Primary focus to expand the reach of the science of reading to historically excluded communities, using the NY-Emmy nominated children's television show, Reading Buddies, as a vehicle. Promoted Reading Buddies to PBS stations nationwide and provided groundwork for the development of curriculum to complement each episode. Connected with early childhood professionals, youth librarians, and community organizations to increase awareness of early detection of potential reading challenges and to suggest evidence-aligned interventions for prevention and remediation. Taught Introduction to Basic Reading Instruction, a 9-hour course designed for parents/caregivers to learn the basics of reading science and how it can be applied to instruction for students of any age. Approximately 18-25 course participants monthly, with 100% of survey respondents indicating the course was "worth the investment." Created a family engagement series for school districts embracing evidence-aligned instruction to connect the science (the "why") and implementation (the "how.")

Provided experienced reading coaches for 10 school districts as part of the Oswego County Literacy Initiative. The Oswego County Literacy Initiative (OCLI) was a collaboration between the Oswego County school districts, the CNYOC Teacher Center, CiTi BOCES and the Reading League. The collaboration was the result of hours of soul-searching discussions between school district superintendents, other district administrators and CiTi BOCES leadership on how to best address the ever-challenging needs of Oswego County students and families.Research indicates that coaching is a key component to successful implementation of any new initiative or learning. As part of the OCLI, regular, job-embedded coaching by Reading League trained coaches supported teachers as they began to implement reading strategies in their classrooms throughout the school year.Data collection was also an integral component of the initiative. Tools such as teacher surveys, pre-post questionnaires, administrator and teacher interviews, assessment data, attendance/behavior data was used to measure changes in teacher practice, attitudes and beliefs about effective reading instruction and the learning outcomes of the students. The results were to be used to make informed, data-based decisions on professional development, teacher support and the initiative’s overall level of impact on reading achievement throughout Oswego County.

individual and group tutoring for students demonstrating reading difficulty

Professional development for school districts seeking to implement direct, systematic reading instruction using research-based interventions; literacy coaching; criterion-referenced decoding/encoding assessment of individual students as a tool for crafting skill-based lessons; individual support for chronically-resistant teachers; lesson observation and debriefing; individual/group tutoring.

Graduate courses RED 629: Advanced Literacy Intervention and RED 626/SPE 627: Early Intervention for Children's Reading Problems

Supervision of undergraduate and graduate pre-service teachers

Provided professional development and literacy coaching for teachers implementing Road to the Code and Road to Reading (programs for preventing and remediating reading difficulties) as part of a multi-year federally-funded study.

Interim coordinator of nationally accredited teacher preparation program. Facilitated undergraduate and graduate student applications for New York State certification in Elementary Education and content area specific subjects (grades 7-12). Completed annual reports for meeting state and national accreditation standards. Coordinated quarterly TAC (Teacher Advisory Council) meetings. Maintained relationships with local school districts and teachers serving as mentors for pre-service teachers.

Coordination of Release-time Faith Formation program (grades 1-12); Sunday Preschool (PreK-K); Liturgy of the Word for Children (grades 1-5)• maintain positive relationship with local school district (liaison to building secretaries, bus garage, administrators)• communicate with parents using multiple platforms (in person, US postal service mail, email, phone, monthly e-newletters, photo/video, bulletin boards, weekly bulletin)• oversee online registration process of approx. 350 students (200+ families) annually• maintain updated database of families with children• create balanced class lists for all grade levels• recruit/retain approximately 80+ catechists to teach classes• provide curricular guidance for homeschooling families• recognize commitment of volunteers formally and informally • delegate responsibilities based on perceived gifts, skills, talents of parishioners• foster a community of learners/seekers/believers• provide orientation session for new and returning catechists • review and purchase updated curricular materials on a rotating basis• encourage continuing education of catechists• coordinate grade level liturgies with pastor, music ministers, catechists• Fundraising• seek and apply for appropriate grant funding; appropriately administer funds received• oversee annual budgetCoordination of volunteer ministries• Altar Server training • Audio-Visual training • Ushers• Gift Bearers• Social Committee• Community GardenDiocesan responsibilities• prepare and submit annual reports• attend and/or host monthly catechetical leader meetings• Safe Environment Coordinator • maintain records of mandatory Circles of Care lesson completionStaff responsibilities• Promote teamwork• Communicate effectively• Reduce duplication of efforts• Challenge respectfully

Professional development for school districts seeking to implement direct, systematic reading instruction using research-based interventions; literacy coaching; criterion-referenced decoding/encoding assessment of individual students as a tool for crafting skill-based lessons; individual support for chronically-resistant teachers; lesson observation and debriefing; individual/group tutoring.

Taught RDG 093: Preparation for College Reading

Taught Introduction to Special Education

Elementary Inclusive Classroom Teacher

Administered pre- and post-intervention assessments to control group and intervention students in a federally-funded study.