Early Literacy Planning & Implementation Collaboration
Our Early Literacy Planning and Implementation Collaborative (ELPIC) provides school teams with the tools and skills they need to develop powerful plans to improve early literacy.
What Is ELPIC?
ELPIC builds educators’ knowledge of evidence-based reading practices and creates opportunities to reflect on current practices and data. This enables teachers to identify student needs and adapt instruction to improve proficiency in reading and writing. We call this the Literacy Action Blueprint.
We help teachers improve reading outcomes by building a shared knowledge base and focusing on high-quality materials and pedagogy. We do this through an interactive learning series and aligned coaching.
- Center Equity — We focus on how to change instruction, not what students can’t do.
- Understand Root Cause — We build a root cause analysis from evidence-based practices, reflections on current practices, and student data.
- Learn Your Needs — We provide the structure and time for teams to consider what K-3 teachers need to improve literacy outcomes.
- Develop Your Literacy Action Blueprint — An effective Literacy Action Blueprint contains clear goals and specific action steps to achieve them.
- Develop actionable Literacy Action Blueprints.
- Learn processes that promote communication, collaboration, and support.
- Build knowledge of effective evidence-based practices in early literacy.
- Co-construct a Literacy Action Blueprint that works for them and their students.
Get in touch
Contact CORE to learn more about how ELPIC can help you improve early literacy teaching outcomes.
Meet Our Literacy Experts
Thomas Acampora has over 15 years of experience working in and with schools to improve outcomes for students. He has led teams of that worked with middle and high schools to improve graduation rates by creating systems of student support, including small learning communities, early warning systems, positive behavior supports and restorative practices.
Carrie comes to CORE after working as the Dyslexia Specialist for the Oregon Department of Education and has been curriculum specialist. She has taught elementary and secondary special education.
Kristina is a former superintendent with 24 years of experience in the education sector, focused on driving growth and improving test scores by recruiting and maintaining high-quality staff. She is a decisive leader and analytical problem-solver with a solid track record of success.
Dr. Fineé E. Taylor has been an educational consultant for over 15 years and taught a range of elementary grades, served as an instructional coach, worked as an associate reading professor, and served as a Pre-K and Elementary Curriculum Supervisor.
Erica was a classroom teacher in both Texas and New Mexico before serving as an elementary school principal and curriculum director. Prior to working with CORE, Erica served as a curriculum director.
Garla specializes in secondary literacy and finds great joy and fulfillment in supporting and building capacity in middle and high school educators so that they are equipped to provide equitable learning environments for their students, with a focus on literacy.
Cris provides services to schools, districts and agencies to support effective program implementation, multi-tiered systems of support, special education and special programs support, strategic improvement plans, instructional leadership, teacher development, training, and coaching.
Dale is responsible for the day-to-day operations, training, and quality control of CORE’s educational consulting and management staff. Dale brings 20 years of experience in teaching, professional development/technical assistance, research, state-level policy work and administration, and curriculum development to schools and districts across the country.
See Our Work in Action
