Reading Recovery
Guidelines
for 2010 and beyond
These Guidelines uphold the standards of the National Reading Recovery Trade Mark. They are to
be used for implementing Reading Recovery in NSW government schools. Any operation outside
these Guidelines will need written approval from the Director, Curriculum, Department of Education
and Training.
© State of New South Wales through the Department of Education and Training, 2010.
This work may be freely reproduced and distributed for personal, educational or
government purposes. Permission must be received from the Department for all other uses.
Licensed Under NEALS
Contents
PAGE
1. Overview of Reading Recovery
1
2. Purposes of Reading Recovery
2
3. Allocations Process
3
4. Roles and Responsibilities
5
(a)
State Office
5
(b)
Reading Recovery Trainers/Coordinators
5
(c)
Regional Offices
7
(d)
Reading Recovery Tutors
8
(e)
Reading Recovery Teachers
11
(f)
The School
14
(g)
School and classroom programs
15
(h)
Support for Reading Recovery teachers
16
(i)
Parents/Guardians of Reading Recovery students
16
5. Implementation of Reading Recovery
17
(a)
Identification of students
17
(b)
Student progress through Reading Recovery
17
(c)
Transfer of students
18
(d)
Monitoring student progress
18
6. Administration
19
(a)
Tutor expenditure
19
(b)
Establishment of Reading Recovery Training Centres
19
7. Appendices
21
A.
Expression of interest for participation in Reading Recovery
21
B
Transfer form
22
Reading Recovery students transferring to a new school
C.
A monitoring schedule
23
Students who have discontinued their series of lessons
D.
Reading Recovery register
24
E.
Reading Recovery register form
25
F.
References
26
1. Overview of Reading Recovery
”I chose to define reading as a message-getting, problem-solving activity,
and writing as a message-sending, problem-solving activity.”
Clay, M.M. Literacy Lessons
Designed for Individuals – Part 1(2005)
The early years of learning are critical for literacy acquisition. From the first day at school,
all students need the opportunity to participate in good literacy programs in their
Kindergarten classrooms. Opportunities presented in Kindergarten often set the stage for
later learning.
Reading Recovery is an early intervention designed to reduce literacy failure. It was
initiated and developed in New Zealand by educator and psychologist Dame Marie Clay.
It aims to accelerate student progress, to the average level of their grade in their school,
as quickly as possible so students may obtain maximum benefit from classroom
instruction.
Individually administered observation tasks (An Observation Survey of Early Literacy
Achievement, Second Edition, Clay M. M. 2002.) are used to identify students in need of
supplementary support. Reading Recovery requires the provision of daily, intensive, high
quality instruction to students experiencing reading and writing difficulties during their
second year of school. Lessons are individually tailored to provide explicit instruction for
each student.
Reading Recovery is supplementary to classroom literacy instruction. Teachers trained in
the delivery of Reading Recovery provide daily individual instruction for 30 minutes over
an average period of 12 to 20 weeks.
There are two positive outcomes from this intervention:
1.
Students who have successfully discontinued from their series of lessons. These
students are able to profit from literacy instruction provided by the classroom
teacher.
2.
Students who have not successfully discontinued their series of lessons and have
not established patterns of effective literacy learning are referred by the school to
other programs and services for additional support.
Curriculum K-12 February – 2010
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
1
2. Purposes of Reading Recovery
Reading Recovery aims to ensure that:
•
students have access to the best possible learning opportunities;
•
students receive the help required to develop an effective processing system in
reading and writing;
•
equitable outcomes are achieved by all students;
•
the cost of remediation in later years is reduced.
For students
Reading Recovery achieves these aims for students by assisting those experiencing early
literacy difficulties to become successful literacy learners through:
•
the comprehensive assessment of a student’s literacy needs;
•
the provision of quality individual teaching delivered by a trained Reading Recovery
teacher, implemented on a daily basis;
•
the ongoing monitoring of individual students’ progress by the school literacy team.
For schools
Reading Recovery achieves these goals for schools through a collaborative approach to
the educational needs of students in literacy by:
2
•
the early identification of students at risk in literacy learning;
•
ensuring that students who meet the identification criteria in regular Year 1
classrooms have access to the intervention;
•
lifting the performance of the lowest Year 1 students in literacy;
•
identifying those students who may have a need for long-term support;
•
equipping teachers with additional knowledge and skills in early literacy, so they can
implement quality early intervention for individual students.
Curriculum K-12
February – 2010
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
3. Allocations Process
Schools participate in Reading Recovery through the allocation of teaching positions
made available through the Government’s early literacy commitment. School communities
may also allocate additional funding and resources to support participation.
Applications to implement Reading Recovery
Schools wanting to implement Reading Recovery and wishing to be considered for a
teaching allocation may lodge an expression of interest with the Regional Reading
Recovery Committee by the end of Semester 1.
An electronic expression of interest form can be downloaded from the Department of
Education and Training Reading Recovery website:
http://www.curriculumsupport.education.nsw.gov.au/earlyyears/reading_recovery
A copy of this form is included at Appendix A.
This expression of interest will indicate the school’s present level of commitment and the
basis of the request for support.
Small schools wanting support to implement Reading Recovery using a joint arrangement
with a neighbouring school, will need to provide a written proposal for their model, to be
