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Ramona Chauvin
Program Associate

Ramona Chauvin is a Program Associate with SEDL's Improving School Performance program. Dr. Chauvin works with the Southeast Comprehensive Center (SECC) to build the capacity of state and regional education staff to assist schools and districts in need of improvement. In this work, she focuses on the areas of literacy and reading instruction, assessment, leadership, and professional development. Her current and recent projects include helping to write Georgia’s statewide preK–12 literacy plan, providing training in the Georgia Thinking Maps strategy for school improvement, participating in the Mississippi statewide literacy collaborative, and providing several professional development sessions on adolscent/academic literacy. In addition, Dr. Chauvin provides fee-for-service work in systemic school improvement to districts and schools in the states served by the SECC. This work involves providing low-performing districts and schools with professional development in the Professional Teaching and Learning Cycle (PTLC), part of SEDL’s Working Systemically approach of school improvement.

Contact Information
You may contact Ramona Chauvin at 800-644-8671

or by using SEDL's contact form.

Areas of Expertise
Dr. Chauvin’s interests include K–12 reading/language arts/writing instruction, adolescent literacy, Reading First, addressing No Child Left Behind (NCLB) benchmarks, instructional monitoring and feedback, the selection and use of scientifically based research, and questioning strategies to promote critical thinking.

• Reading and Literacy: Dr. Chauvin leads train-the-trainer sessions and intensive professional development in K–12 reading/literacy for individual schools, school districts, district consortiums, and annual state department conferences and summer institutes. She has more than 25 years of experience as a middle school and high school teacher in English, language arts, and reading immersion, both with gifted students and in regular classroom settings. She has more than 13 years of experience in higher education institutions teaching literacy methods classes and curriculum and instruction. She also has worked for the state departments of education in Louisiana and the state of Washington, coordinating Reading First programs and developing instructional materials in reading and adolescent literacy.
• Curriculum and Instruction: Dr. Chauvin has authored several Rapid Response reports on topics such as curriculum alignment, alternate reading core curriculum for students with disabilities, and early childhood curricula in response to inquiries for information from state departments of education. She also served for 10 years as program director of Western Washington University’s K–8 Teacher Education Program in Everett, Washington.

Experience
Prior to joining SEDL in January 2008, Dr. Chauvin was a Region II Reading First regional coordinator for the Louisiana State Department of Education and the program director of Western Washington University’s K–8 Teacher Education Program in Everett, Washington. She also has more than 25 years of teaching experience in grades 5–12 and 13 years of teaching experience in higher education institutions in Louisiana, Mississippi, and Washington.

In 2000, Dr. Chauvin was the senior writer/researcher for Reading Links, a PreK–6 collaborative project that was part of the federal program Linking Educational Reform and Educational Technology, the Washington State Office of Superintendent of Education, and the Washington Alliance for Better Schools. Dr. Chauvin also served as a lead writer with the Washington Alliance for Better Schools for the creation of Secondary Reading Strategies: Tools and Strategies for Improving Reading in Content Areas, a set of teacher handbooks used in staff development for secondary teachers, coaches, and administrators.

Education
Dr. Chauvin holds a BA in English education from Nicholls State University in Thibodaux, Louisiana; a master’s degree in curriculum and instruction with a focus on reading from the University of New Orleans (UNO); and a PhD from UNO in curriculum and instruction with a focus on teacher development, adult learning, narrative inquiry, and educational administration.

Professional Development Sessions Presented by Ramona Chauvin
Ramona Chauvin teaches SEDL's professional development session, "What Does It Mean to Teach Reading Explicitly?," and another session, "Adolescent Literacy: How to Access and Comprehend Text."

