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Reading Recovery at the Pekin Site

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Title: Reading Recovery at the Pekin Site


1
Reading Recoveryat the Pekin Site
Galesburg Principals Meeting
May 3, 2004
2
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

3
Discussions
  • Defining Reading Recovery
  • RRCNA and other resources
  • Operational Issues
  • Implementation Issues
  • Teacher Training
  • On-going Professional Development
  • Results

4
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.

5
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.

6
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.

7
Defining Reading Recovery
  • Children meet individually with a specially
    trained teacher for 30 minutes each day for an
    average of 12-20 weeks.

8
Defining Reading Recovery
  • The goal is for the children to develop effective
    reading and writing strategies.

9
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.

10
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)

11
What Is RRCNA?
  • Reading Recovery Council of North America

12
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.

13
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.

14
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.

15
Network
  • Schools
  • Sites
  • University Training Centers
  • RRCNA

16
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

17
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)

18
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?

19
  • When investing in
  • Reading Recovery,
  • the system has taken out an insurance policy to
    protect against future failure.

20
In many cases, Failure is prevented
21
Operational Issues
22
Program Description
  • Early Identification
  • Early Intervention for Prevention
  • Individual
  • Intensive
  • Daily
  • Supplemental
  • Team Approach

23
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)

24
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)

25
Staffing Model
  • Shared classroom model
  • (K, 1, or 2)
  • ESL or Special Education model
  • Small group model
  • Push in model
  • Class-size reduction model

26
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)

27
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)

28
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

29
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

30
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31
Physical Environment
32
Physical Environment
33
Physical Environment
34
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)

35
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

36
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)

37
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)

38
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

39
Implementation Issues
40
  • 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)

41
Waves of Teaching Effort
  • Rich Preschool Experience
  • Good First Teaching
  • Reading Recovery
  • Specialist Help

42
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

43
Contributors to Success
  • Full implementation
  • Strong literacy teams
  • Informed leaders
  • Supportive staff members

44
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)

45
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).
46
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.

47
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

48
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

49
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)

50
  • 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)

51
Share the theory
Good first teaching
Reading Recovery
Theory of Becoming Literate
52
Teacher Training
53
Reading Recovery Training
  • Reading Recovery Trainers
  • Reading Recovery Teacher Leaders
  • Reading Recovery Teachers

54
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.

55
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.

56
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

57
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

58
Reading Recovery Teacher Training
  • Training Year Time Commitment
  • Assessment Training
  • Weekly In-service Sessions
  • School Visits
  • Completing assignments and maintain detailed
    records

59
Observing Lessons
60
On-going Professional Development
  • Continuing Contact
  • Monthly In-service Sessions
  • Cluster Visits
  • Colleague Visits

61
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)

62
  • System Intervention as Intended
  • Preventing Drift
  • Protecting your Investment
  • Quality Control

63
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.

64
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.

65
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.

66
(No Transcript)
67
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.

68
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.

69
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)

70
Reading Recovery Results
Entry 3 Disc. 20
71
Reading Recovery Results
72
Reading Recovery Results
FY03
1
3
8
13
75
87 of Full Program Children Discontinued
73
Reading Recovery Results
74
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?

75
Reading Recovery Results
Second Grade Gains
76
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
77
  • The highest reward for a job well done is the
    ability to do better!

78
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