considered by the Regional Reading Recovery Committee by the end of Semester 1.
Criteria for the allocation of teaching positions
Schools are allocated teaching positions by the Regional Reading Recovery Committee
on the basis of need, as indicated by:
•
the type and number of literacy support programs already in the school (including
Reading Recovery);
•
the number of students needing assistance;
•
the school’s NAPLAN results;
•
the number of students of non-English speaking and Aboriginal and Torres Strait
Islander background;
•
the socio-economic disadvantage of the area;
•
advice from the Regional Director or delegate.
Curriculum K-12 February – 2010
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
3
Allocations
Schools receive a staffing allocation on the basis of .105 of a full time equivalent (FTE)
teaching position per student. Schools may also receive an additional .08 FTE to support
the training of a new Reading Recovery teacher.
School communities may choose to self-fund this training component or fund additional
students to participate in Reading Recovery.
Information about Reading Recovery and enquiries about requirements for participation
may be directed to Reading Recovery Tutors and/or the Regional Reading Recovery
management committee.
4
Curriculum K-12
February – 2010
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
4. Roles and Responsibilities
(a) State Office
State Office is responsible for developing, delivering, managing and evaluating the
statewide implementation of Reading Recovery by:
•
providing information to the Minister of Education and Director General regarding
the operation and implementation of Reading Recovery;
•
managing the state budget, linking expenditure to the aims and outcomes of
Reading Recovery;
•
responding to requests for assistance on any aspect of the Reading Recovery
program;
•
monitoring, evaluating and advising on the implementation of Reading Recovery on
a statewide basis;
•
collecting, analysing and reporting on statewide data;
•
providing and coordinating the professional learning needs of Reading Recovery
Tutors.
(b) Reading Recovery Trainers/Coordinators
Reading Recovery trainers are the academic and professional leaders in early literacy
education with responsibility for the implementation of Reading Recovery at a systemic
level.
Selection for training as a Reading Recovery Trainer/Coordinator
The NSW Department of Education and Training recruits teachers to fulfill the role of
Reading Recovery Trainer/Coordinator as needed. Position criteria are published and
recruitment follows Departmental merit selection procedures.
To be eligible for selection teachers need to satisfy the following criteria:
•
a postgraduate qualification at Masters level in Education (Literacy);
•
approval to teach in the NSW Department of Education and Training;
•
evidence of successful K-6 teaching experience;
•
an understanding of adult learning principles;
•
experience with the delivery of training and professional learning programs;
•
experience in coordinating and managing school based programs;
Curriculum K-12 February – 2010
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
5
•
evidence that they can work productively with and provide strategic advice to
colleagues.
Training of Reading Recovery Trainers/Coordinators
Training is a full time, one year course sponsored by the Department of Education and
Training. The post graduate course prepares each participant to implement Reading
Recovery at a system level. It is tailored to the needs and professional level of each
person.
There are five major components to the training course:
•
preparing to deliver courses of academic and theoretical study related to current
issues in literacy learning, child development and current theory and research on
literacy difficulties;
•
daily teaching of students having difficulty learning to read and write, in order to
extend and build upon knowledge of the theory and practice related to Reading
Recovery procedures;
•
learning how to train tutors, including supervising and supporting these tutors in the
field;
•
learning how to organise, coordinate and monitor Reading Recovery across the
education system and assisting tutors in these procedures in a region;
•
developing the ability to communicate the rationales and outcomes of Reading
Recovery to educators, academics, administrators, politicians, media and parents in
order to sustain developments and answer challenges.
Upon successful completion of the course a Reading Recovery Trainer/Coordinator will be
employed at Senior Education Officer Level 2 with administrative hours and conditions.
Role of the Reading Recovery Trainer/Coordinator
The Reading Recovery Trainers/Coordinators are responsible for:
6
•
developing, delivering, managing and evaluating the statewide implementation of
Reading Recovery;
•
providing strategic advice to the Minister of Education and the Director General on
new initiatives as well as the operation and implementation of Reading Recovery at
a State level;
•
managing the budget linking expenditure to the aims and outcomes of Reading
Recovery in order to provide the most efficient expenditure of the funds;
•
collecting, analysing and reporting on data, in order to evaluate and advise on the
implementation of Reading Recovery to tutors and the system in order to maintain
the integrity of the intervention;
Curriculum K-12
February – 2010
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
•
training teachers in a year long course to become Reading Recovery Tutors;
•
providing and coordinating the professional learning needs of all Reading Recovery
Tutors and teachers.
Professional Learning of Reading Recovery Trainers/
Coordinators
The extension of professional knowledge and skills is essential to maintain the high
standard of implementation of Reading Recovery. The ongoing acquisition of professional
knowledge and skills for Reading Recovery Trainers/Coordinators will occur through:
•
the maintenance of an active role in the International Reading Recovery Trainers
Organisation (IRRTO);
•
professional discussions and exchanges with colleagues;
•
international professional learning forums.
(c) Regional Offices
It is the responsibility of each region to establish a Reading Recovery Committee. The
recommended membership structure includes:

