Ashley Harris
Reading specialist
My role at TMSA is to collaborate with administrators and teachers to improve and maintain reading instruction via professional development and consultation, interpret student’s reading performance in terms of strengths and weaknesses, and provide direct remediation to develop fundamental reading fluency, decoding, and comprehension skills to identified students. During the past eleven years of teaching, I have had the privilege of working with a diverse population of students of various strengths, disabilities, and socioeconomic status, with a proven track record for increasing student performance and demonstrating documented measurable progress through data driven instruction.
I am knowledgeable in a variety of reading remediation techniques and programs, including Visualizing and Verbalizing by Lindamood-Bell, SRA Corrective Reading, SRA Reading Mastery, and Fundations.
Furthermore, I am well-versed in using Kagan Strategies to engage students and promote active participation in cooperative learning groups. I have done extensive research and received trainings specifically dealing with behavior management and development of social skills. This past summer I had the honor of teaching at the ABC School in WS, a model school for implementation of Applied Behavior Analysis. Furthermore, I have led several workshops for GCS, speaking to colleagues about research-based practices used in my classroom.
I see myself as a facilitator assisting my students to capitalize on their strengths; and a positive, encouraging voice to help them truly reach their maximum potential. I take my role seriously, as teachers have the power to tear a child down or build a child up, just by the power of their words. Children will live up or down to the expectations of the adults around them. I believe every child has the ability to grow. What an awesome and humbling responsibility we have as teachers. I cherish every moment of this profession!
My role at TMSA is to collaborate with administrators and teachers to improve and maintain reading instruction via professional development and consultation, interpret student’s reading performance in terms of strengths and weaknesses, and provide direct remediation to develop fundamental reading fluency, decoding, and comprehension skills to identified students. During the past eleven years of teaching, I have had the privilege of working with a diverse population of students of various strengths, disabilities, and socioeconomic status, with a proven track record for increasing student performance and demonstrating documented measurable progress through data driven instruction.
I am knowledgeable in a variety of reading remediation techniques and programs, including Visualizing and Verbalizing by Lindamood-Bell, SRA Corrective Reading, SRA Reading Mastery, and Fundations.
Furthermore, I am well-versed in using Kagan Strategies to engage students and promote active participation in cooperative learning groups. I have done extensive research and received trainings specifically dealing with behavior management and development of social skills. This past summer I had the honor of teaching at the ABC School in WS, a model school for implementation of Applied Behavior Analysis. Furthermore, I have led several workshops for GCS, speaking to colleagues about research-based practices used in my classroom.
I see myself as a facilitator assisting my students to capitalize on their strengths; and a positive, encouraging voice to help them truly reach their maximum potential. I take my role seriously, as teachers have the power to tear a child down or build a child up, just by the power of their words. Children will live up or down to the expectations of the adults around them. I believe every child has the ability to grow. What an awesome and humbling responsibility we have as teachers. I cherish every moment of this profession!
If you can read this, thank a teacher" -Anonymous Teacher
