• Job-embedded professional development
• Teachers are trained to design individual literacy lessons for first grade children having the greatest difficulty learning to read and write.
• Teachers work in Reading Recovery role for 2.5 hours a day and some other role during the rest of the day.
• You do not need to hire new staff.
WHAT IS READING RECOVERY?
OVERVIEW
I3 GRANT – SCALING UP WHAT WORKS
5-year scale-up grant from US Dept. of Ed.
Train 3,750 Reading Recovery teachers nationally
Train 15 teacher leaders
Federal funds: $45.6 million
Private Sector matching funds: $10.3 million
Approximately $3 million in-kind from publishers
INITIAL PROFESSIONAL DEVELOPMENT COSTS FOR READING RECOVERY TRAINING INCLUDING:
Tuition for 2 graduate courses (at OSU) Up to $4000
Books, materials, supplies Value: $390 Instructional fees
Instructional fee Up to $3,000
Teacher stipend $1500
WHAT THE GRANT WILL PAY FOR
PRIORITY ONEA Title I school in restructuring or corrective actionA school that is in a rural LEAA school on the state’s School Improvement Grant listA school that has a sizeable population of ESL studentsPRIORITY TWOSchool district in restructuring or corrective actionPRIORITY THREE Any US school – parochial, private, charter
ELIGIBILITY: ALL SCHOOLS QUALIFY
School’s Commitment Implement Reading Recovery as designed –
select the lowest achieving grade one children
Four students have daily 30 minute lessons every week for up to a maximum of about 20 weeks
Keep the teacher in role for three years
Work towards full implementations so that all children who need the intervention are able to receive it
Teacher attends weekly after school class and teaches for colleagues 3- 4 times a year
IMPLEMENTING WHAT WORKS
Standard Reading Recovery data collection +
Semi-annual interviews (50 teachers; 10 teacher leaders)
Daily logs (3 days/year) Annual on-line survey Case studies (8 schools/year) Some principal interviews Some district administrator surveys Teacher surveys
EXTERNAL EVALUATION: SOME SCHOOLS
THE GOAL“…TO DRAMATICALLY REDUCE THE NUMBER OF LEARNERS WHO HAVE EXTREME DIFFICULTY WITH LITERACY LEARNING AND THE COST OF THESE LEARNERS TO EDUCATIONAL SYSTEMS.”
MARIE CLAY
Average progress children
K 1st grade 2nd grade
ReadingRecovery children
CATCHING UP
GOOD FIRST TEACHING RR
WHAT WORKS CLEARINGHOUSE Alphabetics Fluency Comprehension General Reading Achievement
HIGHEST RATED BEGINNING READING INTERVENTION
TWO POSITIVE OUTCOMES• 49,404 children received the intervention
• 74% (n=36,758) reached average levels of reading and writing
• 26% (n= 12,646) made progress but not sufficient to reach average levels. Recommended for further support
National results: 2010-2011
WHEN WE WORK TOGETHER, THEY WIN An ideal fit
Early intervention for students at risk of failure
Fewer inappropriate referrals to special education
Greater ongoing collaboration between general education and special education
Assessment tool, “An Observation Survey of Early Literacy achievement”(Clay,
2002) received top marks for screening from the NCRTI.
READING RECOVERY & RTI
HOW IT WORKS Lowest achieving grade one students Daily, one-to-one 30-minute lessons Highly trained teacher Reading and writing Individually designed Builds on strengths Results in weeks, not years (12-20 weeks) Two positive outcomes after intervention
• Child catches up to average OR• Child can more reliably be referred on for a more
intensive intervention
A FOUNDATION FOR THEIR FUTURE
LOWEST ACHIEVING MEANS
Lower intelligence
Limited English proficiency
Low language skills
Poor motor coordination
Immaturity
Low scoring on readiness measures
CHILDREN ARE NOT EXCLUDED BECAUSE OF
DAILY 30 MINUTE – ONE TO ONE LESSONS
Re-reading one or two familiar books
Re-reading yesterday’s new book (teacher
takes a running record)
Letter identification and word work
Writing a story
Cut up story to be rearranged
New book introduced
New book read
LESSONS ARE FAST PACED AND VARIED
PROGRESS IS CLOSELY MONITORED
CAREFUL DECISION-MAKING
WHEN TO END INDIVIDUAL TUTORING
I can: Read and write at an average first
grade level Solve new words in reading and
writing all by myself Compose and write several sentences
for my story Continue to learn in the classroom
without needing additional special help
LEVEL 2 - BEFORE LESSONS LEVEL 16 - AFTER LESSONS
READING LEVEL
WRITING VOCABULARY
BEFORE LESSONS AFTER LESSONS
DATA DRIVEN Teaching is data driven – initial, final and daily
assessments, weekly monitoring.
