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A Mentoring Model RTI in a PDS Alexander Reading Fellows Program Chris Kennedy

A Mentoring Model RTI in a PDS Alexander Reading Fellows Program Chris Kennedy. Purpose. District need Reading Intervention Teacher Licensure Achievement Gap (RTI) Mentoring model. Setting & Context. Setting & Context. Reading Fellow Position. Graduate assistantship

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A Mentoring Model RTI in a PDS Alexander Reading Fellows Program Chris Kennedy

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  1. A Mentoring Model RTI in a PDS Alexander Reading Fellows Program Chris Kennedy

  2. Purpose • District need • Reading Intervention • Teacher Licensure • Achievement Gap (RTI) • Mentoring model

  3. Setting & Context

  4. Setting & Context

  5. Reading Fellow Position • Graduate assistantship • Full time graduate students in reading education or special education • 20 hour commitment to Alexander Local Schools • Each fellow is assigned to a grade level team, K-3

  6. A School District’s Need • Response to Intervention • Tier II • 30 minute blocks of reading intervention • Small group & individual • Leveled Literacy Intervention (implemented ‘09-’10) • Grade level team • Literacy Coaching from K-3 Literacy Specialist, Faculty Mentor • IEP Meetings

  7. Then….

  8. …..Now

  9. Then & Now

  10. Fellow Benefits • Tuition Waiver • GA stipend • Experience !!! • RF Professional Development • Theory in Practice -- connections between courses and teaching.

  11. The Mentoring Piece District Level Cheryl Nostrant- Literacy Specialist Guidance and training Higher Ed. Level Chris Kennedy –Instructor of Reading Education Connections

  12. A Welcoming Environment Administrative support Staff “Buy-in” efforts • Communication • Environment • Dedication to their role • Involvement in grade level/staff meeting

  13. Emergent Findings • Administration • K-3 Literacy Specialist • Teachers • Reading Fellows

  14. DIBELS –Benchmark 2 Comparison** In school years ’05-’06, ‘06-’07, and ’07-’08, Benchmark 2 was in February. For the last two years, it has been in January.

  15. The IEP Process • Reduction in number of referrals • Involvement in meetings • Data sheets • Erin’s comments

  16. The IEP Process

  17. Impact of Intervention on Reading Performance • More Anticipated Data • DIBELS • Dolch • Fountas & Pinnell Guided Reading Levels • OAT Scores

  18. Sustainability • Being able to sustain RF-constant issue • Cost effective • Paraprofessionals • Approved for next year

  19. Looking Forward • Securing funding for future collaborative programming • Relationship developed implications for future school-university collaborations • Teacher Residency

  20. How do PDS Partnerships build collaboration to address the achievement gap? • Evidence-based practice • Sustainability • Mentoring model

  21. Reading Fellow Questions??? Chris Kennedy, Instructor of Reading Education, Ohio University kennedyc@ohio.edu Marcy Keifer Kennedy, Director of the Center of Professional Development School Partnerships, Ohio University keiferm1@ohio.edu Cheryl Nostrant, Literacy Specialist, Alexander Elementary School cnostrant@alexanderschools.org

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