An article co-authored by two local educators in the international Journal of Reading Recovery describes the Long Beach Unified School District’s work to broaden the impact of an effective literacy program called Reading Recovery.
The article, “Broadening the Sphere of Influence: Reading Recovery as Part of One District’s Comprehensive Intervention Approach,” appears in the Spring 2018 edition of the Journal of Reading Recovery and is co-authored by Jill Baker and Kathleen A. Brown. Baker is LBUSD’s deputy superintendent of schools. Brown has worked for 33 years as a teacher, literacy specialist and Reading Recovery teacher. She also has served as Reading Recovery teacher leader in the school district for 18 years.
Reading Recovery aims to dramatically reduce the number of first graders who have extreme difficulty learning to read and write, and to reduce the cost of these learners to school systems. The journal is produced by the Reading Recovery Council of North America, a not-for-profit association of professionals, advocates and partners. The council is an advocate for Reading Recovery throughout North America.
Long Beach has integrated Reading Recovery into its “Intensive Intervention Model” with classroom coaching, staff development and coordination among the central office, the school principal, the Reading Recovery teacher leader and K-2 classroom teachers.
“Based on our experience, we believe that every district committed to changing the dynamic between central office and schools in service to students has the power to do so,” the article states. “With a shared vision for student success, central office and school-based roles exist that complement one another and help create a culture of shared accountability and greater opportunity.”