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Reading Recovery: Scaling Up What Works; Preparing 125 New Experts in Ohio 1 JENNY SAMOLY TEACHER LEADER – WARREN CITY REGIONAL READING RECOVERY SITE THOMAS.

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Presentation on theme: "Reading Recovery: Scaling Up What Works; Preparing 125 New Experts in Ohio 1 JENNY SAMOLY TEACHER LEADER – WARREN CITY REGIONAL READING RECOVERY SITE THOMAS."— Presentation transcript:

1 Reading Recovery: Scaling Up What Works; Preparing 125 New Experts in Ohio 1 JENNY SAMOLY TEACHER LEADER – WARREN CITY REGIONAL READING RECOVERY SITE THOMAS KELLER FINANCIAL ADMINISTRATOR – THE OHIO STATE UNIVERSITY

2 Overview 2 Reading Recovery® i3: Scaling Up What Works Teacher Training

3 Reading Recovery® 3 A professional development collaboration between universities and affiliated school districts. Faculty in universities train and provide professional development to teacher leaders who work at the site level and provide professional development to Reading Recovery teachers.

4 Current Teacher Training Sites 4 Ashland University-Mansfield City Schools Columbus City Schools Delaware City Schools Euclid-CSU Forest Hills Gahanna East Pickaway Co. Dublin City Schools/Southwestern Warren City Regional Wright State University Zanesville

5 5

6 Reading Recovery® is… 6 Short term one-to-one intervention for first grade students 75% of lowest performing first graders in weeks accelerate to average

7 7 ONLY intervention with positive effects on: Alphabetics (strong effects) General Reading Ability (strong effects) Fluency Comprehension U. S. Department of Education What Works Clearinghouse

8 Results demonstrated on over 2 million children 8

9 Reading Recovery and Response-to-Intervention (RtI) 9 Reading Recovery can be included as part of a Response- to-Intervention plan. The professional development that the teacher receives for Reading Recovery makes a difference across the tiers of instruction.

10 Reading Recovery and Response-to-Intervention (RtI) 10 Research in the study of learning disabilities and special educational practice are both in the throes of a paradigm shift and Marie Clay’s work was at the root of this shift. Her Reading Recovery program was clearly the prototype for RTI approaches to identifying children at risk for long- term reading difficulties… Vellutino, 2010

11 Reading Recovery is not expensive 11 The Reading Recovery role is usually a 0.4 FTE. The teacher works for the rest of her day in another role:  Title I with small groups  Classroom teacher  School based literacy coach In , the typical Reading Recovery teacher worked as a Title I teacher for the other part of her day and taught about 43 students over the year. Mistaken view is that the teacher spends all her time only working one-to-one. That would be expensive!

12 Meet the Teachers 12 Laura Bain Classroom 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. Sarah Hoepf Literacy 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.

13 Meet the Teachers 13 Cathy Kint Reading Intervention Specialist and Reading Recovery Teacher Her district qualifies its Reading Recovery teachers as the top tier in the RTI model providing one-to-one or two-on- one intervention. Kellie Ehlers Reading Recovery and Reading Intervention teacher Teaches Reading Recovery, reading improvement small groups, test preparation groups, and serves on the Intervention Assistance Core Team.

14 All Students Benefit 14 Highest rated beginning reading intervention by the U.S. DOE’s What Works Clearinghouse. High-quality Reading Recovery professional development for teachers ensures that every child receives the best literacy instruction – not just those who struggle.

