# data[].attributes.body
Becky’s main role is a reading interventionist which entails working with children two  or more grades below in reading in a small group setting. Additionally, She goes into two 8th grade co-taught classrooms.

# data[].attributes.body
Tiverton Middle School uses Star testing four times a year plus additional testing for  progress monitoring. Additionally, we use QRI-5 3 times per year. I would consider looking into fast bridge which is an assessment that measures and I wish we used the DRA.

# data[].attributes.body
Working with students

# data[].attributes.body
ILA, Reading Research quarterly, and Adolescent and Adult Literacy

# data[].attributes.body
To help students feel more confident in their abilities as a reader as well as helping them see that literacy is relevant in their lives.

# data[].attributes.body
It may come to fruition this year. Our district is bringing back DIBLES. That assessment continuously comes up as a poor assessment and if I could, I would argue against it. The superintendent and the school committee made the decision to do so. We were told by principal and I feel like my own agency was taken away.

# data[].attributes.body
I feel supported by my colleague and teachers who I work with. I would like more consistent support from administration in terms of exploring reading programs as well as support to get into other ELA classrooms. I think teachers understand my role as an interventionist. I would like to expanded my role to include curriculum development and ELA programming. If coaching was to become a part of my role, I would like to strategically rolled out by administration with specific goals.

# data[].attributes.body
The Reading Specialists in the district strictly provide small group interventions in various components of reading.  For the past two years their district role has changed, and they no longer coach, or collaborate with teachers in the classroom.

# data[].attributes.body
We use the Star testing as a protocol from the district to determine with students we service. We also use Core Phonics, Fundations Assessments, and the BAS. I like using running records as well.

# data[].attributes.body
My main role is an interventionist. We are working with students all the time.  Myself, and the three other reading teachers in the building each see over 50 kids per week. I would prefer if we were given more of an opportunity to be in the classrooms coaching teachers. I think we would reach more students that way.

# data[].attributes.body
ILA, and The Reading Teacher,

# data[].attributes.body
I'd like to make everyone a reader. I'd like to see kids in our school enjoy reading more than we typically see.  I'd also like us to raise the reading scores, and have kids be successful with reading.

# data[].attributes.body
I feel supported by my colleagues, and as an interventionist. I feel like all my colleagues understand my role, and feel as though we are a helpful resource that can be utilized.

# data[].attributes.body
I would use the practice or program that we were told to use by administration, however I may respectfully bring up current research and best practice.

# data[].attributes.body
As the reading specialist the major role in this school is to make sure learners achieve highly effective instruction.  This is accomplished through professional support of all teachers.

# data[].attributes.body
At Argosy, we measure academic progress by starting with a screening tool, which is a reader based assessment using normed data.  Some scholars need further assessment because they fell below benchmark. These students are assessed using a diagnostic tool such as BAS or QRI to determine instructional need.

# data[].attributes.body
Helping teachers use best practice and reflection in their teaching.

# data[].attributes.body
ILA: International Literacy Association

LRA: Literacy Research Association

MRA: Massachusetts Reading Association

ASCD: Association for Supervision and Curriculum Development

American Education Research Association

Reading Teacher

Reading Research Quarterly

# data[].attributes.body
For teachers to become reflective in their practice.  This allows educators to be metacognitive in their practice and strategic in their instruction, which benefits young learners.

# data[].attributes.body
This is something that happened when I was a literacy coach.  I collected evidence to support my stance and created a t-chart of the positives and negatives based on the assessment that was going to be implemented.  I talked to my supervisor and asked if in addition to the assessment that was to be implemented could we add other research based assessments. This idea was not approved. Therefore, I asked if I could teach the teachers how to properly conduct running records on students that needed extra support. The results would provide extra data to help drive instruction.

# data[].attributes.body
Service K-5 students who are reading below grade level. (90% of my time)

Organize school-wide annual spelling bee and reading week.

Provide support to teachers as needed.

Attend Evaluation Team and RTI meetings.

# data[].attributes.body
Aimsweb TEL and R-CBM 3x/year as a screening tool for K and 1st grade, and progress monitor as needed.

STAR Enterprise 3x/year as a screening tool for 2nd-5th grade (1st grade 2x/year) and progress monitor as needed.

Fountas & Pinnell Benchmark Assessment K-5, used as a benchmark assessment at the end of the year for grades K-4, a diagnostic and progress monitor for students below grade level.

Dolch Sight Word Assessment K-2 as a screening, diagnostic and/or progress monitor

Phonological Awareness Test of Skills as a diagnostic/progress monitor tool K-2

Fundations Spelling Inventory as a diagnostic tool K-3

Wilson Assessment of Decoding and Encoding (WADE) as a diagnostic /progress monitor tool

# data[].attributes.body
My major focus is with students who are reading below grade level. Their teachers and I collaborate on ways we can  support their learning and progress, assist with writing PLP’s as needed. I communicate with parents on their student’s progress and how they can support their learning at home.

At one point, about 8 -10 years ago, the NK Reading Specialists were Literacy Coaches and my focus was 50% teachers and 50% students.

# data[].attributes.body
I am a member of the Rhode Island Literacy Cohort which meets about 3x/year.  We read and discussed Disruptive Thinking.

The elementary Reading Specialists meet about every 6 weeks.  In addition to discussing current issues, we have read and discussed in the past 2 years The Reading Strategies Book and The Writing Strategies Book by Jennifer Serravallo, and Multisensory Teaching of Basic Language Skills by Judith R. Birsh.

I try to attend the Literacy For All Conference in Providence, but hate to miss school in order to attend.

(I would like more professional development).

# data[].attributes.body
To have all students be able to read and write at grade level before they leave our school, and to learn to enjoy reading.

