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International Reading Recovery Institute
Sydney Australia
July, 2013
DR. LYN SHARRATT
Where We Are
63.2%
24.2% 4.6% 7.9%
Outcomes for Canadian Reading Recovery Students 2011-2012
Discontinued
Recommended for Longer TermSupport
Moved
Progressing but unable to continue
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
Boys Girls
70.3% 75.4%
29.7%
24.6%
Outcomes for Boys and Girls Concluding Reading Recovery in Canada 2011-2012
Discontinued
Recommended
0
5
10
15
20
25
30
35
40
45
ExceptionalProgress
SubstantialProgress
Limited Progress
20.5 21 20.5
42 42 42
we
eks
Outcomes for Students
Time Spent in Intervention in Manitoba 2011-2012
Reading Recovery
non-Reading Recovery
Training Extends to Remote Locations in Canada
Expertise Increases School Success
Additional Roles of Reading Recovery-Trained Teachers:
• Literacy Coach • Kindergarten teacher • Primary classroom teacher • Special Education resource teacher • ESL teacher • Librarian
Reading Recovery
Implementation in YRDSB
• Reading Recovery started as a
small localized intervention in 1989.
• From the start, the small initial
group saw the potential for both
Early Intervention and systemic
change.
• Key decision-makers (Director,
Chair, Superintendents, Principals)
were brought on board.
Why?
Reading Recovery is one of the very
few, perhaps the only, intervention –
with:
a strong research base and evidence-proven
large effect sizes on all measures of literacy
learning,
evaluation data indicating that those large
effects can be brought to scale to help
struggling readers and writers in thousands of
schools.
“Literacy is everyone’s
business.”
We define literacy as:
The development of a continuum of skills, knowledge and attitudes that prepare all of our learners for life in a changing world community. It begins with the fundamental acquisition of skills in reading, writing, listening, speaking, viewing, representing, responding and doing Mathematics. It becomes the ability to understand, think, apply and communicate effectively in all subject and program areas in a variety of ways and for a variety of purposes.
Alignment of:
• Resources
• Processes
• Services
• Technology
• Partnerships
Alignment of Roles
& Responsibilities
• Trustees
• Senior Administration & Supervisory Officers
• Administrators & Managers
• Teachers, Consultants & Coordinators
• Support Staff
• Students
• Parents/Community Partners
YRDSB PLAN FOR CONTINUOUS IMPROVEMENT through cooperative planning and decision - making
QUALITY
SCHOOLS Curriculum
Implementation &
Student Learning
BUILDING THE
CAPACITY OF
FAMILIES &
COMMUNITIES ENHANCING STUDENTS
LEARNING
WORKPLACE
CLIMATE CONTINUOUS
IMPROVEMENT
PLANNING & STAFF
GROWTH
YRDSB PLAN FOR CONTINUOUS IMPROVEMENT through cooperative planning and decision - making
CURRICULUM
IMPLEMENTATION
&
STUDENT
LEARNING
PARENTAL &
COMMUNTY
INVOLVEMENT
SCHOOL
CLIMATE
MISSION, VISION AND VALUES
We unite in our purpose to inspire and prepare learners for life in our changing world community.
Conceptual Framework For Planning in the
York Region District School Board
MISSION, VISION AND VALUES
We unite in our purpose to inspire and prepare learners for life in our changing world community.
WRITES WITH PURPOSE AND CLARITY
LOCATES AND ACCESSES
INFORMATION FROM A
VARIETY OF SOURCES
THINKS
CRITICALLY
READS FOR PURPOSE AND PLEASURE
USES ORALCOMMUNICATION
APPROPRIATE TO PURPOSE
AND AUDIENCE
READS AND
INTERPRETS VISUAL
TEXT FORMS
COMMUNICATES
EFFECTIVEY USING
VISUAL TEXT
FORMS
The Literate Graduate
Writes with Purpose
and Clarity
Communicates
Effectively Using Visual
Text Forms
Reads for Purpose and
Pleasure
Thinks Critically
Locates and Accesses
Information From a
Variety of Sources
Uses Oral
Communication
Appropriate to Purpose
and Audience
Problem Solving
Reads and Interprets
Visual Text Forms
PROBLEM SOLVING
Motivation &
Engagem
ent
Productive Disposition
Strategic Reasoning
Conceptual Understanding
Procedural Fluency
Adaptive Reasoning
Use o
f S
trate
gie
s
Com
pre
hensio
n
Meta
cognitio
n
Weaving the
Literacies Productive Disposition - belief in one’s ability and
efficacy; view of mathematics as sensible, useful and worthwhile
Strategic Reasoning - ability to formulate, represent and
solve problems
Conceptual Understanding - comprehension of
mathematical concepts, procedures and relationships
Procedural Fluency - skill in carrying out procedures
flexibly, accurately, efficiently and appropriately
Adaptive Reasoning - capacity for logical thought,
reflection, justification and explanation
©York Region District School Board, April 2004 Adapted from Adding it up: Helping children learn mathematics, 2001
Flu
ency
Readin
g,
Writing, O
ral a
nd V
isual C
om
munic
ation
Mathematics
Just as reading without meaning
is not reading;
mathematical skill without conceptual
understanding
is meaningless.
