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Cheryl Vanick, the Reading Support Teacher at Meadows Elementary School, has been
in the education field for 21 years. Cheryl earned her Multi-Subject credential and just two years
ago earned her Reading Credential. She was a classroom teacher for four years before leaving the
profession for another career for 12 years. She returned to education when the principal of her
children’s school asked if any mothers with a teaching credential would be willing to help assist
students with phonics instruction. She volunteered with a handful of other moms and after a
couple years and a few changes, she was promoted to the official reading specialist of the school.
Although her official title is “Reading Support Teacher,” she is usually referred to as a “Reading
Specialist.”
Cheryl has a very structured and organized daily schedule. She begins 5 minutes before
the regular school bell rings with her first group of pull-out students. Starting 5 minutes early
helps kick start the day and keeps all the groups on track. She meets with each group for 30
minutes a day. Cheryl teaches intervention groups from all grade levels and meets with them four
times a week. She is a huge fan of the Leveled Literacy Intervention program from Fountas &
Pinnell and has seen great improvement with it over the years. Meadows Elementary is very
focused on creating strong phonics skills within their students so Cheryl focuses more on
comprehension within her intervention groups. Her intervention program is split into three cycles
of about 10-12 weeks. Each cycle has a theme and focuses on the needed area of improvement.
The students are assessed at the beginning and the end of each cycle and are determined if they
need to remain in the intervention group or can be released. She works closely with the teachers
and monitors the students’ progress after they have been released from the intervention group.
Haley Buss
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Cheryl explained she is very grateful for the positive support from both her principal and
assistant principal. Her principal is very flexible and tries to help with purchasing new resources
whenever she can. This current school year, they were able to complete the Fountas & Pinnell kit
for grades Kinder through Fifth. Cheryl is hoping to be able to purchase the Sixth grade kit next
year. The parents of the students in her intervention groups are also great supporters of her
program and her work with the students. They attend the introductory meeting at the beginning
of the year and continue communication throughout the year. Cheryl also collaborates with the
other four literacy specialists in the district. Once a month they all come together for a meeting to
evaluate the district-wide program and discuss any changes that may be needed. The meetings
with the specialists in the district help keep continuity and provide support. Cheryl stated she
used to be very involved with SSTs and IEPs, but has started to release some of that
responsibility since her schedule is so busy. Now, the new Special Ed teacher is more involved
with the IEPs and Cheryl writes up a progress report for SSTs if she is asked.
It was so great to interview Cheryl and understand her viewpoint of being a Reading
Specialist. I learned different aspects of her duties that I might not have learned without