Pekin Reading Recovery Site FY04 EndofYear Meeting

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Pekin Reading Recovery SiteFY04End-of-Year
Meeting
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Agenda

• Accountability
• Using data
• Reflection
• Planning
• Relationships
• Setting Goals

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• Reading Recovery Parameters
•  
• The principals have agreed on the following
•  
• PURPOSE
• NCLB has raised the barexpectations to support
  at-risk children have increased.
•  
• PROGRAM
• Teachers should remain certified.
• Teachers/Principals should help coordinate the
  travelers.
• The district target should be full
  implementation BUT the needs of all students
  should be analyzed and prioritized.
• The timeframe for RR Forty to Forty-five
  minutes maximum from child to child.
• Literacy Leaders should build flexible schedules
  based on the needs the building/classrooms.
• RR teachers will call Deb when a child has shown
  no progress after 3 weeks.
• Principals should receive weekly, consistent data
  on all RR students.
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• PROFESSIONAL DEVELOPMENT/LEADERSHIP
• RR is ONE service-Lit. Leaders should provide
  additional servicesservices to the teachers as
  well as studentsspend time in the classroom and
  talk to the teachers
• Lit. Leaders are responsible for disseminating
  the RR philosophy and reading theory to the
  staff.

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Being Accountable for Student Progress

• Develop a flow chart for Hard to Accelerate
  child. If a child is at same level after 3
  weeks, then their MUST be a school visit from the
  Teacher Leader during week 3-4 of the childs
  program. (Yes this includes Roaming) (Barb
  Lucas)

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Focus Groups (cluster groups)

• Cluster Groups have been painfully underused.
  There is a need to maximize the development of
  focus groups formally known as cluster groups
  A focus group undergoes a study for the entire
  year. Products for the year may be a written
  report, a video of change over time or
  demonstrations, a reflective power-point, a
  useful teaching tool, etc. Examples of areas of
  study may include fluency, visual processing,
  working systems and their development throughout
  a childs lessons over time, using lesson
  records/reflective teaching, learning from
  childrens language, the power of teacher
  language in making it easy to learn, working with
  the ADHD child, studying the effects of keeping
  the lesson 30 minutes, problem solving with data,
  working with parents, advocacy work, mandating
  attendance, etc. (Elgin, Kathleen Miller)

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• Reading Recovery Discussion (Principals)
• April 7, 2004
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• THE CHARGE Develop a literacy leader networking
  group who will support individual/group efforts
  in the application of reading theory as it
  applies to diagnosing reading difficulties and
  implementing remediation strategies.
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• The Literacy Leader networking group could do the
  following
•         Group meets once a month on regular,
  predetermined dates. (Perhaps on district grade
  level meeting dates, Literacy Leaders meet with
  the grade levels.)
•         Discussion would be set around bringing
  a student(s) who is/are having problems with
  reading.
•         Group would generate causes and cures
  (I use this term loosely) based on accepted
  reading theory application.
•         Teacher Leader would plan these
  meetings with at least 2 principals.
•         Teacher Leader would facilitate these
  meetings with the 2 principals in attendance.
•         Principals might rotate
  membershipevery month the 2 principals would
  changeprincipals would cycle through 3 times
  (plan and attend meetings 3 times during the
  year).
•         Group could be given the charge to
  share with regular division teachersbuild that
  into the meeting structurewhat is one thing that
  you shared with a teacher this month that helped
  extend their knowledge of reading theory?
• OUTCOME Literacy Leaders become more fluent in
  reading theory and its application. Also,
  Literacy Leaders begin to understand their role
  in supporting the regular division teachers as
  they grow instructionally.

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Principals Guide
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What does our data tell us?
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Using the Building Report

• What?
• When? Where?
• How?
• Why?

