Early Reading Intervention

Batavia District 101 has six reading specialists who provide supplemental reading instruction for low achieving students in grades K-2 and assist classroom teachers as they provide interventions to students in reading. Reading Specialists meet with students daily in small, flexible groups providing diagnostic instruction. Collaboration with classroom teachers ensures alignment of the skills being taught and practiced between the two settings.  The goal of the program is to ensure student growth toward the grade level target. Students’ progress is monitored frequently and instruction is adapted to meet their ever-changing instructional needs.

Reading Specialists’ Value Statement

  • Using our specialized training to work directly with students to increase literacy achievement
  • Establishing relationships in our schools in order to provide leadership among colleagues and administration to support balanced literacy instruction
  • Professional learning as a means for advancing literacy growth within our schools

Key Roles

  • Elementary: Early Intervention K-1-2
    • Small, flexible groups using diagnostic instruction to improve early literacy skills
    • Instruction embedded within text reading centering on key components of literacy: phonemic awareness, print processing skills, phonics, comprehension, vocabulary, fluency and writing rather than isolated skill instruction
    • Instruction based on pre-emergent/emergent guided reading lesson plan components, Reading Recovery lesson plan components or early/transitional guided reading lesson plan components
    • Collaboration with grade level teams to ensure cohesive instruction between small group and classroom instruction
  • Elementary: Intervention Groups 3-4-5
    • Small, flexible groups using diagnostic instruction to improve transitional literacy skills
    • Instruction embedded within text reading centering on key components of literacy: word attack skills, comprehension, vocabulary, fluency and writing in response to reading rather than isolated skill instruction
    • Instruction based on early/transitional guided reading lesson plan components
    • Collaboration with grade level teams to ensure cohesive instruction between small group and classroom instruction
  • Middle School
    • Direct reading services to students provided in small class sizes of fifteen students maximum for general education and English Language Learners who are currently reading one to two years below their peers
    • Instruction based on direct teaching and modeling of comprehension strategies in flexible groups based on student needs
    • Collaboration with students through immediate feedback through progress monitoring

Leadership Roles

  • Provide professional learning and coaching centered around balanced literacy framework
  • Analyze data and collaborate with teachers and administrators to make instructional decisions as well as improve instructional practices
  • Attend local, state and national level conferences and workshops in order to keep teachers and administrators well-informed of current literacy best practices