Data are collected on every child for monitoring and evaluation through International Data Evaluation Center.
Data are collected on the web and analyzed at the school, region and national levels.
Visit www.rrosu.org www.idecweb.us
Accountability
FALL TO SPRING GAINS ON TEXT READING
TEACHERS BECOME LEADERS Each Reading Recovery-trained teacher reaches
50 students, on average each year. (42 +8) Reading Recovery-trained teachers serve multiple
roles. Reading Recovery-trained teachers use their
knowledge to teach ALL their students. Reading Recovery-trained teachers share their
knowledge with colleagues.
WHOLE SCHOOL BENEFITS
DECIDE WHICH TEACHER WILL PARTICIPATE IN THE PROFESSIONAL DEVELOPMENT
• Title I Reading Recovery teacher• Classroom Reading Recovery teacher• Intervention Specialist Reading Recovery teacher• Literacy Coach and Reading Recovery teacher
Training a teacher in Reading Recovery
Laura BainClassroom and Reading Recovery teacher
Teaches Language Arts, Science, and Social Studies to 16 first grade students in the morning, and Reading Recovery in the afternoon.
NEW TEACHERS DO NOT HAVE TO BE HIRED
Sarah HoepfLiteracy Coach and Reading Recovery teacher
Coaches 14 teachers (who teach a combined total of 314 students in our elementary school) and is a Reading Recovery teacher.
IMPACT –Teachers in Ohio
IN 2009-2010• Reading Recovery/Title I Teachers
taught 43.1 students on average and 12,542 students overall.
• Reading Recovery/Classroom Teachers taught 30.1 students on average and 1,053 students overall.
Qualifications for training teachers Teacher certification
2-3 years of successful teaching
Computer literate
Adaptability and problem solving
Can learn and apply new skills and knowledge
Self-motivated with good organizational skills
TEACHER TRAINING
TEACHERS IN TRAINING WILL Work with the lowest students, four each day as a half-day assignment
Work in another half day teaching assignment (Title I small groups,
classroom)
Attend weekly graduate classes over two semesters
Teach for colleagues behind a one-way mirror 3-4 times during the
year
Complete graduate level courses successfully
TEACHER TRAINING PROGRAM
• Teachers living in rural areas, long distances
from the nearest teacher training site
• Blended model may be available: face-to-face and
using technology
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INNOVATING THE TRAINING MODEL
TRAINED TEACHERS WILL Teach 4 RR students each day as a half-day assignment
Maintain daily, weekly and monthly records
Receive teaching visits from the Teacher Leader
Attend monthly professional development meetings
Conduct demonstration lessons for RR colleagues ‘behind the
glass’
Participate in colleague and cluster visits
Teach in another role during the rest of the day.
ON-GOING PROFESSIONAL DEVELOPMENT
FEDERAL IDEA: Response to intervention
Title I Part A
Title II Teacher Training
Title III for limited English proficient children
NOTE: ADDITIONAL FUNDS AVAILABLE IN IDEA AND TITLE I THROUGH ARRA.STATE AND LOCAL FUNDS MAY ALSO BE USED FOR READING RECOVERY AND
LITERACY LESSONS
SOURCES OF FUNDING
THEIR SUCCESS IS YOUR SUCCESS
The Ohio State University Reading Recovery Project
Emily Rodgers, Ph.D. 614.292.9288 [email protected]
National listing of 19 University Training Sites:www.i3.readingrecovery.info/
To learn more about Reading Recovery:http://www.readingrecovery.org/