The School Education Director designated by the Regional Director

The Senior Education Officer (level 2) with responsibility for Reading Recovery

The Reading Recovery Tutors;

Nominee(s) of the regional Primary Principals’ Association.
Regional Reading Recovery Committees are responsible for:

allocation of teaching positions to schools to implement Reading Recovery;

recruitment of Reading Recovery Tutors;

monitoring Reading Recovery Tutor expenses, including travel, sustenance and,
where applicable, corporate credit cards;

maintenance and resourcing of Reading Recovery centres;

management and monitoring of the Reading Recovery program;

collecting, collating and reporting on annual data summaries;

supporting the implementation of Reading Recovery within the Department’s
Guidelines;

providing advice on the program’s implementation to the Regional Director;

collaborating with State personnel regarding the implementation of Reading Recovery.
Curriculum K-12 February – 2010
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
7
(d) Reading Recovery Tutors
Reading Recovery tutors guide the implementation of Reading Recovery in schools. They
provide professional learning for both Reading Recovery teachers in training as well as
trained Reading Recovery teachers.
Selection for training as a Reading Recovery Tutor
A Departmental sponsorship program provides the opportunity for suitably experienced
teachers to train as Tutors. This training involves one year of full time training in Reading
Recovery, conducted by the Reading Recovery Trainers/Coordinators. After the year of
full time training, trainees also complete one year of supervised field practice, whilst
working as a Tutor, prior to certification.
Applicants need to indicate their willingness to be appointed as a Tutor in areas of
specified need.
Applicants for tutor training must be eligible for permanent employment with the NSW
Department of Education and Training and will be expected to demonstrate the following:
•
recent successful experience as a classroom teacher of students from Kindergarten
to Year 2;
•
awareness of current issues and trends in early literacy;
•
awareness of effective adult learning principles in the professional learning of
teachers;
•
the capacity to successfully complete study at tertiary level;
•
the capacity to work collaboratively with other professionals within a Region and its
school communities;
•
high level communication and interpersonal skills.
A panel oversees the selection of teachers as Reading Recovery Tutors. This committee
may consist of:
•
Human Resources directorate representative;
•
relevant State and Regional Office representatives;
•
Reading Recovery Trainers/Coordinators;
•
independent panel member or a university academic.
Training of Reading Recovery Tutors
Reading Recovery Tutor training involves one year of full time training and study
conducted by qualified Reading Recovery Trainers. To meet the requirements of the tutor
training course, tutors are also supervised during their first year in the field.
8
Curriculum K-12
February – 2010
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
During the training year Reading Recovery trainee Tutors will:
•
successfully meet all requirements as prescribed by the course outline;
•
teach students for colleagues behind the one-way viewing screen as required;
•
attend in-service sessions to observe Reading Recovery Tutors and teachers;
•
assume responsibility for planning, implementing and evaluating in-service sessions
as requested;
•
participate in school visits with a trained Reading Recovery Tutor and conduct
subsequent visits independently;
•
conduct colleague visits;
•
observe on-going professional learning sessions conducted by a trained Reading
Recovery tutor.
•
teach four Reading Recovery students individually for 30 minute lessons on a daily
basis in a school setting throughout the school year.
•
receive school visits from the Reading Recovery Trainer/Coordinator;
•
maintain records on each student and complete data forms as specified;
•
communicate with school personnel and parents of students;
•
submit student data to the Reading Recovery Trainer/Coordinator.
Appointment as a Reading Recovery Tutor
Following completion of training, Reading Recovery Tutors are appointed as Senior
Education Officers to a region. Tutors work administrative hours and conditions. Reading
Recovery Tutors, after one year of training, will be placed in a nominated area of need
where a vacancy exists.
Positions may be filled through open advertisements prepared by Regions for already
qualified tutors. In this case applicants must have completed Reading Recovery tutor
training recognised by the NSW Department of Education and Training.
When applying for a position, a Tutor may nominate as referees a Regional Director, a
School Education Director, the Reading Recovery Trainer/Coordinator or a principal.
Role of a Reading Recovery Tutor
1)
Tutors operate from a Reading Recovery training centre. Each Tutor trains
teachers who are in their first year of implementing Reading Recovery. The training
requires the Tutor to conduct approximately 20 professional learning sessions, each of
two and a half hours duration. At these sessions Reading Recovery teachers teach
lessons for their colleagues behind a one-way viewing screen. The Tutor leads
professional learning seminars that include discussion of lessons and reflection on the
Curriculum K-12 February – 2010
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
9
theory of how students learn to become literate and evaluation of the teaching/learning
cycle. Reading Recovery teachers in training receive `in school’ support from the Tutor at
least six times during their training year. The recommendation for a training RR teacher
group is 10-14 teachers.
2)
Tutors provide professional support for trained Reading Recovery teachers.
Teachers attend a minimum of six sessions per year. Teachers are visited by the tutor at
least once per semester. Tutors may take the opportunity to increase this support where
required. The recommendation for trained Reading Recovery teacher groups is 2 groups
of 10-14 teachers.
3)
Reading Recovery Tutors teach four students daily during their first year in the field
and two students daily in subsequent years.
4)
Tutors will monitor the progress of all students taught by Reading Recovery
teachers and submit the data to the school principal, Region and State Office.
5)
Tutors will consult directly with the principal in relation to selection of a teacher,
identification of students and implementation issues. Tutors will liaise with the learning
support team regarding the referral of a student who has not made accelerated progress
and requires continued support with literacy learning and issues of attendance.
6)
The Reading Recovery Tutor collaborates with regions and school personnel on the
implementation of Reading Recovery and other early literacy initiatives.
Lines of responsibility of Reading Recovery tutors
The Reading Recovery Tutor is responsible to:

