Teacher-founded. Texas-built. Grammar taught the way it actually sticks.
FIX it!™ was built by Brittaney McKay, a Texas Reading and Language Arts teacher who spent years watching bright students miss the same conventions over and over, not because they couldn’t learn the rule, but because the way grammar is usually taught doesn’t stick. A worksheet on comma splices on Monday rarely shows up in a student’s writing on Friday.
She taught across elementary, middle, and high school, then stepped into district curriculum administration: writing curriculum, running professional development, and coaching new teachers on the campuses she visited. What worked in her room wasn’t more drills. It was grammar taught in context: studying real sentences worth imitating, giving the common errors names and personalities so students could actually spot them, and coming back to each skill often enough that it became automatic.
After years of teachers asking for her materials, Brittaney launched In Between the Lattes, LLC to make them available at scale. The name is a nod to the reality of teacher life: the work that happens between the coffee and the chaos. She holds a master’s in curriculum and instruction, and the mission is simple: give Texas RLA teachers resources and routines that make real skills stick.
Most grammar programs hand students a rule and a worksheet. FIX it!™ does what a strong teacher does: it shows the convention working in a real sentence, names the error when it appears, and gives students enough reps to make it automatic.
Students study real sentences worth imitating, noticing how the convention works, then try it themselves. Grammar in context, not in isolation.
The usual suspects get names and faces: fragments, comma splices, run-ons, and awkward sentences. Students learn a clear process for spotting each one and fixing it.
The repetition that makes it automatic: fast, replayable review games that bring each skill back often enough to move it into long-term memory.
FIX it!™ didn’t start as theory; it started in a classroom. But its design lines up with what teachers have long seen work.
Skills taught in context transfer better than skills drilled in isolation. Naming a concept makes it something students can notice and talk about. And spaced, repeated practice is what carries a skill from “we covered it” to “they use it.” FIX it!™ is built around all three at once.
FIX it!™ responds to what a student actually wrote and points them toward the fix, rather than stamping it incorrect and moving on. Feedback helps most when it builds the next attempt’s thinking, and that is exactly where FIX it!™ puts it. The result is a tool that does what a strong grammar teacher does, at the scale of a whole campus, and gives teachers a clear read on who has each skill and who needs another pass.
Grammar isn’t about catching mistakes; it’s about writing that says what a student means. When conventions become automatic, students stop spending their attention on commas and fragments and spend it on ideas. FIX it!™ gives every student the same clear process, makes the common errors easy to see, and hands teachers the data to know exactly what to teach next.