CDE - Colorado Department of Education

Educational Service Providers - Provider Detail

The information provided regarding Educational Service Providers is provided for information only. The Colorado Department of Education does not endorse, represent or warrant the accuracy or reliability of any of the information, content, services or other materials provided by these educational service providers. Any reliance upon any information, content, materials, products, services or vendors included on or found through this listing shall be at the user's sole risk.


Cambium Learning, Inc.

Contact Information


Erin Ramsey
4185 Salazar Way
Frederick, CO 80504

Phone: (800) 547-6747 ext. 271


Janis Hicks
4185 Salazar Way
Frederick, CO 80504

Phone: (800) 547-6747 ext. 465

General Information

Type of Organization: For Profit Company
Organization is best described as: For-Profit
Age of Firm / Number of Years in Operation: 34+ Years
Level(s) services may be provided: - Elementary
- Middle
- High School
- District
Provides performance guarantees in contract: NO
Educational Services Provided Assessment
Bully Prevention
Comprehensive & Effective Planning
Comprehensive Turnaround Provider
Content Curriculum Programs
Curriculum Alignment
District Culture
Dropout Prevention and Intervention Services
Educator Effectiveness
Organizational Structure and Resources
Professional Development
School and District Improvement
Family and Community Support
Specific Content Area :
Intervention, Special Education, School Culture

Name of Schools/ Districts that this organization has served in Colorado:

Denver Public Schools
Cheryl Karstaedt
Executive Director Student Services
Denver Public Schools
(720) 423-3437 or (720) 423-3413 (fax)
900 Grant St.
Denver, CO 80203

Julie Rottier
Assistant Principal
Howell School
Denver Public Schools
(720) 318-1803
14250 E. Albrook Dr.
Denver, CO 80239

Contact us for additional references.

Recent References:

Montgomery Public Schools, Alabama
Connie Mizell
Educational Specialist
Alabama Reading First Coordinator
Montgomery Public Schools
(334) 223-6882
307 South Decatur Street
Montgomery, Alabama 36104

Mike Looney
(Former) Assistant Superintendent
Montgomery Public Schools
(Current) Superintendent
Butler County Public Schools
(334) 382-2665
215 Administrative Dr
Greenville, Alabama 36037

Arizona Department of Education
Kathy Hrabluk
Associate Superintendent
K-12 Literacy
Arizona Department of Education
(602) 364-2333
1535 West Jefferson Street
Phoenix, Arizona 85007

Cheryl Lebo
Deputy Associate Superintendent
Arizona Department of Education
(602) 364-2349
1535 West Jefferson Street
Phoenix, Arizona 85007

Contact us for additional references.

Name of Schools/ Districts that this organization has served in other states:

Buffalo Public Schools, New York
Dr. Folasade Oladele
Deputy Superintendent
Buffalo Public Schools
(716) 816-3714
(716) 851-3834,
Room 701C City Hall
Buffalo, New York 14202

Ms. Linda Smolen
Director of Literacy
Buffalo Public Schools
(716) 816-3048, x8770
150 Lower Terrace
Buffalo, New York 14202

American Samoa Department of Education
Wendy Malapeia
Reading First Director
American Samoa
Department of Education
(011) (684) 699-6516
P.O. Box 3507
Pago Pago, American Samoa 96799

Virginia State Department of Education
H. Douglas Cox
Assistant Superintendent
Division of Special Education and Student Services
Virginia Department of Education
(804) 225-3252
PO Box 2120
Richmond, VA 23219

Susan Trulove
Response to Intervention Leader
Virginia Department of Education
(804) 786-0720
PO Box 2120
Richmond, VA 23219

Department of Defense Education Activity: Special Education Initiative David Cantrell
Special Education Director
(703) 588-3147
(703) 566-3703 (fax)
4040 North Fairfax Drive
Arlington, VA 22203

Contact us for additional references.

Qualifications of this Organization (licensure, trademark, etc.):

Cambium Learning is comprised of hundreds of people inspired by creating and delivering products, services, and solutions for the full spectrum of the most challenged learners and the educators that serve these struggling students. Across the country, our organization has a successful record of accomplishment in creating strong service partnerships with state and local education agencies to deliver customized services to address their specific and unique needs and goals. Our customers include state departments of education, large urban school systems, small rural districts, individual public schools, charter schools, private schools, Bureau of Indian Education schools on reservations, and Department of Defense schools on military bases around the world.

