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3-Year Pilot Update Reading Recovery Kinder-core Teaching and Learning Leader
Reading Recovery Teacher Representatives Natalie Haezebrouck, Heidi Palaj, Joni Gabriel, Trudy Motzenbecker Teaching and Learning Leaders Carol Machak, Kaity ORiordan, Shari Pawlus
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Purpose of the 3 Year Pilot
To close the achievement gap and turn struggling readers into achieving readers through expert classroom instruction and early intervention 2
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Pilot Timeline Weekly, year long training of 2 Reading Recovery teachers servicing Leonard and Wattles Literacy groups Mentoring/coaching Modeling Best Practice Monthly training of 2 Reading Recovery teachers servicing Leonard and Wattles Introduction of LLI in kindergarten Mentoring/Coaching Modeling Best Practice Monthly training of 2 Reading Recovery teachers servicing Leonard and Wattles LLI groups Mentoring/Coaching Modeling Best Practice Kinder-Core PD 4 half days Kinder-Core PD 2 half days Kinder-Core PD 2 half days Study coaching models Begin 2 cohorts of teacher lab, with 1 teacher from each bldg Co-teach, model and support the implementation of new curriculum Modeling Best Practice Expand lab experience to include all 3rd grade teachers Co-plan, co-assess and co-teach curriculum in all areas Work with 2 self-directed focus groups Modeling Best Practice Reflect on and continue teacher lab experience Continue to co-plan, co-assess and co-teach Identify other areas of focus to support instruction Modeling Best Practice
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Reading Recovery Expertise
First year extensive training Monthly PD Continuing Contact “Behind the Glass” Typical Day: Four 1st graders Literacy Groups Coaches Mentors 4
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2014-2015 Reading Recovery Data
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2014-2015 Reading Recovery Data
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2013-2014 Reading Recovery Data
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2013-2014 Reading Recovery Data
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2013-2014 Follow-Up Results for Both Schools
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Kindergarten Intervention with students Modeling and Coaching with staff
Leveled Literacy Intervention Daily Small-Group Support Modeling Reading Expertise Empowerment 10
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The role of the Teaching and Learning leader
To assess and support the needs of teachers and students (i.e. modeling lessons, co-planning) To organize and facilitate teacher labs and job- embedded professional development To develop leadership capacity within the teacher role To promote the use of data to inform teaching and learning To support connections between buildings 11
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Open Practice Teacher lab
Third and sixth grade teacher lab is a full day experience It provides time to: Reflect on teacher practice Learn new instructional strategies and put them to practice Integrate technology in instruction in a meaningful way Use formative assessments to guide instruction Assist in creating focused mini lessons in math 12
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Additional Initiatives
Hamilton Reading Instruction Helped to build teacher capacity as reading instructors - grades K-3 Created and facilitated building wide staff PD Focus Group - Elementary Classroom Environment Modeled instructional practices Focused on creating classroom community Promoted questioning strategies Bridging Expertise of 6th grade General Education Teachers and Special Education Teachers Worked with 34 teachers to guide Math support 13
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Looking Ahead Reading Recovery and Kinder-Core
Continue to service a greater number of students in whole group, small group and individual intervention Continue to coach, model and provide job-embedded PD to elevate teacher practice and expertise Teaching and Learning Leaders Continue to build teacher capacity through Teacher Lab Continue to coach, model and provide job-embedded PD Continue to support an intentional technology focus 14
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Thank you “I alone cannot change the world, but I can cast a stone across the waters to create many ripples.” -Mother Teresa 15
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