This interview is with Kait Feriante, Co-Founder & CEO, Redwood Literacy.
What path led you from your early experiences to building programs dedicated to supporting learners with dyslexia, dysgraphia, and dyscalculia?
I got to my first Chicago Public School classroom in 2011, and over half of the 6th-8th grade students in my classroom had IEPs and couldn’t read or write. I knew they were smart enough to learn, but I had no idea how to actually help them sound out and spell words in a systematic way. This led me on a journey of professional development to find tools that would work, and the Wilson Reading System™ was that first tool.
It changed the game for me as a teacher, and in a matter of months and hours of their hard work, my students started to read words, then sentences, then passages. Some of them would arrive early before school started to get extra lessons in, and by the end of the school year, I was sold. Every student deserves access to the specialized support they need to be set up for success, no matter where they live, how many resources they have access to, or how old they are.
When a new student walks in, what are the first steps you take in the initial two weeks to build a personalized plan?
First and foremost, we build a real relationship. This means that we train our teachers on how to do this, support them when it’s tricky, and create a community built on values like relentless optimism, data-driven decision-making, and transparency in communication.
Second, we begin right away by explicitly teaching kids Frostig’s six success attributes, which have nothing to do with academics but quickly restore confidence, build resilience, and set the foundation for accelerated, rigorous academic intervention.
Third, we assess the student’s starting point across key literacy areas and use that baseline data to create an individualized 12-month intervention plan broken into monthly benchmarks. Data drives everything.
Fourth, we pour constant energy and resources into our teachers, ensuring they have what they need to protect their energy for their most important work—meeting each student where they are with kindness, respect, and expertise.
These components build an incredible foundation for a 12- to 24-month journey of walking together, which is the average amount of time a student spends at Redwood.
Which specific diagnostics and progress checks do you rely on to guide instruction?
At Redwood Literacy, progress is never based on guesswork. We believe families deserve clear, measurable evidence that instruction is working, especially for students with dyslexia, dysgraphia, and dyscalculia.
Rather than relying on grades or broad benchmarks alone, we measure growth using a skill-based, data-informed approach grounded in the Science of Reading and evidence-based math instruction.
Reading Progress
In reading, we assess more than a single score. We look across decoding, fluency, comprehension, vocabulary, and written expression. Depending on the student’s profile, we use research-backed tools such as phonics and fluency measures, comprehension assessments, and writing rubrics.
Just as importantly, we analyze patterns over time. A student may decode accurately but struggle with comprehension or stamina. Our assessments help identify where cognitive load is breaking down so instruction can be precisely targeted. Families receive regular updates explaining what improved, why it matters, and what comes next. Learn more: https://www.redwoodliteracy.com/blog/how-do-i-know-if-my-child-is-making-reading-growth
Math Progress
In math, we focus on foundational skills first, including number sense, fact fluency, and conceptual understanding. Progress is measured through accuracy, application, and consistency, not speed alone.
For students with dyscalculia, our data helps distinguish between conceptual gaps, working memory challenges, and procedural breakdowns. This ensures instruction addresses the root cause rather than symptoms. Families receive transparent progress updates tied directly to instructional decisions. Learn more: https://www.redwoodliteracy.com/blog/how-do-i-know-if-my-child-is-making-math-growth
Why This Matters
Our mission is to deliver progress that compounds over time. By pairing expert instruction with meaningful progress monitoring, we help students build confidence, independence, and lasting academic momentum. Families know exactly how their child is growing and why it matters.
How do you translate the Science of Reading and the Reading Rope into a daily lesson that keeps a reluctant reader engaged?
When kids feel safe and seen for who they are, appreciated for the strengths they have, and matched with the right expert instruction at their actual instructional level—when delivered with empathy, authentic respect, and wild creativity—they blossom. They feel successful! They feel smart. They feel like they can do anything, and that feeling is highly engaging.
From there, we sustain engagement with humor, relationships, routines, celebrating milestones, and community. Our teachers receive ongoing training and are paid an hour a week to collaborate with each other, learning from other passionate experts doing the same thing. That sort of culture fosters engagement.
Engagement is not a linear page, and some sessions are better than others. That is the journey of attaining any new skill. Helping kids build resilience to push through, even when they don’t feel like it, is a valuable skill in and of itself—not everything is meant to be fun all of the time. The biggest gains are often found in the deepest struggles, both as kids and throughout our lives.
Having space to fail, feel frustrated, and learn how to manage those feelings without giving up is what we work really hard to provide every Redwood student every single session.
What is one family communication practice that has consistently improved student outcomes in your in-person model?
Joymongers! Joymongers are quick, authentic notes of appreciation, celebration, or thoughtful observation sent to a parent or caregiver of a Redwood student. This ongoing practice has been powerful in helping teachers find the wins, allowing students to feel seen and celebrated, and enabling parents to feel relief and pride.
How do you onboard and coach tutors so that every session across your team meets the same high bar?
We utilize tools like Trainual and Enboarder to house and share our playbooks with every Redwood team member. We have 30/60/90 day check-ins with every member of the Redwood team when they are first onboarded to quickly determine success.
We have an open-door policy where sessions are recorded and can be observed by anyone within the Redwood team. We report progress every single session and reflect on that progress once a month as teachers, as a leadership team, and with our clients.
We have mantras like:
- “Know better, do better”
- “We are always learning and growing”
- “Own your own success”
- “Every client is VIP”
These mantras drive decision-making and keep our culture consistent. We are not afraid to break contracts with team members who are not following through on requirements or who don’t want to opt-in to the culture we’ve created. Every instructor has a rich community of sages, peers, and cheerleaders within the Redwood community to support them in their daily work.
When families could choose virtual or in-person tutoring, how do you decide when in-person support is essential?
We’ve tracked in-person vs. online since 2020 and consistently found that kids, on average, make just as much progress in our online programming as they do in-person. There is no statistical difference. However, some children are definite candidates for in-person support due to certain learning profiles, engagement attitudes, or home environments.
We tell parents that we will always follow their instincts regarding which environment would be better if they have a preference. Otherwise, we consider logical factors such as parent commute or geographical location to determine the starting point.
From there, we report progress every 30 days, allowing us to monitor what is working, what isn’t working, and to make meaningful, data-driven adjustments along the way.
Can you share a student story where personalization unlocked a breakthrough, highlighting one practice others could replicate tomorrow?
No one can focus if their emotions are disregulated. When a student shows up disregulated, remember it’s a human experience. Start by distracting them with a funny joke, telling a quick story about your own grumpiness yesterday and how you managed it, or pulling out the shuffle dance challenge you’ve been saving for a rainy day.
Model staying calm even when feeling frustrated, and guide them through it. This immediate individualization of meeting the student where they are—not with shame, but with empathy and leadership—is something any parent or teacher can do at home or in the classroom. It takes emotional regulation yourself, but as long as you know how to regulate your own emotions under pressure, you can meet a student there and show them the way out.