Bates Elementary reading specialists advocate against proposed position cuts

The Salem School Committee's FY26 Budget Hearing on April 14, 2025, spotlighted a critical concern: the proposed elimination of a reading specialist position at Bates Elementary School. This decision, if enacted, could significantly impact the educational support available to students, particularly those struggling with reading.

Reading specialists Kristen Mielcars and Mary Chula, both from Bates, passionately argued against the budget cut, emphasizing that the school currently serves 411 students with two specialists providing essential intervention for 56 students in grades K-5. They warned that reducing the staff to one specialist would halve the number of students receiving necessary support, leaving less than 10% of the student body eligible for intervention services.

The specialists highlighted the importance of their role in administering state-mandated screenings for reading abilities, which are crucial for identifying students at risk of reading difficulties. They noted that this year, the district required screenings to be conducted four times, a task that is both time-consuming and vital for developing targeted intervention plans. Their efforts have already shown positive results, with 12 out of 13 students identified as needing urgent intervention moving out of the at-risk category after receiving targeted support.

Mielcars and Chula also pointed out that their involvement in the student support team process is essential for monitoring student progress and preventing unnecessary special education referrals, which could ultimately be more costly for the district. They urged the committee to reconsider the budget cut, stressing that maintaining the current level of reading support is crucial for the success of students who need it most.

As the budget discussions continue, the fate of the reading specialist position remains uncertain, but the passionate plea from Bates Elementary staff underscores the potential consequences of such a decision on student literacy and overall educational outcomes.