How Destiny Christian Academy Is Succeeding with Collaborative Literacy

Collaborative Classroom’s Alice Burkart interviewed Destiny Christian Academy’s Assistant Principal Patrick Chapman about the academy’s experience with Collaborative Literacy and SIPPS®.

Why the Academy Chose Collaborative Literacy

How long have you been using Collaborative Literacy?

This is our third year using Collaborative Literacy (Being a Reader™ and Being a Writer™) in our K–2 classrooms.

Why did you choose Collaborative Literacy? What challenges or goals are you addressing with the Collaborative Literacy implementation?

Following our successful adoption of SIPPS a number of years ago, we were looking at options for a broader ELA curriculum.

One of our kindergarten teachers advocated for a review of Collaborative Literacy. Because we have a diverse student body with a wide variety of educational challenges and backgrounds, we wanted a deliberate, structured program that would benefit students at all levels of need. Based on those goals and prior experience with SIPPS, our team agreed to try the Collaborative Literacy program. 

Despite an initial learning curve, we’ve stuck with it. It’s paying off in terms of how much easier it is for students to make progress. As a result, teachers are better able to identify gaps, and we’ve improved how we differentiate instruction.

[Collaborative Literacy is] paying off in terms of how much easier it is for students to make progress. As a result, teachers are better able to identify gaps, and we’ve improved how we differentiate instruction.

What do you appreciate about Collaborative Literacy?

I love that it’s rigorous and science-backed, without being dry or formulaic. Also, Collaborative Literacy depends on, and helps create, a strong teacher–student relationship as they interact and participate in different activities through structured learning.

What have you noticed about students’ learning and engagement? What have teachers noticed? 

We have a stellar second grade teacher who recently remarked what a big, positive difference she’s seen this year with the first class to move from kindergarten to grade two, fully under Collaborative Literacy.

The gains are noticeable and students’ reading fundamentals are sound, which helps improve teaching and learning across all subjects.

The gains are noticeable and students’ reading fundamentals are sound, which helps improve teaching and learning across all subjects.

How Collaborative Classroom Supports Implementation and Professional Learning

As you know, Collaborative Literacy is an educative curriculum—it supports teachers with embedded professional learning as they teach. Could you speak to the level of support and professional learning you’ve received from Collaborative Classroom? 

We’ve received really great training and insight from our professional learning lead, Veronica Vasquez, and consistent help from our local representative [Alice Burkart]. Whenever we’ve had a question or a particular issue we needed to work through, our Collaborative Classroom representatives have been very responsive, professional, and knowledgeable. We always get the help we need.

What thoughts or insights would you share with a school or district that’s considering Collaborative Literacy?

Without a doubt, I believe Collaborative Literacy is an excellent, sound program. Equally, the level of support you get from their staff is fantastic.

Collaborative Literacy is an excellent, sound program. Equally, the level of support you get from their staff is fantastic.

I recommend relying on the training resources and professional learning they provide. Over time, you’ll see how students are more and more able to master reading and writing at a deep level.

Related Reading:

Collaborative Literacy for California in 2026

The Reading League Publishes a Curriculum Navigation Report on Collaborative Literacy

Why Michigan District Leaders Adopted Collaborative Literacy