Reading Recovery Information for Establishing a New Site
Reading Recovery implementation requires careful study and strong commitment from the sponsoring
administrative agency (e.g., district, consortium, or Area Education Agency). The following requirements should be
examined carefully prior to initiation of plans for a Reading Recovery Teacher Training Site.
Early Stages
 Study the program and arrange for awareness sessions for key personnel, including visits to an existing site.
 Develop a long-term plan for the site that follows and honors the Standards and Guidelines of Reading
Recovery in the United States.
 Develop a long-range budget to support the role of a teacher leader, including, compensation for additional
responsibilities of the position and professional development requirements. The budget should include resources
for staffing, materials, travel, training and tuition costs, and facilities.
 Consider plans that work towards the goal of full implementation (i.e., 20 percent or more as needed in high
impact schools). Full implementation may apply to building, area, or district levels. At the building level, a
minimum of two half-time Reading Recovery teachers may be able to serve a cohort of 100 first-grade children,
with expanded services needed for high impact schools. It is more productive to have full implementation in
fewer schools than to attempt to provide wide coverage without adequate staffing.
 Obtain long-term commitment to implementation and maintenance of a quality program from all levels of
personnel involved (e.g., administrators, teachers, etc.) so the program will reflect a system intervention.
 Make plans for necessary staff allocations so that one or two experienced individuals can attend full-time
teacher leader training at UNI for one academic year. Select these individuals and officially nominate them for
training.
Year I of Implementation: Training Year
An administrator should be selected to serve as site coordinator. This person facilitates the activities of the teacher
leader. The site coordinator is responsible for providing the administrative support necessary for successful
implementation of the program.
Teacher leaders-in-training spend the academic year at UNI (see description in Selection and Training of Teacher
Leaders above).
The administrative unit should provide funding for the following purposes:
 Tuition and training fees at UNI. This includes all professional books, children's books, and other necessary
teaching materials. (Reimbursement for additional incidental materials is suggested.)
 Travel and other expenses for
- Weekly visits to teacher training sites for internship with experienced teacher leaders.
- Attendance at a Reading Recovery conference sponsored by the Reading Recovery Center of Iowa, the
National Reading Recovery and Classroom Literacy Conference, and the Teacher Leader Institute.
- Commuting between home district and UNI (suggested).
In addition, the administrative unit needs to
Allocate resources and begin preparation of the Reading Recovery Teacher Training Site that includes:
o An area for one-to-one instruction that contains a one-way glass window with sound system
situated in such a manner that 10 to 12 individuals can observe and discuss the instruction without
disturbing it. (Specifications will be provided.)
o An area suitable for displaying materials and conducting group instruction for 10 to 12
individuals, including access to audiovisual equipment.
o An office for the teacher leader.
o The site must be ready by August.
 Make arrangements and assist the teacher leader in conducting Reading Recovery awareness sessions for
appropriate personnel.
 Work with the teacher leader to prepare a budget for the year after training (Field Year).
 Work with the teacher leader to establish recruitment and application procedures for the training class. Plan
orientation meetings for selected principals and teachers.
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Year 2: Field Year
 Make necessary arrangements for the teacher leader to conduct a one-week seminar for teachers on the
administration of An Observation Survey during August.
 Make necessary arrangements for the teacher leader to provide training for 8 to 12 Reading Recovery teachers;
these teachers should be selected from within the geographic area of the site.
 Make necessary arrangements for Reading Recovery teachers-in-training to receive six hours of graduate credit
from UNI for the academic year training. Make payment to UNI for the course credit.
 Make necessary staff allocations so the teacher leader may spend two and one half hours per day teaching
individual children in Reading Recovery and the remaining time performing the functions of the role of teacher
leader.
 Make necessary staff allocations so that Reading Recovery teachers-in-training may work at least two and one
half hours per day teaching four individual children in Reading Recovery.
 Purchase professional books, children's books, and other teaching materials for the teacher training class.
 Provide teacher leader with secretarial assistance and resources for telephone, duplication, mailings, etc.
 Sponsor two site visits by the UNI trainer of teacher leaders, including a fee plus travel expenses. (Note: Site
visits are required during Year 2 and optional as needed or requested in subsequent years.)
 Provide resources for professional assistance from the University Training Center at UNI (e.g., consultation
with teacher leader and site coordinator, professional development sessions, updated materials, etc.) including
site fee and travel expenses.
 Continue to provide support and resources for the teacher leader to:
o Make colleague visits to other teacher leaders.
o Participate in ongoing professional development sessions at UNI.
o Attend a Reading Recovery conference sponsored by a University Training Center and the Teacher Leader
Institute in the summer.
 Collect and maintain data on Reading Recovery children in accordance with guidelines of the National Data
Evaluation Center at The Ohio State University. The fee for submission includes analysis and reporting of data.
 Submit a site report to UNI on or before September 15th each year.
Year 3: Support Year
 Continue to follow responsibilities for program implementation and maintenance outlined above for
Year 2: Field Year.
 In addition, provide support and resources for the teacher leader to conduct six or more ongoing professional
development sessions for trained Reading Recovery teachers and to visit each teacher at least once during the
year, with additional visits based on need or request.
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