Reading Recovery at the Pekin Site

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Reading Recoveryat the Pekin Site
Galesburg Principals Meeting
May 3, 2004
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Reading Recoveryat the Pekin Site

• Mrs. Deb Leach, Reading Recovery Teacher Leader,
  dleach_at_pekin.net, 309-477-4713
• Mr. Chuck Bowen, Assistant Superintendent Site
  Coordinator, cbowen_at_pekin.net, 309-477-4740
• Mr. Joel Estes, Director of Curriculum and
  Instruction Galesburg contact person,
  jestes_at_roe33.k12.il.us, 309-343-5717

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Discussions

• Defining Reading Recovery
• RRCNA and other resources
• Operational Issues
• Implementation Issues
• Teacher Training
• On-going Professional Development
• Results

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Defining Reading Recovery

• Reading Recovery is based on the premise that
  high quality help early in a childs educational
  career has the greatest potential for lasting
  impact and for reducing the need for continued
  compensatory or supplemental help.

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Defining Reading Recovery

• Originally developed by New Zealand child
  psychologist and educator Marie Clay, Reading
  Recovery was nationally implemented in New
  Zealand by 1983.
• In 1984 Dr. Marie Clay helped to establish the
  first United States training site at Ohio State
  University.
• By 1988 Reading Recovery began in Illinois.

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Defining Reading Recovery

• Reading Recovery is an early intervention program
  designed to assist first grade children who are
  having the most difficulty learning to read and
  write.

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Defining Reading Recovery

• Children meet individually with a specially
  trained teacher for 30 minutes each day for an
  average of 12-20 weeks.

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Defining Reading Recovery

• The goal is for the children to develop effective
  reading and writing strategies.

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Defining Reading Recovery

• During this relatively short-term intervention,
  children make faster than average progress so
  that they can catch up with their peers and
  benefit from regular classroom instruction within
  an average group setting.

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Defining Reading Recovery

• Reading Recovery has one clear goal
• . . . To dramatically reduce the number of
  learners who have extreme difficulty with
  literacy learning and the cost of these learners
  to educational systems.
• (Clay, 1994)

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What Is RRCNA?

• Reading Recovery Council of North America

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RRCNA

• The Reading Recovery1 Council of North America
  (RRCNA) is a non-profit organization dedicated to
  the vision that children will be proficient
  readers and writers by the end of first grade.
  RRCNA preserves the integrity of Reading
  Recovery by acting as the executive body which
  oversees the use of the Reading Recovery
  trademark whose ownership was given to The Ohio
  State University in the United States, and to the
  Board of Governors of the Canadian Institute for
  Reading Recovery in Canada, by the program
  founder, Dr. Marie M. Clay. Permission to use the
  trademark is contingent upon compliance with the
  RRCNA standards presented in this document which
  were written in collaboration with Reading
  Recovery Teachers, Teacher Leaders, Trainers and
  Site Coordinators throughout the United States of
  America and Canada.

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RRCNA Standards and Guidelines

• The RRCNA Standards and Guidelines are intended
  to be informative and supportive to the cadre of
  personnel who are responsible for the
  establishment and maintenance of effective
  Reading Recovery and/or Descubriendo la Lectura
  sites (see explanation of Descubriendo la Lectura
  on page ii). The importance of the standards and
  guidelines lies in the underlying rationales that
  are understood and applied by trainers and by
  teacher leaders and site coordinators at each
  site. The standards are deemed essential for
  assuring quality services to children and
  effective implementation of the program, based on
  research of the most effective practices. The
  additional guidelines have also been shown to
  significantly support program effectiveness.
  These standards and guidelines apply to both
  Reading Recovery and Descubriendo la Lectura.

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The Reading Recovery/Descubriendo la Lectura
Network

• The Reading Recovery network operates on three
  levels.
• In schools, special trained teachers work with
  children.
• At the site level, teacher leaders work with
  children, train teachers, and assist and monitor
  implementation with the help of a site
  coordinator.
• In university training centers, trainers work
  with children, train teacher leaders, engage in
  research, and support program implementation at
  affiliated sites.

