RLTA STUDY GROUPS
BENEFITS OF STUDY GROUPS
- Awardees receive a classroom library grant of $425 per study group member plus the purchase of the group’s professional text.
- Increased knowledge of professional literature and current researched based literacy best practices.
- Leadership opportunities and professional development facilitation experience.
- A professional collaborative forum.
- Literacy coaching provided three times per year.
ELIGIBILITY REQUIREMENTS TO APPLY FOR A STUDY GROUP
- Four to eight teachers from the same school interested in pursuing a self-selected literacy focus.
- Study Group Leaders who are new to RLTA program will receive additional coaching.
- There may be more than one Study Group at a school.
Impacting Student Literacy Instruction
STUDY GROUP PROJECTS
Coles Model for Excellence School: Fostering Students' Love of Reading
Study Group Leader: Deborah Banks
Study Group Members: Shirley Bester, Susan Flood, Natali Parenti
GoalFostering students' love of reading by implementing a variety of literacy strategies that center on engagement.
TextThe Reading Strategies Book: Your Everything Guide To Developing Skilled Readers by Jennifer Serravallo
Edison Park Elementary School: Creating Socially Conscious Professional Development
Study Group Leader: Nichol Somers
Study Group Members: Christine Pace, Kelly Hayes, Lorraine Nunez, Carrie Stern, Lee Marcheschi
GoalCreating socially conscious professional development by conducting a multi-day PD where social comprehension strategies are introduced, modeled, and practiced among the staff.
Frederick Funston Elementary School: Refining Biliteracy Practices
Study Group Leader: Meg Tanabe
Study Group Members: Lynaris Rosado, Jovana Madrigal, Gaby Torrenegra, Claudia Munoz, Celina Mosher
GoalCollaborate to clarify which biliteracy practices we use in each grade level, in each language, with what frequency, and in response to student levels of achievement.
TextBiliteracy from the Start: Literacy Squared in Action by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Manuel Escamilla
Henry D. Lloyd Elementary School: Social-Emotional Learning Strategies
Study Group Leader: Alejandra De La Peña
Study Group Members: Vorlak Phillips, Esmeralda Rios, Mary Villa
GoalIncrease students’ literacy and social-emotional skills by one level on Teaching Strategies Gold by spring.
TextPurposeful Play: A Teacher’s Guide to Igniting Deep and Joyful Learning Across the Day by Kristine Mraz, Alison Porcelli, Cheryl Tyler
McClellan Elementary School: Strategies for Improving Comprehension
Group MembersStudy Group Leader: Laura Wojciechowski
Study Group Members: Vorlak Phillips, Esmeralda Rios, Mary Villa
GoalBy the end of the year, struggling readers will be able to demonstrate an improvement in comprehension by selecting a comprehension strategy from a choice board and applying it independently.
TextStrategies That Work: Teaching Comprehension for Understanding, Engagement, and Building Knowledge by Stephanie Harvey and Anne Goudvis
Mount Vernon Elementary School: Engaging Independent Reading
Group MembersStudy Group Leader: Mrs. Runaas
Study Group Members: Mrs. O’Neal, Ms. Ma, Ms. Pender-Bey
GoalImproving and engaging independent reading in students through strategic teacher and student-led reading conferences.
TextTrusting Readers: Powerful Practices for Independent Reading by Jennifer Scoggin, Hannah Schneewind
Carson Elementary School: Discussing Behavioral Patterns
Group MembersStudy Group Leader: Lilyana Flores
Study Group Members: Jesse Bostic, Virginia Lopez, Amber Newsom, Rogelia Pena
GoalMeasure pre and post-student surveys and implement at least one strategy or approach from the book in our classroom as well as target tiered students based on their SEL needs.
TextThe Trauma-Sensitive Classroom: Building Resilience with Compassionate Teaching By Patricia A. Jennings
National Teacher’s Academy: Building Critical Consciousness
Study Group Leader: Laura Gluckman
Study Group Members: Jessica Kibblewhite, Melissa Hausser
GoalExamine our own curricula in order to make changes and include our students in the process through the co-creation of lessons and the development of a toolkit by building critical consciousness.
Mary G. Peterson Elementary School: Centering Student Identity
Study Group Leader: Megan Fair
Study Group Members: Catherine Jarvis, Megan Wales, Sarah Van Wolvelear, Emily Gandolfi
GoalEmpower students as storytellers whose voices should and need to be heard through centering student identity.
TextThe Anti-Racist Writing Workshop: How to Decolonize the Creative Classroom by Felicia Rose Chavez
Charles H. Wacker Elementary School: Increasing the Joy of Reading
Group MembersStudy Group Leader: LaConya McKinney
Study Group Members: Caroline Cunningham, Crystal Carmichael, Danielle Washington, Isabella Morales
GoalFoster students’ love of reading by providing them with an appropriate text and numerous activities that engage them and make reading fun
Prescott Elementary School: Heightening Student Identity
Group MembersStudy Group Leader: Melissa Dippel
Study Group Members: Begona Cowan, Nick Giacobbe, Tayler Showalter, Nessy Moos
GoalIncrease student discussion skills and connection to school academics and the importance of heightening student identity.
Newton Bateman Elementary School: Implementing the Math Workshop Model
Group MembersStudy Group Leader: Maritza Vazquez
Study Group Members: Priscilla Rowe, Selene Rivas, Samantha Gage
GoalProvide the structure and procedures in order to successfully implement the math workshop model.
Gunsaulus Scholastic Academy: A Balanced Literacy Program
Group MembersStudy Group Leader: Laura Miner
Study Group Members: America Cannon, Allie Parker, Meghan Walsh
GoalStudents will increase more than a year in Fountas and Pinnell Benchmark Assessment System (F&P) and increase their ability to show their understanding of instructional-level texts through writing.
Hibbard Elementary School: Building a Community for Learning
Study Group Leader: Bridget Heneghan
Study Group Members: Emily Barnowsky, Jin Dokko, Jessica Hodges, Sora Lim, Stephanie Michl
GoalProvide students with the skills to become independent learners by understanding how culture impacts our students’ ability to learn.
National Teachers Academy: Culturally Responsive Practices
Study Group Leader: Carrie Both
Study Group Members: Taree Jones, Kara Silverglat, Hannah Kreindler, Miray Karabulut
GoalReflect on culturally responsive practices, resources, and curriculum.
Ogden Elementary School: Increasing Students’ Writing Skills
Group MembersStudy Group Leader: Sue Stone
Study Group Members: Debbie Sheriff, David Ablao, Joseph Pekarek, Brianna Duniec, Sarah Chang, Kim Albrecht
GoalIncrease students’ writing skills as well as their self-awareness of their own strengths and weaknesses as writers in a post-pandemic learning loss world.
Sidney Sawyer Elementary School: Culturally and Historically Responsive Teaching
Group MembersStudy Group Leader: Abbi Eichhorn
Study Group Members: Niamh Burke, Margaret Steber
GoalGetting equity for students through teaching practices.
Walt Disney Magnet School: Integrating the Arts
Talcott Fine Arts and Museum Academy: Student-directed inquiry
Study Group Leaders: Damaris Cami, Christina Korbakis
Study Group Members: Susan Bohman, Guadalupe Hernandez-Lopez, Marlene Tapia-Garcia, Stella Cambel