Educational Epiphany’s pre-K–12 resources provide educators with the resources necessary to teach and assess students’ understanding of the building blocks of reading proficiency.
Our resources are directly aligned to our professional learning workshops and services, which are designed to support teachers, instructional paraprofessionals, school leaders, and parents/guardians in their individual and collective effort to promote early (pre-K–12) and continuing (Grades 3–12) literacy development with attention to phonemic awareness, phonics, encoding, and assigning meaning to unfamiliar words through knowledge of the most commonly occurring word parts across grade bands and content areas in pre-K–12.
Educational Epiphany resources also feature embedded user-friendly assessments and other resources to teach and assess student knowledge and ability as the school year progresses; they can be used in the following settings to drive student achievement:
For a decade, Educational Epiphany has been tracking data on the impact of the content of the ideas represented by these resources and professional learning on student outcomes in urban, suburban, and rural districts across the nation. We have data to support the value of our instructional resources and correlate professional learning. Elementary, middle, and high schools are impacted similarly by the resources and professional development, and the data is aligned to the required ESSA Tier 2 guidelines.
ESSA defines Tier 2 evidence as:
(At the time, was the lowest performing school in the district.)
Secondary School Study
This longitudinal study on the impact of Educational Epiphany’s ideas for early and continuing literacy is published by Scholastic Education.
As one can readily see, student performance dramatically increased in year one and year two with sustained gains in year three and year four. Both the race-based and service-group achievement gap virtually closed.
We piloted the contents represented by Educational Epiphany instructional resources and correlate professional development in six chronically underperforming schools in Memphis, and after one year, each school that actively integrated the resources and ideas into teaching and learning practices moved from the lowest ranking (TVAAS 1) to upper tier (TVASS 4 or 5) status in just eight months.
We implemented the ideas represented by Educational Epiphany instructional resources and correlate professional development district-wide, and after one year, each school that actively integrated the resources and ideas into teaching and learning practices demonstrated unparalleled gains in student outcomes in ELA and Mathematics. Below is a sample of the impact data from the district. Each school that implemented with fidelity saw dramatic shifts in its overall State Report Card scores out of 100. Any score at or above a 62 is considered a C and passing by the state.
As one can see from the data, each of these schools met the state standard for passing and moved one step closer to ineligibility for state takeover due to the dramatic improvement of literacy scores across grades and disciplines. The lowest performing high school is now the highest performing high school (they are the poorest and most densely populated with IEPs and minority students, but now they are the flagship school of the district).
Educational Epiphany also piloted the ideas in Educational Epiphany instructional resources and correlated professional development in a group of chronically underperforming schools in Arkansas. Each of the schools in the pilot had a history of teacher and school leader turnover before the pilot began. After just one school year, each school demonstrated record gains, with the high school earning statewide recognition for the most significant gains in the state in English/Language Arts. Students demonstrated gains across content areas, proving that addressing literacy impacts performance in other content areas.