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Using a research-practice-industry partnership between Digital Promise, district partners, and Coursemojo, the study evaluates instructional coaching and data-driven supports, focusing on scalability and evidence-based feedback. 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This report details a research-practice-industry partnership (RPIP) between Digital Promise, three district partners, and Coursemojo, an AI-powered English language arts (ELA) instructional assistant, to evaluate how change management frameworks and AI literacy support high-fidelity implementation in fifth through eighth grades.  \nKey Findings  \n• Change management: The study shows movement of Coursemojo from a directsupport model to a more scalable, coach-led model. By utilizing John Kotter’s 8-Step Process for Leading Change, instructional coaches acted as change agents, building guiding coalitions and using micro-modeling to move teachers from technological anxiety toward pedagogical fluency.  \n• Data-driven instructional outcomes: Coursemojo’s data dashboards provided areal-time diagnostic for teachers. The use of engagement dots allowed teachers to  \nidentify unproductive struggle at a glance, facilitating small group interventions and ensuring students engaged in deeper literary analysis rather than surface-level responses.  \n• Evidence-based coaching: For coaches, the data dashboards served as an objective anchor for professional dialogue. This shifted coaching from perception-based to evidence-based feedback, allowing for more grounded conversations around pacing, usage, and implementation.  \n• Human-in-the-loop: While AI provides powerful scaffolds, like Socratic feedback and real-time translation, the findings show that AI does not function in a vacuum. Teachers play a vital role in evaluating AI outputs for accuracy and ensuring technology amplifies, rather than replaces, student voice.  \nWhen AI tools are reinforced by strong instructional coaching and grounded in data, they can enhance student autonomy and engagement, particularly for English language learners and students with diverse learning needs. This report provides a roadmap for districts looking to leverage emerging technologies to close persistent literacy gaps, while keeping human expertise at the center, and for edtech developers who want to support existing pedagogical goals with their products.  \nIntroduction  \nWhen students enter middle school, they experience a shift in literacy instruction and expectations. The foundational skills instruction they received in kindergarten through fifth grade (“learning to read”) is replaced by an even greater emphasis on “reading to learn.” They often have separate teachers for each content area and are expected to read increasingly complex texts in disciplines where they may have limited background knowledge and academic vocabulary (Daugherty & Alderman, 2025) . For students who did not master the foundations of reading in elementary school, middle school becomes a critical time. Literacy development in those years can determine whether or not they will be able to access the rest of the academic curriculum.  \nThe number of students who find themselves struggling to access grade-level readings is alarming. According to the 2024 NAEP results, the number of eighth graders reading below NAEP’s basic standard“was the largest in the assessment’s history”(Turner & Mehta, 2025) . Only 30% of eighth graders performed at or above NAEP’s proficiency level.  \nWith the field committed to reversing these trends, policy and practice have become grounded in the Science of Reading an","cbCaigdVSwgrRTxQ","https://ap.wps.com/l/cbCaigdVSwgrRTxQ","pdf",2215788,27,"English","# Executive Summary\n# Introduction\n## Conceptual Framework\n## Research Questions\n## Methods\n# Findings\n# Implications for Practice, Product Development, and Future Research\n# Conclusion\n# References","[{\"question\":\"What reading challenge motivates this report?\",\"answer\":\"2024 NAEP results show 70% of eighth-grade students perform below reading proficiency, indicating an urgent need for scalable, high-quality instructional materials to close literacy gaps.\"},{\"question\":\"How does the study describe the change management approach?\",\"answer\":\"The study tracks Coursemojo’s movement from a direct-support model to a coach-led model, using John Kotter’s 8-Step Process to help instructional coaches act as change agents.\"},{\"question\":\"Why is human-in-the-loop important for AI in literacy instruction?\",\"answer\":\"The report notes that while AI can provide supports such as Socratic feedback and translation, teachers must evaluate AI outputs for accuracy and ensure technology amplifies student voice rather than replacing it.\"}]","Change Management and AI Tools in Literacy Instruction | PDF",1792050859,68]