Cadre Information

ALCP Coach Contact Information

Cadre I (06-08)

Cadre II (07-09)

Cadre III - Advanced Literacy Coaches Cadre (09-10)

 

Action Research Project Information

 

CADRE 1 (2006-2008)


Examining the Effectiveness of Professional Learning Communities for Improved Student Achievement in Public Schools – Robin Hebert, Madison County

 

Effectiveness of the SRA Corrective Reading Program – Skip Jones, McCreary County

 

Comparison of students in the Accelerated Reader Program – Teresa Kidd, McCreary County

 

Effective Strategies to impact reading fluency – Syndi Morgan, McCreary County

 

What works in middle school professional development? – Mechelle Tucker, McCreary County

 

What is the role and relationship of the literacy coach in the establishment of an Urban Gender-Specific reading group? – Jibby Brown, Covington Independent

 

How does a Literacy Coach Use a Schools’ Professional Library to Increase the Professional Development of Teachers? – Sandy Holtzapfel, Boone County

 

How can the literacy coach facilitate data driven implementation of literacy skills in Freshman Academy content area classrooms? – Rhonda Moore, Pendleton County

 

What is the role of the literacy coach in implementing a school-wide silent reading program? – Johanna Scogin, Grant County

 

What effect do public displays of goal setting have on teachers and students’ motivation, competiveness and internal drive? – Tracy Warren, Fayette County

 

Peer Tutor as a means of gaining student achievement – Teresa Simpson, Fayette County

 

What is the literacy coach’s role in professional learning Communities? – Phyllis Hatter, Bullitt County

 

How are instructional strategies being used in content areas to differentiate instruction for struggling readers? – Bonnie Harris, Pike County

 

How often do teachers read orally to students: What do they read? – Iva Woods, Henry County

 

What strategies are we using to teach our students how to comprehend expository text?  How often or to what extent are the strategies used? – Connie McKinney, Pike County

 

After being taught the Question-Answer-Relationship (QAR strategy, do students use the strategy in content area and independent reading? – Ganan Fannin, Rowan County

 

What strategies are currently used to meet the needs of gifted readers?  - Mary Ellen Hunt, Fayette County

 

What do fourth and fifth grade students like to read? – Sarah Chaney, Rowan County

 

CADRE 2 (2007-2009)


Transforming Professional Development into Instructional Practice – Jennifer Cox, Boone County

 What impact does live-scoring training have on teacher comfort in teaching open response? – Denise Schmiade, Kenton County

District Personnel: Coach or Consultant? – Jennifer Warford, Boone County

What are teachers' beliefs, perceptions, and attitudes towards the role of their own Professional Learning Communities? – Kelley Johnstone, Oldham County

Using a Structured Reading Program model in High School to Improve Student Reading Comprehension – Jimmy Jackson, Anderson County

Using Picture Books in the Secondary Classrooms – Linda Martin, Perry County

To what extent are teachers familiar with content area reading and literacy strategies and which of these strategies are teachers implementing in their instruction? – Will King, Bowling Green Independent

Creating a culture for student learning:  Examining the impact of professional learning communities on student learning – Tammy Stephens, Metcalfe County

Motivation in Reading--what conditions could a classroom teacher employ in a classroom of unmotivated fourth grade students that would increase the time that these students spent in independent reading? – Beverly Denton, Ballard County

Literacy Strategies and the Math Word Problem – Mary Ann Waltman, Ballard County

Reading Fluency Within the RTI Model: Determining the Effectiveness of the Great Leaps Reading Program as a Reading Fluency Intervention – Cinda Muenchen, Campbell County

Peer-Administered Reading Fluency Program in High School – Jennifer Simpson, McCreary County

Effect of Graphic Organizers on Students’ Attitudes, Creativity, and Writing Regarding Poetry – Kristy Johnson, Lincoln County

Narrowing the Achievement Gap of African American and European American 10th Grade Students in Reading through Targeted Reading Intervention – Jason Clark, Hopkins County

Graphic Organizers’ Impact on Reading Comprehension – Joan Hobbs, Clay County

Insights for Teachers – How to Reach Academically Unmotivated, At-Risk Students: An Examination of Effective Teacher Behaviors – Rebecca Woosley, Scott County

Motivating Middle School Males to Read – Jean Spurlock, Jackson County

Repeated Reading Strategy – Lisa Ruth, Clay County

Engaging Instruction for Early Adolescent Girls in the Middle Grades Language Arts Classroom: Implications for High-Stakes Reading Assessment – Leslie Cornett, Estill County

Literacy in the Mathematics Classroom – Deborah Brown, Perry County

An Investigation into Topics That Adolescents Choose to Read-Overall and by Gender: Basis for Future Reading Strategies – Mamie Bowling, Clay County

The Impact of Reading Plus on Silent Reading Fluency and Comprehension on 7th Grade Boys – Susan Watson, Fayette County

Can an Administrator be an Effective Literacy Coach? – Adele Gormley, Boone County