Sec. 3.5. A literacy coach shall prioritize the following: (1) Modeling effective instructional strategies for teachers. (2) Facilitating study groups. (3) Training teachers in: (A) data analysis; and (B) using data to differentiate instruction. (4) Coaching and mentoring colleagues. (5) Working with teachers to ensure that evidence based reading programs, which include: (A) comprehensive core reading programs; (B) supplemental reading programs; and (C) comprehensive intervention reading programs; are implemented with fidelity. (6) Training teachers to diagnose and address a reading deficiency. (7) Working with teachers in applying evidence based reading strategies in other content areas, including: (A) prioritizing time spent on those teachers; (B) activities and roles that will have the greatest impact on student achievement; and (C) prioritizing coaching and mentoring in classrooms. (8) Helping to increase instructional density to meet the needs of all students. (9) Working with students through: (A) whole and small group instruction; or (B) tutoring; in the context of modeling and coaching in or outside of a teacher's classroom.
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