High-Quality Tutoring Strategies to Facilitate Acceleration, Not Remediation

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High-Quality Tutoring Strategies to Facilitate Acceleration, Not Remediation

The latest in a webinar series hosted by the AASA, The School Superintendents Association and Learning Policy Institute features effective, high-quality tutoring strategies to accelerate, not remediate student gains during this COVID-19 school year and beyond. Dr. Jill Baker, Superintendent of Long Beach Unified School District in California details how Reading Recovery is an integral part of the district’s comprehensive literacy plan.

Dr. Baker along with Reading Recovery Teacher Leader Kathleen Brown are also featured in the Journal of Reading Recovery on this topic. Kathleen Brown was recently featured on the RRCNA blog:  Learning Loss: Myth or Reality Check.

Broadening the Sphere of Influence: Reading Recovery as Part of One District’s Comprehensive Intervention ApproachJournal of Reading Recovery, Spring 2018

The Sweet Spot of Coaching: Where Teachers and Administrators Find Common Ground While Developing a Comprehensive Literacy System –  Journal of Reading Recovery, Spring 2019

 

Download the Presentation

Speakers:

  • Jill Baker, Superintendent, Long Beach Unified School District, California
  • Michael Griffith, Senior Researcher and Policy Analyst, Learning Policy Institute
  • Antonio Gutierrez, Co-Founder, Saga Education
  • Susanna Loeb, Professor of Education, Professor of International and Public Affairs, Director of the Annenberg Institute for School Reform, Brown University
  • Morton Sherman, Associate Executive Director, AASA Leadership Network (moderator)

April 23rd, 2021|Latest News|Comments Off on High-Quality Tutoring Strategies to Facilitate Acceleration, Not Remediation