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Network

• Schools
• Sites
• University Training Centers
• RRCNA

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Characteristics of a Reading Recovery Training
Site

• Provide quality training and continuing contact
• Honor the Standards of Guidelines of RRCNA
• Support schools and teachers in the execution of
  duties that comply with program guidelines

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Resources

• www.readingrecovery.org
• www.ndec.reading-recovery.org
• A Principals Guide to Reading Recovery,
• Reading Recovery Council of North America (2002)
• Standards and Guidelines of the Reading Recovery
  Council of North America,
• Third Edition, Revised June 2001
• Reading Recovery Review, Understanding Outcomes
  and Implications,
• Askew, Fountas, Lyons, Pinnell, Schmitt (1998)

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Ten Frequently Asked QuestionsRRCNA Website

• "Reading Recovery is a research-based
  intervention used in more than 10,000 schools in
  49 states, the District of Columbia, Department
  of Defense Dependents Schools, plus Canada, the
  United Kingdom, Australia, and New Zealand.
  Following are some of the common questions and
  issues identified since Reading Recovery began in
  the United States in 1984.
• Is Reading Recovery a classroom program?
• Why does Reading Recovery serve only the
  lowest-achieving children?
• Does Reading Recovery drop children who are
  likely to fail?
• Does Reading Recovery raise the average
  achievement level for the class?
• What is the role of phonics in Reading Recovery?
• Does Reading Recovery change the school system?
• Is Reading Recovery aligned with any specific
  reading or classroom approach?
• What is the cost of Reading Recovery?
• What is the Reading Recovery research base?
• Is Reading Recovery a private business?

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• When investing in
• Reading Recovery,
• the system has taken out an insurance policy to
  protect against future failure.

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In many cases, Failure is prevented
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Operational Issues
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Program Description

• Early Identification
• Early Intervention for Prevention
• Individual
• Intensive
• Daily
• Supplemental
• Team Approach

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A Principals Guide

• Typically, Reading Recovery teachers work with
  four or five children per day, which is roughly
  equivalent to one-half day of service. It is
  strongly recommended that Reading Recovery not be
  a full-time assignment. Experience has shown
  that with so many children to know in great
  detail, teaching may tend to become mechanical
  rather than tailored to the individual child.
  (page23)

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A Principals Guide

• To succeed, Reading Recovery must be part of the
  regular classroom program as much as possible.
  For this reason, principals may also want to
  consider staffing models that will promote
  primary classroom teachers ownership of Reading
  Recovery and yield the most benefits to the
  regular classroom literacy program in the school.
  Many schools have plans for rotating teachers to
  full-time classroom roles after four or five
  years in Reading Recovery. This practice will
  build ownership of the program, provide more
  flexibility in staffing, and increase the number
  of teachers with new understandings about early
  reading and writing processes. (page 23)

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Staffing Model

• Shared classroom model
• (K, 1, or 2)
• ESL or Special Education model
• Small group model
• Push in model
• Class-size reduction model

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A Principals Guide

• Lessons must take only 30 minutes, with short
  intervals between lessons. If lessons run more
  than 30 minutes, there may not be enough time to
  serve all children who have been selected for
  Reading Recovery. In addition, research
  indicates that spending more than 30 minutes in
  these intensive lessons is not productive. . .
  (p.31)

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A Principals Guide

• It is usually helpful to schedule 10-15 minutes
  between children so that the Reading Recovery
  teacher can record notes, analyze running
  records, and select the new book for the next
  days lesson while the lesson is fresh in mind.
  If the teacher has to escort the child back to
  the classroom, this extra time is necessary so
  that teaching time will not be lost.(p.31)

