The Reading Support program’s goal is to provide differentiated instruction to any student who needs additional support in the area of literacy. Effective reading intervention requires ongoing assessments to obtain present levels of performance concerning decoding skills, comprehension levels and fluency. As the reading Support teacher, I review the information and plan an instructional approach according to each child’s learning strengths and weaknesses. An integral part of any instruction is progress monitoring and data collection. If a particular approach is not working, then it is my responsibility to implement an alternative intervention, which will demonstrate growth. A well rounded literacy program addresses five core components on a regular basis. They are phonics, phonemic awareness, comprehension, vocabulary and reading fluency. With this in mind, various educational models and instructional approaches will be used to ensure student success.

An equally important aspect of supporting young readers is to provide resources and supplemental activities to parents and staff. Positive communication between the family and school personnel will only increase student achievement and motivation. Please feel free to contact me with any questions or concerns.

Identification and placement

The Reading Program is designed to provide a reading intervention for students who are not reading at grade level. The initial referral is made by the classroom teacher and then reviewed by the Student Support Team. If the team feels there is a need for further assessments, the Reading Support teacher will administer the appropriate standardized assessments. Once the evaluation is complete a meeting will be scheduled with the parents to discuss the results and a decision will be made as to whether or not reading support is necessary.

If it is decided that the Reading Support teacher will provide support, a schedule is made for the student. Consultation takes place between the classroom teacher and Reading Support teacher to design a schedule which is the least disruptive to the student’s learning with the homeroom teacher. Ideally a schedule is created where the student receives the support at the same time as the classroom has reading. The amount of time spent in the Reading Support program varies with the needs of the student. The Reading Support teacher provides support by either going into the student’s classroom, by pull-out to the reading room, or a combination of both.

Providing individualized instruction

The Reading Support teacher will create an individualized plan for the identified student after reviewing the assessment data and consulting with the classroom teacher. Various interventions and programs are implemented according to the student’s strengths and weaknesses. Progress is measured regularly and reported quarterly. The Reading Support teacher and homeroom teacher collaborate to ensure consistency and generalization of learning.

Exiting Procedure

Once a student is performing at grade level, the Reading Support teacher will consider discontinuing services. The Reading Support teacher will take into consideration the exiting criteria which include consulting the classroom teacher, administering assessments and other indicators of reading performance. Students are only exited at the end of a quarter and parents will be informed.