Essential FunctionsEvidence-Based Instruction and Assessment
● Provide targeted, early literacy support to children daily in a one-on-one and/or small group setting using scripted, evidence-based literacy interventions; achieve a high degree of fidelity to the scripted interventions.
● Assist children in improving their reading skills and abilities to reach grade level expectations.
● Work with classroom teacher to implement family literacy involvement activities (e.g., “Read At Home! (RAH)” program or Talk, Read, Write with me (TRW) program) with students in the classroom.
● Develop and maintain a weekly tutoring schedule for students which maximizes the number of students served and allows each child to receive daily 20-minute reading tutoring sessions.
● Identify students who qualify for Reading Corps tutoring services based on a Reading Corps designed assessment with direction from the Internal Coach and Master Coach.
● Assess, with a high level of accuracy, students’ continual progress using tri-annual benchmark assessments and ongoing progress monitoring assessments.
● Provide complete, accurate, and timely documentation of students’ weekly progress scores and interventions using an online database; maintain confidentiality of all student data.
● Regularly review student data with Internal Coach and Master Coach to gauge the effectiveness of the literacy intervention being used and determine if a change in strategy is necessary.
● Meet with the primary classroom teacher on a regular basis to share student progress data.
● Collaborate with classroom teacher to support and ensure students are benefiting from core classroom instruction (e.g., reading and math) when targeted literacy interventions are not possible.
● Set and monitor goals with students to build positive student relationships and improve academic achievement. Collaborate with school and/or community partners as relevant per a given school site.
● Participate in on-site coaching sessions (includes observation of tutor) to review student progress, plan, problem-solve and set goals; act on constructive feedback from coaching sessions.
● Act on feedback and coaching from Internal Coach, Master Coach, and Program Manager.Communication
● Develop a relationship of respect and trust with the classroom teacher, particularly through understanding the unique role of and challenges faced by a licensed classroom teacher.
● Communicate and interact with students in an age and developmentally appropriate way.
● Build professional relationships and communicate regularly with school administration, classroom teacher, Internal Coach, Master Coach, and other school community partners regarding schedules, literacy strategies, student progress, etc.
● Communicate effectively and consistently with Minnesota Reading Corps staff and site personnel.
● Fulfill program requirements and read and respond daily to email communications from Minnesota Reading Corps staff, coaches and school or community partner personnel.Attendance
● Regular, timely attendance during scheduled school hours, Monday-Friday, mirroring the classroom teacher schedule, plus after school programming.
● Attend periodic evening training sessions (training concludes no later than 6:00pm).
● Commit to service for a full academic year and serve the total amount of hours within two AmeriCorps terms of service.
● Attend all required Reading Corps and Promise Model training sessions, member meet-ups, meetings and coaching sessions; travel as necessary. Secondary Functions
● Participate in family engagement nights, school assemblies, and other school and community events.
● Participate in civic engagement activities and community service projects.
● Participate in Minnesota Reading Corps outreach activities.
● Create and implement an individual professional development plan that includes goal setting.
● Submit 5 Great Stories in the OnCorps system during the program year.
● Perform assignments and/or duties as assigned by the school administration, Internal Coach, Master Coach or Program Manager, excluding activities that would displace or duplicate school staff or volunteers (such as bus duty or lunch duty), which may include: attending school-sponsored trainings, meetings or other activities.