# data[].attributes.body
I would like more professional development.  I don’t feel that I am as current as I should be in my role.

# data[].attributes.body
I would say, “You could also try this. “Sally” has used this with good results.”  I would provide a research-based article that supports it and materials if available, and offer to help him/her put it in place.

# data[].attributes.body
The reading specialists roles are to analyze reading assessment data for students grades k-5, and to provide remedial reading instruction to students in small groups.

The reading specialists typical day consists of eight one-half hour remedial reading small group sessions.  The skill focus varies from phonemic awareness, phonics, fluency, vocabulary, and comprehension.  This is based on students' needs and grade level.

# data[].attributes.body
In September kindergarten students are assessed using the Phonemic Awareness Skills Assessment consisting of upper and lower case letter recognition, letter sounds identification and correspondence, and concept of rhyme.  They are also assessed using the STAR Early Literacy (on computer) and with a Fountas & Pinnell Benchmark Assessment in February and June to determine their reading level.

All students in grades 1 & 2 are assessed using the Fountas & Pinnell Benchmark Assessment 3 times per year.  Intervention students take it an additional 2 times.

In September, January & May  students in grades 2-5 are assessed using the STAR Reading Assessment.

At risk students take the STAR two additional times.

Intervention students in grades 3-5 will be assessed using the Fountas & Pinnell Benchmark Assessment 3 times per year.

# data[].attributes.body
The major role is to work with individual and small groups of students to provide remedial reading instruction.

# data[].attributes.body
I regularly utilize searches on readwork.org, readtheory.org, thisreadingmama.com, wilsonlanguage.com, education.com, and learning A-Z. I attend bimonthly literacy department meetings.

# data[].attributes.body
My main goal is to provide instructional support that "closes the gap" and increases students' skills in their specific area of need, moving them forward to reaching/attaining grade level performance in reading.

# data[].attributes.body
My major role in the building is to administer the PALS assessment for the entire school (k-4), provide small group targeted reading instruction to Kindergarten and 1st grade,  and meet 1:1 with any students as needed for intensive reading support. I also attend weekly grade level team meetings (K & 1st) to support the teachers with any literacy questions, offer suggestions on how to support students and implement standards, design their centers or suggestions on how to run  guided reading groups. In addition I meet weekly with the Leadership Team. This team is comprised of the principal, asst.principal, special ed director, myself and the other reading specialist. In this meeting we review data, discuss best practices for reading, discuss struggling readers and review/develop the criteria for the building wide data wall.

# data[].attributes.body
On a typical day I see about 6 small groups of students. I also may see an individual student for some one on one time. I will also attend a grade level team meeting.

# data[].attributes.body
We use Phonemic Awareness Literacy Screening (PALS), STAR Reading and Math, National Geographic Unit Assessments, a district wide Common Writing Assessment (informative, narrative, opinion), and DRA.

# data[].attributes.body
The major focus of my role is working with students to support gaps in their reading.
I currently do not subscribe to any magazines. I am however enrolled in a 3 year Literacy Academy that will focus on best practices in literacy for your school.

# data[].attributes.body
My main goal is to support students to identify and close gaps in their reading. My goal is to have all students that I work with show growth in their reading ability.

# data[].attributes.body
I feel very supported by my administration. I also feel that the teachers are pleased to have me work in their room to help support their struggling students. I feel that the teachers would seek advice or support from me as needed.

# data[].attributes.body
I would always try a strategy/program that my administration would like me to try. I would document the success and struggles of it and progress monitor the students so that I can have data to show my administration should I not find the strategy/program successful.

# data[].attributes.body
I have a few roles as a reading specialist. My major role is providing direct, systematic reading interventions for students reading more than two levels below grade level. In addition I am the main provider of  RTI interventions and progress monitoring for  my students on RTIs. I am required to attend all RTI meetings for my students, input RTI data into our district documents and report out to colleagues and administration on each student. Finally, I  (along with the two other reading specialists) administer MClass testing for students in grades k-2 three times a year.

# data[].attributes.body
We use MClass assessments, dibels, and Vanderbilt word lists.

# data[].attributes.body
The major focus of my role is working with students. I work with teachers and leaders as well, but day-to-day I am mainly with students.

# data[].attributes.body
I am a member of the International Literacy Association and I receive their quarterly journals. In addition, I also subscribe to The Reading Teacher journal which is amazing!!!

# data[].attributes.body
My main goal is to improve my students ability to read and understand. Ultimately, I would love to move all my students and close their reading gap and get them closer to reading on grade level. However, I also find that a majority of my students ( especially my older students) do not have any confidence in their abilities. I try to boost my students confidence. I find that when students have confidence in themselves they improve and are willing to take more academic risks.

# data[].attributes.body
I feel supported by administration and most teachers that I work with each day. I do feel that sometimes there is a huge emphasis on test scores. As a reading specialist that works with many students who are on IEPs ( about  75% of my caseload), test scores do not always accurately show progress. Perhaps some supports that I would like to see is administration more involved in the students that we ( reading specialist and special educators) work with every day. Members of administration are making recommendations on instruction for these students and yet, they know very little about them.

# data[].attributes.body
This has actually happened before. I have found that the best way to handle a situation like this is to ALWAYS have data to backup instructional practices. In addition, when discussing best practices for students identify specific programs/ strategies that work and provide evidence that it is working. Administration is much more willing to allow you to continue with something/ or try something if you have evidence/ data to back up your words.

# data[].attributes.body
I am supported in my role by my colleagues and principal. I have access to the materials that I need, but I would like to have time to collaborate with classroom teachers to discuss the strategies and materials that we are both using.

# data[].attributes.body
I am sorry to say that I have no say or voice in the way that my small groups are established. I am required to group students by their focus skill indicated on the STAR.