Intervening for Success: Getting Results with the Lowest Achieving First Graders
Join us for a 1-hour webinar to discuss supporting the accelerated learning of the lowest-achieving students in your school or district.
Registration for this event is closed. Please email CRRLC@lesley.edu if you have questions.
- District & School Leaders
- Classroom Teachers, Interventionists, & Specialists
- Literacy Coaches & Teacher Leaders
Learn more about leveraging state, federal, and local dollars for effective intervention to improve schools, communities, and the lives of children.
Join us for a 1-hour webinar to discuss supporting the accelerated learning of the lowest-achieving students in your school or district.
Reading Recovery is a scientifically based and field-tested early literacy intervention for the lowest-achieving first graders. With more than 35 years of data in the U.S. and scientific evidence acknowledged by the What Works Clearinghouse, Reading Recovery has demonstrated through hundred of thousands of replications that it is effective in a short period of time.
School leaders, teacher leaders, literacy coaches, and district wide decision makers are invited to a 1-hour discussion with Wendy Vaulton and Irene Fountas from the Center for Reading Recovery & Literacy Collaborative and Mindy Kaufer, Curriculum Supervisor from Evesham Township School District.
This webinar will be live at 10:00-11:00am (EST) and 3:30-4:30pm (EST). Please select the webinar you plan to attend upon registration.
Wendy Vaulton, Associate Director for Reading Recovery and Early Interventions
Wendy Vaulton is the Associate Director for Reading Recovery and Early Interventions at Lesley University’s Center for Reading Recovery and Literacy Collaborative. Wendy serves as the Center’s Reading Recovery trainer, supporting teacher leaders in five states. She has experience as an educational researcher, professional developer, and teacher of Reading Recovery. Wendy’s recent research interests include the capacity of improvement science to support systematic, data-informed decision-making for all levels of educational improvement.
Irene Fountas, Director of the Center for Reading Recovery and Literacy Collaborative
Irene is the Marie M. Clay Endowed Chair in Early Literacy and Reading Recovery, and is the author of many books. She is director of the Center for Reading Recovery in the Graduate School of Education at Lesley University. She has been a classroom teacher, language arts specialist, and consultant in school districts across the nation and abroad. Irene and co-author Gay Su Pinnell have published numerous books and resources with Heinemann. She has received numerous awards for her contributions to literacy.
Mindy Kaufer, Curriculum Supervisor for Evesham Township School District
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