The key to success in our resource room is early intervention.  From Kindergarten-Grade 2, the emphasis is on “learning to read.”  Our resource room specialists regularly assess these students three times a year to monitor their progress in identification and recognition of phonemes, blending and segmenting sounds to decode and encode words, fluency, and their ability to cohesively retell texts that they have either read or have heard.  Through these specific assessments, our specialists determine which children will benefit from resource support.  These instructors figure out these students’ underlying needs, levels, and profiles.  Combined with any other information presented to them, they formulate individualized learning plans (ILP’s), which are comprised of goals, strategies, and materials that will capitalize on each student’s unique strengths, as well as help the student compensate and strengthen his/her areas of challenge.  Each time the ILP is reviewed, goals are met and new ones are set until each child can succeed within the mainstream classroom, displaying his/her strengths, and this is the ultimate goal for each student in the resource room.

For students in the upper grades, the emphasis is on “reading to learn.”  Therefore, these students work with our resource specialists to learn a host of comprehension strategies that they can incorporate into their mainstream reading and content areas.  Additionally, resource support often involves teaching study skills and strategies, as well as case managing students with formally diagnosed learning difficulties.

Whether in the early or later grades, classroom teachers and parents work together with our resource specialists in an effective team approach.  Their mutual aim is to treat each child as an individual and to recognize each child’s special potential.