Interventions in Reading and Writing
Arlington Public Schools (APS) has a variety of researched-based intervention programs and approaches available. It is our goal to provide reading intervention to any student who is need of additional explicit instruction and support in one or more areas of phonemic awareness, phonics, vocabulary, comprehension and fluency. Students participate in intervention based on individual needs to master specific literacy skills to become successful readers.
Intervention sessions may supplement the core reading curriculum offered in APS. Each of the intervention approaches utilize assessment to determine specific individual needs and allows teachers to provide explicit instruction, guided practice, and monitor student progress. APS is committed to multiple tiers of support for all students which begins with quality classroom instruction that involves whole group, small group and individualized instruction. It is supported with expertise of specialists and research-based approaches and programs.
Several approaches and programs are described below. This is not, however, an exhaustive list.
Differentiated Instruction in the Classroom: APS classroom teachers at all levels are expected to differentiate content, process, and product to offer choice, rigor, and support to all students. At the elementary level, students are taught according to their developmental reading and writing levels.
Small Group or Individual Instruction: The first level of instruction is often additional support and time with a specialist including a reading, ESOL/HILT, or Special Education teacher. The specialist will examine the strengths and areas of needs for individual students and design lessons to meet those needs.
Reading and Writing Intervention Protocols
For more details about these programs, click here.