What districts are doing

Many districts use a “three-tiered” approach to reading intervention:

Tier 1: Regular daily instruction. For most students, this is what’s needed to be a successful reader.

Tier 2: An extra boost for students struggling with one specific concept or whose skills are lagging by one or two grade levels.

Tier 3: Heavy-duty intervention, usually with specially trained teachers, for students whose skills are three or more grade levels behind their peers.

Here is a sampling of approaches by schools in Nebraska and western Iowa:

OMAHA PUBLIC SCHOOLS

Read Right, a specialized class for middle and high school students, is used as a “Tier 3” intervention. Elective reading classes are offered for middle and high school students who need “Tier 2” help. Teachers at all grade levels are being trained to help their students become strong readers and to identify problem areas early. Many schools have full-time reading specialists on staff.

MILLARD PUBLIC SCHOOLS

Students in grades K-8 are screened at the beginning of each year, so teachers and specialists can plan individualized lessons. Elementary students work daily in small groups based on reading skill needs. Millard’s curriculum is designed to meet district and state reading objectives, and teachers focus instruction on those objectives.

RALSTON PUBLIC SCHOOLS

For the past three years, every student from kindergarten through sixth grade has taken a basic reading test at the beginning of the year. Most schools build in extra time for reading. Three elementary schools have built in 30 to 45 minutes daily to give struggling readers a chance to build skills and advanced students a chance to explore new things.

WESTSIDE COMMUNITY SCHOOLS

Kindergarten, first- or second-grade students who struggle with reading receive 25 minutes of extra reading instruction daily. Identified students read at the 16th percentile on a national test.

DOUGLAS COUNTY WEST COMMUNITY SCHOOLS

All elementary students work in small groups for 40 minutes daily. That time allows students who struggle in reading (or another subject area) to get specialized attention.

PAPILLION-LA VISTA PUBLIC SCHOOLS

Elementary students are screened at the beginning of the year so teachers can plan lessons according to student ability. Students who need extra attention work with the classroom teacher on specific skills several times a week.

CHRIST THE KING SCHOOL — Omaha

A full-time reading specialist works with both teachers and struggling students. Although parochial school students don’t take state assessments, the school tests every child on reading each year. Parents started a weekly after-school book club and snack time where students from each grade read and discuss the same book. Typically, about 80 students attend “Chat and Chew Book Club” meetings.

LINCOLN PUBLIC SCHOOLS

A district-developed teacher training program focused on reading has been used for 13 years. Teachers get the chance to visit “master” reading teachers, plan lessons as a group and ask for help when they need it. Struggling students work regularly in small groups with their teacher.

— Michaela Saunders

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