You identify them. We fund them.

School districts

Missouri requires K–3 reading screening, but identification does not guarantee intervention. Staff shortages, limited budgets, and few personnel trained in structured literacy mean many identified students receive generic reading support rather than the explicit, systematic instruction the research calls for.

We supplement rather than replace what your district provides. Refer students whose needs exceed available intervention capacity, and we fund outside support. With consent, we report progress data back.

Pediatricians and clinics

Clinicians are often the first professionals to hear a parent’s concern about reading, and frequently have nowhere specific to send them. We coordinate with pediatric practices and Children’s Mercy so that a family receiving a dyslexia diagnosis learns about funding at the moment it is useful — rather than leaving with a diagnosis and no affordable route to act on it.

Libraries and community organisations

Branch libraries and community centres are trusted, centrally located, and already in families’ routines. We host parent workshops in these spaces, and they are often where a family first hears that help is affordable.

What partnership involves

We collaborate with districts to identify students who would benefit from supplemental intervention, and maintain referral pathways so families learn about support when they need it.

[PLACEHOLDER] — MOU process, data-sharing and consent procedures, referral materials, and named staff contact.