Minnesota + CORE Learning



CORE Learning’s online Online Language & Literacy Academy is now a Minnesota Department of Education Approved State-Funded Professional Development Program that fulfills K-12 educators’ evidence-based training requirements for the MN READ Act.

Online Language & Literacy Academy (OL&LA)

Rooted in the Science of Reading, Structured Literacy, and CORE’s acclaimed Teaching Reading Sourcebook, CORE’s Online Language & Literacy Academy (formerly the Online Elementary Reading Academy) is a nine-module asynchronous, online course covering the five critical components of reading instruction, equipping educators to teach all students, including multilingual learners and those with word reading difficulties, to be strong readers. This course is intended for all K-6 educators and 7-12 reading specialists, and cohorts will begin in March 2024.

Depending on participant preferences, the course can be taken over nine or eighteen weeks. Participants can expect both asynchronous modules and three virtual live sessions facilitated by experienced and knowledgeable CORE consultants. These sessions will reinforce content learned in the modules through consultant instruction, modeling, and opportunities to clarify questions.


Online Language & Literacy Academy Outcomes:
  • Deliver standards-aligned and evidence-based reading instruction
  • Articulate the research on reading instruction and link research to practice
  • Identify and use techniques to support academic language development for multilingual learners
  • Understand how to use informal diagnostic measures of phonological awareness, decoding, fluency, vocabulary, and comprehension as a basis for instructional decisions

Get in touch

Interested in registering for our Online Language & Literacy Academy? The CORE Learning team is here to share information and answer any questions.

Frequently Asked Questions

Please contact us for pricing information.

The course is made up of nine modules, and each module can be completed in one or two weeks. All sessions take place online.

Module Topics:

  1. Welcome
  2. Big Picture of Reading and Word Structure
  3. Effective Instruction and Early Literacy
  4. Phonics, Decoding, and Irregular Words
  5. Multisyllabic Words, Spelling, and Fluency
  6. Vocabulary
  7. Syntax and Writing
  8. Comprehension
  9. Assessment

To run a district-specific cohort, there is a minimum of 20 participants. If your participant count is more than 30, we may divide them into multiple cohorts.

Each participant receives two books, the CORE Teaching Reading Sourcebook and CORE Assessing Reading: Multiple Measures. A central shipping address must be provided to CORE at least two weeks prior to the start of the course.

Materials contain user-friendly text, explicit instructional models, interactive activities for the reader, and opportunities to review and interpret content.

Please provide a final participant roster (CORE will provide you with an Excel or Google Sheets template to use) at least two weeks prior to the start of the course. The roster should include first name, last name, email address, school site, title/role.

A district can substitute a participant until the end of Module 1. Substitutions are not possible after that time.

If desired, a district may have one person per cohort registered as an observer. This is usually a district administrator so you can see what your teachers are learning, answer any district-specific questions and monitor engagement. This person does not directly participate in the course and does not receive a certificate of completion.

All participants who successfully complete the course will receive a certificate of completion that notes 45 hours of professional learning. To receive a certificate participants must complete a course portfolio and pass all end-of-module tests with 80% or higher.

CORE offers graduate-level continuing education semester units through the Dominican University of California, Continuing Education department. This course is worth three (3) units of credit and costs $327 total, paid directly to the university. These units are typically used for salary advancement. Your course facilitator will provide you with registration instructions. Dominican University of California is accredited by the Western Association of Schools and Colleges (WASC) but please check with your school or district to confirm they accept these units.

Professional Development Requirements in The Minnesota READ Act

Beginning July 1, 2024, each district must provide teachers and instructional support staff with responsibility for teaching reading with training on evidence-based reading instruction that is approved by the Department of Education, and CORE’s Online Language & Literacy Academy fulfills this requirement.

Click here for more information.

District staff required to complete approved professional development include:

  • Intervention teachers working with students in grades K-12;
  • All classroom teachers of students in kindergarten through grade three and children in prekindergarten programs;
  • Special education teachers;
  • Curriculum directors;
  • Instructional support staff who provide reading instruction; and
  • Employees who select literacy instructional materials for a district.

All other teachers and instructional staff required to receive training under the Read Act must complete the training no later than July 1, 2027.

“This class has been a goldmine for me. It is a big part of the missing link on how I was going to work with my K-6 teachers on aligning our ELA assessments for our students. My teachers were using similar, but different tools. We are now all on the same page.”

Elementary Principal

Kennewick School District, Washington

“This course was incredibly informative, and extremely powerful in terms of providing me with the knowledge to directly impact student learning. The process of reading is so complex; as educators it is critical that we have a thorough understanding of its components, the relationship between them, as well as effective ways to assess progress, gaps, and instructional effectiveness.”

Kindergarten Teacher

Kennewick School District, Washington

“I thought this course was well laid out and very practical. I love the discussions, videos, classwork and the books. I think it will greatly impact my teaching, especially with the assessments. I feel that they are well laid out and then the [Teaching Reading] Sourcebook gave me many strategies on what to do after I’ve assessed the child.”

Intervention Teacher

Lake Elsinore Unified School District, California

Meet Our OL&LA Leaders

Maya Goodall

Chief Marketing Officer, CORE Learning

Maya ensures that the vision and mission of CORE’s digital products are based on scientific pedagogy, applied linguistics and asset mindset.

Dale W. Webster

Vice President of Language and Literacy, CORE Learning

Dale Webster is Vice President of Language and Literacy for CORE Learning, and brings over 30 years of experience in teaching, professional learning, research, state-level policy work and administration, and curriculum development to schools and districts across the country.


Kristie Shelley

Chief Product Officer, CORE Learning

Kristie leads, develops, and implements the strategic vision for CORE’s digital products. Her unique understanding of the industry landscape empowers her to make informed decisions, ensuring CORE remains at the forefront of innovation.