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Scarborough expands reading interventions and special‑services training, director says
Summary
Director of Special Services Chris Rohde told the Scarborough board the district is rolling out new evidence‑based reading programs (including Read 180 and RAVE‑O), new co‑taught ELA classes at the middle school, expanded K–2 functional life‑skills offerings and trauma‑informed staff training this year.
The Scarborough School District is expanding its special‑services offerings and evidence‑based reading supports this school year, the district’s director of special services told the Board of Education on Oct. 16.
Chris Rohde described three new program launches and several operational changes: Read 180 is being used in middle‑school resource rooms with 33 students currently enrolled; RAVE‑O is piloting at Pleasant Hill; and an Early Reading Skills Builder program will be piloted at Wentworth for students with moderate to severe intellectual disabilities. “Right now we have 33 students that are participating in that program,” Rohde said of Read 180 and emphasized progress monitoring and coaching supports.
The district is also piloting co‑taught ELA classes at every middle‑school grade level — pairing a general‑education teacher with a special‑education teacher — and is expanding co‑teaching in math and civics. Rohde said the approach aims to move students who are near grade level into more inclusive general‑education settings while preserving targeted supports.
At the K–2 level, Scarborough added a functional life‑skills program in each primary school this year so students can attend their home school when appropriate. Rohde described a ‘‘word of the week’’ strategy developed by speech therapists and life‑skills teachers to increase inclusion and consistent language across buildings.
Professional development is also expanding: the district contracted clinical psychologist Dr. Rebecca Bickford to provide trauma‑informed and self‑regulation training for K–8 social‑life‑skills staff, with approximately 45 staff expected to participate and additional individual consults planned.
Rohde highlighted a small extended‑school‑year pilot for high‑school social‑life‑skills students that improved attendance this fall after five or six students participated over the summer. “All five or six of the kids that we have identified came in and participated regularly,” he told the board.
Why it matters: The combined focus on structured reading interventions, co‑teaching and consistent social‑skills strategies aims to increase inclusion and accelerate progress for students with diverse learning needs without requiring major new staffing in every case.
What’s next: Rohde said the district will continue monitoring outcomes and coaching staff through online coaching tools and in‑district consults.
