The Learning Lab is a welcoming environment for general education students as well as for students with IEPs. The Learning Lab team provides support in different academic areas, either in small groups, 1-to-1, push-in or pull-out, for any student who demonstrates a need in a particular subject area.

Interventions include Read Naturally, Reading Recovery, Barton, TouchMath, Leveled Literacy Intervention, Wildcats, Explode the Code, and Words Their Way, just to name a few.  In addition to numerous hands-on and other interactive interventions, the Learning Lab incorporates the use of technology such as iPads to engage learners while supporting their strengths and making curriculum accessible in challenge areas.

Using the Response to Intervention model, students who present with a need for support in core subject areas are provided with extra support in order to make necessary academic gains. To ensure an effective intervention model,  a portion of our Response to Intervention data and progress monitoring is managed by the Learning Lab team through Aims Web Assessment and Data Management.

Research has shown that small-group instruction can be highly effective in helping students master essential skills.

Reading Recovery Council of North America:

http://www.readingrecovery.org/

Wildcats 

http://www.mcgraw-hill.co.uk/kingscourt/wildcats.htm

Read Naturally

http://www.readnaturally.com/

Barton Reading and Spelling System

http://www.bartonreading.com/early.html

Explode the Code

http://www.explodethecode.com/01_overview/

Leveled Literacy Intervention

http://www.heinemann.com/fountasandpinnell

Common Core Standards:

http://www.cde.ca.gov/ci/cc/

Disability Fact Sheets:

http://www.srvusd.net/factsheets

Contra Costa County Public Library:

http://ccclib.org/

Response to Intervention and Instruction:

http://www.cde.ca.gov/ci/cr/ri/

Anything that can be understood can be taught in more than one way.  - Howard Gardner

Front row L-R: Marylou Young (QR), Moira Zacharakis (QR), Mary Millman (QR) Marissa Smith (HH)

Back row L-R: Carolyn Dobel (LO), Ann Henrich (SY), Amanda Lorie (QR), Melanie Janke (QR),  Adria Klein (St. Mary's College), Debbie Davis (GV), Wenyi Gui (QR)

Reading Recovery is a highly effective short-term intervention of one-to-one tutoring for low-achieving first graders. Most students who complete a full series of Reading Recovery lessons go on to make progress with their average performing peers. Students are chosen for lessons based on a variety of factors.

Reading Recovery Training: Certificated teachers who teach four students are eligible to receive i3 funding which covers all training costs including materials and eight credits from St. Mary's College. During their training year teachers are required to teach four students each day and attend a weekly after school class. Please contact Moira Zacharakis if you are interested in becoming a certified Reading Recovery teacher.

mzacharakis@srvusd.net                                                                                                                                                                                           

560-4006

Reading Recovery Council of North America:

http://www.readingrecovery.org/

http://qres-srvusd-ca.schoolloop.com/file/1332657267109/1331966914494/3631643625804830947.docx

phone: 925-560-4006

email: mzacharakis@srvusd.net

This year is my fourth exciting year serving as the Resource Specialist Teacher at Quail Run. I feel lucky to have the opportunity to work with so many fabulous students and teachers across most grade levels many times throughout each week.

My education includes a bachelor's degree in English and a master's degree in Special Education. I hold a CA Clear Multiple Subject Teaching Credential and a Level II,  Education Specialist Credential. Additionally, I am a certified Reading Recovery teacher and recently completed Reading Recovery Teacher Leader training at St. Mary's College.

A key factor to being an efficient and effective educator is to remain a lifelong learner. Each new piece of knowledge I attempt to acquire reminds me of how challenging learning can sometimes be. Being aware of this helps me to be flexible and understanding when providing support to students in their acquisition of new knowledge.