Reading Recovery: The Early Intervention Safety Net
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Reading Recovery: The Early Intervention Safety Net

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What Do You Know About RR?. . Total teachers trained at GSUFall 1991
Reading Recovery: The Early Intervention Safety Net

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1. Reading Recovery: The Early Intervention Safety Net

2. What Do You Know About RR? Query the audience to determine what people know or think they know about RR.Query the audience to determine what people know or think they know about RR.

9. What RR Is and Is Not Is Is not One-one one individual teaching Provided by specially trained, certified teachers On-going professional development for teachers Adopted as a school initiative by the school staff Supplementary to good classroom teaching For first-grade, lowest-achieving readers only Data-driven teaching to continuously monitor children?s progress A short-term early intervention that prevents further difficulties in literacy A long-term school commitment for lowest-achieving first graders Group instruction Delivered by volunteers or paraprofessionals A program to buy & put in place for teachers One person's mandated program The only literacy instruction the child receives A program to improve literacy in all grades A program that labels children via extended testing for disabilities A long-term service for children A quick fix

10. The Impact of Reading Recovery Response to InterventionResponse to Intervention

13. This chart shows the progress of African-American children only. For the African-American child that participated and successfully completed the intervention, at the end of the year on grade level. For the African-American child who did not participate in the intervention, there was some progress, but not the accelerated progress that would enable the child to reach grade level by year end.This chart shows the progress of African-American children only. For the African-American child that participated and successfully completed the intervention, at the end of the year on grade level. For the African-American child who did not participate in the intervention, there was some progress, but not the accelerated progress that would enable the child to reach grade level by year end.

14. RR reduces the gap ? Across racial/ethnic groups Between low and average readers Across income groups Between English speakers and English language learners.

15. Allington, pp. 11 & 12. The only way to create fewer students with limited reading proficiency is to provide those students with more & better reading instruction than that provided to the other students. If we offer all the same sort & type of reading lessons, we get reading achievement that is spread across the spectrum, as in Figure 1.1. If we offer differential reading lessons such that the students who are behind get more & better reading lessons than other students do, we can achieve a distribution of reading achievement that looks more like Figure 1.2. School have been mandated by NCLB to achieve Figure 1.2.Allington, pp. 11 & 12. The only way to create fewer students with limited reading proficiency is to provide those students with more & better reading instruction than that provided to the other students. If we offer all the same sort & type of reading lessons, we get reading achievement that is spread across the spectrum, as in Figure 1.1. If we offer differential reading lessons such that the students who are behind get more & better reading lessons than other students do, we can achieve a distribution of reading achievement that looks more like Figure 1.2. School have been mandated by NCLB to achieve Figure 1.2.

16. Cost Effectiveness of Reading Recovery What is the cost of other programs that target the same student population & seek to achieve the same results? Both long-term & short term benefits must be considered when examining cost effectiveness. One-to-one instruction is the only way for some children to become literate.

18. * Based on average teacher salary in DeKalb County School System October 2005 of $50,017 plus 30% for benefits (Source: DCSS Department of Human Resources) NOTE: Average teacher salaries for Georgia school districts and for individual schools can be found on the website for the Governor?s Office of Student Achievement: http://reportcard.gaosa.org Select the district (or district and school), then click View System Report (or view School Report). Click Personnel and Fiscal to find the average teacher salary for that district (or school). ** One half of average salary and benefits. *** Actual per pupil expenditure for 2005-2006 as per 2005-2006 DSCC Projected Budget (Source: DeKalb County School District?s website) ****Per Pupil cost in 2003-2004 for supplemental services (after-school tutoring) as required by NCLB for schools that have not made AYP for 3 consecutive years (U.S. Department of Education, 2004

19. Reading Recovery Cost Effective Francisco?s article ? 2005-06 National Data Preview (Effect Size) Francisco?s article ? 2005-06 National Data Preview (Effect Size)

21. See Allington, R. (2009) , pp. 161-174.See Allington, R. (2009) , pp. 161-174.

22. Allington, p. 162 & 163. These boxes portray the findings of the WWC when it comes to reading programs. The first box (above) features 24 reading programs that the WWC was able to locate some research evidence on program effects. The second box (pp. 166 & 167) is a listing of over 100 reading programs that the WWC found no research evidence was available to support their use. The reading programs listed above & on the next slide are evaluated using a simple set of signs. A circle with only a plus means the WWC found strong evidence of positive effects on the development of the proficiency area (alphabetics, fluency, comprehension, or general reading achievement). Note that Reading Recovery received the highest rating of any of the other programs evaluated. A questions mark means that the research pointed to ?no evidence of positive effects" on achievement. A minus sign means the research reviewed found strong evidence of negative effect on achievement in that area. A minus sign with a question mark means that some evidence of negative effects were found.Allington, p. 162 & 163. These boxes portray the findings of the WWC when it comes to reading programs. The first box (above) features 24 reading programs that the WWC was able to locate some research evidence on program effects. The second box (pp. 166 & 167) is a listing of over 100 reading programs that the WWC found no research evidence was available to support their use. The reading programs listed above & on the next slide are evaluated using a simple set of signs. A circle with only a plus means the WWC found strong evidence of positive effects on the development of the proficiency area (alphabetics, fluency, comprehension, or general reading achievement). Note that Reading Recovery received the highest rating of any of the other programs evaluated. A questions mark means that the research pointed to ?no evidence of positive effects" on achievement. A minus sign means the research reviewed found strong evidence of negative effect on achievement in that area. A minus sign with a question mark means that some evidence of negative effects were found.

