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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.

Provider

American Reading Company

Contact Information

Primary

Al Struzinski
201 S. Gulph Road
King of Prussia, PA 19406

Phone: (610) 992-4150
Email: contracts@americanreading.com

Secondary

Kevin Eddis
201 S. Gulph Road
King of Prussia, PA 19406

Phone: (610) 992-4150
Email: kevin.eddis@ameicanreading.com

General Information

Website: www.americanreading.com/
Screenshots / Demo: www.americanreading.com/products/action100/response-to-intervention/
Effectiveness Data: www.americanreading.com/research-and-results/results/
Type of Organization: For Profit Company
Organization is best described as: For-Profit
Age of Firm / Number of Years in Operation: 13 years
Level(s) services may be provided: - Elementary
- Middle
- High School
- District
Provides performance guarantees in contract: NO
Educational Services Provided Assessment
Comprehensive & Effective Planning
Comprehensive Turnaround Provider
Content Curriculum Programs
Curriculum Alignment
Diagnostic Review
District Culture
Educator Effectiveness
Instruction
Leadership
Organizational Structure and Resources
Professional Development
School and District Improvement
Student
Family and Community Support
Unified Improvement Planning
21st Century Skills
Specific Content Area :
Science and Social Studies

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

Woodrow Wilson Elementary School/Colorado Springs School District 11
Holly Wellensiek 719-328-7800, wellehg@d11.org

McGlone Elementary School/Denver Public Schools
Elizabeth Pascal 720-423-3829

Recent References:

William Richards (formerly with PPV); now with Free Library of Philadelphia – Office of Public Service Support; Director, Philadelphia OST Literacy Initiative; cell# 215-704-1762; richardsb@freelibrary.org

Kathy Sena, Secretary/Treasurer; AMETEK Foundation; 610-889-5237; kathy.sena@ametek.com

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

Camden City School District
201 North Front Street
Camden, New Jersey 08102
Phone: (856) 966-2000

Andrea Kirwin
Asst. Superintendent
akrwin@camden.k12.nj.us

Dr. Eileen Rock
Director Elementary Ed
erock@camden.k12.nj.us

Baltimore City Public School System, Site Based
200 East North Ave
Baltimore, MD 21202
Phone: (410) 396-8700

Omotayo Ola-Niyi, Principal, Garrett Heights Elementary Middle School
OOlaniyi@bcps.k12.md.us
410-396-6361

Baltimore County Public Schools
6901 North Charles St
Baltimore, MD 21204
Phone: (410) 887-4554

Sonja Karwacki
Executive Director Special Programs
skarwacki@bcps.org

Polk County Public Schools
1915 S Floral Ave
Bartow, FL 33830
Phone: (863) 534-0521

Angela Gordon
Principal
Oscar J. Pope Elementary
angela.gordon@polk-fl.net

Susan Jones
Senior Director RtI Improvement
susan.gordon@polk-fl,net

Lancaster County School District
300 South Catawba St.
Lancaster, SC 29720
Phone: (803)286-6972

Kathy Durbin
Student Services Director
kdurbin@lcsd.k12.sc.us

Rachel Ray
Principal
Clinton Elementary
rray@lcsd.k12.sc.us

Susquehanna Township School District
2579 Interstate Dr.
Harrisburg, PA 17110
Phone: (717) 657-5100

Kathy Taschner
Assistant Superintendent
ctaschner@hannasd.org

New York City
MS 325X, Urban Science Academy (ESO, Dist 9)
1000 Teller Avenue, 3rd Floor
Bronx, NY 10456
Phone: (718) 588-8221

Sharon Rencher
Executive Director of the NYCDOE Imagination Library 0 - 5 Intervention Initiative."
Former Director of Schools In Need of Improvement for the NYCDOE and current
srenche@schools.nyc.gov

Patrick Kelly
Principal
pkelly6@schools.nyc.gov

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

Done business in 41 states with 473 districts, 2996 schools

Sole source provider

Woman Owned Business Certified

Qualifications of Instructors/ Staff that Provide Services:

