I’M A REFLECTION OF YOU

• 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

u

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 rodgers.42@osu.eduwww.rrosu.org

National listing of 19 University Training Sites:www.i3.readingrecovery.info/

To learn more about Reading Recovery:http://www.readingrecovery.org/