Transcript I’M A REFLECTION OF YOU

I’M A REFLECTION OF YOU
WHAT IS READING RECOVERY?
• 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.
I3 GRANT – SCALING UP WHAT WORKS
OVERVIEW
 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
WHAT THE GRANT WILL PAY FOR
INITIAL PROFESSIONAL DEVELOPMENT COSTS FOR
READING RECOVERY TRAINING INCLUDING:
Tuition for 2 graduate courses (at OSU)
Up to $4000
Books, materials, supplies
Instructional fee
Value: $390 Instructional fees
Up to $3,000
Teacher stipend
$1500
ELIGIBILITY: ALL SCHOOLS QUALIFY
PRIORITY ONE
A Title I school in restructuring or corrective action
A school that is in a rural LEA
A school on the state’s School Improvement Grant list
A school that has a sizeable population of ESL students
PRIORITY TWO
School district in restructuring or corrective action
PRIORITY THREE
Any US school – parochial, private, charter
IMPLEMENTING WHAT WORKS
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
EXTERNAL EVALUATION: SOME SCHOOLS
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Standard Reading Recovery data collection +
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Semi-annual interviews (50 teachers; 10 teacher leaders)
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Daily logs (3 days/year)
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Annual on-line survey
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Case studies (8 schools/year)
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Some principal interviews
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Some district administrator surveys
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Teacher surveys
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
CATCHING UP
GOOD FIRST TEACHING
RR
Average
progress
children
K
Reading
Recovery
children
1st grade
2nd grade
HIGHEST RATED BEGINNING READING INTERVENTION
WHAT WORKS CLEARINGHOUSE
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Alphabetics
Fluency
Comprehension
General Reading Achievement
National results: 2010-2011
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
READING RECOVERY & RTI
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.
A FOUNDATION FOR THEIR FUTURE
HOW IT WORKS
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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
LOWEST ACHIEVING MEANS
CHILDREN ARE NOT EXCLUDED BECAUSE OF
 Lower intelligence
 Limited English proficiency
 Low language skills
 Poor motor coordination
 Immaturity
 Low scoring on readiness measures
DAILY 30 MINUTE – ONE TO ONE LESSONS
LESSONS ARE FAST PACED AND VARIED
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Re-reading one or two familiar books
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Re-reading yesterday’s new book
(teacher takes a running record)
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Letter identification and word work
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Writing a story
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Cut up story to be rearranged
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New book introduced
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New book read
PROGRESS IS CLOSELY MONITORED
WHEN TO END INDIVIDUAL TUTORING
CAREFUL DECISION-MAKING
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
READING LEVEL
LEVEL 2 - BEFORE LESSONS
LEVEL 16 - AFTER LESSONS
WRITING VOCABULARY
BEFORE LESSONS
AFTER LESSONS
Accountability
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
FALL TO SPRING GAINS ON TEXT READING
WHOLE SCHOOL BENEFITS
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.
Training a teacher in Reading Recovery
DECIDE WHICH TEACHER WILL PARTICIPATE IN THE PROFESSIONAL
DEVELOPMENT
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Title I Reading Recovery teacher
Classroom Reading Recovery teacher
Intervention Specialist Reading Recovery teacher
Literacy Coach and Reading Recovery teacher
NEW TEACHERS DO NOT HAVE TO BE HIRED
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.
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.
TEACHER TRAINING
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 PROGRAM
TEACHERS IN TRAINING WILL
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Work with the lowest students, four each day as a half-day
assignment
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Work in another half day teaching assignment (Title I small
groups, classroom)
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Attend weekly graduate classes over two semesters
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Teach for colleagues behind a one-way mirror 3-4 times during
the year
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Complete graduate level courses successfully
INNOVATING THE TRAINING MODEL
• 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
ON-GOING PROFESSIONAL DEVELOPMENT
TRAINED TEACHERS WILL
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Teach 4 RR students each day as a half-day assignment
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Maintain daily, weekly and monthly records
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Receive teaching visits from the Teacher Leader
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Attend monthly professional development meetings
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Conduct demonstration lessons for RR colleagues ‘behind
the glass’
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Participate in colleague and cluster visits
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Teach in another role during the rest of the day.
SOURCES OF FUNDING
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
THEIR SUCCESS IS YOUR SUCCESS
The Ohio State University Reading Recovery Project
Emily Rodgers, Ph.D.
614.292.9288
[email protected]
www.rrosu.org
National listing of 19 University Training Sites:
www.i3.readingrecovery.info/
To learn more about Reading Recovery:
http://www.readingrecovery.org/