15 i3 Reading Recovery: Scaling Up What Works 15 Funded by U.S. Department of Education $45.1 million to scale up Reading Recovery 20% match from private sector required $10.1 million raised in 5 weeks Involves 19 UTCs and University of Pennsylvania

16 Reading Recovery Scale Up Goals By October 2015… 16 At least 3,690 new teachers in Reading Recovery. At least 15 new teacher leaders Approximately 90,000 children with Reading Recovery and approximately 405,000 in small groups. The lowest-achieving schools are prioritized

17 Reading Recovery Scale Up Goals By October 2015… 17 Eligible schools include:  Priority 1  A school in Tier 1 on the state's School Improvement Grant List or  A Title I school in restructuring or corrective action or  A school is that is in a rural LEA. Rural LEA mean s an LEA that is eligible under the Small Rural SChool (SRSA) program or the Rural Low-income School (RLIS) program authorized under Title VI, Part B of the ESEA or  A school that has a sizable population of ESL students

18 Reading Recovery Scale Up Goals By October 2015… 18 Eligible schools include:  Priority 2  A Title 1 school in Program Improvement (Year 1 or 2) or in a district in Program Improvement

19 Reading Recovery Scale Up Goals By October 2015… 19 Eligible schools include:  Priority 3  Any other US school (publics/privates/parochials/charters)

20 Teacher Training Costs Supported by i3 Award 20 Tuition Books and materials Instructional fees (if applicable) Teacher Stipend: intended to cover professional development cost.

21 How to Become Part of the i3 Grant 21 Get in touch with the teacher leader in your area or the OSU Reading Recovery Office ( ) Online Application (completed by the teacher leader) Signed Memorandum of Agreement (describes responsibilites of i3 and the school)

22 Memorandum of Agreement School’s Responsibilites 22 Train at least one Reading Recovery teacher. Transport children for Reading Recovery teaching sessions at the teacher training site (3 times during the teacher training year). Commit to keeping the teacher in the role for a minimum of three years following training. (cont’d)

23 Memorandum of Agreement School’s Responsibilites (cont’d) 23 Follow the Standards and Guidelines for Reading Recovery in the United States (2008) Work toward full implementation, meaning, all of the children in first grade who need Reading Recovery have access to a Reading Recovery teacher (typically the lowest achieving 20% in a first grade cohort).

24 Memorandum of Agreement School’s Responsibilities (cont’d) 24 Participate in federally-required research. Data collection will be minimally intrusive. For example, some teachers will be asked to keep logs of teaching, participate in a survey and agree to be interviewed.

25 Memorandum of Agreement The Ohio State University’s Responsibilites 25 Tuition (up to $4,000) Books and materials (OSU will provide up to a value of $3,900) Instructional fees (Up to $3,000)

26 Memorandum of Agreement The Ohio State University’s Responsibilities (cont’d) 26 Stipend (Value: $1,500) intended to cover educational expenses directly related to Reading Recovery training such as mileage, the RRCNA Jumpstart Kit, IDEC data submission fees, webinars, and attendance at an approved Reading Recovery conference. (Must be expended within two years of acceptance into the i3 grant.)

27 Teacher Training 27 One week assessment training conducted in the summer- usually happens in August 9 quarter hours/ 6 semester hours of graduate level coursework conducted through an affiliated university one evening a week during the school year at your local Reading Recovery training site. Concurrently work with 4 Reading Recovery Students during a portion of the day

28 Coursework 28 Class participation Weekly readings Instructional records Projects and reflection papers Teaching ‘behind the glass’ The successful teaching of Reading Recovery Students

29 Teachers must learn to: 29 Systematically and regularly assess each child’s current understandings Closely observe and record behaviors for evidence of progress Effectively use the procedures of the Reading Recovery lesson framework to meet the literacy strengths and instructional needs of each student. Self-analyze teaching decisions to determine the effect on each child’s learning Tailor interactions to extend each child’s understandings.

30 Other 30 Teacher leader will visit teachers-in-training at least 4-6 times during the year to provide guidance and instructional assistance Plus monitor the selection and progress of children using teachers’ records

31 Beyond year 1 31 Teacher leader will provide trained teachers with at least six continuing contact session each year averaging 3 hours a session Visit trained teachers at least once each year to insure quality control of the program with additional visits based on need or request There is an additional fee for this CPD that is specific to each site.

32 32

33 Distance Learning/Hybrid Reading Recovery Training 33 Adobe Connect Coursework Onsite visits Adobe Connect visits Opportunity to be connected to a live class Opportunity to participate with a live class several times during the training year.

34 Additional Information 34


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