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A Typical Morning Schedule

• Duty
• 840-920 RR lesson 1 (30 minute lesson with 10
  minute reflection)
• 920-1000 RR lesson 2
• 1000-1030 Small group instruction
• 1030-1045 a.m. recess
• 1045-1125 RR lesson 3
• 1125-1205 RR lesson 4
• 1205-1215- Plan-reflection-book
  checkout-testing
• 1215-100- lunch

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Typical Tutoring Session

• Rereading familiar books
• rereading yesterdays new book
• Letter Identification/Making and Breaking
• Writing a story
• Cut-up story
• Introduction to a new book
• Reading of the new book
• with teacher support

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Physical Environment
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Physical Environment
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Physical Environment
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Identification of Reading Recovery Students

• Reading Recovery students are students who are
  most at-risk of failing to learn how to read and
  write.
• The students determined most at-risk are
  recommended by classroom teachers and confirmed
  by their scores on An Observation Survey of
  Early Literacy Achievement (Clay)

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An Observation Survey of Early Literacy
Achievement

• Running Record of Text Reading
• Letter Identification
• Word Test
• Concepts About Print
• Writing Vocabulary
• Hearing and Recording Sounds in Words

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A Principals Guide

• For most children, Reading Recovery lessons will
  take between 12 and 20 weeks, with 20 weeks
  marking a decision point. Childrens lessons
  will be discontinued as soon as they have
  developed effective reading strategies, can work
  within the average band of achievement in the
  classroom, and can continue to achieve in the
  classroom. Many children will be discontinued
  earlier than 20 weeks. (page 32)

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A Principals Guide

• All children deserve the opportunity for a full
  program. Research has shown that if we decide to
  remove children before 20 weeks because we think
  they will not discontinue, our predictions will
  be wrong in too many cases. We must remember
  that even if children do not meet the rigorous
  criteria for discontinuing, they will continue to
  build a processing system to support future
  learning. For these children we will provide
  intensive, diagnostic teaching for 20 weeks
  before considering other alternatives. (p.61)

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Characteristics of a Reading Recovery School

• Principal support
• Heterogeneously assigned first grade classrooms
• Facilitate transportation of children to the
  training site 3-4 times during the training year
  and annually during Continuing Contact years

• Designate an tutoring area and provide
  appropriate furniture
• Support the required attendance of in-service
  sessions and assessment training
• Establish a Literacy Team
• Work toward full implementation

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Implementation Issues
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• Two problems for an education system to solve
• How to deliver good first instruction in
  literacy, and
• What kind of supplementary opportunity to provide
  for children who are low achieving in the
  classrooms good instructional program. (Clay,
  1996,p.1)

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Waves of Teaching Effort

• Rich Preschool Experience
• Good First Teaching
• Reading Recovery
• Specialist Help

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Contributors to Success

• Reading Recovery is not a program
• Reading Recovery is a system intervention
• Teacher decisions are based on action-research
• Observation is critical
• Staff development and support is on-going

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Contributors to Success

• Full implementation
• Strong literacy teams
• Informed leaders
• Supportive staff members

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A Principals Guide

• Full coverage (full implementation) in Reading
  Recovery has been reached in a school or in a
  system when there is a sufficient amount of
  trained teacher time available to serve all
  children defined by that school as needing the
  service. Generally, this is 20 percent or more
  of the first-grade cohort. . . . Only at the
  point of full coverage will the dramatic decrease
  in the number of children with difficulties be
  realized. . . . Back in the classroom, Reading
  Recovery students continue to progress with their
  average peers when they have good teaching and a
  rich learning environment. (page 23)

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Table S8 End-Of-Program Status By Level Of School
Coverage
Note Any differences in n between this table and
total group in Table 1.1 represent cases with
missing data (Status or level of coverage).
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School Literacy Teams

• There is strong evidence that the principals
  commitment is the single most critical factor in
  school improvement. Without the principals
  strong, positive leadership, achieving a positive
  difference becomes less likely.

