Coaching Rural School Teachers to Implement School-wide Literacy Practices to Improve Reading Outcomes for Students With Disabilities Available to Purchase

Despite national efforts, many students struggle with literacy, particularly in rural areas where resources and support are limited. The research introduces the AIM Coaching model, an adaptive coaching framework tailored to meet the individual needs of teachers by providing differentiated support based on implementation fidelity and willingness to engage in coaching. This case study was conducted in a small, rural district where teachers and administrators collaborated with a university research team to integrate literacy practices across multiple subjects, emphasizing content knowledge acquisition and comprehension skills. Project testimonials from the school principal and teachers suggest that a combination of ongoing professional development, differentiated coaching, and a supportive community can enhance both teacher instruction and student reading performance in rural communities. This chapter highlights the challenges and successes of implementing evidence-based literacy interventions in resource-limited rural settings, emphasizing the importance of partnerships between schools and research institutions to address unique contextual barriers.