The nonprofit publisher, based in Alameda, California, developed the program with input from experts including Dr. Pamela Spycher, Dr. Marianne Justus, and George Ellis. Unlike traditional, isolated language support, the curriculum integrates with the existing Collaborative Literacy framework. Students work with the same authentic texts used in their core reading sessions, allowing them to analyze academic language and apply new skills in real-time.

Dr. Kelly Stuart, CEO of Collaborative Classroom, noted that the initiative seeks to build language and academic knowledge simultaneously. The program features 30-minute daily lessons focused on metalinguistic awareness, helping students understand how English functions at the sentence and discourse levels. By prioritizing student talk and collaborative interaction, the approach emphasizes active learning rather than passive drills.

According to George Ellis, director of the California Reading & Literature Project at UC Berkeley, the program aligns with the state’s ELA/ELD framework by treating students' existing language and cultural experiences as strengths to be amplified. The curriculum covers five primary areas: meaning-making, language development, effective expression, content knowledge, and foundational skills. This expansion complements the organization’s existing SIPPS reading intervention program, which has been used in California schools for 25 years.