Led by founder and CEO Jane Hileman, the American Reading Company has an organizational structure designed for maximum capacity and flexibility. Each of its five units – operations, academics, sales, marketing, and technology – are headed by the very best practitioners in every field. Our President, Allan Struzinski, was the COO at the largest Philadelphia publishing company before joining us. Chief Academic Officer (CAO), Gaeton Zorzi, was a regional superintendent in Philadelphia and before that a highly successful principal of one of the largest Latino elementary schools in Philadelphia, winner of IRA’s Exemplary Reading Program Award. Our Chief Sustainability Officer (CSO), Quality Quinn, is a nationally recognized literacy author and speaker. Our VP Program, Suzanne Simons, has worked extensively in a variety of educational settings teaching courses in literacy and supervising student teachers, most recently at Drexel Univeristy. Assistant Director of Program Design, Lucia Menzinger holds a doctorate in linguistics and serves as ARC’s bilingual specialist, overseeing the Spanish collections and programs, as well as the review and leveling of new Spanish materialas. Our Vice President of Operations, Liz Cline, has extensive experience in delivering large projects. Our VP Finance was the Controller for a 300m public firm. Our Vice-President of District Partnerships, Megan Maloney and Vice President of Sales Gloria Acey-Davis, were both successful administrators in urban school districts, Baltimore and Philadelphia, respectively. Our Chief Technology Officer (CTO), Nate Smith, relocated from Akron Public Schools and leads a team that creates custom web-based software to support our programs, teacher-friendly data tracking systems for our schools, videos for our trainers, and customer service systems for our in-house information management. Our book levelers are chaired by our Director of Program Design,who holds an M.A. in Reading from the University of Pennsylvania. Up and down the company our staff is competent and experienced and committed to our mission. ARC is a multi-cultural, mission-driven company, practicing the same continuous improvement model at work that we teach schools.

Our in-house professional development team, network of consultants, and many of our sales staff, are experienced, master teachers from urban settings. Our leadership workshops and mentoring programs are conducted by experienced, successful, urban administrators.
Our professional development staff are life-long urban educators, accustomed to diversity, surprises, handling whatever technical, logistical or scheduling snafus confront us. Because we model all the practices we support with the students of the school in which we are working, our staff developers must be ready to handle any students, PreK-12th grade, in any setting. They continue to prove that this is no problem. We do not send out beginners or people unfamiliar with American urban school culture and its challenges and inspirations.
Resumes can be provided upon request.

Cost:

Action 100 (services provided-Comprehensive & Effective Planning, Comprehensive Turnaround Provider, District Culture, Educator Effectiveness, Instruction, Leadership, School and District Improvement, Student, Family and Community Support, Unified Improvement Planning, 21st Century Skills)

Each classroom will receive 100 Book Challenge Benchmark Smart Start Modules that include Classroom Libraries of 10 baskets of 250–300 multicultural titles(Classroom libraries, leveled to state standards using American Reading Company’s Leveling System, provide a continual stream of new trade books moving through classrooms and into every home each night. Three hundred different titles are supplied to every participating classroom, with up to 10,000 unique titles in each school, providing an instant source of the best books in print for young people selected from 220 U.S. publishers. ), Reading Skills Cards, Incentive Reading Folders, Incentive Kit, Milestone Awards, and Take-Home Book Bags. In addition to the extensive classroom library collections, each school will receive a Principal Start-Up Kit, Principal’s Conference Notebook, Teacher Resource Kits, Site Coordinator Kit, and Home Contract Magnets, as well as 30 days of Professional Development. Teachers and principals receive initial training/introduction to the program, followed by ongoing in-class/in-school support to ensure effective program implementation. Parent workshops explain the importance of this daily home reading and teach parents how to coach and support their child’s reading.
Total Cost: (based on a 20 classroom school) $145,000

Action CCS (Assessment)
This standards-based CCSS transition model accelerates teacher learning and student achievement while teaching to the Common Core State Standards for reading and language arts. A formative assessment solution that can be implemented quickly, ACTION CCSS provides:
• Student Assessment and Ongoing Formative Assessment
• Curriculum Based on the Common Core State Standards
• Text and Student Leveling
• Teacher Coaching
• Real-time Data Tracking
Total Cost: (based on 10 teachers) $15,000
Research Labs (Content Curriculum Programs, 21st Century Skills, Specific Content Area-Science and Social Studies)
Each class will receive 6 baskets containing 150 books on the chosen theme, a reference library containing 15 titles, teacher pacing guide, black line masters for student research, 30 project blank books, 30 theme-related folders, research and writing cards. One full day of professional development training included for 5-20 purchased modules
Total Cost: $2,300 per module

