Rio Rancho Unified
Professional Development Presentation
The Literacy Coaching Cycle
By Diane L. Styma
Grand Canyon University, Reading 523
November 7, 2012
● Reading fluency and comprehension in the
middle school level, grades 6-8 is portentous.
● Our statistics show that we can make great
gains from working towards progress.
FROM A BOOK ...
● Jolene Reed
Rio Rancho Schools in New Mexico began Reading Recovery around 10
years ago. They placed two individuals at each of the 9 elementary
schools. As the demand increased, due to the city population increasing,
not all students in need got served. Ms. Reed and the Special Ed.
Director held meetings and decided to train all the Special Ed. Teachers
to also be skilled at Reading Recovery. Called “Literary Processing
Specialists,” the Special Ed. Teachers now know the literacy acquisition
process. This began in the 2006-2007 year. During that year, these
teachers were in a sort of one-to-one open program of training, helping
first graders, and education. The next year they returned to their Special
Ed. Jobs with knowledge, skills, and expertise. Meanwhile, they served
the population and the school.
New Mexico Highlands University adjunct faculty
● Jolene Reed
“K-5 Literacy Coordinator/District Reading Recovery
Teacher Leader. Rio Rancho Public Schools, Rio
Rancho, NM. Duties include supervision and
coordination of district-wide literacy curriculum and
activities, training and supervising Reading Recovery
teachers, monitoring the district Reading Recovery
program, district-level staff professional
development and consultation.”
● Reed trained and hired Mrs. King and Mrs.
Roberts at Vista Grande Elementary. This is one of
the six Rio Rancho Elementary schools.
● Dramond Smith oversees the secondary levels.
She hires and trains as well.
The Cycle When Meeting
with A Classroom Teacher
● Modeling Mini-Lesson
● Flexibility with students and with staff.
● Knowledge of the Reading Research and
The Cycle: Year-Long
● Set up office space.
● Meet teachers, open opportunities to talk
● Request list of struggling readers/students
from each staff member.
● Reflect on when and how to intervene.
● Problem-Solve how to aid students and staff.
● Volunteer to do Mini-Lessons
● Publish and explain district and school test
Rio Rancho Middle School
Standards Relating to
“Power Standard 8 (Benchmark 1-D)
Increase fluency, comprehension, and insight through meaningful and
comprehensive reading instruction by: using effective reading strategies to
match type of texts;
reading self-selected literature and other materials of individual interest;
reading selections and other materials assigned; discussing selections in
teacher-student discussions and small groups; taking an active role in whole-
class seminars; discussing and analyzing the effects on texts of literary devices
such as figurative language, dialogue and flashback; interpreting text by
explaining elements such as plot, theme, point of view, characterization, mood
and style; investigating examples of distortion and stereotypes; recognizing
underlying messages in order to identify recurring themes.
Power Standard 9 (Benchmark 1-D)
Use specific strategies to clear up confusing parts of a text (e.g., re-read the
text, consult another source, ask for help)” (RRPS, 2012).
● Johnston, Peter H. Ed.(2010). RTI in Literacy: Responsive and
Comprehensive. Newark, Delaware: International Reading
● L'AlIier, S., Elish-Piper, L., and Bean, R. M. (2010).”What
matters for elementary literacy coaching? Guiding principles
for instructional improvement and student achievement.” The
Reading Teacher Vol. 63, No. 7 April 2010.
● NMHU. (nd). New Mexico Highlands University. Microsoft
Word doc. Adjunct faculty. Found online at
● RRPS District. (2010). RRPS District Standards:
Language Arts. Retrieved at
● Webcast. (2009). Many schools are using Reading
Recovery as a part of the response to intervention
(RTI) required under the 2004 Individuals with
Disabilities Education Improvement Act (IDEA).