For over 30 years, IMSE has been a trusted leader in professional development, equipping educators with the tools to teach reading effectively to students of all levels. Today, with nearly 40% of students nationwide struggling to read at a basic level, it is more important than ever for school districts to adopt evidence-based literacy strategies. These proven approaches are vital to closing achievement gaps and supporting students who are falling behind.
Unfortunately, not all schools or districts have access to the resources needed to provide this level of support—especially for students from historically underserved communities. That’s why funding opportunities are essential in ensuring every educator has access to the training and tools needed to reach every learner, regardless of background, zip code, or learning challenges.
The IMSE Foundation was established one year ago to address this critical need, advancing equity in education by providing teachers with high-impact training in Structured Literacy. To celebrate the Foundation’s first anniversary and showcase the life-changing impact of these scholarships, we’re sharing the stories of three educators whose classrooms—and students—have been transformed by this support.
Justine Simon – October 2024 Recipient
With over fifteen years of teaching experience, Justine is a high school English Learner (EL) teacher in Arizona dedicated to helping newcomer and long-term English learners who have faced significant academic challenges. Though she began her career teaching Spanish and continues to teach Honors Spanish part of the day, it was her transition into EL three years ago that sparked her passion for the science of reading and ultimately led her to IMSE.
Many of her students have struggled with language proficiency exams since kindergarten, and she suspects many have undiagnosed dyslexia and other learning disabilities. At the high school level, the science of reading is becoming more prevalent, but it’s still not as highly integrated as it should be.
Following Justine’s training through IMSE, she has created her own morphology lessons to address her students’ unique needs. After implementing evidence-based Structured Literacy strategies, she informally tested her EL students and found that they were showing signs of improvement. Based on these outcomes, Justine feels that she now has the tools to support her students and the results to communicate with her peers about their impact. Recognizing the importance of explicit instruction in phonemic awareness, decoding, and comprehension, Justine is eager to continue using IMSE strategies to empower her students.
Sadie Hewitt – August 2024 Recipient
Facing a shortage of Spanish-specific resources and professional development opportunities in her district in California, Sadie turned to the IMSE Foundation for support. Funding within the district was limited, and it was difficult to secure investment in professional development for a role held by just one person. After receiving funding through the IMSE Foundation, Sadie was able to access transformative training that had a profound impact on both her teaching and her students’ success. She now feels equipped not only with the tools to better support her students but also with a clear plan for their continued growth.
Sadie reported that IMSE’s Orton-Gillingham training was highly beneficial for diagnosing student needs and guiding literacy instruction. Since completing the training, Sadie has adapted English-based strategies such as the three-part drill for her Spanish-speaking students and has seen significant progress. Despite initial challenges in accessing relevant materials and district support, IMSE’s targeted training provided the tools Sadie needed to positively impact student learning at her school.
Kristina Shultz – January 2025 Recipient
Kristina, an instructional coach in Indiana, has been instrumental in leading her district’s shift from a balanced literacy model to the science of reading and a Structured Literacy approach. She is deeply committed to creating research-based training that equips teachers with the tools they need to effectively teach foundational reading skills. As an IMSE Foundation recipient, Kristina has strengthened her coaching practices and enhanced her role as the district’s certified Dyslexia Coordinator. One of her key challenges has been preparing third-grade students for a critical test that determines their progression in school — a test many were struggling to pass due to gaps in their phonics knowledge.
Kristina credits the IMSE training she received with providing essential phonics instruction that has allowed her to unlock students’ reading ability. Securing funding for IMSE’s evidence-based training has also enabled her to offer critical resources, targeted interventions, and family support for students with dyslexia.
These Reader Leaders demonstrate not only the impact of the IMSE Foundation but also the powerful effect that proven, evidence-based literacy strategies can have on student learning outcomes. Structured Literacy offers a clear, effective path to closing literacy gaps. While there is still work to be done, the IMSE Foundation remains committed to expanding access to these approaches—empowering educators to help every student become a confident, successful reader.
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