a Regional Director or designated representative who provides advice on relevant
practical aspects of the position including general administration, finances and use of
pool vehicles;

a Regional Director or designated representative, for itineraries, leave, travel and
subsistence;

a Regional Director or designated representative to approve attendance at other
professional learning which may be appropriate for the tutor;

State Office and Reading Recovery Trainers/Coordinators for issues relating to
quality assurance and support for the implementation of Reading Recovery as per
these Reading Recovery Guidelines.
Professional learning for Reading Recovery Tutors
Reading Recovery has a commitment to the ongoing professional learning of its Tutors in
the field. Reading Recovery Trainers/Coordinators provide Tutors with initial training and
ongoing professional learning. This essential service has been provided each year since it
began in NSW.
10
Curriculum K-12
February – 2010
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
Professional learning for Reading Recovery Tutors generally consists of:
•
participation in the Reading Recovery network to maintain their own professional
learning;
•
five days of intensive workshops and seminars facilitated by the Reading Recovery
Trainers/Coordinators across the year;
•
further one or two-day sessions for administrative matters, cluster visits and other
professional learning purposes. Tutors may visit, or be visited by a colleague once
per semester;
•
general professional learning, on such matters as mandatory policies and other
programs;
•
receiving visits from Reading Recovery Trainers/Coordinators to observe teaching,
inservice sessions, discussion of data and other issues.
Regions are asked to release their Tutors to attend these meetings. The cost of travel to
specific professional learning activities in Reading Recovery will be met by State Office.
Regions are required to fund other approved professional learning activities for their
Reading Recovery Tutors.
(e) Reading Recovery teachers
A Reading Recovery teacher is a member of a school staff specifically trained to
implement Reading Recovery. The role may include other teaching duties in the school.
Reading Recovery teacher training is accredited at professional competence by the New
South Wales Institute of Teachers.
Selection of Reading Recovery teachers
The following essential criteria are used when selecting a teacher to train as a Reading
Recovery teacher:
•
permanent status in the teaching service of the NSW Department of Education and
Training;
•
recent successful experience in teaching early literacy as a Kindergarten to Year 2
classroom teacher (minimum of two years);
•
commitment to Reading Recovery training for the year which includes attendance at
all in-service sessions and daily teaching of four students identified for Reading
Recovery;
•
commitment to implement Reading Recovery for at least one year after initial
training;
•
demonstrated ability to work as a member of a team;
Curriculum K-12 February – 2010
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
11
•
demonstrated ability to communicate effectively with members of the school
community.
To ensure the maintenance of a quality implementation of Reading Recovery, the final
choice of teacher should be carried out in consultation with the principal and Reading
Recovery Tutor.
Training and commitment to implementation by Reading
Recovery teachers
Reading Recovery teachers are trained over a period of one year by Reading Recovery
Tutors. Teachers will receive a certificate following their successful completion of training.
During the training year, Reading Recovery teachers will:
•
teach four students individually in daily lessons of thirty minutes, five days a week.
This includes the days of the training sessions;
•
participate in all required assessment training sessions in systematic observational
procedures;
•
participate in all fortnightly training sessions;
•
participate in school visits with the Reading Recovery tutor and colleagues to
discuss student progress and improve teaching practice;
•
teach for their colleagues as required behind a one-way viewing screen, to enable
the group to observe, to analyse the student’s responses and to critically evaluate