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School Literacy Teams

• Plays an important role in creating ownership
• Meet regularly to engage in problem solving
  regarding Reading Recoverys effectiveness and
  efficiency at the school level
• Discuss selection and monitor progress of Reading
  Recovery children
• Examine the data and prepare a school report at
  year-end
• Develop goals and recommendations
• Develop a plan to reach full implementation

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Principals Promote successful involvement when .
. .

• Provide information so staff members become
  acquainted with Reading Recovery
• Have Reading Recovery teachers talk to staff
• Provide opportunities for staff members to
  observe lessons and training sessions
• Discuss how Reading recovery fits within the
  vision of the school
• Have upper-grade students talk about former
  Reading Recovery students
• Show video tapes that demonstrate the impact of
  Reading Recovery on individual children before
  and after their lessons
• Have parents talk with staff about its benefits
  for their children

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A Principals Guide

• If you plan to adopt Reading Recovery, the
  entire staff deserves to become knowledgeable . .
  . (page 10)
• Even those in Grades 2-6, should understand that
  Reading Recovery contributes to schoolwide
  student success. (page 10)

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• Reading Recovery is not aligned with any
  classroom approach. . . . Reading Recovery
  provides additional one-to-one support for
  children who need more intensive teaching or
  strategic processing behaviors than any classroom
  approach can provide. (What is learned during a
  childs series of Reading Recovery lessons) are
  helpful during reading regardless of the
  instructional method used in the classroom.
  (Reading Recovery Review, 1998)

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Share the theory
Good first teaching
Reading Recovery
Theory of Becoming Literate
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Teacher Training
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Reading Recovery Training

• Reading Recovery Trainers
• Reading Recovery Teacher Leaders
• Reading Recovery Teachers

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Characteristics of Reading Recovery Teachers

• Volunteer to train
• Tenured staff members
• Be able to commit to Reading Recovery teaching
  for at least three years
• Work well with colleagues
• Be reflective and willing to learn
• Know what a first grade reader looks like
• Be prepared to teach before members of the
  in-service course.

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Standards and Guidelines

• 2. Training Classes
• Standards
• Training classes must consist of at least 8
  teachers.
• The training class must earn graduate academic
  credit through a university or college with the
  teacher leader serving as instructor.
• The class must meet the contact-hour
  requirements of the credit-granting institution.
• At least eighty percent of class sessions (or
  a minimum of 18 sessions, whichever is greater)
  over the academic year must each include two
  behind the glass lessons.

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Requirements for Teachers in Training

• Attend assessment training
• Help to establish a Reading Recovery/Literacy
  Team
• Attend all training class sessions and meet
  requirements
• Teach behind the one-way mirror
• Receive school visits from Teacher Leader

• Teach 4 children individually for 30 minutes
  daily
• Communicate with parents, classroom teachers and
  other appropriate school personnel
• Maintain careful records
• Electronically submit data as specified
• Attend an annual Reading Recovery conference

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Site Support

• 6 hours of Graduate credit from ISU
• Weekly 3 hour in-service course
• Assessment training (30 hours)
• 3000 worth of childrens books and professional
  material
• RRCNA Membership
• Lesson records and running records
• Assistance with data collection and reporting
• Regularly scheduled school visits

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Reading Recovery Teacher Training

• Training Year Time Commitment
• Assessment Training
• Weekly In-service Sessions
• School Visits
• Completing assignments and maintain detailed
  records

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Observing Lessons
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On-going Professional Development

• Continuing Contact
• Monthly In-service Sessions
• Cluster Visits
• Colleague Visits

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Professional Development RRCNA Website

• Yet in these times of shrinking resources,
  administrators often think that professional
  development can be easily eliminated as a
  so-called "extra" and flirt with the idea of
  sacrificing it. The question they pose is "Why
  should a site support professional development
  for RR teachers and teacher leaders?" Since RR
  professionals are decision-makers who need to
  reflect upon and refine their craft to insure the
  quality of their teaching, without on-going
  professional development and interaction with RR
  and other knowledgeable professionals, the
  effectiveness of the program is likely to be
  compromised. (Trika Burke-Smith)

