Access is a specialized curriculum, designed to serve students with an Instructional Reading Level between the 4th and 6th grade. It was created out of a necessity and community of students reading far below grade level. The primary focus is to teach students to become independent readers by teaching them how to struggle with a text, how to develop the patience and stamina to persevere with a text, and how to determine, on their own, where the meaning breaks down and what they should do to fix it. Some of the dependent reading behaviors that Access addresses are student difficulty comprehending and retaining what they read, lack of evaluative skills when reading, and student deficiencies in expressing and organizing their thoughts about reading. The course is unique because, unlike other programs that might limit who can be successful both as teacher and student. The course focuses on showing teachers how to teach students to comprehend, retain, evaluate, and express what they read.
10 years as a high school ELA/ELD teacher with at-risk students 6 years as a regional ELA Department chair 4 years as the district's ELD Program Coordinator 2 years as the district's Literacy/ELA Program Coordinator Co-Creator of Access and PreAccess 1 year as Kernalytics Coordinator (data analytics platform being developed by the district) Published doctoral dissertation titled: EMOTIONAL INTELLIGENCE OF TEACHERS AND STRUGGLING READERS: A QUANTITATIVE STUDY ON THE RELATIONSHIP BETWEEN TEACHER EMOTIONAL INTELLIGENCE AND READING GAINS IN STRUGGLING SECONDARY READERS