SEDL Publications

• Beyond Adoption—Implementing Rigorous College- and Career-Readiness Standards: Southeast Comprehensive Center Briefing Paper, December 2011 (2011)
• Southeast Comprehensive Center eBulletin, Volume 5, Number 1: Strengthening Literacy Programs and Instruction (2010)
• Rapid Response: Adult Education Certification Requirements and Electives for Teachers (2009)
• Rapid Response: Response to Intervention Progress Monitoring Resources for Grades K–12 (2009)
• Rapid Response: Alignment of University Curricula for Preservice Teachers With Scientifically Based Reading Research (2008)
• Rapid Response: Alternate Reading Core Curriculum for Students with Disabilities (K–3) (2008)
• Rapid Response: Early Childhood Education Curricula and Programs for PreK Students (2008)
• Rapid Response: Multisensory Structured Language Programs for Students With Characteristics of Dyslexia (2008)

Selected External Publications

• Tobia, E., Chauvin, R., Lewis, D., & Hammel, P. (2011). The light bulb clicks on: Consultants help teachers, administrators, and coaches see the value of learning teams. Journal of Staff Development, 32(1), 22–25.
• Gipe, J. P., Richards, J. C., & Moore, R. C. (2001). Integrating literacy lessons and the visual and communicative arts: Preservice teachers' concerns and challenges. Reading Online, 4(8). Retrieved from www.readingonline.org/articles/art_index.asp?HREF=gipe/index.html
• Moore, R. C. (2001). Scoring systems for writing. In J. Gipe, Multiple paths to literacy: Corrective reading techniques for the classroom teachers (5th ed). Columbus, OH: Merrill Education of Prentice-Hall Inc.

