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Reading Recovery: Scaling Up What Works; Preparing 125

New Experts in Ohio

JENNY SAMOLYTEACHER LEADER – WARREN CITY REGIONAL READING

RECOVERY SITE

THOMAS KELLERFINANCIAL ADMINISTRATOR – THE OHIO STATE UNIVERSITY

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Overview

Reading Recovery®

i3: Scaling Up What Works

Teacher Training

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Reading Recovery®

A professional development collaboration between universities and affiliated school districts.

Faculty in universities train and provide professional development to teacher leaders who work at the site level and provide professional development to Reading Recovery teachers.

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Current Teacher Training Sites

Ashland University-Mansfield City SchoolsColumbus City SchoolsDelaware City SchoolsEuclid-CSUForest HillsGahanna EastPickaway Co.Dublin City Schools/SouthwesternWarren City RegionalWright State UniversityZanesville

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Reading Recovery® is…

Short term one-to-one intervention for first grade students

75% of lowest performing first graders in 12-20 weeks accelerate to average

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ONLY intervention with positive effects on:

Alphabetics (strong effects)

General Reading Ability (strong effects)

Fluency

Comprehension

U. S. Department of Education What Works Clearinghouse

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Results demonstrated on over 2 million children

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Reading Recovery andResponse-to-Intervention (RtI)

Reading Recovery can be included as part of a Response-to-Intervention plan.

The professional development that the teacher receives for Reading Recovery makes a difference across the tiers of instruction.

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Reading Recovery andResponse-to-Intervention (RtI)

Research in the study of learning disabilities and special educational practice are both in the throes of a paradigm shift and Marie Clay’s work was at the root of this shift. Her Reading Recovery program was clearly the prototype for RTI approaches to identifying children at risk for long-term reading difficulties…

Vellutino, 2010

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Reading Recovery is not expensive

The Reading Recovery role is usually a 0.4 FTE.

The teacher works for the rest of her day in another role: Title I with small groups Classroom teacher School based literacy coach

In 2009-2010, the typical Reading Recovery teacher worked as a Title I teacher for the other part of her day and taught about 43 students over the year.

Mistaken view is that the teacher spends all her time only working one-to-one. That would be expensive!

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Meet the Teachers

Laura BainClassroom and Reading Recovery teacher

Teaches Language Arts, Science, and Social Studies to 16 first grade students in the morning, and Reading Recovery in the afternoon.

Sarah HoepfLiteracy Coach and Reading Recovery teacher

Coaches 14 teachers (who teach a combined total of 314 students in our elementary school) and is a Reading Recovery teacher.

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Meet the Teachers

Cathy KintReading Intervention Specialist and Reading Recovery Teacher

Her district qualifies its Reading Recovery teachers as the top tier in the RTI model providing one-to-one or two-on-one intervention.

Kellie EhlersReading Recovery and Reading Intervention teacher

Teaches Reading Recovery, reading improvement small groups, test preparation groups, and serves on the Intervention Assistance Core Team.

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All Students Benefit

Highest rated beginning reading intervention by the U.S. DOE’s What Works Clearinghouse.

High-quality Reading Recovery professional development for teachers ensures that every child receives the best literacy instruction – not just those who struggle.

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i3 Reading Recovery: Scaling Up What Works

Funded by U.S. Department of Education

$45.1 million to scale up Reading Recovery

20% match from private sector required

$10.1 million raised in 5 weeks

Involves 19 UTCs and University of Pennsylvania

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Reading Recovery Scale Up GoalsBy October 2015…

At least 3,690 new teachers in Reading Recovery.

At least 15 new teacher leaders

Approximately 90,000 children with Reading Recovery and approximately 405,000 in small groups.

