensory strategies that support a wide range of learners. Participants gain immediately applicable skills to improve phonemic awareness, phonics, fluency, vocabulary, and comprehension—while building confidence in aligning instruction with current reading science.
This pathway is best suited for educators looking to strengthen daily instruction, support diverse learners, and implement structured literacy practices within their existing teaching role.
Orton-Gillingham Academy Associate Level Training
The purpose of Orton-Gillingham Academy Associate Level Training is to prepare educators and practitioners for advanced, individualized literacy instruction grounded in the full depth and rigor of the Orton-Gillingham approach. This pathway is designed for teachers who want to develop deep diagnostic and prescriptive skills, work intensively with students who have persistent reading difficulties, and pursue professional credentialing through the Orton-Gillingham Academy. Through comprehensive coursework, supervised practicum, and mentored application, participants learn to assess, plan, and deliver highly individualized instruction with fidelity and confidence.
This pathway is best suited for educators seeking specialized expertise, one-to-one or small-group intervention roles, and formal OG Academy credentialing. This pathway requires a 100hr practicum which takes one year to complete.
Learn more about the Orton-Gillingham Academy and certification levels at www.ortonacademy.org.
School-Wide Professional Development Modules
We offer flexible professional development workshops that introduce core structured literacy concepts to larger school teams. These sessions are ideal for schools that are not currently in the full partner model but want to deepen staff understanding and create momentum around effective reading instruction.
Modules can include:
- A Dyslexia Simulation
- Executive Functioning and ADHD
- Multisensory Teaching
- Phonology
- Phonemic Awareness
- Early Literacy
- Socratic Questioning and Error Repair
- Multisensory Grammar
- Morphology
- Syllable Division (and how to teach it)
Transformational Teaching Moments:
“A 5th-grade teacher stopped me today to share how she already used some of the information/data presented in the professional development to help drive her instruction in class. Upon reflection, she realized that most of her day was spent lecturing and talking. Today, she worked to engage the Kinesthetic and Tactile instead of so much Visual and Auditory. She even brought in a couple of jump ropes from home for kids to use when they need to “fill their tank”. OGCC, thank you so much for funding these PD sessions.”
-Beth Jacobs, Assistant Principal, Jennie Moore Elementary
