Impact & Insights
Real feedback and results from districts and campuses in partnership with UnTapped Genius.
Our Impact
Our team of teachers received exemplary coaching which provided support and guidance in the area of ELA and writing instruction. UnTapped Genius coaches empowered teachers with the skills and strategies to enhance their instructional practices.
The partnership gave our team practical tools, direct feedback, and a clearer path for improving literacy outcomes across classrooms.
Let's work together to create brighter futures for your students and communities.
Work With Us →Insights
Research, case studies, and stories from the UnTapped Genius team and the districts we partner with.
A tier should describe the intensity of a support, not become a label for a child. When MTSS shifts from asking “What support does this student need right now?” to “Which tier is this student in?” a responsive system can quietly become a sorting system. The tier belongs to the support because students should never become synonymous with the difficulty they are experiencing.
Brian Vannest · 7 min read
If tiers describe the intensity of support rather than the identity of a student, then the next question is how adults decide when support should change.
Brian Vannest · 9 min read
Walk into a planning meeting during the first year of HQIM implementation, and you may hear two seemingly contradictory messages: “Teach the curriculum as desig…
Tanisha Tate · 7 min read
A district may have a clear instructional priority. Leaders may agree on the outcome they want. A strong plan may describe the right measures and the right sequence of actions. But eventually, someone has to know what to do on Monday or Tuesday, what needs to be accomplished by next Friday, and how that work connects to something larger. Someone has to own the next step.
Brian Vannest · 6 min read