Reading Recovery Program Faces Challenges in Ongoing Student Support

The Lewiston Public Schools School Committee meeting on June 30, 2025, focused on the effectiveness of reading recovery programs and the assessment methods used to track student progress. Key discussions highlighted the importance of data-driven approaches in evaluating student performance and the need for ongoing support in reading interventions.

During the meeting, officials discussed the "observation survey," a comprehensive assessment tool that includes various activities and questions to measure student growth in reading. Each student participates in pre-, mid-, and post-assessments, with results reported to a national data bank for reading recovery. This process helps in norming student progress and aligning it with classroom instruction.

Concerns were raised about the duration and effectiveness of one-on-one reading interventions. Currently, these interventions are limited to a specific number of weeks or lessons. If students do not show accelerated progress, the intervention strategies are adjusted. Ideally, more reading recovery teachers would allow for continuous monitoring of students through second or third grade, but a shortage of interventionists currently limits this capability.

The committee acknowledged the critical role of reading proficiency by fourth grade and the challenges posed by insufficient resources to support all students needing help. The discussions underscored the necessity for improved intervention strategies and adequate staffing to ensure that all students receive the support they need to succeed in reading.