|
YEAR 1 | ||
| Title | Participants | Focus |
| Introduction to Reading Rescue Workshop | §
District
office administrators, §
school
principals §
assistant
principals §
resource
teachers §
Title
1 teachers §
classroom
teachers | §
Overview
of Reading Rescue Program §
Professional
development §
Contract
obligations §
Anticipated
results §
Research
base |
| Level 1 Initial Training Day 1 | All
who will tutor: §
teachers §
educational
assistants §
school
principals §
Reading
Rescue school coordinator §
other
staff members | §
What
it takes to leave no child behind §
Overview
of Reading Rescue Program §
Classwide
Screening Assessments: o
administration
and scoring o
identification
of Rescue students §
Individual
Assessments of Emergent Literacy: §
administration
and scoring §
Individual
Assessment of Sight Words |
| Level 1 Initial Training Day 2 | All
who will tutor: §
teachers §
educational
assistants §
school
principals §
Reading
Rescue school coordinator §
other
staff members | §
Individual
Assessment of Oral §
Record
Keeping §
Easing
In Activities §
Assessment
as the basis for instructional decision making §
The
|
| Principal's And District Coordinator’s Level 1 Initial Training | §
School
principals §
District-level
Coordinator(s) (if one is designated) | §
Review
of contractual agreement §
Principal's
role in program success §
Coordinator's
role §
Heading
off potential problems §
Assuring
anticipated results §
Celebrating
tutors §
Integrating
|
| Follow-up Training Level 1.1 (Provided
after tutors have tutored for 20 to 30 sessions) | All
who will tutor: §
teachers §
educational
assistants §
school
principals §
Reading
Rescue school coordinator §
other
staff members | §
Examination
of assessment data: §
review
of individual assessments §
clarification
of any confusions §
Determination/exploration
of skilled vs. unskilled tutoring during each lesson component §
Analysis
of Word Study §
Critique
of a videotaped Reading Rescue lesson §
Graduation
Criteria §
Easing
Out |
| Follow-up Training Level 1.2 | §
All
who will tutor: §
teachers §
educational
assistants §
school
principals, §
Reading
Rescue school coordinator §
other
staff members | §
Milestones
to literacy development §
Timed
readings §
Analysis
of tutoring log §
Self-analysis
of Sentence Writing §
Analysis
of Written Records §
Critique
of a videotaped Reading Rescue lesson |
| Initial Summer Institute | §
Reading
Rescue school coordinators §
Other
trained tutors | §
To
prepare the Coordinator for his or her role as the leader of the Reading Rescue
program §
To
equip the Coordinator to provide continuous staff-development in analysis of written
record data as the basis for instructional decisions |
|
YEAR 2 | ||
| Title | Participants | Focus |
| Follow-up Training Level 2.1 (Provided in the first part of the
second year, after tutors have tutored two children) | All
who will tutor: §
teachers §
educational
assistants §
school
principals §
Reading
Rescue school coordinator §
other
staff members | §
Lesson
changes across the phases §
Analysis
of New Book introduction §
Patterns
of text organization §
Narrative
Text §
Phase
IV of tutoring §
Comprehension
strategies for narrative text §
Analysis
of why Rescue instruction accelerates achievement §
Classroom
applications of Rescue strategies §
Critique
of a videotaped Reading Rescue lesson §
The
resistive student in Rescue lessons |
| Principal’s Support | §
school
principals | §
Review
of Year One results, goal setting for Year Two §
Overcoming
challenges encountered in Year Two of Rescue’s implementation §
Research/Program
updates §
Review
contractual agreement |
| Coordinators as Coaches (CAC) | §
Reading
Rescue school coordinator | §
Reading
Rescue consultant provides on-the-job training for the school coordinator through
joint observation of Rescue lessons. §
The
Coordinator learns techniques for providing feedback to tutors by observing the
Consultant's feedback to tutors. §
The
Coordinator and Consultant conference on the lessons they observed to achieve
interrater reliability on the Rescue Lesson Observation Instrument |
| Level 2 Quality Assurance Visit (QAV) (Provided for schools who have completed
their first year-and-a-half of Reading Rescue implementation) | §
Rescue
tutors §
Reading
Rescue school coordinators §
school
principal | §
Interviews
with school principal, school coordinator, and tutors §
Review
of Classwide Assessments and selection of Rescue students §
Observation
of tutoring §
Optional
meeting with tutors |
| Follow-up Training Level 2.2 (Provided
in the last part of the second year) | All
who will tutor: §
teachers §
educational
assistants §
school
principals §
Reading
Rescue school coordinator §
other
staff members | §
Patterns
of text organization §
Expository
Text §
Phase
IV of tutoring §
Comprehension
strategies for expository texts §
Comprehension
strategies during oral and silent reading §
Writing
in response to text in Rescue lessons §
Critique
of a videotaped Reading Rescue lesson |
| Advanced Summer Institute | §
§
Other
trained Rescue tutors | §
Extension
of the knowledge of the research base underlying instructional strategies used
in the Rescue program §
Preparation
for responsibility of the in house continuing staff development for the Reading
Rescue program |
|
YEAR 3 | ||
| Title | Participants | Focus |
| Follow-up Training Level 3.1 (Provided in the first half of the
third year) | All
who will tutor: §
teachers §
educational
assistants §
school
principals §
Reading
Rescue school coordinator §
other
staff members | §
Matching
students to books for Rescue instruction §
Systematic
phonics instruction in Rescue lessons §
Word
study using word families §
Prompting
for independent word analysis across the phases §
Children
who don't accelerate quickly § |