This article, by Laura Garcia, Curriculum, Assessment, and Data Manager for the district of New Bedford, was submitted for publication in August, 2025.
At the end of June, 35 educators who work with grades PreK-3 across New Bedford Public Schools participated in an Early Literacy Asynchronous Academy. It was met with great success. Here is the story of how this Asynchronous Academy came to be, how it was designed, and how it was received.
The Why
The Academy was born out of a clear and pressing need discovered through the Literacy Systems Scan (LSS): to deepen educators’ and paraeducators’ understanding of evidence-based early literacy practices. While district-wide PRISM surveys showed that many teachers felt confident in knowledge of literacy instruction, observation data showed that those practices weren’t consistently visible in classrooms. This disconnect signaled a need for a targeted focus on PRISM MTSS Driver 1.2 which centers on evidence-based practices.
At the same time that this LSS data analysis was happening, DESE announced its Literacy Launch Institute, and interest from the district was high—so high, in fact, that many educators were waitlisted. The momentum was there, and the desire to engage with high-quality literacy content was palpable. The Asynchronous Academy emerged as a timely and inclusive response, offering a flexible, self-paced learning opportunity that could reach more educators and paraeducators across the district.
The Academy also served a dual purpose: it previewed the kinds of evidence-based practices educators would explore more deeply in future professional learning in year two of PRISM, and it provided a way to gauge participants’ current understanding. This insight would help shape future learning opportunities, ensuring they were responsive and relevant.
The What
Laura Garcia, the Curriculum, Data & Assessment Manager for literacy in New Bedford, led the design and implementation of the Academy. Prior to the launch of the Academy, Ms. Garcia posted openings for 35 spaces for this learning opportunity and received over 100 applicants. PRISM survey and focus group responses indicated the need for including para-educators more in professional learning opportunities, so it was decided to have two tracks: one for educators and one for paraeducators. The commitment was to spend 10-12 hours:
- Reading research articles about evidence-based early literacy practices (curated in partnership with New Bedford’s TNTP PRISM coach)
- Watching videos of instruction that demonstrated evidence-based practices
- Exploring the elementary literacy materials to make connections to evidence-based practices
- Providing input on New Bedford’s draft literacy vision statements
Here is an example of the Para-educator track for this academy. Because para-educators support in classrooms in so many important and varied ways, the para-educator track was a bit broader. Given the diversity of tenure and experience with literacy among the para-educator population, their track also included more videos and content aimed at families. One recommendation from Ms. Garcia to those considering creating something like this for your district is to collaborate with a team of educators to design the content as that was quite time intensive, but overall, incredibly worthwhile.
The Response
Feedback from participants in the PRISM Early Literacy Asynchronous Academy was overwhelmingly positive. Educators and para-educators alike praised the Academy’s thoughtful design, flexible format, and high-quality content. Participants appreciated the ability to engage with the material at their own pace, noting that the asynchronous format allowed for deeper learning without the pressure of a fixed schedule. The organization of content into domains—such as phonics, comprehension, and writing—was especially well-received, helping learners build a more nuanced understanding of each area.
Several educators highlighted the value of seeing model lessons and real-life classroom examples, which helped bridge theory and practice. Paraeducators expressed gratitude for clear explanations and accessible resources that made complex literacy concepts understandable and actionable. In addition to the response from the participants, Ms. Garcia noted that it was helpful for her to read participant feedback to see how educators made connections to the district’s previous work with GLEAM and for her to make even more connections to the LSS data.
Here are a few voices from the Academy:
“The PRISM Early Literacy Asynchronous Academy provided flexible, high-quality content that allowed me to engage with evidence-based literacy strategies on my own schedule.”
— Literacy Coach
“I feel that now that I know more about the process of reading, I can apply it to my classroom.”
— Paraeducator
“This academy taught me even more. The entirety of this academy should be made available to ALL teachers and staff in the district.”
— Multigrade Teacher
“I gained so much knowledge from reading [the articles] and they confirmed many beliefs I have had as a teacher.”
— 1st Grade Teacher
Participants also expressed a strong desire for continued learning and collaboration. Many hoped for future opportunities to engage in discussions, receive additional training, and share insights with colleagues. The Academy not only built knowledge—it sparked momentum.