An Overview: Reading Recovery

Overview of Reading Recovery O Reading Recovery is a highly effective (Tier 3) short- term intervention of one-to-one tutoring for low- achieving first graders. (lowest 20% of students in first grade.) O Individuals receive a half-hour lesson each day for 12 to 20 weeks with specially trained Reading Recovery teachers. O Lesson Objective: Promote accelerated learning so students catch up to peers and can benefit from classroom instruction without supplemental help. Teacher observation of reading and writing behaviors guide teaching decisions. O Lessons contain: Familiar Reading, Running Record. Working with words and letters, writing a story, assembling a cut-up story, and reading a new book.

Outcomes O Since 1984 when Reading Recovery began in U.S., approximately 75% of students completed RR in Reading & Writing. Follow up studies – RR students do well on standardized tests and maintain gains in later years. O Students who are still having difficulty are recommended for further evaluation. Diagnostic information from RR can inform decisions about future actions.

Professional Development O Three Tiered Approach O Teachers O Teacher Leaders O University Trainers Reading Recovery training begins with graduate level studies and continues subsequent years.

History of Success O Reading Recovery was developed in New Zealand 30 Years ago by Dr. Marie Clay. O Reading Recovery is in operation in most states in the U.S. as well as, Canada, the United Kingdom, and Australia.

i3 Scaling Up Reading Recovery Grant O Federal Grant O Grant Covers: O National Reading Recovery Conference in Feb. 2015, CRA Conference, RRCNA Jumpstart Kit, IDEC data submission fees, webinars O Books, Materials, & Supplies O St. Mary’s College Tuition O Out-of-District Fee O Grant is good for two years

Selection of Teachers O Credentialed Teachers O Evidence of adaptability and problem- solving O Willingness to learn, acquire, and apply new skills and knowledge O Evidence of good interpersonal skills with colleagues

Requirements for RR Teachers O 8 hours of graduate courses through St. Mary’s College O Complete Assessment Week O Teach a child behind the glass (BTG) four times during the training year O Attend National Reading Recovery Conference O Teach four children individually for 30 minutes daily for weeks; Keep updated records for students (8 students during the training year)

Requirements Continued: O Receive coaching visits from the Teacher Leader O Communicate with school personnel and parents of children O Complete data O Work with classroom teachers on behalf of each child O Collaborate with school site leadership to support professional development

Beyond Training Year O Teach at least 4 students O Keep up-to-date records O Monitor progress of students who have been in Reading Recovery O Work with classroom teachers O Attend four to six on-going professional development courses (OPD – Ongoing Professional Development) O Teach a child behind the glass (BTG) O Collaborate with school site leadership to support professional development O Submit data to IDEC

School Commitments: O Principal will support RR Teachers by: O Allocating funds for additional books and supplies O Designate a small, quiet area for teacher to teach Reading Recovery students O Know RR Teacher will: 1) Attend a one week training in August for Assessment Week 2) Attend weekly in-service classes for the year 3) Need support to successfully implement individual Reading Recovery lessons daily to 4 students

Possible Configurations O TSA or other support staff can provide 1 hour of instruction daily in order to free up the classroom teacher to teach two individual students. The other two students will be taught before and/or after school. O A kindergarten teacher may spend a half-day in the classroom and the other half in Reading Recovery. O With the Principal’s support, Reading Specialists, Interventionists, Coaches, and/or RSPs can adapt their schedules to teach 4 Reading Recovery students.

Questions