READING RECOVERY

York Region District School Board Primary Reading Intervention

Annual Site Report 2013-2014

In Reading Recovery, tranformation occurs every single day.

Children’s lives are transformed as they become engaged and

competent readers. Families are transformed as children become

successful learners, bringing their parents and siblings along on

their journey. Schools are transformed as the understanding that

every child can learn pervades the building. And, as every Reading

Recovery teacher knows, teachers’ lives are transformed as they

learn and apply Marie Clay’s teachings to their work and

experience their impact on student achievement.

Reading Recovery Council of North America, annual Report, 2012

Transforming Lives

The Impact of Reading RecoveryReading Recovery ensures that children who struggle in learning to read and write gain the skills for a literate and productive future.

Reading Recovery® Liaison Administrator - Janine StuttCurriculum and Instructional ServicesDee Dee Verlinde, Teacher Leader /Coordinator

Donna McFadden, Administrative Assistant

And the Teacher Leader Team

https://bww.yrdsb.ca/services/cis/earlyyears/Pages/Early-Years-Strategy.aspx

My husband and I are delighted with the Reading Recovery program. [It] has benefitted our son academically, socially and psychologically. We feel that the Reading Recovery program is essential to the school environment... Furthermore, we feel that this experience will have everlasting impact on our son and his school career. Reading Recovery Parent

Reading Recovery has helped the Grade One students in my classroom develop a greater amount of self-confidence needed in order to participate in reading. They are also able to read and write independently, producing work they are proud of while feeling confident.

YRDSB Grade One Teacher,

I like to read now. I learned lots of new words and how to read lots of books. I even learned how to write my own book.

Reading Recovery Student

Over

18,000 students have been served in YRDSB

I remember being embarrassed by my lack of

language skills but… within a very short time my reading and

writing was improving. I began to feel empowered by my growing

ability to express myself. Pretty soon I was obnoxiously reading

everything aloud: Advertisements, captions, film credits, anything to

flaunt my burgeoning comprehension of English. I am an avid writer

and a voracious fan of writing itself….I cherish my right to

expression and my Reading Recovery teacher was

paramount in helping to show me the basis and structure for

what has become the most important aspect of my life.

Former Reading Recovery Student - YRDSB

A Life Transformed

I remember my son’s sessions with his Reading

Recovery teacher like it was yesterday, but it is impossible to

imagine a time when he couldn’t read or write. Our home is full

of paper, covered with stories, poems, screenplays and scripts. He

not only writes scripts and screenplays, but he has starred in every

school play since grade 8. Language is his life and future. There is

no doubt his early introduction to the Reading Recovery program

gave him a great foundation.

Former Reading Recovery Parent - YRDSB

Then

Now

ReadingRecoverysite_brochure_v5.indd 1 2014-10-31 10:29 AM

READING RECOVERY SIGNIfICANtlY ImpACtS StuDENt AChIEVEmENt

thEORY Of ACtIONIf we plan and deliver literacy instruction in a personalized way for the students who are struggling

Then we will be able to dramatically increase individual student achievement.

A growing body of evidence suggests that reading problems are preventable for the vast majority of students who encounter difficulty in learning to read, if these students receive extra support in the form of an early intervention program. http://www.eduplace.com/intervention/readintervention/articles/pikulski.html

Reading Recovery serves approximately 20% of the lowest achieving Grade One students. Student outcomes (Achieving or Approaching Grade 1 Standards) are determined following a short term intervention of 12 to 20 weeks.

Reading Recovery students make accelerated progress. the data shows that on average, students entering Reading Recovery in the fall of Grade 1

make a gain of 16 reading levels while in lessons.

905 Students

203 Students

Achieving Grade 1 Standards in Reading & WritingApproaching Grade 1 Standards in Reading & Writing

GRADE ONE OutCOmES AChIEVEmENt Of GRADE ONE READING lEVElSWIth READING RECOVERY

Average text level at Exit

0 2 4 6 8 10 12 14 16

Average text level at Entry

READING RECOVERY ENSuRES pOSItIVE OutCOmES fOR All StuDENtS

thEORY Of ACtION

If we create an equitable and inclusive learning environment

Then we can help all students achieve excellence.

