2012-2013
Memorandum of Understanding
Reading Recovery: Scaling Up What Works
Investing in Education (i3) Grant - A project of the U.S. Department of Education
This is an agreement between the University of Northern Iowa Reading Recovery Project and the School identified in this
Memorandum concerning the school’s participation in the U.S. Department of Education’s i3 Reading Recovery Scale Up
project.
The University of Northern Iowa agrees to pay for the
following costs related to Reading Recovery training of
teachers in i3-eligible schools:
 Tuition (up to $1050)
 Books and materials up to a value of $3900. Books will be
ordered through The Ohio State University i3 grant and
shipped from the publishers to the teacher leader.
 Instructional fees (Up to $2150), sent to the Reading
Recovery Site that trains the teacher.
 Teacher supplies ($425), intended to cover Reading
Recovery program expenses, such as the Leveled Text
Reading Passages (Scott Foresman), the Slosson Oral
Reading Test, IDEC data submission fees, printing of
Reading Recovery forms, instructional supplies (writing
books, sentence strips, magnetic letters, markers, timers,
etc.), little books for instruction, webinars, and recordings of
Reading Recovery sessions, sent to the Reading Recovery
Site that trains the teacher.
 Professional development expenses (Value: $1,500)
intended to cover educational expenses directly related to
Reading Recovery training such as mileage between the
school and teacher training site, IDEC data submission fees,
webinars, attendance at an approved Reading Recovery
conference, and the RRCNA Jumpstart Kit. (Must be
expended within two years of acceptance into the i3 grant.)
Two years membership in RRCNA will be paid directly
from the Reading Recovery Center of Iowa for each teacher.
The remainder of these funds will be sent to the teacher’s
school district to be allocated for expenses specified above.
The school agrees to:
 Train at least one Reading Recovery teacher.
 Transport children for Reading Recovery teaching sessions at the teacher
training site (3 times during the teacher training year).
 Commit to keeping the teacher in the role for a minimum of three years
following training.
 Follow the Standards and Guidelines for Reading Recovery in the United
States (2008)
http://www.readingrecovery.org/implementation/standards/index.asp
 Work toward full implementation, which means all of the children in first
grade who need Reading Recovery have access to a Reading Recovery teacher
(typically the lowest achieving 20% in a first grade cohort).
 Participate in federally required research. Data collection will be
minimally intrusive. For example, some teachers will be asked to keep
logs of teaching, participate in a survey and agree to be interviewed.
IMPORTANT INFORMATION:
The Memo of Understanding must be
submitted by a Reading Recovery teacher
leader from the site where the teacher will
train. It must be submitted by regular
mail.
Teacher to be trained
Teacher Email
School Name
District Name
District Address
Affiliated Teacher Leader
School Principal
School Principal Signature (or authorized organizational
representative)
Date
School Eligibility Criteria to Participate in the
U.S. Department of Education’s
i3 Award to Scale Up Reading Recovery
PRIORITIZED i3 GRANT CRITERIA FOR SCHOOL SELECTION
(DIRECTIONS: Choose from one of three prioritized categories below.)
PRIORITY 1
Any school in at least one of the four categories, below.
(Check as many as apply to the school building)




_____ A school in Tier 1 on the state's School Improvement Grant List; or
_____ A Title I school in restructuring or corrective action; or
_____ A school is that is in a rural LEA. Rural LEA mean s an LEA that is eligible under
the Small Rural School (SRSA) program or the Rural Low-income School (RLIS)
program authorized under Title VI, Part B of the ESEA; or
_____ A school that has a sizable population of ESL students.
If checking the criterion "sizeable population of ESL students," answer the following:
o What is your state's proportion of ESL student? ______%
o What is the school building's proportion of ESL students? ______%
PRIORITY 2

_____ A Title 1 school in Program Improvement (Year 1 or 2) or in a district in Program
Improvement
PRIORITY 3

_____ Any other US school (publics/privates/parochials/charters)