Research can improve teaching and learning, but only if evidence-based practices find their way to the classroom. We are working on ways to bridge the research to practice gap and improve outcomes for students.

Students with learning and attention challenges spend most of their school day in the general classroom.

That means that all teachers need to know which instructional practices work best to meet the needs of students who learn differently. Unfortunately, too few teachers receive the training they need. Our research focuses on bridging the implementation gap to support the needs of all learners.

Children Reading

Current Projects

Picture of teachers in training.

Recognizing Effective Special Education Teachers (RESET) Project

As partners to the RESET project at Boise State, we are helping to develop observation and feedback tools for special education teachers to improve their delivery of high quality, evidence-based instruction to their students.

Explore RESET
Photo of teacher reading a book to young students

Idaho Early Literacy Project

The Idaho Early Literacy Project seeks to improve early literacy outcomes for children in preschool through third grade. Working in seven districts in Idaho, we are providing professional development and training to teachers to build their capacity to implement evidence-based reading instruction in the classroom.

Explore Early Literacy
Photo of three children working on a project

Every Child Ready to Learn Project

Our Every Child Ready to Learn project provides ongoing support to early care providers in Idaho who serve young children from low income backgrounds. Together, training specialists from LPLC work with early care providers to ensure that all children have access to high quality early learning experiences.

Explore Every Child Ready to Learn