©York Region District School Board, April 2004
Reading Figure 4. Grade 3 EQAO Reading: % of All Students at Levels 3 & 4
40%
45%
50%
55%
60%
65%
70%
75%
80%
1998-99 1999-00 2000-01 2001-02 2002-03 2003-04
School Year
LC High Focus Schools
LC Low Focus Schools
York Region DSB
Ontario
Writing Figure 5. Grade 3 EQAO Writing: % of All Students at Levels 3 & 4
40%
45%
50%
55%
60%
65%
70%
75%
80%
1998-99 1999-00 2000-01 2001-02 2002-03 2003-04
School Year
LC High Focus Schools
LC Low Focus Schools
York Region DSB
Ontario
14 Parameters
1. Shared Beliefs Understandings Among all Staff
2. Designated Staff Member for Literacy
3. Daily, Sustained, Focused Literacy Instruction
4. Principal as Literacy Leader
5. Early (Reading Recovery) and On-going Intervention
6. A Case Management Approach to Monitoring Student Progress
7. Job-embedded Literacy PD
14 Parameters
8. In-school grade team meetings as an example of collaborative examination of student work
9. Literacy Resources Located in a Designated Area
10. Commitment of School Budget to Literacy
11. Action Research: Staff Commitment to Learning
12. Parental Involvement in Supporting Literacy
13. Appropriate Literacy Instruction in all Areas of the Curriculum
14. Shared Responsibility and Accountability
Effective Literacy Instruction: The Gradual
Release/Acceptance of Responsibility Model of Instruction
High level teacher support
Low level teacher support
Modelling (Teacher Does, Students Observe)
Sharing (Teacher Does, Students Share)
Guiding (Students Do, Teacher Guides)
Supporting Independence (Students Do, Teacher Observes)
adapted from Guidelines for Literacy, YRDSB, Curriculum Series Vol.5
Finding the 14th Parameter
14th PARAMETER (shared responsibility & accountability)
INTERDEPENDENT PRACTICE
SCAFFOLDED LEARNING
GUIDED PRACTICE
SCAFFOLDED LEARNING
SCAFFOLDED LEARNING
SHARED PRACTICE
MODELED PRACTICE
ALL STUDENTS CAN LEARN
Shared beliefs and understandings among all staff that:
• Each student can achieve high standards given the right
time and the right support.
• Each teacher can teach to high standards given the
right assistance.
• High expectations and early intervention are essential.
• Administrators and teachers need to be able to
articulate what they do and why they teach the way
they do.
Adapted from Hill & Crevola, 1999
Literacy Collaborative: Parameter #1
Grade One Student Outcomes
Reading Recovery's Contribution to Grade One PM Benchmark Results
Gender Data: PM Benchmark Reading Recovery Students Who Reached Grade Level
What is Possible? A Lifetime of Literacy
15,659 Grade One YRDSB students served by Reading Recovery to date
We Worry about Students Identified with
Special Needs
• Over the 15 years of implementation, the results have consistently shown: – 80 to 90% of students who complete their series of lessons
reach/exceed grade level expectations,
– about 10 to 12% of these students have made progress but have not yet reached grade level at the end of their series of lessons.
• For the past 5 years, ‘Third Wave’ support has been offered in some schools for these students in their grade 2 year - in a pilot project to investigate “what is possible” for ALL students.
• Over these 5 years, the results have consistently shown that 70 to 75% of these students reach grade level in the grade 2 year
If children appear apparently unable to learn, it is because we have not as yet found the right way to teach
them. Marie Clay
Do the planned interventions result in more rapid progress in learning to read and write
for the hardest-to-teach children?
Table Comparing Outcomes of Third
Wave and Control Students
Third Wave Students
(n = 31) Level
Control Students (n = 31)
12 progressed to grade 2 level
(19 – 24)
0
11 progressed to early grade 2 level
(17 – 18)
7 progressed to early grade 2 level
3 progressed to end grade 1 level
(16) 3 progressed to reading end grade 1 level
4 progressed to mid-grade 1 level
(9 – 15)
15 progressed to mid grade 1 level
0 (1 – 6) 6 are at K or Sept. Grade 1 levels
Reflections
“I remember something said at the start of the training - the students we selected for Third Wave were not the “hardest to teach” students; they were the “hardest for us to teach” students. This statement really resonated with me as it takes the focus off the child and places the responsibility with the teaching. I have learned to reshape teaching practices and authentically differentiate instruction for the students I worked with.”