For more than 34 years, Cambium Learning has specialized in helping teachers and administrators reach the "tough to teach." We do this by providing school staff with the latest research, best practices, and up-to-date information on current educational issues-while also showing teachers strategic and pragmatic methods for applying current research to their classrooms. Our implementation teams have achieved measurable success in the form of significant and quantifiable growth in student achievement, while building the capacity of teachers and leaders measured by their participation in our professional development support. Not just a publishing company, Cambium Learning is a full-service educational solutions company. Every Cambium Learning product and service is field-tested, backed by rigorous research, and supported by evidence-based practices.

Cambium Learning has been approved as a Lead Turnaround and Technical Assistance Provider for School Transformation and School Turnaround by multiple districts and states-such as Milwaukee Public Schools, Tucson Unified School District, Phoenix Union High School District, the School Districts of Philadelphia and Newark, as well as the Departments of Education for Alabama, Arizona, Colorado, Hawaii, Michigan, Missouri, Ohio, Tennessee, Washington, and West Virginia.

The synergies created by Cambium Learning family of companies uniquely position us to provide a comprehensive and interconnected continuum of tiered, research-based intervention curricula, assessments, educational technologies, and services to improve the academic performance of students.
- Our solutions offer a comprehensive, scalable, and systemic approach to delivering effective instruction using multi-tiered, data-driven, small group, direct, systematic, and explicit instruction with embedded progress monitoring.
- Our interventions, assistive technologies, and online resources increase practice and time on task, engage students, extend the school day, and result in improved student performance.
- Our assessments and robust data management system support on-going progress monitoring, data-driven instruction, and data analysis at the student, classroom, school, and district level. Our assessments and data management system provide the tools needed by educators to ensure data-driven instruction and movement of children within and between appropriate tiers.
- Our professional development is what is needed by teachers, paraeducators, and school leaders to understand the "why and how" of using interventions to accelerate skill acquisition for struggling students in low performing schools.
o Our world-class online, onsite, and in-classroom professional development increases the effectiveness and readiness of teachers in the classroom, supporting them with the knowledge and skills to teach students to mastery.
o Our ongoing onsite and in-classroom coaching and mentoring supports teachers to apply strategies and data-driven instruction in the classroom, and reinforces the knowledge necessary to implement and teach programs with fidelity.

In support of school improvement, reform, turnaround, and transformation, our industry experience and expertise extends to include:
- Comprehensive and multifaceted audit, needs analysis, benchmarking, and Findings and Recommendations report services at state, district, school, administrator, and educator levels
- Comprehensive planning and monitoring of academic improvement plans, transformation efforts, and school turnaround initiatives
- Research- and evidence-based instructional materials, assessments, and data management systems to support RtI efforts, at every tier-across the areas of reading, math, and behavior
- Professional development for administrators and school leadership to provide the understanding, knowledge, tools, and professional support needed to:
o Align curricula and assessments to state and national standards, including the Common Core
o Foster culturally and linguistically responsive teaching practices, particularly for ELL students
o Increase parent/community engagement and create positive learning environments
o Design and mentor school solutions teams and problem-solving teams
o Implement and sustain trajectory-changing school and academic school improvements

Qualifications of Instructors/ Staff that Provide Services:

The quality and integrity of Cambium Learning products and services have enabled us to establish strong relationships with leading professionals in the field of education-specifically our nations' leading experts that focus on at-risk, struggling learners, and students with disabilities. Our highly skilled staff members often work together with national experts to plan, design, and deliver our professional development offerings through our professional development platform.

Our esteemed reputation allows us to attract new people to our team and continually expand our family of trainers, authors, educators, and research professionals so that we can offer our customers the highest quality of training and professional development support available. We have a collaborative relationship with a cadre of more than two hundred expert staff development trainers and consultants in the areas of reading, mathematics, written and oral expression, assessment, early childhood, behavior, special education, and Response to Intervention (RtI), to name a few. Our large number of trainers and consultants ensures that trainer and consultant availability is not an issue for our clients.

