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Dr. Clifford I. Johnson
Trainer of Reading Recovery Teacher Leaders
Georgia State University
Sharing Data with Building School Principals: Marketing
Reading Recovery at the School Level
Crystie Lisa Angie
Teacher Leaders in Gwinnett County Schools
An Overview of Reading Recovery in the Largest Urban School System
in the State of Georgia
GCPS Reading Recovery Results
Beneficial Investment
“Unlike some literacy programs that do not live up to their advance billing, Reading Recovery delivers the promised results. The research-based strategies have proven to be effective not only in teaching struggling youngsters to read, but in equipping them with reading skills that last over the years. That means the dollars allocated for Reading Recovery are a beneficial investment of our instructional resources.”
Mr. Alvin Wilbanks
Superintendent
GCPS Reading
Recovery featured on ReadingRecovery
Works.org
GCPS Reading
Recovery featured on ReadingRecovery
Works.org
Where are we? 16 of 18 School Clusters
Population Served with Reading Recovery
Diverse Native Languages
• 45% of RR children spoke a language other than English
• More than 15 Native Languages were represented
• Some of these languages:
– Spanish, Chinese, French, Vietnamese, Korean, Russian, Arabic, Japanese, Hindi, Urdu, Laotian, Romanian
Discontinuing Rates for Full-Program RR Children in Gwinnett: 2011-2012
87%
13%
Discontinued
Recommended
Discontinuing Rates for Full-Program who were not
Native English Speakers
How do we compare? Discontinuing Rates for Full-Program Children
76%
24%
87%
13%
Discontinued Recommended
GCPS Reading Recovery National Reading Recovery
Gwinnett Follow-Up Data: 2011-2012
End of Year Success on Text Level Benchmark
Nearly 80% of students who
successfully discontinued from
Reading Recovery stay on or
above grade level in grades 2-5.
Reading Recovery/Literacy Lessons/ Comprehensive Intervention Model
77 Continuing Teachers
10 Teachers in Training
6 Reading Recovery Teachers in Training
4 Literacy Lessons Teachers in Training
2 Special Ed
2 Classroom Teachers
32 CIM Teachers
38 Schools
Sharing Individual School Data
Before meeting with the principal… Send a letter, email or memorandum
An Example of Correspondence to the Building School Principal
Dear _____________,
Every year the Reading Recovery District Teacher Leaders (Tutors) schedule meetings with principals who have Reading Recovery in their schools. The purpose of this meeting is to share the results of the program from last year, to answer any questions regarding the training year and to discuss how Reading Recovery fits into your school literacy plan.
In addition, we would like to talk about our expanded literacy training models that we are providing this year. We have had tremendous success in training Special Education teachers for the past 3 years (Many thanks to YOU!) In addition, we are doing a pilot program this year whereby we are training a classroom teacher as a Literacy Lessons specialist. This way, she is able to serve the lowest children in her classroom in daily 1:1 Reading Recovery lessons. We are also offering Comprehensive Intervention Model (CIM) training. All of this additional training for teachers is available for no additional personnel points. I would love to talk to you in the near future. When we meet, please feel free to invite any of your administrative and literacy team members.
Would you be available on Tuesday, April 12th at 2:00? If this day or time doesn't fit your schedule, please send me some dates that would work. As always, I look forward to hearing from you!
Sincerely,
Before meeting with the principal…
• Prepare the school report, collect real stories & photographs about the principal’s school that he/she can relate to…
–What they would like to see that is happening in their own school related to literacy
–What the Reading Recovery data tells about their school in comparison to schools that do not offer RR to children
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School Reports • Written by the RR teachers…
– Number of RR and other children served by the RR teacher
– Number of RR children discontinued
– Progress of the RR children from the beginning of service in RR to the time they are discontinued, recommended, moved
– Disaggregated data to show progress of diverse children
– Progress in grades 1-5 of former RR children
– Notes from parents & classroom teachers
Know your principal…
Start with your principal’s concerns…
– What pressures is she/he facing that RR could help with?
– How could RR improve student & teacher outcomes?
– How could RR make his/her life easier?
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Its All About Building Relationships
During the meeting…
• Give a clear message & respect the principal’s time
– What are your top three or four talking points?
• Keep language simple
– Do not give RR technical detail or use jargon
• Refer the principal to the Australian principal’s guide or the Principal’s Guide to Reading Recovery published by RRCNA.
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Craig Elementary: Closing the Gap
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Fall 2011 Winter 2011 Spring 2012
Av
era
ge
Te
xt L
ev
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Text Level Reading Comparison
Reading Recovery Students
1st Grade students that
needed RR but didn't receive it.
Craig Elementary: Second Round Reading Progress
4.6
6.6 6.6
17.33
3
12
14
16
0
2
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Fall Winter Entry to RR Year End
leve
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2nd Round Grade Level Expectations
Notice the marked acceleration of progress once the students entered RR. Prior to RR these students received small group reading instruction. They were all reading below grade level when they entered RR. By the end of the year all students were reading on grade level and above due to the RR intervention.
Expansion of Writing Vocabulary: Round 2 at Craig
19 2013
82 70 72
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Trinity Brendan Peyton
Enter
Exit
Reading Results for 2nd grade students not served in RR in 1st grade at Craig
• 11 students ended their first grade year (2010-2011) not reading on grade level. These students were not served in the RR program. These 11 children entered second grade reading below grade level and 9 ended second grade reading below grade level. If this trend continues, they will continue to fall behind. Only 2 out of the 11 students are reading on grade level at the end of their second grade year. 1 of the 2 that is reading on grade level was served by Mrs. Brown in CIM.
What does that mean? • 82% of these students are
entering 3rd grade reading below grade level.
Lasting Results at Craig • 2nd grade RR students Reading
on grade level
Partee Elementary School
What Does Reading Recovery Look Like at Partee? No First Grade Children Below Grade Level at Year End
What Does Literacy Lessons Look Like at Partee?
• “Before this program came to Partee, our older students did not have the opportunity to receive 1:1 intensive reading & writing instruction they needed and deserved.”
• “I started with a 5th grade SLD student and a Tier 3 RTI 3rd grade student . They both made significant gains. The 3rd grader is no longer being considered for SPED services.”
What Do Partee Parents Have to Say?
“My son’s behavior has improved! He can focus on reading and writing and he can stay on task. His grades have improved too!” -Mother of Liam Wood, 1st grader
“We are so proud of him and look forward to seeing progressive results. Thanks again for all that you do to support Furman. I can see a difference. He says to me now ‘Mom don't tell me- let me try to figure it out’" :)
-Mother of Furman Smith, 3rd grade Literacy Lessons student
During the principal visit.. • Establish with the principal:
– The key role they play in protecting their investment in RR
– How to operate RR in his/her school
– How to fund RR in the school
– How RR evaluates student & teacher outcomes
– The role that RR will play in increasing the achievement of the children at the bottom of the normal curve
– How he/she can generate & sustain support for RR in his/her school
As Janet Ferris has stated… Getting started....
You can plan the best route possible... However, unless you start to put one foot in front of the other you wont get there!
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[email protected] *[email protected]
[email protected] [email protected]
Dr. Clifford I. Johnson Trainer of Teacher Leaders
*Use __ between first
& last names.