California, Get Ready for Collaborative Literacy!
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Collaborative Classroom will submit Collaborative Literacy, our comprehensive K–5 curriculum, for California’s 2026 ELA/ELD Adoption.
Collaborative Literacy is a standards-aligned K–5 curriculum for the 2026–27 school year and beyond:
Evidence-Based & Inclusive Instruction
Evidence-based, inclusive instruction grows all students as fluent readers & skilled writers who comprehend complex text and build knowledge
Develops Active, Independent Learners
Students learn collaboration, discussion, and social skills that develop them as active, independent learners & responsible community members
Committed to the Success of English Learners
Includes a Designated ELD component that provides language-rich, intellectually rigorous, and strategic ELD instruction
Educator-Friendly Design & Supports
Featuring robust assessments, a state-of-the art digital learning platform, and AI-powered, just-in-time implementation supports
Aligned Transitional Kindergarten Literacy
Designed to pair seamlessly with Pinecone Path, an instructionally aligned companion curriculum for comprehensive TK literacy
Aligned K–12 Reading Intervention
Pairs perfectly with the accelerative, mastery-based, and instructionally aligned SIPPS K–12 reading intervention program
Register for an Upcoming Institute
Professional Learning Institutes for Pre-K–Grade 5 Educators (Sacramento)
Professional Learning Institutes for Pre-K–Grade 5 Educators (San Diego)
Professional Learning Institutes for Pre-K–Grade 5 Educators (Long Beach)
Professional Learning Institutes for Pre-K–Grade 5 Educators (Monrovia-Pasadena)
Professional Learning Institutes for Pre-K–Grade 5 Educators (Santa Clara)
Professional Learning Institutes for Pre-K–Grade 5 Educators (Fresno)
Sign Up for Updates
Get the latest about Collaborative Literacy for California.
Complete the form to stay informed about Collaborative Literacy for the 2026–27 school year—or to request a presentation or pilot!
How California Schools Are Succeeding with Collaborative Classroom
Bel Aire Park Magnet School, Napa County
In this interview, leaders from Bel Aire Park School, a Title 1 magnet school in Napa Valley USD, share about the long-term success of Collaborative Literacy and SIPPS in growing student literacy achievement.
Collaborative Classroom’s programs continue to be integral to our work moving forward. Their curricula equalize the field of learning for our students… We’re grateful for our long-term partnership. Long after the purchase of a program, Collaborative Classroom is there supporting us.
–Kim Title, Principal
Stockton Unified School District, San Joaquin County
Dr. Rodriguez is leading big change in Stockton, particularly in the area of literacy, with Collaborative Classroom curricula.
A lot of organizations will come in and say, “This is what we can offer you.” What I have found is that both CORE and Collaborative Classroom are willing to move and pivot with us.
–Dr. Michelle Rodriguez, Superintendent
Nystrom Elementary, Contra Costa County
Nystrom Elementary has made remarkable gains in student reading proficiency implementing the “Walk to Read” model with Collaborative Classroom curricula.
What’s happening at Nystrom is the perfect example of how having high expectations for all students and having high-quality instruction and collaboration and leadership going on to support them can just create so much growth.
–Darissa Phipps, Reading Interventionist
California’s Division of Juvenile Justice
Collaborative Classroom is honored to be in partnership with the California Office of Youth and Community Restoration (OYCR) to help these striving readers—especially older students—master foundational reading skills.
[Collaborative Classroom] and I took the time to make the trip and say, “Hey, look, we’re going to be partners. We’re going to roll up our sleeves, we’re going to work together, and we’re going to do this as a team.” That really reduces a lot of possible resistance met when trying to direct interventions.
I think that partnership was critical. The fact that we were working directly with the kids meant a lot to the teachers and to the support staff that were being asked to take on this new responsibility. I think that helped us overcome a lot of the barriers.
