The first phase focuses on classroom management and standards-based strategies for teaching reading, in upper elementary and middle school. However, evaluation of these programs often indicates that continued professional growth is a challenge for teachers. They don't have TIME and there is no structure for on-going mentoring. Every child receives the best instruction available, whether the teacher is a mentor or in the first year of teaching. Struggling readers receive proven and rigorous intervention strategies.
All children receive continuous monitoring and modification of instruction.
Teachers as online reading mentors. Online course of study for participating teachers. Two-way video conferencing. Video case studies of exemplary classroom practices. Online tutorials and discussion groups.