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• System Intervention as Intended
• Preventing Drift
• Protecting your Investment
• Quality Control

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B. Standards and Guidelines for Trained Teachers

• 1. Teaching Children
• Standards
• Teach at least four first-grade children per
  day individually for 30 minute daily sessions in
  a school setting throughout the school year.
• Keep complete records on each child as a basis
  for instruction (observation survey and summary,
  predictions of progress, lesson records, running
  records, record of writing vocabulary, record of
  book level).
• Demonstrate effective teaching of Reading
  Recovery or Descubriendo la Lectura children.
• Serve a minimum of eight children per year.

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Standards and Guidelines

• 3. Continuing Contact
• Standards
• Consult with the teacher leader about children
  not making satisfactory progress and other
  program issues.
• Attend a minimum of six continuing contact
  sessions each year, including a minimum of four
  behind-the glass sessions with 2 lessons each
  session.
• Teach a child behind the glass for colleagues
  as scheduled.
• Receive at least one school visit from a
  teacher leader annually.
• Collaborate with appropriate teacher leaders
  to develop a continuing contact schedule balanced
  between English and Spanish (not to exceed eight
  sessions) if registered in both Reading Recovery
  and Descubriendo la Lectura.
• Guidelines
• Make and receive school visits from colleagues
  annually.
• Attend an RRCNA approved Reading Recovery or
  Descubriendo la Lectura conference.

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Standards and Guidelines

• 2. Operation of the School Program
• Standards
• Administer Observation Survey or Instrumento
  de Observación as appropriate throughout the
  year.
• Communicate with parents, first-grade
  teachers, and other appropriate school personnel
  throughout the year.
• Submit data to the teacher leader as required.
• Guidelines
• Contribute to the development and operation of
  a school team to monitor program progress.
• Monitor the progress of children whose
  programs have been discontinued.
• Prepare an annual report of the school Reading
  Recovery program.
• Work toward full coverage at the school level.

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Results

• Eighteen years of US data on all students served
  by Reading Recovery and DLL indicate that 77 of
  students who complete the full series of lessons,
  and 60 of all students, were able to read and
  write at grade level.

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Two Positive Outcomes

• The child no longer requires extra help, and the
  service is discontinued.
• A recommendation is made for additional
  assessment. Appropriate school staff members
  collaborate to plan future learning opportunities
  for the child.

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Criteria for Discontinuation

• Demonstrate independent reading and writing
  strategies that allow continued achievement
• Read and write at grade level expectations
• Made accelerated gains (increasing knowledge at
  an accelerated rate)

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Reading Recovery Results
Entry 3 Disc. 20
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Reading Recovery Results
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Reading Recovery Results
FY03
1
3
8
13
75
87 of Full Program Children Discontinued
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Reading Recovery Results
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Reading Recovery School Data Summary

• Questions for Evaluation
• Who was served by Reading Recovery?
• What were the status outcomes of students served
  by Reading Recovery? How many were
  Discontinued?
• How long were students served by Reading
  Recovery?
• How many Reading Recovery sessions were missed,
  and why were they missed?
• What was the progress of Reading Recovery
  students on literacy measures?
• What were the distributions of Reading Recovery
  students scores on Observation Survey tasks at
  year-end?
• Was there a change in classroom reading group
  placement for students served by Reading
  Recovery?
• Were any Reading Recovery students referred for
  special education? If so, what was the status of
  the referrals?
• Were any Reading Recovery students considered for
  retention in the first grade? If so, were they
  actually retained?

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Reading Recovery Results
Second Grade Gains
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Average Reading ISAT Score for Reading Recovery
Children serviced during the 1999-2001 school
year at Smith School is 156.This score meets
expectations.(Smith School has complete data on
34 of the 61 Reading Recovery children serviced
during the 1999, 2000,2001 school year.)
Reading Recovery and ISAT
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• The highest reward for a job well done is the
  ability to do better!

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More Results Report