Thematic Text Sets (Curriculum Alignment, Specific Content Area-Science and Social Studies)

Thematic Text Sets are organized into basket libraries of 25 books per basket. Each science, social studies or language arts theme is available in a range of reading levels ensuring success for students with varying levels of achievement in a given classroom. Themes available include; Bugs, Dinosaurs, Ecosystems, Human Body, Marine Life, Wild and Endangered Animals, Enviornmental Studies, Geology, Space, Weather, Energy, Forces and Motion, Matter, Ancient Civilizations, Medieval Civilizations, Age of Exploration, Holocaust, The Arts, Sports and Society, Native Americans, Colonial America Era, American Revolution, Creating a Nation, Westward Expansion, Civil War Era, Industrial Era, World War II, Civil Rights Era, Contemporary Issues, Immigration, African American History, Economics, Civics, Africa, Asia, Latin America, Middle East, Oceania & Antarctica, African American Heritage, Latino Heritage, Adventure, African American Literature, Biography, Fantasy, Graphic Novels, Historical Fiction, Horror, Mystery, Poetry, Realistic Contemporary Fiction, Science Fiction, Sports Fiction, Traditional Tales, and Spanish themes; Animales salvajes, cuentos tradicionales, ecosistemas, El tiempo
Total Cost: $260 for one basket-$1,525 for 6

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

American Reading Company transforms schools by providing systematic materials and support for curriculum development across grade levels and content areas. Its comprehensive, standards-based system articulates a developmental process that extends to all sub-groups, including ELLs and students with disabilities. ARC’s research-based independent reading program has instructional and assessment components embedded in both the materials and the implementation framework.
ARC’s Independent Reading Level Assessment (IRLA) is a formative assessment tool which is directly aligned with the new Common Core Standards for English/Language Arts, and articulates the developmental scope and sequence of reading acquisition as presented in the five major areas of reading: Wide Reading and Motivation, Word Solving Skills, Vocabulary and Background Knowledge, and Comprehension. Teachers learn to hear and see what skills a reader needs to have and use to deeply read books at each level. Teachers learn to identify exactly what each student needs to learn next and this immediately informs instructional choices.
Teachers score student reading level progress in “months” of growth, allowing SchoolPace, ARC’s student data tracker, to track the slope of reading acquisition by student, classroom, and school. SchoolPace is used daily by teachers to monitor student reading progress and create/revise Student Action Plans. SchoolPace provides real-time results; whenever a student changes reading levels, the new level is entered into the system. Dashboard reports provide a real-time GPS for all stakeholders. The reading proficiency and reading progress of every student, classroom, school, and sub-group can be tracked on a daily basis. Because the reading levels are independent and based on rigorous standards they are highly predictive of the % of students who will score proficient on the state assessments.
Since 1998 ARC has developed Classroom Libraries for schools. We review and evaluate books for young people offered by our over 220 publishing partners according to a number of criteria: content, literary quality, reading level, interest level, compliance with age-appropriate content standards, multicultural interest, and kid appeal. We put the reviewed, leveled books into a proprietary searchable data base that has now grown past 80,000 titles. We select and organize the best titles into more than 1,000 different collections of books tailored to the needs of schools across the country. Classrooms receive collections of leveled books and because each classroom receives different titles, the school is flooded with books that are rotated systematically, ensuring that students have access to the best, most beautiful, and most engaging trade books on the market. Each of the thousands of books is leveled according to the IRLA’s standards-based scope and sequence. Each student reads at his/her independent level within this scope and sequence, and each teacher researches and diagnoses individual students’ strengths and needs within this scope and sequence. Teachers learn how to engage students in reading these books and as they do, their students grow more confident and more successful. Teachers learn how to use their students’ and families’ engagement in reading as the critical factor for dramatic and sustained improvement on state, high-stakes assessments.
Readers’ and Writers’ Workshop implementation models allow for explicit instruction, practice of key content and strategy skills, and rigorous accountable talk about reading and intellectual ideas. The power of ARC’s approach lies in two areas: 1) the transfer of responsibility for reading and learning to students and 2) the time and tools for teachers to listen and research each individual student’s progress and skills. The power of this model is that it provides teachers with regular, dedicated time and space to work with each student individually—which serves as the foundation for their planning of the rest of their instructional day.
ARC staff development sessions are designed to be interactive - to promote dialogue, collaboration, mutual appreciation, and shared learning among staff. Content is presented using hands-on, small group, and video work. ARC promotes a continuous improvement/learning model among educators. Each day that teachers work with ARC’s instructional frameworks, its leveling system, Skills Cards, and Independent Reading Level Assessment, they become better reading diagnosticians and teachers of reading (and writing). Teacher participation is supported and monitored via on-site Teacher Coaching visits by certified ARC staff developers.
Teachers will learn to use leveled libraries to ensure that students: read daily for 30 minutes in school in a highly structured, teacher-coached learning community; read daily for 30 minutes at home, with parents acting as the home coach; are matched by their reading skills to the appropriate, standards-based leveled books for their independent reading practice; choose books of interest to them from a collection balanced to reflect the diversity of learners; are rewarded for the effort they invest in reading practice; take books home to read every night; develop specific, explicit, standards-based, phonemic awareness and phonics skills, fluency, comprehension and vocabulary through reading, discussing and conferencing with the teacher; are assigned additional in-school coaches if home support is lacking; read for at least 25 hours (100 units of 15-minutes per unit) during each marking period; are supported by a literate classroom environment (ARC provides rubrics teachers can use to help assess and improve classroom arrangements, materials and schedules); receive instructional attention individually, and in small and whole group settings as the “teach for transfer” piece of the core curriculum.

