Mission: We partner with parents (families) and schools to gain a deeper understanding of effective learning supports.
Vision: Increased learner growth and achievement through a deeper understanding of effective learning supports.
To develop positive relationships with educational partners.
To collaborate in meaningful ways with partners.
To gain a deeper understanding of effective learning supports for all learners.
Increase knowledge, skills, and abilities to support learning.
Increase learner growth and achievement.
Decrease resource demands for school-based supports and/or increase intensity of learning supports available.
OUR LEARN STORY
Dr. Weston Johnson,
Principal Learning Coach
We can achieve a lot together. We can support more learners if we collaborate. We can see all children learn and meet high expectations, and forming partnerships is essential for achieving this outcome. Together we can solve problems and improve learning. Let's begin our learning journey today.
WHAT PEOPLE SAY
Carol Redmond, M.A.,
Literacy Specialist and Adjunct Professor
Weston is my '"go to" source when I have questions in any area of literacy and/or assessment. His student-centered philosophy and evidence-based responses improve student learning and have made me a more effective Literacy Specialist and Adjunct Professor.
Jennifer Davie, Ph.D.,
Specialized Education Services Supervisor
Weston is knowledgeable about cutting edge research and instructional practices, and he turns that knowledge into manageable action steps that benefit learners.
Jillynne Raymond, Ed.D.,
Assistant Director of System Development
Weston's expertise with the foundational skills needed to grow strong readers is exceptional. He is able to diagnose and intervene to meet students' specific needs.
Evidence-Based Reading Support
Reading at Home: Parents provided a supplemental reading intervention at home in addition to school-based supports.
Relative Growth: All Students
Growth relative to national peers with same initial scores was 20% higher and 10% higher than control group.
Absolute Growth: Some Risk
Absolute growth was higher for the treatment subgroup and met grade level growth rate expectations.