Partnering with Districts & Universities

Among Wilson’s most distinctive characteristics is our model of partnerships with similarly motivated entities like individual schools, entire districts, or colleges and universities. Partners in any endeavor share concerns about the same challenges, are motivated by the same conditions, and are driven to accomplish the same outcome. Each collaboration is unique and tailored to achieving Literacy for All for the designated population.

Partnering with schools and districts is a Wilson specialization. Each school or district is matched to an implementation team of dedicated Wilson staff who learn about the issues and goals of a school or district before crafting a customized, scalable plan for implementing Wilson’s research-based programs. These plans, called COMPASS (COMprehensive Plans for Achieving Success and Sustainability), outline the path by which a school or district can successfully implement and sustain the selected Wilson program in the school or district. Plans vary according to a school or district’s needs and priorities and may include the introduction of a Multi-tiered System of Supports (MTSS) or Response to Intervention (RTI) strategy. Each plan outlines the pathway and timeline for developing the capacity to sustain the benefits of the selected Wilson program independently of Wilson Language Training. This occurs by certifying and credentialing local teachers to become teacher-leaders.

In working with schools and districts, Wilson strategically applies the principles and tenets of implementation science. This relatively new, research-based discipline, incorporated into COMPASS and in our Literacy Specialists’ practices, guides program implementation and assures fidelity when using Wilson’s research-based interventions with students.

Wilson’s partnerships with colleges and universities have a different focus. These relationships address teacher preparation outside of the classroom by incorporating WRS Level I Certification into M.Ed. curricula. Several institutions around the country offer Wilson Reading System® certification training. Although each maintains its own policies, a common characteristic is reliance upon Wilson Language Training® for preparing teachers in the methods of multisensory, structured language instruction appropriate for students identified with a language-based learning disability, such as dyslexia. One institution, Fitchburg State University, awards ten graduate credits for completing Wilson Reading System Level I Certification, ten graduate credits for completing Level II Certification.

Professional relationships with Wilson are focused on preparing teachers wherever they are in their careers. The advice and direction Wilson offers is based on our work with diverse school districts across the country, our preparation of thousands of teachers each year, and our ongoing support of those teachers through a robust and sophisticated array of online learning communities. A connection with Wilson lasts for many years.

Wilson Language Training realizes that literacy acquisition can be difficult and take time. We are committed to preparing, coaching, and supporting educators dedicated to literacy and seek out collaborators with schools, districts, and institutions of higher education in this work. The relationships that evolve strengthen that effort, encourage others to join in support, and focus on the greatest prize educators can offer: the acquisition of literacy.

Learn more about how we collaborate with districts and universities:

We have observed an increase in our teachers’ capacity to recognize and address specific early reading skill issues thanks to the professional development, teacher coaching, and high-quality materials provided by Wilson. We have also seen a close to 20% reduction in the number of K-2 students needing intense reading intervention. -Michelle Knight Principal
Alcoa City Schools, TN
Successful implementation is dependent on close collaboration with Wilson staff and development of Facilitators at schools that can serve as model sites for continued professional development and sustainability. Building internal capacity is key to success. -Stephanie Rakes Literacy Supervisor
Guilford County Schools, NC