1)Providing additional instruction for students not meeting grade level benchmarks in reading. The focus is on students in K-3 not meeting benchmarks, as this is the most effective time to intervene.

2) Creating a written plan for students not meeting reading benchmarks by second grade to ensure continued progress in reading.

3) Facilitating communication among teachers, parents, and administration concerning all students with significant academic needs. For some students this involves having a written plan.

4) Assisting teachers with implementing strategies to meet the diverse needs of students in their classrooms.

So, what does that look like?

• Additional instruction happens in two ways: 1) Pull-out as small groups and one-on-one, 2) Push-in as targeted instruction within the child’s regular classroom.
• Parents, the homeroom teacher, and the reading support teacher meet to discuss a student’s needs and what is working for that student. This information is then written down in an Accommodation Plan.
• Teachers are notified of what additional support students need before the start of each new school year. This ensures teachers can begin the year using strategies that help all their students learn successfully.
• The reading support teacher and classroom teachers discuss strategies to help meet the needs of all learners and specific students on an as needed basis.

Parent Resources

Teacher Resources