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Teachers tell board how literacy workshop builds reading confidence for students with learning challenges
Summary
Two Westmont High School English teachers described student stories and program structure for the literacy workshop, saying targeted interventions led reluctant readers to gain confidence; they emphasized intensive, relationship-based support and tracked growth metrics.
Two Westmont High School teachers, Anna and Brian, told the board about the literacy workshop class that supports high-school students with reading and writing fluency difficulties.
Anna, who identified herself as an English teacher and instructional coach, said the class serves students with IEPs, 504 plans and English-language learners and described classroom moments when reluctant readers became engaged. She recounted a student who initially refused to read but later asked to read at lunch, saying he wanted to see how the book ended; Anna said that level of engagement was a powerful marker of progress.
Brian, who identified himself as a freshman/sophomore English teacher and co-teacher of the literacy workshop, described observational and fluency assessments the team uses and a moment where a student broke down in tears saying, "I can't read it," and staff shifted from data collection to one-to-one support. He and Anna said the program tracks growth, that literacy-workshop interventions are treated as tier-two supports integrated with English 1 and 2 instruction, and that the team has produced measurable growth for participating students.
Board members praised the teachers and asked administration to continue supporting intervention staffing and resources. The teachers credited administrators and colleagues for providing books and instructional leadership that make the interventions possible.