Our staff members come to their positions with years of experience in the use of standards as a foundation for learning and teaching and many of our consultants have been trainers on curriculum alignment and state assessment projects. Most recently, some of our staff served as consultants on the development of the Common Core Standards, particularly in English and English Language Arts. Several members of our staff have been involved in the legislative discussions about the reauthorization of ESEA and IDEA, and our company is a driving force behind legislation to include RtI elements in the language of the 2004 Reauthorization of IDEA―such as the addition of the growth model and the adoption of the multi-tiered system of supports for struggling learners.

Our trainers and staff routinely facilitate meetings and teach workshops to assist teaching staff in aligning their curriculum to state and national standards, and lead projects to aid educators to develop goals, objectives, and curriculum activities that correspond to state and national standards. Additionally, our trainers and consultants are knowledgeable of both formative and summative assessment tools and focus training to assist participants to create interventions and enrichment opportunities that are a response to student performance and needs.

In order to provide the highest quality of professional development to our customers, Cambium Learning recruits only the most qualified consultants to become instructors and presenters. In every case, our trainers and professional development providers must, at a minimum:
- Have experience leading district administrators, principals, coaches, and teachers in the technical component of the assigned strand
- Have earned a degree in a Special Education specialty or in General Education, with a Master's or Doctorate degree preferred
- Have experience at the school level as a teacher and/or coach
- If working with administrators, have experience working with administrators at the district level
- Be an experienced presenter with excellent evaluations and references
- Have a history of successfully raising the achievement of struggling learners
- Participate in ongoing professional development to continually hone skills

Additionally, to ensure curricula are implemented and taught with high degrees of fidelity and treatment integrity, we require our trainers to go through a rigorous certification process so they are properly equipped to train district administrators, teachers, and coaches on our curricula. Beyond ensuring that each staff member meets minimum qualifications and certification requirements, we also take great care to select specific staff and consultants to work on specific projects because their unique background and experience match the needs of the school, district, or state. For long-term projects, final staff selection is always done in concert with our customers to ensure project staff are well suited to meet customers' unique needs and specific goals.


Given the vast products, services, and customized solutions available from Cambium Learning companies, we respectfully request customers make contact to obtain targeted pricing information based upon their specific needs.

General product price information can be found our our company websites:

Explanation of how we are able to provide differentiated services to meet the individual needs of schools and districts.

Just as supporting the individual needs of each child is critical, we believe that supporting the individual professional development needs of states, schools, and districts is critical too-needs that vary widely and change over time. For this reason, Cambium Learning is committed to working with our customers to design customized and targeted professional development solutions that effectively support the specific initiative at hand. During our ongoing partnership, our field implementation specialist teams work closely and collaboratively with district and school administrators and educators continually to customize services in direct response to ongoing assessments and evaluations. This long-term solution and partnership approach ensures that the professional development remains timely and responsive to evolving needs. We are a trusted industry leader when it comes to providing educators with current, responsive, research-based professional development and support.

How will we evaluate our services and support to schools and districts and its effectiveness in school/ district/ student achievement?

Measuring Effectiveness of Professional Development: Measuring the effectiveness of our professional development is essential data we use to ensure the research-based strategies we provide are translated into instructional performance for positive impact on student academic performance or behavior. A quick but objective measure to gauge the effectiveness of specific instructional strategies is our Use It/Like It/Effectiveness measure. This measure, approved by the United States Department of Education as a validation process to evaluate the effectiveness of programs, uses a social validity scale to determine the outcome and impact of professional development on the members of the learning community who participate in these activities and receive this training.

After a new instructional strategy has been identified as an appropriate measure based upon the needs of students, and with time for teachers to integrate the strategy within their instruction with support, a customized Use It/Like It/Effectiveness survey is administered. Using a Likert scale, teachers are asked to rate the strategy and the level to which they used it, liked it, and found it effective. Confirmed by observations, the results are compiled, providing feedback on the effectiveness of our professional development and assessing the direct integration of learned information within classrooms and instruction. This measure confirms whether knowledge and strategies have moved from research to practice within classroom teaching and learning.