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ReflectingFY04On-going Professional Development
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FY04Professional Development Plan

• BOY Meeting, Thursday, September 4, 830-100
• 3 BTG exclusive sessions (video, options, BTG)
• 1 BTG inclusive sessions
• Regional Conference, Friday, December 5
• Conference sharing day, Thursday, April 29
• EOY meeting, Thursday, May 27
• Conferences

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Focuses

• Ongoing Professional Development Session 1
• teaching the reluctant, unmotivated, and
  hard-to-teach students.  
• Ongoing Professional Development Session 2
  Options
• Attend a study session on working with IEP
  students. Bring your records and plan to work
  with these.
• Consciously pay attention to the prompts you are
  using with the child who is hardest to teach for
  you. Videotape a lesson to be viewed by
  colleagues and be prepared to dig in the
  Guidebook to analyze how the teaching effected
  the childs processing.
• Attend a traditional Continuing Contact session
  in Springfield
• Ongoing Professional Development Session 4
• Behind the Glass Lessons and Discussion with
  particular attention to self-correcting behavior
• Sharing individual education plans for first
  round children not discontinued

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Continuing Contact/On-Going Professional
Development Objectives

• Further extend theoretical understanding of the
  literacy processing that underpins Reading
  Recovery.
• Keep up-to-date with ongoing developments in
  content, delivery and implementation.
• Continue to improve understandings of the
  specific Reading Recovery teaching procedures and
  the rationales behind them.
• Improve teaching decisions by refining and
  extending their ability to critically examine our
  own teaching and the progress of the difficult
  children we work with.
• Consult Teacher Leaders for assistance with
  difficult children.
• Maintain a high quality implementation in their
  school, regular reporting on its operation as a
  member of the schools Reading Recovery team.

Barbara Watson, 02/2003
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Expectations Continuing Contact

• Be treated as a professional within a trusting
  relationship from all members
• Provide input on what is done well and what needs
  improvement
• Leave each session with a few specific things
  that will be useful in teaching the next day
• Communicate updates in theory and current
  thinking
• Allow for group sharing and problem solving
  without overloading or side tracking
• Provide closure on housekeeping issues
• Provide a variety of professional development
  experiences across the year

Pekin Reading Recovery Site Teachers, 2002
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Expectations of Ourselves Teaching Children

• Comply with RRCNA Standards and Guidelines
• Ask for help early in childrens series of
  lessons
• Use appropriate resources
• Set goals and
• communicate progress with students, parents and
  classroom teachers

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What shifts/insights occurred?DiscussionRate
the expectations
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On-Going Professional Development MeetingsFY05

• On-going Professional Development should help us
  get better at working with the very hardest to
  teach children. Do we get better? Do we view
  Continuing Contact as a one day workshop or a
  part of on-going professional development? Can
  we connect our On-going Professional Development
  meetings next year? Perhaps having all 4 behind
  the glass sessions in 8 weeks? What is possible?

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What patterns do we see in the data?How have the
children changed? What will help us get better
results?
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Relationships

• 1.      Make use of a web page to post data,
  announcements and updated information so this
  does not take time from problem solving and
  talking about teaching of children and working
  with school teams during the on-going
  professional development meetings.
• 2.      TL should be close to teachers. TL must
  avoid distractions. TL visits are critical. How
  will this look different next year?

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• A TL should monitor her/his effectiveness through
  the sites student data! Is the Pekin Site
  getting what they are paying for?
• Discontinuation Rate
• 98 -83
• 99 -78
• 00 -86
• 01 -80
• 02 -76
• 03 -75

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Pekin Results
Percentage
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FY04 Teacher Leader Goals

• All first grade students at Smith School will be
  reading above a level 18.
• 85 of the first grade population will be reading
  at or above a level 24. (It is highly likely that
  students reading at level 24 in first grade are
  successful on Third Grade Reading ISAT. (gt95) )
• Is it possible? Will we die trying?

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Teacher Leader Goals

• What would be a good goal for your Teacher
  Leader?
• What would you like to see me focus on this year?

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Setting Goals

• Is there a benchmark level for the end of first
  grade?
• Is there a benchmark level for the end of
  Kindergarten?

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Trends in Text Reading LevelNational Data
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Trends in Text Reading LevelSite Data
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Reading RecoveryEnd of Year Text Reading Level
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Teacher Goals

• What would be a good goal for your school?
• What would you like to focus on this year?

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Lets Celebrate!CongratulationsJoyce Kathy