I ’ M A REFLECTION OF YOU

1. I’M A REFLECTION OF YOU

2. Job-embedded professional development Teachers are trained to design individual literacy lessons for first grade children having the greatest difficulty learning to read and write. Teachers work in Reading Recovery role for 2.5 hours a day and some other role during the rest of the day. You do not need to hire new staff. WHAT IS READING RECOVERY?

3. 5-year scale-up grant from US Dept. of Ed. • Train 3,750 Reading Recovery teachers nationally • Train 15 teacher leaders • Federal funds: $45.6 million • Private Sector matching funds: $10.3 million • Approximately $3 million in-kind from publishers I3 GRANT – SCALING UP WHAT WORKS OVERVIEW

4. INITIAL PROFESSIONAL DEVELOPMENT COSTS FOR READING RECOVERY TRAINING INCLUDING: Tuition for 2 graduate courses (at OSU) Up to $4000 Books, materials, supplies Value: $390 Instructional fees Instructional fee Up to $3,000 Teacher stipend $1500 WHAT THE GRANT WILL PAY FOR

5. PRIORITY ONE A Title I school in restructuring or corrective action A school that is in a rural LEA A school on the state’s School Improvement Grant list A school that has a sizeable population of ESL students PRIORITY TWO School district in restructuring or corrective action PRIORITY THREE Any US school – parochial, private, charter ELIGIBILITY: ALL SCHOOLS QUALIFY

6. School’s Commitment Implement Reading Recovery as designed – select the lowest achieving grade one children Four students have daily 30 minute lessons every week for up to a maximum of about 20 weeks Keep the teacher in role for three years Work towards full implementations so that all children who need the intervention are able to receive it Teacher attends weekly after school class and teaches for colleagues 3- 4 times a year IMPLEMENTING WHAT WORKS

7. Standard Reading Recovery data collection + Semi-annual interviews (50 teachers; 10 teacher leaders) Daily logs (3 days/year) Annual on-line survey Case studies (8 schools/year) Some principal interviews Some district administrator surveys Teacher surveys EXTERNAL EVALUATION: SOME SCHOOLS

8. THE GOAL “…to dramatically reduce the number of learners who have extreme difficulty with literacy learning and the cost of these learners to educational systems.” Marie Clay

9. CATCHINGUP RR GOOD FIRST TEACHING Average progress children Reading Recovery children K 1st grade 2nd grade

10. WHAT WORKS CLEARINGHOUSE Alphabetics Fluency Comprehension General Reading Achievement HIGHEST RATED BEGINNING READING INTERVENTION

11. TWO POSITIVE OUTCOMES 49,404 children received the intervention 74% (n=36,758) reached average levels of reading and writing 26% (n= 12,646) made progress but not sufficient to reach average levels. Recommended for further support National results: 2010-2011

12. WHEN WE WORK TOGETHER, THEY WIN An ideal fit Early intervention for students at risk of failure Fewer inappropriate referrals to special education Greater ongoing collaboration between general education and special education Assessment tool, “An Observation Survey of Early Literacy achievement”(Clay, 2002) received top marks for screening from the NCRTI. READING RECOVERY & RTI

13. A FOUNDATION FOR THEIR FUTURE • HOW IT WORKS • Lowest achieving grade one students • Daily, one-to-one • 30-minute lessons • Highly trained teacher • Reading and writing • Individually designed • Builds on strengths • Results in weeks, not years (12-20 weeks) • Two positive outcomes after intervention • Child catches up to average OR • Child can more reliably be referred on for a more intensive intervention

14. Lowest achieving means • Lower intelligence • Limited English proficiency • Low language skills • Poor motor coordination • Immaturity • Low scoring on readiness measures CHILDREN ARE NOT EXCLUDED BECAUSE OF