Coordinated Communication and Collaboration-A Continuous Cycle of Improvement: To ensure feedback and continuous improvement across and beyond the initial project year, a cycle of continuous improvement is used for Cambium Learning projects and professional development activities: (a) plan; (b) benchmark; (c) implement; (d) manage/monitor; (e) analyze; (f) if needed, adjustments/ modifications; (g) benchmark; (h) implement adjustments/modifications; and (i) continuous cycle repeating (d)-(h) with renewal and improvements continuously built into the project management plan.

Prior to the start of any project, curriculum implementation, or professional development event, our staff and consultants work closely with the appropriate customer staff to assess the specific strengths, challenges, and needs of students, teachers, and administrators. We do this because it is our belief that frequent communication and true collaboration are the keys to successful projects that will result improved results and outcomes for students. From the project start, our staff and consultants work in concert with administrators and educators to guarantee a coordinated set of goals and common mission for all project tasks. In advance of professional development activities and at major project milestones, our staff works with planning staff to gain knowledge of specific practices, philosophy, and curriculum. This assures that the professional development provided is harmonious and congruent with current state/district goals and objectives, and that training is customized to specific needs.

At the conclusion of professional development events, our staff works with the district to measure and evaluate training, and adjust future training as needed. At the conclusion of major implementation tasks, our staff meets with teachers, administrators, and other members of the district and school leadership teams to communicate accomplishments, insights, strengths, possible concerns, and thoughtful solutions.

Sample of services offered for a school or district:

Under 500 Students:

Participants in the Philadelphia Empowerment Project were organized into regional learning communities led by LEA liaisons. The regions met together with CLS consultants on an ongoing basis to focus on the common learning goals set forth by the LEA. The teams learned effective reading strategies and skills, discussed and reflected on this new information, and developed classroom applications. Our consultants and LEA liaison maintained a weekly connection to each school-visiting each school weekly, modeling and observing in classrooms, and meeting with school leaders and individual teachers to ensure continual and sustained learning.
Empowerment Schools and regional groups analyzed curriculum-based benchmark data to identify student strengths and weaknesses. Professional goals and learning priorities were developed based on gaps in student achievement. The VoyagerU professional development program, aligned with the tenets of the National Reading Panel, National Research Council, and the Learning First Alliance provided the necessary content, foundational knowledge and tools to connect current research to the classrooms. Our online delivery model enabled teachers to access content anytime, anywhere to further facilitate learning. Teachers designed their own learning experience by accessing a number of choice activities and expanded their learning by completing additional learning items. The blended instructional model combined independent online study, classroom application, and collaboration to deepen content knowledge of effective instructional practices. Various interactive learning opportunities included teacher-modeling videos, case studies, self-evaluations and reflections, classroom application, and collaboration activities addressed different learning styles and strengths. These activities provided opportunities to see, hear, and effectively apply the new learning and strategies. Coaching and follow-up provided by the CLS and district staff provided the opportunity to practice the new skills with feedback and reflection. At benchmark 2, sixth grade level students gained 113 Lexiles exceeding expected growth by 91. Seventh grade level students gained 98 Lexiles, exceeding expected growth by 76. Eight grade level students gain 93 Lexiles, exceeding expected growth by 98.

500-1000 Students:

