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.

OutcomesO 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 LeadersO University Trainers

Reading Recovery training begins with graduate level studies and continues subsequent years.

History of SuccessOReading Recovery was developed in New

Zealand 30 Years ago by Dr. Marie Clay.

OReading 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, & SuppliesO St. Mary’s College TuitionO Out-of-District Fee O Grant is good for two years

Selection of Teachers

O Credentialed Teachers O Evidence of adaptability and

problem-solvingO Willingness to learn, acquire, and

apply new skills and knowledgeO 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 yearO Attend National Reading Recovery

ConferenceO Teach four children individually for 30

minutes daily for 12-20 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 dataO Work with classroom teachers on

behalf of each childO Collaborate with school site leadership

to support professional development

Beyond Training YearO Teach at least 4 students O Keep up-to-date recordsO Monitor progress of students who have been in

Reading RecoveryO Work with classroom teachersO 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 developmentO 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 year3) Need support to successfully implement individual Reading Recovery lessons daily to 4 students

Possible ConfigurationsO 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