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Coherence begins with people. 

We're here to help you empower educators,
intentionally identify and elevate key practices,
and advance the coherence of your school. 

Meeting

Why Coherence? 

Richard Elmore, renowned educational expert, defined a school’s internal coherence as “a school’s capacity to engage in deliberate improvements in instructional practice and student learning across classrooms over time, as evidenced by educator practices and organizational processes that connect and align work across the organization” (Abelman, Elmore, Even, Kenyon, & Marshall, 1999; City, Elmore, Fiarman & Teitel, 2009; Elmore & Forman, 2011).
 

At Coherent Pathways, this vision is foundational to the work we do. Coherence moves us beyond mere compliance. It reflects a deliberate, system-wide alignment, uniting the efforts of all stakeholders in service of student learning and educator growth. We believe that when people work collaboratively toward shared goals, using reflective and data-informed practices, schools become powerful organizations for sustained improvement!

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About Amy

Hi!  I'm Amy Peluso Prasky, EdD,
founder and lead consultant of Coherent Pathways

I am an educator, leader, professional learning facilitator, and coach with over 25 years of experience. With a foundation and experience in roles including special education, literacy, ESOL, and school building leadership, I offer depth,  versatility, and multi-level awareness of critical issues.  I am passionate about designing professional learning experiences that encourage reflection, root themselves in relevance, and a healthy dose of fun! I believe that when adult learning is intentional and aligned, it leads to powerful shifts in practice and student success and organizational coherence. 

Services Offered

Custom Professional Learning Design and Facilitation 

Coaching & Mentoring Services

(Administrators & Teachers)

Strategic Planning

(Goal Setting & Program Alignment)

Observation, Supervision, & APPR/STEPS Support

Curriculum and Project Management and Support

Short-term Substitute Principal

Areas of Expertise & Sample Courses

Leadership

  • Supervision and Evaluation for Growth & Coherence

  • Coaching and Mentoring for New and Aspiring Administrators

  • Building Instructional Leadership Capacity

  • Designing and Delivering High-Impact Professional Learning that Gets Results

  • Assessment Plan Design and Implementation

  • Strategic Goal Setting and Aligned Action Planning 

Literacy

  • Science of Reading/Evidence-Aligned Instruction 

  • Topical Support (e.g., decoding, phonological awareness, vocabulary, fluency, comprehension, writing, oral language 

  • Literacy Interventions for Struggling Students

  • Reading and Writing Across Content Areas

  • Early Childhood Language and Literacy Development 

  • Creating Coherent Assessment Plans to Provide Data that Guides Instruction

Early Learning (P-3) 

  • Building the Case for P-3

  • Developmentally Appropriate Practice in P-3

  • Literacy Foundations and Early Language

  • Play Based and Inquiry Driven Classrooms

  • Supporting Transitions from Pre-K to Kindergarten 

  • First Years Family Engagement 

Culture, Climate, & SEL 

  • Trauma-Informed Practices and Resilience-Building Strategies

  • Safe and Supportive Learning Environments / Dignity for All Students Act (DASA) 

  • Social-Emotional Learning Frameworks and Classroom Integration

  • Preventive Behavior Strategies and Tiered Intervention Supports

  • Addressing Chronic Absenteeism

  • Collaborative Protocols to Engage ALL Learners

  • ​Mentoring and Onboarding for Staff 

Multi-Lingual Learners (MLLs):

  • Literacy Strategies for Multi-Lingual Learners (including content area support)​

  • Differentiation Strategies for MLLs

  • Collaboration & Co-Teaching to Meet the Needs of MLLs

  • Culturally Responsive Support for MLL Families 

Co-Teaching

  • Principles of Effective Co-Teaching

  • Models and Implementation Strategies

  • Building and Sustaining Strong Co-Teaching Partnerships

  • Differentiation and Specially Designed Instruction in the Co-Teach Environment

Special Education & Needs

  • Learning Disability Simulation and Instructional Implications

  • Attention and Executive Function:  Strategies and Support

  • Specially Designed Instruction

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