Selected Presentations

• Chauvin, R., & DelGreco, G. (2008, November). Teaching literacy in English to K–12 English learners. Session presented at the SECC Summit: Jazzin’ It Up: A Medley of Notes for Creating a Culture That Supports English Language Learners, New Orleans, LA.
• Chauvin, R., & Adams, V. (2008, February). The virtues, the validity, and the value of intentional vocabulary development and instruction. Session presented at the Bayou River Regional Meeting, Thibodaux, LA.
• Chauvin, R., Adams, J., Niemi E., & McLean Kesler, C. (2006, January). Improving content area reading instruction in secondary grades. Session presented at the Thirteenth Annual OSPI January Conference, Seattle, WA.
• Laroche, L., Mayer-Smith, J., & Chauvin, R. (2006, January). Dragon blood is an especially rare substance: Imaginative approach to teaching and learning science. Session presented at the 4th Hawaii International Conference on Education, Honolulu, HI.
• Laroche, L., Roth, M-W., & Chauvin, R. (2006, January). Creating transdisciplinary spaces: Science for poets and artists, and poetry and arts for scientists. Session presented at the 4th Hawaii International Conference on Arts and Humanities, Honolulu, HI.
• Laroche, L., Roth, M-W., & Chauvin, R. (2006, January). Toward 21st century multiliteracy: Making movies, learning science. Session presented at the 4th Hawaii International Conference on Education, Honolulu, HI.
• McLean Kesler, C., Chauvin, R., Adams, J., & Niemi E. (2006, January). Reading links: Research-based components of an effective reading program for K–6. Session presented at the Thirteenth Annual OSPI January Conference, Seattle, WA.
• Young, B., Laroche, L., & Chauvin, R. (2006, January). Attitudes toward multicultural issues: College of education students versus college of liberal arts students. Session presented at the 4th Hawaii International Conference on Arts and Humanities, Honolulu, HI.
• Laroche, L., & Chauvin, R. (2005, July). Imagination from the "standardized" point of view: Challenges of implementing theory of imaginative education into practice. Session presented at 3rd International Conference on Imagination and Education, Vancouver, BC.
• Chauvin, R., & Laroche, L. (2005, April). Self-organizational currents in teacher education: Innovative practices. Presented at the Annual Meeting of the American Educational Research Association, Montreal, CA.
• Laroche, L., & Chauvin, R. (2005, April). Learning environment as a fluid: A democratic space. Presented at the Annual Meeting of the American Educational Research Association, Montreal, CA.
• Richards, J., Chauvin, R., & Laroche, L. (2005, April). Using an integrated approach in teacher education methods classes: Preservice teachers’ problems, perplexities, and positive transformations. Presented at the Annual Meeting of the American Educational Research Association, Montreal, CA.
• Chauvin, R., Adams, J., Niemi E., & McLean Kesler, C. (2005, January). Igniting and improving reading instruction in secondary grades. Session presented at the Twelfth Annual OSPI January Conference, Seattle, WA.
• McLean Kesler, C., Chauvin, R., Adams, J., & Niemi, E. (2005, January). Closing the reading achievement gap: Implementing Reading Links K–6. Session presented at the Twelfth Annual OSPI January Conference, Seattle, WA.
• Chauvin, R., & Niemi, E. (2004, October). Content area literacy: Vocabulary and comprehension. Session presented at the North Sound Reading Council meeting, Mount Vernon, WA.
• Adams, J., Chauvin, R., McLean Kesler, C. (2004, January). Research and resources for transforming reading instruction in grades K–6. Session presented at the Eleventh Annual OSPI January Conference, Spokane, WA.
• Chauvin, R., Adams, J., & McLean Kesler, C. (2003, January). Reading LINKS project: Research and resources for transforming reading instruction. Session presented at the Tenth Annual OSPI January Conference, Spokane, WA.
•  Cockrell, P., & Moore, R. C. (2002, April). “I’m getting gooder at drawing”: Enhancing first graders’ communicative competence through visual arts literacy. Paper presented as part of a symposium entitled “Teaching Multiple Literacies: Obstacles and Achievements in K–12 and Teacher Education” at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
• Adams, J., & Moore, R. C. (2002, January). K–9 reading performance tasks project: Teachers helping teachers through critical reflection of student work. Session presented at the Ninth Annual OSPI January Conference, Spokane, WA.
• Moore, R. C., & Adams, J. (2002, January). A preK–6 reading project linking research, instructional strategies, staff development, and students’ needs: Highlighting fluency and comprehension. Session presented at the Ninth Annual OSPI January Conference, Spokane, WA.
• Richards, J. C., Moore, R. C., Gipe, J. P., Barksdale, M.A., Begoray, D. (2001, December). Passing the praxis: Promoting reflective practices about teaching for multiple literacies: Strategies and techniques for facilitating preservice teachers’ case writing and discussions. Interactive session presented at the Annual Meeting of the National Reading Conference, San Antonio, TX.
• Richards, J. C., Moore, R.C., & Gipe, J. P. (2001, April). Extending traditional reading and writing lessons: Preservice teachers’ concerns and confusions teaching for multiple literacies. Roundtable discussion to be presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.
• Richards, J. C., Moore, R. C., & Gipe, J. P. (2001, February). Preservice teachers’ dilemmas teaching with multiple texts, formats, and genres in three early field programs. Paper to be presented at the Annual Meeting of the National Council of Teachers of English, Research Assembly, Berkeley, CA.
• Moore, R. C., & Adams, J. (2001, January). K–10 reading performance tasks: Getting all students to standard: Teachers helping teachers through critical reflection on student work. Presentation at the Eighth Annual Office of the Superintendent of Public Instruction January Conference, Spokane, WA.
• Moore, R. C. (2000, November). So, why do we have to read books? Teaching high school reading through multiple literacies. Presented as part of a joint alternative session entitled “Moving Toward Multiple Literacies: Dilemmas and Accomplishments in K–12 and Teacher Education” at the Annual Meeting of the National Reading Conference, Scottsdale, AZ.
• Richards, J. C., Moore, R. C., & Gipe, J. P. (2000, April). Teaching literacy lessons through the visual and communicative arts: Preservice teachers’ case dilemmas and accomplishments. Roundtable discussion presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
• Richards, J. C., Moore, R. C., & Gipe, J. P. (2000, February). Teaching for multiple literacies: Preservice teachers’ case quandaries and accomplishments in three different early field programs. Paper presented at the Annual Meeting of the National Council of Teachers of English, Research Assembly, Seattle, WA.