Aspire® Professional Learning

About

Pursuant to SB257, NCDPI shall provide Aspire® training to all ELA, ELD/ESL, EC, mathematics, science, and social studies teachers who teach students in grades 6-8. Aspire® is flexible, self-paced, digital, International Dyslexia® Association® (IDA)-accredited professional learning, grounded in the science of reading that is designed to meet the needs of all educators working with adolescent learners—from content-area teachers and ELA educators to interventionists and instructional leaders. It trains educators to weave literacy skills and strategies into their instruction, helping all students build comprehension, writing, and reasoning skills and learn to articulate their ideas across complex texts and subjects (Lexia® Aspire® Professional Learning. Copyright 2027 by Lexia Learning).

PSU Implementation Plan

Effective implementation of Lexia® Aspire® Professional Learning requires a coordinated approach to planning, support, and monitoring. Through its Aspire® Champion, each public school unit (PSU) should complete and submit this Aspire® implementation plan to describe how it will organize, support, monitor, and complete Aspire® professional learning. NCDPI will review each plan to ensure it meets the criteria outlined in this template. Approved plans support the subsequent Aspire® license-release process. If a plan does not meet the required criteria, NCDPI will provide feedback and request that the PSU revise and resubmit the plan for approval. Following plan approval, NCDPI will notify Lexia® of licenses needed and Lexia® will schedule a Lexia® Success Planning call. During this planning call, the PSU will submit their roster and Lexia® will begin assigning licenses. Assigning licenses will be complete in approximately 20 business days, per Lexia® policy.

*Please note: Participant counts are planning estimates.  NCDPI will communicate final license allocations separately. Following plan approval, NCDPI will coordinate with Lexia to begin success planning, rostering, and license assignment. 

Instructions

Complete all eight sections in the template. Add rows as needed. Provide specific, concise responses. A full course-by-course calendar is not required. Where final allocation information is pending, state the assumption and explain how the plan will be adjusted. Training may begin no earlier than February 15, 2027 to allow time for NCDPI review and approval and for Lexia® to coordinate rostering and license assignments. 

Submission Deadline: Designated PSU Aspire® Champions should submit their completed Aspire® Implementation Plan on this Google Form by 11:59 PM January 8, 2027. 

Considerations for Planning and Implementation

By focusing on NC’s MTSS Six Critical Components, districts and schools have a research-based framework to support the adult learning and classroom implementation of Aspire®. NC MTSS is a school improvement framework that employs a systems approach using data-driven problem solving to maximize growth for all students. NC MTSS is operationalized through 6 critical components: Leadership, Building Capacity/Implementation Infrastructure, Communication and Collaboration, Problem Solving Process, and Multiple Tiers of instruction and intervention and Data/Evaluation. As PSUs plan, complete, and implement the procedures included in this template, consider:

Six Critical Components

  • Leadership. Leaders and leadership teams should connect Aspire® learning to identified literacy curriculum, framework and school goals. Leaders should establish who supports implementation, what classroom practices should change, and when teams will review progress.  Based on progress review, leadership may make adjustments to the implementation plan and resources allocated.
  • Building Capacity/Implementation Infrastructure. Protect time for coursework, collaborative planning, practice, observation, and coaching.  Leadership may establish a coaching structure and differentiate educator support of Aspire® learning based on demonstrated need.
  • Communication and Collaboration. PSUs should leverage existing MTSS teaming structures (PLCs) to discuss learning, plan lessons, examine student work, and share feedback.  Communication loops are established for two-way communication concerning implementation of Aspire® content.
  • Problem Solving Process. PSU MTSS teams should use data to examine teacher needs as well as student literacy needs and evaluate current instruction to prioritize learning within Aspire®’s course requirements. Teams should problem solve implementation and outcome data.
  • Multiple Tiers of Instruction and Intervention. PSU teams should apply relevant learning to strengthen standards-aligned core instruction for all students.  PSUs should use assessment, implementation, and outcome data to adjust standards-aligned core, supplemental, and intensive instruction as needed. 
  • Data/Evaluation. PSU teams should review educator learning, classroom implementation, and student outcomes together.  Use the findings to continually adjust professional learning, coaching, and instruction.

Important Dates

Key implementation dates

  • February 15, 2027: Earliest training start, following approval and license assignment.
  • June 30, 2027: All participating educators must have logged in.
  • June 15, 2028: All participating educators must have completed their assigned pathway.

Statewide Implementation Calendar

The statewide calendar outlines important deadlines and educator support for Aspire® Implementation. Please check back often for updates.


FAQ

This FAQ document provides guidance and answers to common questions about Aspire® training in North Carolina. As a living document, it will be updated periodically with current information, additions, and clarifications as implementation progresses. Please check back often for updates.

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