Transcript i3 Project Status and Plan for Evaluation

Reading Recovery: Scaling Up
What Works; Preparing 125 New
Experts in Ohio
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JENNY SAMOLY
TEACHER LEADER – WARREN CITY REGIONAL READING
RECOVERY SITE
THOMAS KELLER
FINANCIAL ADMINISTRATOR – THE OHIO STATE UNIVERSITY
Overview
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 Reading Recovery®
 i3: Scaling Up What Works
 Teacher Training
Reading Recovery®
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 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.
Current Teacher Training Sites
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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
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Reading Recovery® is…
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 Short term one-to-one intervention for first grade
students
 75% of lowest performing first graders in 12-20 weeks
accelerate to average
U. S. Department of Education
What Works Clearinghouse
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ONLY intervention with positive effects on:
 Alphabetics (strong effects)
 General Reading Ability (strong effects)
 Fluency
 Comprehension
Results demonstrated on over 2 million children
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Reading Recovery and
Response-to-Intervention (RtI)
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 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.
Reading Recovery and
Response-to-Intervention (RtI)
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 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 longterm reading difficulties…
 Vellutino, 2010
Reading Recovery is not expensive
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 The Reading Recovery role is usually a 0.4 FTE.
 The teacher works for the rest of her day in another role:
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Title I with small groups
Classroom teacher
School based literacy coach
 In 2009-2010, 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!
Meet the Teachers
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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.
Meet the Teachers
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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-onone 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.
All Students Benefit
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 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.
i3 Reading Recovery: Scaling Up What Works
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 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
Reading Recovery Scale Up Goals
By October 2015…
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 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
Reading Recovery Scale Up Goals
By October 2015…
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 Eligible schools include:
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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
Reading Recovery Scale Up Goals
By October 2015…
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 Eligible schools include:
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Priority 2
 A Title 1 school in Program Improvement (Year 1 or 2) or in a
district in Program Improvement
Reading Recovery Scale Up Goals
By October 2015…
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 Eligible schools include:
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Priority 3
 Any other US school (publics/privates/parochials/charters)
Teacher Training Costs
Supported by i3 Award
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 Tuition
 Books and materials
 Instructional fees (if applicable)
 Teacher Stipend: intended to cover professional
development cost.
How to Become Part of the i3 Grant
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 Get in touch with the teacher leader in your area or the
OSU Reading Recovery Office (614-688-3646)
http://www.rrosu.org/contactinfo.html
 Online Application (completed by the teacher leader)
 Signed Memorandum of Agreement (describes
responsibilites of i3 and the school)
Memorandum of Agreement
School’s Responsibilites
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 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)
Memorandum of Agreement
School’s Responsibilites(cont’d)
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 Follow the Standards and Guidelines for Reading
Recovery in the United States (2008)
http://www.readingrecovery.org/implementation/standards/index.asp
 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).
Memorandum of Agreement
School’s Responsibilities (cont’d)
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 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.
Memorandum of Agreement
The Ohio State University’s Responsibilites
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 Tuition (up to $4,000)
 Books and materials (OSU will provide up to a value of
$3,900)
 Instructional fees (Up to $3,000)
Memorandum of Agreement
The Ohio State University’s Responsibilities (cont’d)
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 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.)
Teacher Training
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 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
Coursework
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 Class participation
 Weekly readings
 Instructional records
 Projects and reflection papers
 Teaching ‘behind the glass’
 The successful teaching of Reading Recovery Students
Teachers must learn to:
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 Systematically and regularly assess each child’s current
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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.
Other
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 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
Beyond year 1
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 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.
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Distance Learning/Hybrid
Reading Recovery Training
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 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.
Additional Information
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http://www.i3.readingrecovery.info/
http://www.rrosu.org/osui3.html