This site is under construction!
Math and Literacy Services
Ingrid Stallsmith
Math Coordinator
603-643-6655 x2302
Linda Ladd
Linda Ladd
Literacy Coordinator
603-643-6655 x2113
Catherine Ferrell
ELI Reading Teacher
603-643-6655 x2112
Lissy Rooney
PA and ASP Interventionist
603-643-6655 x2302
Amee Bittinger
ASP Interventionist
603-643-6655 x2302
Barbara MacNamee
    ASP Interventionist
603-643-6655 x2302
Julie Smith
ASP Interventionist
603-643-6655 x2302

Karen DuBois
ASP Interventionist
603-643-6655 x2310
Math at Ray

Literacy at Ray

Academic Intervention Services:
  • Academic Support Program (ASP): Grades 2-5

The Academic Support Program is a Tier II intervention for students who qualify for supplemental instruction. Students in Grades 2-5 are referred to the program by classroom teachers or parents. ASP offers these students individual or small-group intervention services in reading, writing, and/or math. Standards-based assessments are used to screen students and determine eligibility for the program. Our ASP interventionists are all certified teachers with elementary classroom experience. They collaborate with our school’s math and literacy coordinators to interpret assessment results, create individualized academic goals, and implement effective instructional strategies. The aim is to strengthen students’ foundational skills and promote greater classroom success. Sessions are scheduled two to three times a week, for 30 to 45 minutes each, and usually take place in the ASP center.


  • Early Literacy Intervention (ELI): Grade 1
First grade is the year children are expected to become independent readers. Those who struggle at the initial stages are referred for screening in September by the K/1 teachers. The screenings used for 1st graders are the Observation Survey of Early Literacy Achievement and the DIBELS. Based on screening results and teacher recommendations, 1st graders most in need are offered daily 1:1 instruction with a certified reading tutor, either using the Reading Recovery method, a structured phonics approach (e. g. Wilson Fundations) or another approach tailored to individual patterns of strength and weakness. First graders who need less intense support are offered small group tutorials two or three times each week. All tutorial work supplements, but does not replace, regular classroom reading instruction. A successful tutorial experience provides that “just-right” mix of code-based and meaning-based instruction that enables the child to make the progress needed to participate in higher level classroom reading lessons.

  • Phonemic Awareness Program (PA): Kindergarten
Kindergarteners who score below national grade-level benchmarks on the DIBELS screening are offered supplementary individual or small group instruction three times a week through the Phonemic Awareness Program. The instruction is provided by a certified elementary educator. All Kindergarten teachers provide phonemic awareness instruction. While many Kindergarteners have nearly mastered these critical pre-reading skills, others need individualized instruction to fully grasp the concepts. These are the children served by this intervention program.