Title: Reading Recovery at the Pekin Site
1Reading Recoveryat the Pekin Site
Galesburg Principals Meeting
May 3, 2004
2Reading 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
3Discussions
- Defining Reading Recovery
- RRCNA and other resources
- Operational Issues
- Implementation Issues
- Teacher Training
- On-going Professional Development
- Results
4Defining 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.
5Defining 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.
6Defining 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.
7Defining Reading Recovery
- Children meet individually with a specially
trained teacher for 30 minutes each day for an
average of 12-20 weeks.
8Defining Reading Recovery
- The goal is for the children to develop effective
reading and writing strategies.
9Defining 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.
10Defining 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)
11What Is RRCNA?
- Reading Recovery Council of North America
12RRCNA
- 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.
13RRCNA 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.
14The 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.
15Network
- Schools
-
- Sites
- University Training Centers
-
- RRCNA
16Characteristics 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
17Resources
- 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)
18Ten 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.
20In many cases, Failure is prevented
21Operational Issues
22Program Description
- Early Identification
- Early Intervention for Prevention
- Individual
- Intensive
- Daily
- Supplemental
- Team Approach
23A 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)
24A 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)
25Staffing Model
- Shared classroom model
- (K, 1, or 2)
- ESL or Special Education model
- Small group model
- Push in model
- Class-size reduction model
26A 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)
27A 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)
28A 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
29Typical 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(No Transcript)
31Physical Environment
32Physical Environment
33Physical Environment
34Identification 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)
35An 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
36A 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)
37A 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)
38Characteristics 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
39Implementation 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
42Contributors 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
43Contributors to Success
- Full implementation
- Strong literacy teams
- Informed leaders
- Supportive staff members
44A 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)
45Table 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).
46School 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.
47School 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
48Principals 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
49A 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)
51Share the theory
Good first teaching
Reading Recovery
Theory of Becoming Literate
52Teacher Training
53Reading Recovery Training
- Reading Recovery Trainers
- Reading Recovery Teacher Leaders
- Reading Recovery Teachers
54Characteristics 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.
55Standards 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.
56Requirements 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
58Reading Recovery Teacher Training
- Training Year Time Commitment
- Assessment Training
- Weekly In-service Sessions
- School Visits
- Completing assignments and maintain detailed
records
59Observing Lessons
60On-going Professional Development
- Continuing Contact
- Monthly In-service Sessions
- Cluster Visits
- Colleague Visits
61Professional 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
63B. 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.
64Standards 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.
65Standards 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)
67Results
- 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.
68Two 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.
69Criteria 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)
70Reading Recovery Results
Entry 3 Disc. 20
71Reading Recovery Results
72Reading Recovery Results
FY03
1
3
8
13
75
87 of Full Program Children Discontinued
73Reading Recovery Results
74Reading 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?
75Reading Recovery Results
Second Grade Gains
76Average 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!
78More Results Report