15. DAILY 30 MINUTE – ONE TO ONE LESSONS LESSONS ARE FAST PACED AND VARIED • Re-reading one or two familiar books • Re-reading yesterday’s new book (teacher takes a running record) • Letter identification and word work • Writing a story • Cut up story to be rearranged • New book introduced • New book read

16. PROGRESS IS CLOSELY MONITORED

17. CAREFUL DECISION-MAKING WHEN TO END INDIVIDUAL TUTORING • I can: • Read and write at an average first grade level • Solve new words in reading and writing all by myself • Compose and write several sentences for my story • Continue to learn in the classroom without needing additional special help

18. READING LEVEL LEVEL 2 - BEFORE LESSONS LEVEL 16 - AFTER LESSONS

19. WRITING VOCABULARY BEFORE LESSONS AFTER LESSONS

20. Accountability • DATA DRIVEN • Teaching is data driven – initial, final and daily assessments, weekly monitoring. • Data are collected on every child for monitoring and evaluation through International Data Evaluation Center. • Data are collected on the web and analyzed at the school, region and national levels. • Visit • www.rrosu.org • www.idecweb.us

21. Fall to Spring Gains on Text Reading

22. WHOLE SCHOOL BENEFITS • TEACHERS BECOME LEADERS • Each Reading Recovery-trained teacher reaches 50 students, on average each year. (42 +8) • Reading Recovery-trained teachers serve multiple roles. • Reading Recovery-trained teachers use their knowledge to teach ALL their students. • Reading Recovery-trained teachers share their knowledge with colleagues.

23. Decide which teacher will participate in the professional development Title I Reading Recovery teacher Classroom Reading Recovery teacher Intervention Specialist Reading Recovery teacher Literacy Coach and Reading Recovery teacher Training a teacher in Reading Recovery

24. Laura Bain Classroom 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. New teachers do not have to be hired Sarah Hoepf Literacy 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.

25. IMPACT –Teachers in Ohio • IN 2009-2010 • Reading Recovery/Title I Teachers taught 43.1 students on average and 12,542 students overall. • Reading Recovery/Classroom Teachers taught 30.1 students on average and 1,053 students overall.

26. Qualifications for training teachers Teacher certification 2-3 years of successful teaching Computer literate Adaptability and problem solving Can learn and apply new skills and knowledge Self-motivated with good organizational skills TEACHER TRAINING

27. TEACHERS IN TRAINING WILL Work with the lowest students, four each day as a half-day assignment Work in another half day teaching assignment (Title I small groups, classroom) Attend weekly graduate classes over two semesters Teach for colleagues behind a one-way mirror 3-4 times during the year Complete graduate level courses successfully TEACHER TRAINING PROGRAM

28. Teachers living in rural areas, long distances from the nearest teacher training site Blended model may be available: face-to-face and using technology u INNOVATING THE TRAINING MODEL

29. TRAINED TEACHERS WILL Teach 4 RR students each day as a half-day assignment Maintain daily, weekly and monthly records Receive teaching visits from the Teacher Leader Attend monthly professional development meetings Conduct demonstration lessons for RR colleagues ‘behind the glass’ Participate in colleague and cluster visits Teach in another role during the rest of the day. ON-GOING PROFESSIONAL DEVELOPMENT

30. FEDERAL IDEA: Response to intervention Title I Part A Title II Teacher Training Title III for limited English proficient children NOTE: ADDITIONAL FUNDS AVAILABLE IN IDEA AND TITLE I THROUGH ARRA. STATE AND LOCAL FUNDS MAY ALSO BE USED FOR READING RECOVERY AND LITERACY LESSONS SOURCES OF FUNDING

31. The Ohio State University Reading Recovery Project • Emily Rodgers, Ph.D. • 614.292.9288 • rodgers.42@osu.edu • www.rrosu.org • National listing of 19 University Training Sites: • www.i3.readingrecovery.info/ • To learn more about Reading Recovery: • http://www.readingrecovery.org/ THEIR SUCCESS IS YOUR SUCCESS