In a truly equitable system, factors such as race, gender, and socio-economic status do not prevent students from achieving ambitious outcomes. Our experience shows that barriers can be removed when all education partners create the conditions needed for success. Ontario Ministry of Education

Of the grade one students served by Reading Recovery, 59% were boys and 41% were girls. Of these students, 86% of girls, and 79% of boys were achieving Grade 1 Standards in reading and writing.

40% of the Grade 1 students served by Reading Recovery were English language learners. Of these students, 85% were achieving Grade 1

standards at the end of their Reading Recovery lessons.

GENDER OutCOmES ENGlISh lANGuAGE lEARNERS VS. NON ENGlISh lANGuAGE lEARNERS

E.L.L.s Non-E.L.L.s

Achieving Grade 1 Standards in Reading and Writing

79% 86%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Achieving Grade 1 Standards in Reading and Writing

85% 79%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

READING RECOVERY pARtNERShIpS pROmOtE StuDENt SuCCESS

thEORY Of ACtION

If students are provided with additional support in a timely and integrated fashion.

Then we can ensure success for each child.

With so much potential to make a positive difference in the early years, it is imperative that we take a co-ordinated and thoughtful approach to the programs and services we provide. Ontario Early Years Policy Framework, 2013

READING RECOVERY pROVIDES hIGh QuAlItY pROfESSIONAl lEARNING

thEORY Of ACtION

If we make time and space for educators to regularly learn with and from each other

Then there is an impact on student learning.

high-quality professional learning is the foundation on which any improvement effort in education must build.

(Guskey, 2014)

Reading Recovery is connected with other ongoing improvement efforts in the system to provide comprehensive support responsive to the diverse needs of individual learners (e.g. fDK implementation, third Wave literacy support, first Nation, métis & Inuit education team).

StRONG pARtNERShIpS

By moving the previously lowest achieving students into level 2, 3 and 4, the probability of achieving level 3, and 4 in Grade 6 EQAO increases (YRDSB Research, 2004). these

students are benefitting from regular classroom instruction which is the intent of Reading Recovery.Reading Recovery partners with system programs to close the access and achievement gap.

EQAO results will be received in SEPT

Reading Recovery teachers initially receive a full year of intensive professional development in literacy theory and practice. this is followed by monthly ongoing professional development sessions throughout their years in Reading Recovery. Reading Recovery teachers become literacy leaders, sharing knowledge with their colleagues while building literacy expertise across the school and district.

READING RECOVERY tRAININGEQAO COhORt RESultS OVER tImE

Reading Recovery focuses on the importance of the instructional core (teacher, student, content).

“Student learning will only be impacted when there is a change in all 3 elements” (Richard Elmore).

Reading Recovery changes1. the reading and writing tasks2. the teacher’s knowledge of literacy3. Student engagementto date, there have been over 700 teachers trained in Reading Recovery in YRDSB.

Content

Teacher Student

TASK

READING RECOVERY ImpACtS thE INStRuCtIONAl CORE

82%

18%

Reading Recovery teachers:• Foster family & community collaboration• Connect with classroom teachers & SERTs• Collaborate with school leadership teams• Contribute to In-School Team meetings• Support effective early literacy instruction

many schools train new Reading Recovery teachers every 4 to 5 years, in order to continue to build teacher capacity in literacy expertise.

18  6   3   3  

39  

28   34   29  

41  

61  61  

63  

2   5   2   5  

0  

20  

40  

60  

80  

100  

120  

2011  Grade  3  Reading   2014  Grade  6  Reading   2011  Grade  3  Wri5ng   2014  Grade  6  Wri5ng  

Level  4  

Level  3  

Level  2  

Level  1  (or  exempt/FI)  

EQAO  Cohort  Results  Over  Time  

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