1	Western States Benchmarking Consortium
2	"“Success in the early..." “Success in the early years does not guarantee success throughout the school years and beyond, but failure in the early years does virtually guarantee failure in later schooling.” ~ Slavin, Karweit, Wasik, 1992
3	Reading Recovery: Basic Facts What is Reading Recovery? Reading Recovery is a highly effective short-term (12-20 weeks) intervention of one-to-one tutoring for low-achieving first graders. What is the goal of Reading Recovery? The goal is to dramatically reduce the number of first-grade students who have extreme difficulty learning to read and write and to reduce the cost of these learners to educational systems.
4	Reading Recovery: Basic Facts Who does Reading Recovery serve? Reading Recovery serves the lowest-achieving first graders – the students who are not catching on to the complex set of concepts that make reading and writing possible.
5	Reading Recovery: Basic Facts How is Reading Recovery taught? Individual students receive a half-hour lesson each school day for 12 to 20 weeks with a specially trained teacher. As soon as the child can read within the average of his/her class, their lessons are discontinued, and new students begin individual instruction.
6	Reading Recovery Has Proven to be Replicable in a Variety of Schools That Serve the Diverse Populations in the Poway Unified School District
7	Growth of Reading Recovery Student Participation 1992-2002
8	Growth of Reading Recovery School Participation 1992-2002
9	Reading Recovery is currently implemented in 16 of 21 Poway Elementary Schools using four models. (including 4 of 5 Title I schools)
10	Models and Costs Personnel
11	Once Fully Implemented, Reading Recovery Is Cost Effective
12	Costs to School-site Per RR Teacher Materials
13	District Implementation Costs Start-up Costs
14	Per Pupil Cost 2002 Average Per pupil cost of RR in 2002: $632.00* * Based on an enrollment of 278 students, 41 practicing teachers 9 teachers in training 16 instructional aides (.5 FTE) 1 teacher leader
15	Cost : Benefit Reduces the cost of reading failure by preventing literacy difficulty among the majority of children it serves Produces significant gains for all children served, including those who do not reach the graduation criteria established at the first-grade level Provides research-based professional development for teachers
16	Cost : Benefit In 2002, 94% of Poway students who graduated or experienced at least 20 weeks in Reading Recovery were NOT referred for Special Education in First Grade Reduces expenditures for initial testing for reading problems. Reduces recurring costs associated with special education evaluation and placement.
17	Cost : Benefit All RR students begin First Grade in the lowest 20% in their schools. Yet, since 1999… Only 1 student of 544 graduates was retained due to reading difficulties.
18	Cost : Benefit “The criticism most often made of Reading Recovery is that it is too expensive and requires too much teacher training. However, getting these results with the hardest-to-teach children leads us to conclude that the teacher training is providing the teachers with extraordinary insights and skills…When you compare Reading Recovery with other programs that keep children for years and never get them reading on grade level, Reading Recovery is a bargain.” ~ Cunningham & Allington, 1994.
19	There Is Evidence of Short and Long Term Gains in Student Achievement
20	End of Program Status of All Reading Recovery Children 2001-2002
21	End of Program Status for Full Program Students 2001-2002
22	Student Achievement During First Grade Mid-year Reading Recovery graduates continue to learn in the regular classroom to end of year After exiting RR, students progressed from level 16 to Level 21 by end of the year Note: Level 16-18 meets grade level standards
23	Student Achievement During First Grade Students entering Reading Recovery mid year, accelerate learning. After entering Reading Recovery mid-year, students accelerate from level 8 to level 19 in 12 weeks.
24	Sustained Student Achievement After 2 Years* 85% of Reading Recovery Graduates (N=103) are at/above grade level 2 years later, compared to 91% of third grade cohort group * Cohort Analysis
25	Sustained Student Achievement After 9 Years
26	Sustained Student Achievement After 9 Years Disaggregated
27	Student Achievement Impact on School-wide Performance 2002
28	Classroom Teachers Support Reading Recovery 96% of teachers surveyed in 2002 indicated that Reading Recovery had a “very large” impact on the classroom performance of their students.
29	Elementary Principals Support Reading Recovery 100% of the principals surveyed in 2002 indicated that Reading Recovery is a “Very Good Program”
30	Parents Support Reading Recovery 98% of the parents of Reading Recovery students rate the program as “Very Good”
31	Parents and Students Support Reading Recovery
32	Students Support Reading Recovery Students were asked how they feel about their reading and writing since participating in Reading Recovery. Here’s what they had to say: “I feel happy – I feel like reading harder books because reading is easy now.” “I didn’t read books in India. Now I read lots of books every single day. Everyday I read 16 books. My mom said I write better.” “It’s easy to read. I write a lot now.” “Good – really happy I know how to read.” “Good. It’s easier. Reading is not so hard.” “ I feel very good inside. I love to read!”
33	The Business Community Supports Reading Recovery Poway Car dealers donate a portion of the profit from every new car sold to support Reading Recovery
34	An Effective, Research-based Tool for Capacity Development “Our Reading Recovery Teachers Take the Lead in Helping Teachers With Guided Reading by Modeling, Observing and Giving Feedback” ~Poway Principal
35	Professional Development – Quality Assurance Ongoing professional development, coupled with strict adherence to the Reading Recovery Council of North America standards and guidelines, assures the quality of Reading Recovery
36	Research-based The Reading Recovery Guidebook reflects current research, theory and practice Lessons include instruction in the five essential components outlined by the National Reading Panel: 1. Phonemic Awareness 2. Phonics 3. Vocabulary Development 4. Reading Fluency 5. Reading Comprehension
37	Continuing Education Is Integral to Reading Recovery Year long initial training one day per week 6 sessions per year in subsequent years Teachers observed by teacher leader Demonstration lessons behind one-way mirror Develop repertoire of teaching approaches to meet needs of individual students Theory and practice are integrated
38	Reports to Stakeholders Continuous data collection and analysis inform program improvements PUSD Reports: Executive Summary 2000-2001 (PowerPoint) 2001-2002 (PowerPoint) Site Report 2000-2001 (Web-based PDF files) 2001-2002 (Web-based PDF files) National Reports: Reading Recovery Council of North America
39	For More Information Ryan Stanley ~ Reading Recovery Teacher Leader Phone: (858) 748-0010 ext. 2421 E-mail: rstanley@powayusd.com Web Site: PUSD Reading Recovery (http://www.powayusd.com/projects/readingrecovery) Reading Recovery ~National Office Web Site: Reading Recovery Council of North America (http://www.readingrecovery.org) Phone: (614) 292-7111