25. Reading Recovery can be a significant part of a comprehensive school-wide literacy program

26. Why? Some children require individual literacy lessons. Struggling children deserve the ?gold standard? which is individual literacy lessons. RR provides short-term accelerated learning which enables struggling children to catch up with their peers. RR provides the ?safety net? against crippling literacy problems.

27. The look of this pyramid reflects the RTI core foundation: Strong Tier 1 standards-based classroom instruction for all students Students needing additional interventions are supported in addition to Tier 1 instruction All students are in Tier 1 and few numbers require intervention in Tiers 2-4 RTI is the process of aligning appropriate assessment with purposeful instruction for all students. Based in the general education classroom where teachers routinely implement a strong and rigorous standards based learning environment. Tiered approach to providing layers of intervention to students needing support, systematically progress monitoring the student?s response to the intervention, and adjusting instruction and interventions appropriately based on student response The look of this pyramid reflects the RTI core foundation: Strong Tier 1 standards-based classroom instruction for all students Students needing additional interventions are supported in addition to Tier 1 instruction All students are in Tier 1 and few numbers require intervention in Tiers 2-4 RTI is the process of aligning appropriate assessment with purposeful instruction for all students. Based in the general education classroom where teachers routinely implement a strong and rigorous standards based learning environment. Tiered approach to providing layers of intervention to students needing support, systematically progress monitoring the student?s response to the intervention, and adjusting instruction and interventions appropriately based on student response

33. Case Study

40. CRCT Study

41. Percent Percent Did not achieve Achieved or Group Expectation Exceeded Expectation Comparison 24 76 RR - Recommended 16 84 RR ? Discontinued 13 87 There was no statistically significant difference between the Comparison group and RR ?Recommended. Greater percentages of the RR Discontinued achieved or exceeded expectation. How Does Reading Recovery Bridge the Gap? Results of Study ? Struggling Learners Grade 4 No Fourth-Grade Slump for RR Children For grade four, analyses indicated a statistically significant difference between the discontinued group and the comparison group (?2(1) = 22.684 (7854); p<.01). As reported in Table VII, greater percentages of discontinued students achieved or exceeded expectation. The overall difference between the recommended and comparison group did not reach statistical significance (?2(1) = 1.6 (7681); p>.01). However, as detailed in Table VII, higher percentages of the recommended group achieved or exceeded expectations. No Fourth-Grade Slump for RR Children For grade four, analyses indicated a statistically significant difference between the discontinued group and the comparison group (?2(1) = 22.684 (7854); p<.01). As reported in Table VII, greater percentages of discontinued students achieved or exceeded expectation. The overall difference between the recommended and comparison group did not reach statistical significance (?2(1) = 1.6 (7681); p>.01). However, as detailed in Table VII, higher percentages of the recommended group achieved or exceeded expectations.

42. Percent Percent Group Did not achieve Achieved or Expectation Exceeded Expectation Comparison 14 86 RR - Recommended 28 72 RR ? Discontinued 13 87 There was no statistically significant difference between the Comparison group and RR ? Discontinued. How Does Reading Recovery Bridge the Gap? Results of Study ? Struggling Learners Grade 3 For the discontinued group and comparison group, more than 85% of the students achieved or exceeded the expectation. Although the overall percentage indicated a minimal difference, this difference did not reach statistical significance (?2(1) = .207 (7622); p >.01). Analyses indicated a statistically significant difference between the recommended and comparison group (?2(1) = 19.109 (7382); p<.01). For the discontinued group and comparison group, more than 85% of the students achieved or exceeded the expectation. Although the overall percentage indicated a minimal difference, this difference did not reach statistical significance (?2(1) = .207 (7622); p >.01). Analyses indicated a statistically significant difference between the recommended and comparison group (?2(1) = 19.109 (7382); p<.01).

43. How Much Will It Cost? Training Model for South-Georgia Single site Consortia Training Costs Tuition for academic credit Transporting children/teachers Materials Travel for training Affiliation Costs Apprentice model in which TLs & RRTs will be working within their own school systems during training.

44. How Much Will It Cost? Training Year Teacher Leader Training Year: Tuition/Student fees $6,122 Lab Fees $4,500 Professional Books $1,200 Children's Books and Supplies $2,250 Travel (teacher/transporting Children) and Conferences $4,000 Subtotal for each Teacher Leader in training: $17,572* ? *Subtotal does not include salary and benefits for teacher; costs for behind the glass or tuition increase. Handout suggests they budget $20,000Handout suggests they budget $20,000

45. How Much Will It Cost? Accreditation and Subsequent Years Accreditation Year (Field Year following training year): Site affiliation fee $ 2000 (includes one site visit) Additional Site Visit $ 800* Professional Development fee $ 200 (per Teacher Leader) Subsequent Years Site affiliation fee $ 2000 (includes one site visit) Professional Development fee $ 200 (per Teacher Leader) $800 is for the additional site visit. Includes expenses for the trainer to travel to site. Total for accreditation year is $3,000 Total for subsequent years is $2,200. Services for the Continuing Contact Fees outlined on handout.$800 is for the additional site visit. Includes expenses for the trainer to travel to site. Total for accreditation year is $3,000 Total for subsequent years is $2,200. Services for the Continuing Contact Fees outlined on handout.

46. Support for Costs Foundation Support Grant writing Title I and other Title funds EIP RtI funds

47. Reading Recovery is a bargain! Short-term intervention, prevention Effective Continuing progress Reduces retentions & SPE referrals Highly qualified teachers & teacher leaders Multi-tiered problem-solving literacy team


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