– Dr. Michael Massa, OYCR Consultant and Juvenile Justice Educational Expert
Dixon Montessori Charter School, Solano County
Heidi describes how the school’s use of the SIPPS program in grades K–5—alongside their Montessori-based approach—has supported students’ reading growth, built foundational skills, and helped students reach grade-level proficiency. She also shares data showing the impact of SIPPS.
Witnessing a child’s progress in their reading journey is incredibly fulfilling, as it represents not only their academic growth but also their confidence and independence as learners.
– Heidi Hefner, Reading Specialist
Bonita Unified School District, Los Angeles County
Hear from a Southern California school that ranked No. 1 on the 2022 California Reading Report Card while using SIPPS.
SIPPS addresses all of the reading foundational skills in a sequential and effective manner. Teachers can see results immediately with SIPPS, and they aren’t searching for different components in the curriculum, or trying to design effective teaching sequences on their own… Though the eight elementary schools in my district have tried several other programs, no other program has given us the consistent results that we have achieved through using SIPPS Beginning, Extension, and Challenge in our K–3 classrooms.
–Chris Ann Horsley, Senior Director of Elementary Curriculum (retired)
Lockeford Elementary, Lodi Unified, San Joaquin County
This California district invested its Covid funds in literacy, boosting student achievement — and morale, with resources including Collaborative Classroom programs.
The impact was almost immediate. Reading scores soared—in the beginning of the year, only 18% of first graders were proficient or advanced in reading, but by midyear, 44% were. Among kindergartners, the percentage of students who were proficient or advanced nearly doubled.
— Michael Rogers, Principal
ALIVE, Alameda County
A K–6 educational nonprofit that cultivates life success for K–6 students experiencing unstable living situations is using Collaborative Classroom’s SIPPS program to provide foundational reading instruction.
For our children, who have had so much taken from them, it is easy to feel like nothing is “theirs.” Education and a sense of self are something that nobody can take away. SIPPS delivers on both fronts.
–Stephanie Brady, M.Ed. DVC, Executive Director
Westminster School District, Orange County
With over 30 years of teaching experience, Donna reflects on what SIPPS has done for her as a practitioner and for her students in becoming confident, independent readers and learners.
SIPPS meets students at their point of need. It’s systematic. They know the routines. They’re not having to second-guess what we’re doing today, and that’s huge for the kids. Because we’re looking at small chunks of their learning, they’re feeling successful . . . With SIPPS, students are set up to be able to do what you’re asking them to do, and there’s immediate feedback with corrective routines for me as needed.
—Donna Carrington-Shelley, Primary Support Teacher (PST)
Ravenswood Classroom Partners, East Palo Alto
A community-based tutoring organization working in partnership with Ravenswood City School District. In the 2023–24 school year alone, RCP provided over 7,500 tutoring sessions supporting more than 450 RCSD students.
We appreciate how SIPPS is extremely concrete with both its scope and sequence and within the individual lessons our tutors deliver in the classroom. Our tutors come from all different professions and walks of life so having a SIPPS ‘curricular roadmap’ provides a wonderful through line to the work.
–Angie Holman, Executive Director, and Cristiana Freed, Program Director
Peres K–8 School, Richmond
A schoolwide SIPPS implementation is helping readers succeed at Peres, a Title I public school in Richmond, California, where 95 percent of students qualify for free and reduced lunch and 85 percent are English learners.
Based on the mid-year I-Ready Reading Assessment, the median percent progress towards Typical Growth for my class was 125 percent. In comparison, last year, my class’ median percent progress towards Typical Growth based on their mid-year scores was around 50 percent. This is a 75 percent increase in growth compared to last year! Since implementing the SIPPS program, I have observed students who were continuously reading two grade levels below average not only progress towards grade-level reading, but also grow their academic confidence.
–Hannah Wheeler, fourth grade teacher
Meet Your Partners in California
Seasoned educators Alice Burkart, Babak Movahed, Roxanne Rose, and Zenaida Soria-Cummins support our school, district, community, and expanded learning partners in California.
