{"id":1414,"date":"2022-12-07T19:19:59","date_gmt":"2022-12-07T19:19:59","guid":{"rendered":"https:\/\/www.wilsonlanguage.com\/knowledge-library\/success-story\/teacher-success-rising-above-the-challenges\/"},"modified":"2024-08-28T19:15:13","modified_gmt":"2024-08-28T19:15:13","slug":"teacher-success-rising-above-the-challenges","status":"publish","type":"success_stories","link":"https:\/\/www.wilsonlanguage.com\/knowledge-library\/success-story\/teacher-success-rising-above-the-challenges\/","title":{"rendered":"Teacher Success: Rising Above the Challenges"},"content":{"rendered":"\n

The Wilson Reading System\u00ae <\/sup>(WRS) Level I Certification is an intensive professional learning program designed to prepare teachers to effectively implement WRS Steps 1\u20136 with students who are reading and spelling significantly below grade level, as well as those diagnosed with a language-based learning disability, such as dyslexia. Paul Nichols can tell you that the program requires a commitment of time, preparation, and energy but is well worth the effort.<\/p>\n\n\n\n

Paul was hired to teach in a school resource room designed for students with moderate learning disabilities, but realized that he didn\u2019t truly know how to explicitly teach reading. He wanted to best serve his students by improving his reading instruction while gaining in-demand career skills with quality professional training. When his school offered to send him to WRS Level I Certification<\/a><\/span> training in 2021, he jumped at the chance to dive into the world of multisensory structured language (MSL) instruction.<\/p>\n\n\n\n

As many educators will understand, his days were full and began quite early, but he was determined to get the most out of the one-on-one training experience. He and his trainer, Deb Hillemeir, worked together virtually, logging in for their regular meetings at 7 am.<\/p>\n\n\n\n

Deb said, \u201cI was fortunate that I was in the position that I had retired the previous June. My availability was very flexible. He arrived early to the building every day, just like I did when I was teaching. We both enjoy coming to school before the students and having that time to prepare.\u201d<\/p>\n\n\n\n

Paul felt comfortable asking questions and seeking clarification. Deb immediately noticed that some of Paul\u2019s strongest traits were \u201cthoroughness, attention to detail, and wanting to always do his best.\u201d<\/p>\n\n\n\n

These strengths would serve him well as he encountered the challenges and victories of his WRS Level I Certification practicum. Finding the right practicum student is one of the first tasks a WRS certification candidate faces. As Deb explained, it\u2019s tempting for teachers to want to help the students who have the most difficulty and are the furthest behind. However, a practicum student needs to meet specific criteria; this allows each certification candidate to have a similar starting point.<\/p>\n\n\n\n

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\u201cI\u2019m that much better of a reading teacher because of [WRS Level 1 Certification]. Even though it was stressful at times, it was completely worth it.\u201d<\/p>\nPaul Nichols, Level I Certified Teacher<\/cite><\/blockquote>\n\n\n\n

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Practicum students must be in grades 4\u201312 with average cognitive ability and reading between the 5th<\/sup> and 30th<\/sup> percentiles with a minimum reading score of 2.0. In addition, a practicum student should:<\/p>\n\n\n\n