A Special Education Teacher – trained in Third Wave
Comments from School Administrators
“Third Wave benefits the children involved and also these trained teachers are modelling for other staff members.”
“It has proven to teachers that with extra time and support, all students can learn (even “these” children).”
Even Then — This Happens…
Do we know what to do with the Luis’ in our schools?
507 Respondents Can’t Be Wrong! Why put FACES on the Data?
13% Ownership 12%
Assessment 46%
Human Connection
29% Instruction
% Responses Accountabiity Assessment Human Emotional Connection Instruction
Clustered Responses
36% Assessment
39% Instruction
25% Know the Learner
507 Respondents Can’t Be Wrong! How Do We Put FACES on the Data?
Chapters: 1 - Intro 2- Research 3- Assessment 4 - Instruction 5- Leadership 6- Ownership
Learning Goals
Success Criteria
Descriptive Feedback
Peer- and Self-Assessment
Individual Goal Setting
Eliciting &
Gath
erin
g Info
rmatio
n
Ab
ou
t Stud
en
t’s Un
derstan
din
g
Assessment For and As Learning
1. What are you learning? 2. How are you doing? 3. How do you know? 4. How can you improve? 5. Where do you go for help?
Instruction Tier 1: Good First Teaching in All
Classrooms
– Gradual Release: Modeled, Shared, Guided,
Independent Practice in Literacy Instruction – Learning Goals, Success Criteria, Descriptive
Feedback – Making Thinking Visible: Accountable Talk – Rich Performance Tasks – The Arts, Technology as
Powerful Tools – Teaching intentional literacy skills, beginning in
Kindergarten! – Co-Planning, Co-Teaching, Co-Reflecting, Co-
Debriefing
High-Yield Strategies/Expected Practices that are Working!
Discuss with your table group your experiences and evidence that the use of high-yield instructional strategies are making a difference to ALL students.
Improvement Begins in
Kindergarten!
Tiers of Instruction
Tier 2: Case Management Approach Parameter # 6 –
Modelled – Shared – Guided - Interdependent
Data Wall at BCC – Victoria, Au.
RR Data Wall in Canada
RR Data Wall in Australia
33% Mobilize-
ability
22% Sustain-ability
45% Know-ability
% Responses
507 Respondents Can’t Be Wrong! What Leadership Skills Are Needed?
The Purpose of Instructional Walks and
Talks is to…
• Answer “How Do You Know?”
• Enhance learning as instructional leaders
• Offer appropriate support for students and teachers
• Plan Professional Learning for the district, individual teachers, small clusters, entire staff
• Develop feedback conversations with teachers
• Learn about trends and patterns throughout the school(s) (DATA COLLECTION)
Percent increase in achievement of same students
from 2004 – 2007
EQAO: Levels 3&4
Grade
3
2004
Grade
6
2007
% increase
Reading 44% 90% 46%
Writing 40% 87% 47%
Math 50% 83% 33%
What Does Commitment to RR Look Like?
• Senior Management and the Elected Officials (Trustees) threatened to go “On Strike” to save Reading Recovery!
• What would your jurisdiction do?
Leadership Lessons Learned
• RR TL’s must be politically astute – and relentless: operate with will and perseverance!
• RR needs to be seen as indispensable to politicians, Ministry of Education, universities, school districts and schools!!
• Have a 5 year plan with a strategy for sharing it out and moving toward ALL schools – planning forward
• Investigate classroom practice in K and Year 1 and 2 to ensure a balanced Literacy approach
• Be and be seen to be Literacy Leaders in schools
• Principals “velcro” yourselves to RR teachers and trainers to become even better instructional leaders
• Share the Data – who owns the RR data – Who knows about it?
Leadership Lessons Learned
• Be Strategic in Communication:
– Open up your Networking to go beyond Reading Recovery Teachers and Teacher Leaders/Tutors – infiltrate!
– Use channels to become part of the system
– Principals are advocates – cater to them! Make yourselves indispensable and absence noticed!
– Business cards – drop in to office before or after your visit – be visible and gracious with boundless energy!
– Optics and Spin: It’s not 4 students daily – what do RR teachers do in the other half of the day?
Leadership Lessons Learned
“Return on Investment"
Based on a 79% success rate, the return on investment for every pound sterling spent on Reading Recovery is estimated to be 17. 56 £. The long-term return on investment from the £10 M spent on the RR initiative can therefore be estimated at £ 175.6 M between 2008-2039, when the children currently accessing the program reach age 37. KPMG Report
What Are We Waiting For?
“The longer-term opportunity cost lost to a nation’s economy by not using Reading Recovery in Grade 1 is many times larger than the expense of implementing the program. What are we waiting for when we know the statistics and costs to our nations of not doing the best for all children early enough?” FACES, p.
“You can’t lead where you won’t go”
Closing Reflection