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

Reporting Capabilities
• One-on-one in-class teacher coaching visits: ARC staff developers help principals and teachers self-assess their level of program implementation using detailed rubrics that make expectations and ingredients for success clear to all. Within one week of each support visit, the school receives a comprehensive report highlighting areas of strength and suggesting areas to target for improvement. These documents are designed to be used by the entire school staff for purposes of reflection, celebration and improvement planning.
• Fishbowl demonstration lessons: ARC staff developers lead a session in the classroom of one teacher of a given grade as other teachers are released to observe, participate and, afterward, debrief. Within one week of the visit, the ARC staff developer sends the school a detailed summary of the visit, with observations regarding effective practices that seem to be occurring in the school and suggestions for addressing areas that seem in need of further development.
• Leadership Development Focus: “The Principal is the secret sauce.” Knowing that the literacy knowledge and leadership of the principal is key to the literacy achievement of the school’s students, ARC executive coaches focus on training the principal and each school leadership team to support the effective, standards-based instructional practices taught to the teachers.
• School Support Organization-Level Reports: Reports summarizing levels of program implementation and progress are also provided for groups of schools.

We accomplish these professional development goals by moving schools and districts away from an emphasis on what the teacher is doing toward an emphasis on what the students are doing and learning. ARC programs place hundreds of carefully selected, leveled tradebooks in every classroom and teach teachers how to facilitate structured independent reading, writing, and research as core teaching and learning strategies—ensuring that teachers deliver proven, quality instruction. Our programs build the capacity of principals and other school leaders as the instructional leaders of professional learning communities and provide quality tools for formative and ongoing assessment of students, teachers, and school leaders within a context of continuous improvement. ARC works collaboratively with districts to fashion service delivery aligned with the district’s strategic goals—ensuring seamless integration with initiatives and curriculum already in place. All ARC programs engage parents as co-educators as parents assume the roles of in-class and at-home reading coaches.

Sample of services offered for a school or district:

Under 500 Students:

Action 100, Action CCS, Research Labs, Text Sets

500-1000 Students:

Action 100, Action CCS, Research Labs, Text Sets

1000+ Students:

Action 100, Action CCS, Research Labs, Text Sets

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