Pathways to Structured Literacy Practicum
Gain Knowledge Needed for Structured Literacy Certification With In-Depth Instruction and 1:1 Student Work
AIM's Structured Literacy Practicum is an optional addition to the Pathways to Structured Literacy course focusing on diagnostic and prescriptive literacy instruction. Successful completion of the course with Practicum can lead to certification as a Structured Literacy Dyslexia Interventionist from CERI.
Practicum participants will be required to work with a student to practice applying the research and evidence-based instructional practices while working under the guidance of a certified trainer. This IDA-Accredited online offering is perfect for educators who have completed Pathways to Proficient Reading and Pathways to Structured Literacy, and are interested in enhancing their practice in an MTSS/RTII framework.
Let’s Move Forward Together
Whether you’re exploring bite-sized professional learning for educators or seeking district-wide transformation, AIM is ready to help your students grow.
Next Practicum Cohort - Fall 2026
Meeting Time: TBD
Practicum Price: $3,000
General Pacing Structure (subject to change):
- Implementation Meeting #1: Second week of September 2026 (kicks off Practicum)
- Implementation Meeting #2: Two (2) weeks after Implementation Meeting #1
- Implementation Meeting #3: Four (4) weeks after Implementation Meeting #2
- Implementation Meeting #4: Twelve (12) weeks after Implementation #3
If you are interested in participating in the Practicum in Fall 2026, the interest form will be available on January 20, 2026.
Implementation Meetings and observation reviews are all virtual.
Preparing Educators for Structured Literacy Certification with Center for Effective Reading Instruction
We are proud that both AIM’s Pathways to Proficient Reading and Pathways to Structured Literacy Approach courses are IDA-accredited certifying that course work is aligned with the Knowledge and Practice Standards for Teachers of Reading.
This alignment with the Knowledge and Practice Standards for Teachers of Reading means course content and teaching is provided in a manner that graduates can apply the principles and practices of Structured Literacy to support students. Completion of these AIM Pathways courses courses with the Virtual Communities of Practice prepares participants to take the Knowledge and Practice Examination for Effective Reading Instruction (KPEERI) and receive a Structured Literacy Classroom Teacher Knowledge Certificate when they pass the exam. Individuals who complete the Pathways to Structured Literacy course in addition to the Practicum can also apply for Structured Dyslexia Interventionist Certification.
Invaluable Experience
“Pathways to Structured Literacy: Practicum has been an invaluable experience, deepening my understanding of diagnostic and prescriptive instruction. I look forward to applying all that I’ve learned to make a meaningful impact in my classroom!”
—Kirsten H., Reading Corps Learning Specialist, North Dakota
In-Depth Info
“I have never had a course with such in-depth information on the science of reading. AIM Pathways' benefits extend beyond the classroom and into a lifelong journey of reading and learning.”
—Audra H., Teacher, Nebraska
Next Level
“I am a better teacher because of my experience in AIM's Pathways to Structured Literacy: Practicum. If you are ready to take your literacy instruction and students’ performance to the next level, I highly recommend it.”
—Deanna K., Reading Specialist, North Dakota
Better Equipped
“Pathways to Structured Literacy: Practicum sharpened my instructional practices and strengthened my ability to meet the diverse needs of students with reading difficulties. I came away feeling more confident, better equipped to support students, and even more passionate about making literacy instruction accessible for every learner.”
—Jennifer Martinez, Literacy Specialist, Ohio
Best Experience of Career
“Pathways to Structured Literacy: Practicum was the best experience of my teaching career. It gave me the opportunity to utilize proven structured literacy methods to improve the literacy skills of a struggling reader. With feedback and support from my Practicum facilitator, I was able to refine my teaching techniques while giving my student the guidance, knowledge, and confidence to become a more proficient reader.”
—Emily F., Educator, New York
Rewarding Experience
“AIM Institute’s Pathways to Structured Literacy: Practicum was a rewarding experience and helped me better hone my craft. I truly enjoyed and learned from the facilitators and other participants during this process. I look forward to continuing my experience using all that I have learned during the Practicum.”
—Ashley L., Educator, Mississippi
Magical Experience
“Having the opportunity to complete my AIM Practicum was nothing short of a magical experience. When I met my student, he was timid and shy. He was known as a discipline issue due to his inability to read. I learned strategies and content that helped me become a stronger educator while my student's confidence grew as a reader. Practicum provided the support, community, and expert guidance to positively impact students. My Practicum student's post-test results are evidence of this incredible process.”
—Sheila B., Interventionist, Mississippi
Gratitude & Positive Impact
“My experience in Pathways to Structured Literacy: Practicum reminded me why I choose to be an intervention teacher. My student and I both learned a lot during the entire process. The patience and expertise of my Practicum supervisor guided me through uncertainties and allowed me to enhance my teaching with each lesson. My student, along with her parents and teachers, have expressed gratitude for the positive impact the course has had on her progress.”
— Ruth P., Educator, New York
Confident, Knowledgeable, Inspired
“Pathways to Structured Literacy: Practicum has been an incredibly valuable experience. It deepened my understanding of how to support students with reading challenges and gave me practical tools I could immediately apply in the classroom. Seeing the positive impact on my Practicum student was especially rewarding and reaffirmed the importance of this approach. I feel more confident, knowledgeable, and inspired to reach and support even more students!”
— Melissa O., Special Education Intervention Teacher, New York