Every student deserves access to meaningful literacy—every day.
Students with significant cognitive disabilities and complex communication needs are often underserved in literacy instruction. Too often, they experience fragmented activities, limited opportunities to communicate, and instruction that does not fully support their potential for learning.
Project VC was developed to change that.
We support educators, coaches, and teams in building coherent, data-informed literacy instruction that improves communication, engagement with text, expression of ideas, and long-term outcomes.
When teams can understand student learning, make instructional decisions, and adjust practice over time, literacy outcomes improve.
What Project VC Provides
Progress Monitoring Tool
Identify where students are starting, select meaningful targets, and track change over time.
Professional Learning
Build knowledge and practices that strengthen literacy instruction and guide decisions.
Implementation Supports
Clear pathways, aligned resources,
and guidance for classroom use.
How Project VC Works
Project VC helps teams move through a simple cycle of learning, teaching, and reflection.
Monitor Progress
Use the Progress Monitoring Tool to identify current strengths and needs.
Select Instructional Focus
Select a scale that helps guide teaching and support.
Teach and Gather Evidence
Provide instruction and gather evidence of student learning.
Reflect and Adjust
Use the evidence to decide what to teach next and how to strengthen support.
Continue the Cycle
Build progress over time with coaching and professional learning.
What Project VC Looks Like in Practice
Educator and Coach Instructional Decisions Using the Progress Monitoring Tool
A team notices that students are present during shared reading, but engagement is uneven. Using the Progress Monitoring Tool, they look more closely at how students interact with text and adjust instruction with repeated readings, predictable routines, and communication supports.
Professional Learning Community (PLC) Instructional Decisions Using the Progress Monitoring Tool
A team sees that students respond when prompted, but rarely initiate communication. They use the Progress Monitoring Tool to create more opportunities for student initiation, multiple turns, and communication across routines.
Individual Teacher Instructional Decisions Using the Progress Monitoring Tool
A teacher finds that students can identify some letters and sounds, but are not yet using them in reading and writing. Instruction shifts toward meaningful literacy tasks that connect word study to authentic text.