In 2025, Elevating Standards partnered with Rivet Education to design a Science of Reading Badge for the Professional Learning Partner Guide (PLPG). This badge helps distinguish professional learning providers with proven, research-aligned expertise in literacy development grounded in the science of reading. At a time when nearly every provider claims alignment to the science of reading, this badge offers district and state leaders a clear, trusted signal of quality—one that cuts through the noise and prioritizes research-based practice.

1. Introduce us to Elevating Standards and its mission. How did you become involved in the Science of Reading Badge development?

Elevating Standards was formed in 2021 based on the fundamental premise that materials matter. What teachers are using in the classroom to teach reading can have a tremendous impact on student learning. My name is Shira Hillyer, and I am the founder of Elevating Standards. My background is in elementary literacy, and my work over the past decade has focused largely on both the what and the how of instructional materials and assessments leveraged in conjunction with research-based practices that advance students’ reading and writing development. I had the opportunity to work with Rivet Education on a state-funded project supporting English Language Arts high-quality instructional materials (ELA HQIM) implementation at the district level and was excited when they reached out looking for a partner to collaborate on the development of the Science of Reading Badge.

2. What does this badge aim to clarify or signal in the current literacy landscape? Why is now the right time to introduce a Science of Reading Badge for professional learning providers?

As the body of scientifically based research about how children learn to read and write, known collectively as the “science of reading,” has gained visibility in recent years, many states have created guidance, legislation, and/or designated funding to support districts in adopting aligned instructional materials and providing educators with professional learning in the science of reading. This badge was developed in response to help ensure that states and districts are supported in their decision-making as they navigate these new expectations. The ultimate goal of this work is to support districts in securing high-quality professional learning in the science of reading research that supports educators’ implementation of research-based practices through the use of high-quality instructional materials.

3. How did Elevating Standards contribute to shaping this badge and its criteria?

Elevating Standards worked closely with Rivet Education to ensure a clear vision and set of use-cases for the Science of Reading Badge. A small team at Elevating Standards then gathered relevant research, tools, and resources and collaborated with Rivet Education through multiple rounds of internal drafting, after which we elicited input and feedback from professional learning providers to inform the final draft of Version 1.0 of the Science of Reading Badge. Now that we have completed the first review cycle, we are collecting additional data from professional learning partners and badge reviewers in order to make sure that the badge rubric is clear, concise, and supportive while maintaining a rigorous set of expectations for high-quality professional learning in the science of reading.

4. What research base or evidence standards guided your thinking?

The process of designing the rubric was informed by a large number of research-based tools and resources. Below is an illustrative subset:

• Student Achievement Partners (e.g., Principles for High-Quality, Standards-Aligned Professional Learning, Early Reading Accelerators (K-2)); 
• The Reading League (e.g., Science of Reading Defining Guide, Curriculum Evaluation Guidelines); 
• Rivet Education (e.g., Professional Learning Partner Guide Rubric, Instructional Materials Implementation Tool); and 
• Multiple state-specific guidelines and rubrics regarding the use of instructional materials and the securing of professional learning for educators in the science of reading.

5. What kind of provider knowledge, instructional design, or delivery does the badge specifically recognize?

The Science of Reading Badge signals that the provider has previous experience delivering high-quality professional learning grounded in the science of reading research and its connections to at least one set of ELA HQIM.

Providers with the Science of Reading Badge have deep expertise in the science of reading and have demonstrated experience designing and delivering professional learning engagements that delve into the research and connections to specific sets of high-quality instructional materials. A Science of Reading Badge indicates that the provider knows the principles and components of reading and writing instruction and how they should be represented in classroom instruction. A provider with the badge can support districts with understanding how these components are or are not reflected in their respective ELA HQIM, how to deliver research-based reading instruction using their HQIM, and what to do if/when those HQIM have gaps.

6. In your view, how can this badge support better implementation of state or local literacy initiatives?

The Science of Reading Badge signifies that a professional learning provider can provide high-quality professional learning in the science of reading research and the bridge from research to practice using specific sets of ELA HQIM across one or more designated grade bands (K-2, 3-5, or 6-8). Using the PLPG searchable criteria, states and districts will be able to search and filter using the Science of Reading Badge along with their specific HQIM to find providers who can help them adhere to expectations set forth by the state while responding to specific district needs. For example, if a district is in its second year of implementing an ELA HQIM in grades K-2 and needs to (a) provide ongoing implementation support for their teachers, and (b) respond to state requirements for providing early elementary educators with professional development in the science of reading, the Science of Reading Badge will immediately highlight the providers who can do both in the form of coherent, high-quality professional learning engagements.

7. What would you say to a district leader who’s hesitant about science of reading-aligned professional learning or overwhelmed by choices?

I’d tell district leaders that the Science of Reading Badge is for them, that the intention of the badge is to address exactly those concerns—to cut through the noise and highlight professional learning partners who can deliver what districts need.

The other thing I’d remind folks is that the science of reading is not a fad, or a program, or a curriculum. It is “a vast, interdisciplinary body of scientifically-based research about reading and issues related to reading and writing” (The Reading League). One need not be an expert in the decades’ worth of research available, but equipping educators with an understanding of what this research says can empower them with knowledge, tools, and resources to help ensure all students learn to read.