The lowest-achieving schools are prioritized

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Reading Recovery Scale Up GoalsBy October 2015…

Eligible schools include: Priority 1

A school in Tier 1 on the state's School Improvement Grant List or

A Title I school in restructuring or corrective action or A school is that is in a rural LEA. Rural LEA mean s an

LEA that is eligible under the Small Rural SChool (SRSA) program or the Rural Low-income School (RLIS) program authorized under Title VI, Part B of the ESEA or

A school that has a sizable population of ESL students

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Reading Recovery Scale Up GoalsBy October 2015…

Eligible schools include: Priority 2

A Title 1 school in Program Improvement (Year 1 or 2) or in a district in Program Improvement

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Reading Recovery Scale Up GoalsBy October 2015…

Eligible schools include: Priority 3

Any other US school (publics/privates/parochials/charters)

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Teacher Training Costs Supported by i3 Award

Tuition

Books and materials

Instructional fees (if applicable)

Teacher Stipend: intended to cover professional development cost.

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How to Become Part of the i3 Grant

Get in touch with the teacher leader in your area or the OSU Reading Recovery Office (614-688-3646)http://www.rrosu.org/contactinfo.html

Online Application (completed by the teacher leader)

Signed Memorandum of Agreement (describes responsibilites of i3 and the school)

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Memorandum of AgreementSchool’s Responsibilites

Train at least one Reading Recovery teacher.

Transport children for Reading Recovery teaching sessions at the teacher training site (3 times during the teacher training year).

Commit to keeping the teacher in the role for a minimum of three years following training.(cont’d)

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Memorandum of AgreementSchool’s Responsibilites(cont’d)

Follow the Standards and Guidelines for Reading Recovery in the United States (2008) http://www.readingrecovery.org/implementation/standards/index.asp

Work toward full implementation, meaning, all of the children in first grade who need Reading Recovery have access to a Reading Recovery teacher (typically the lowest achieving 20% in a first grade cohort).

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Memorandum of AgreementSchool’s Responsibilities (cont’d)

Participate in federally-required research. Data collection will be minimally intrusive. For example, some teachers will be asked to keep logs of teaching, participate in a survey and agree to be interviewed.

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Memorandum of AgreementThe Ohio State University’s Responsibilites

Tuition (up to $4,000)

Books and materials (OSU will provide up to a value of $3,900)

Instructional fees (Up to $3,000)

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Memorandum of AgreementThe Ohio State University’s Responsibilities

(cont’d)

Stipend (Value: $1,500) intended to cover educational expenses directly related to Reading Recovery training such as mileage, the RRCNA Jumpstart Kit, IDEC data submission fees, webinars, and attendance at an approved Reading Recovery conference. (Must be expended within two years of acceptance into the i3 grant.)

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Teacher Training

One week assessment training conducted in the summer- usually happens in August

9 quarter hours/ 6 semester hours of graduate level coursework conducted through an affiliated university one evening a week during the school year at your local Reading Recovery training site.

Concurrently work with 4 Reading Recovery Students during a portion of the day

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Coursework

Class participation

Weekly readings

Instructional records

Projects and reflection papers

Teaching ‘behind the glass’

The successful teaching of Reading Recovery Students

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Teachers must learn to:

Systematically and regularly assess each child’s current understandings

Closely observe and record behaviors for evidence of progress

Effectively use the procedures of the Reading Recovery lesson framework to meet the literacy strengths and instructional needs of each student.

Self-analyze teaching decisions to determine the effect on each child’s learning

Tailor interactions to extend each child’s understandings.

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Other

Teacher leader will visit teachers-in-training at least 4-6 times during the year to provide guidance and instructional assistance

Plus monitor the selection and progress of children using teachers’ records

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Beyond year 1

Teacher leader will provide trained teachers with at least six continuing contact session each year averaging 3 hours a session

Visit trained teachers at least once each year to insure quality control of the program with additional visits based on need or request

There is an additional fee for this CPD that is specific to each site.

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Distance Learning/Hybrid Reading Recovery Training

Adobe Connect Coursework

Onsite visits

Adobe Connect visits

Opportunity to be connected to a live class

Opportunity to participate with a live class several times during the training year.

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Additional Information

http://www.i3.readingrecovery.info/

http://www.rrosu.org/osui3.html