Cambium Learning's professional development solutions division, Cambium Learning Solutions (CLS), provided professional development for reading instruction and coaching for all teachers K-5. On-site literacy coaches and administrators received specialized training to ensure sustainability of efforts. These onsite literacy coaches, along with site principals, led grade-level PLCs. The purpose of these communities was to evaluate student data to (a) pinpoint instructional needs, (b) modify instructional delivery, and (c) identify additional areas of professional development to support student growth.
- K-5 reading teachers primarily used DIBELS for benchmarking and progress monitoring data. Scores from unit assessments for the mastery-based reading program were triangulated to fully assess student progress. These data were analyzed at weekly PLCs to identify common trends between classrooms and across grade levels indicating areas needing instructional improvement. Specific coaching, demonstration teaching, teacher-observation of successful teaching, and incorporation of research-based strategies for instruction, grouping, and classroom management were implemented.
- Key to success in Montgomery, AL was the willingness of teachers to (a) change programs, instructional methods, and expectations of student behavior, (b) carefully administer and evaluate normed reading data and student mastery data, (c) develop collaborative efforts among teachers for the success of all children versus viewing students as "mine" vs. "yours." Grouping for interventions crossed classroom boundaries ensuring that pinpointed small-group instruction with the appropriate intensity and density was provided to each student. Providing multi-classroom intervention services required common understanding of standards, reading targets, and student behavior expectations across the grade level. Student success in reading was the key priority championed and supported by the building administrator. Research-based assessments (DIBELS) as well as a research-based reading program were implemented with fidelity.
- The student population was remarkably homogenous across the campuses with similar student profiles, including high numbers of the following: minority, recipients of free and reduced lunch, and non-proficiency on state reading assessments. Montgomery designed their professional development with a three-pronged approach. First, a three-year training plan was designed with input from teachers, principals, and district personnel. This plan identified critical "must know" items that had to be covered before implementation, such as training on the identified research-based reading program and training on administration and interpretation of DIBELS benchmark and progress monitoring data. Second, professional development was provided on differentiated instruction, small group instruction, and identification of correct interventions based on data, progress monitoring, and modification of instruction based on student data and classroom management. Third, concurrent with the two prongs noted above was the training of site-based administrators and coaches. Classroom demonstrations, modeling, and conducting data meetings were observed by coaches and later debriefed with the consultant to ensure increased coaching skills to build sustainability and consistency. Mentoring of principals provided increased skills at (a) understanding and recognizing good reading instruction; (b) evaluating student data to provide quick support for teachers and students; and (c) leveraging all resources-monetary, time, staff-to guarantee student success. After one year of implementing this model, students were tied for the most growth achieved in any one year in the state, moving them from 118th in the state ranking to 17th.

1000+ Students:

Scope of Services: Cambium Learning won a contract with the Department of Defense Education Activity (DoDEA) to provide professional development services to address DoDEA's five-year Special Education Initiative (SEI). DoDEA serves the educational needs of dependent military and civilian employees by providing preK-12 instruction to approximately 95,000 students in seven states and 13 foreign counties. One goal of the SEI is to assure that DoDEA's education personnel are trained in the requirements and mandates in IDEA and NCLB.

This initiative provides comprehensive, quality professional development to teachers, administrators, and related service personnel. Through this multi-million dollar contract, we provide world-wide trainings at three different sites throughout the world: Frankfurt, Germany; Tokyo, Japan; and Peachtree City, Georgia. These trainings covered a wide range of topics and were provided by our staff and nationally recognized independent consultants.

Some sample topics presented include assessment, autism, challenging behaviors at multiple grade levels, leadership and conflict resolution, literacy at multiple grade levels, mathematics at multiple grade levels, moderate/severe disabilities, and universal design for learning.

Over the course of the five-year contract, 75 four-day trainings were conducted, and eleven online training modules were developed. Every activity was evaluated, and the overall average evaluation was 4.5 on a 5-point scale. On our evaluation scale, these indicators are between excellent and outstanding.

Scope of Services: Due to the scope and quality of services that we provided on the Department of Defense Education Activity's (DoDEA) Special Education Initiative (SEI) contract (see Abstract #1), Cambium Learning was awarded a sole-sourced four-year contract to provide the same type of training to public schools throughout the United States that are located outside the gates of military bases.

Most children of military families stationed in the United States go to school off of their military bases, and within DoDEA these schools are referred to as schools outside the gates. As a result of contractual agreements and grants, DoDEA provides a level of support to these schools, and that support comes from the Partnership Branch within DoDEA.

Our multi-million dollar contract with the Partnership Branch began in July of 2009. We are in the process of aligning the needs of the outside the gates schools with the training provided by our SEI contract. Beginning in January 2010, the array of training activities conducted under the SEI contract will be scheduled nation-wide for these schools.

Some sample topics included under this contract are assessment, autism, challenging behaviors at multiple grade levels, leadership and conflict resolution, literacy at multiple grade levels, mathematics at multiple grade levels, moderate/severe disabilities, and universal design for learning.

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