teaching decisions;
•
collect, analyse and maintain data on Reading Recovery students.
Ongoing professional learning for trained Reading Recovery
teachers
Following the year of training, teachers will:
12
•
teach daily the required number of students, which is at least equivalent to the
school’s allocation (minimum two students, maximum six students daily);
•
attend a minimum of six ongoing professional learning sessions per year;
•
teach for their colleagues behind a one-way viewing screen as required;
•
collect, analyse and maintain data on students which will be submitted to the
Reading Recovery Tutor;
•
participate in visits to and from colleagues and receive visits from the Reading
Recovery tutor.
Curriculum K-12
February – 2010
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
Following the initial training year the training portion of the allocation (.08) is generally
redirected to allow another school to train. This may result in a reduced allocation to the
school in the second year. Large schools receiving Reading Recovery support with an
allocation greater than 0.630 (six students) will need to share that allocation between two
or more teachers.
Approval to continue in the role of Reading Recovery teacher is to be negotiated annually
between the school principal and the Reading Recovery Tutor. This will help ensure that
quality intervention is maintained within the school.
Teachers will be registered as Reading Recovery teachers with the NSW Department of
Education and Training after implementing Reading Recovery for a further twelve months
following the year of training. A Department of Education and Training registration number
is issued on successful completion of the second year of Reading Recovery teaching.
This number represents the Department’s recognition of the teacher’s Reading Recovery
training and can be documented on Departmental staffing records.
Teachers unable to complete their second year after training will not receive a registration
number. In order to receive a registration number a teacher must complete their second
year within three years after initial training. This process needs to be completed in
consultation with the Reading Recovery Tutor.
Training of casual teachers
Where there are exceptional difficulties with staffing the Reading Recovery teacher
position approval may be given to train a casual teacher, if the casual teacher
demonstrates a thorough understanding of the commitment to Reading Recovery and if
the following actions have occurred:
•
all permanent school staff who meet the criteria for selection are offered the
opportunity to train;
•
the school principal applies to the Regional Director or designated officer to
request to train a casual teacher;
•
the casual teacher is selected in consultation with the Principal and Reading
Recovery tutor and fulfils all other selection criteria;
•
the school principal sends to the Regional Director or designated officer a statement
signed by the casual teacher acknowledging that he or she is prepared to commit to
an effective delivery of Reading Recovery for two years;
•
the school principal informs the casual teacher that, after the initial training year, the
training portion of the allocation is generally redirected to another school and may
result in a reduced Reading Recovery allocation in the second year.
If the casual teacher has lodged an application with the School Staffing Unit for permanent
employment, then it is recommended that the teacher requests this application to be made
inactive for the two-year period of commitment to Reading Recovery. (This action ensures
Curriculum K-12 February – 2010
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
13
there is no disruption to Reading Recovery in the school, protects the casual teacher’s
place on the waiting list and ensures the casual teacher receives accreditation as a
Reading Recovery teacher.)
Schools with teachers returning to Reading Recovery teaching after a significant break will
need to consult with the school principal and Reading Recovery Tutor on the nature of
additional support that may be required.
Reading Recovery training for specialist support personnel
If schools wish to train specialist support personnel to implement Reading Recovery, the
following actions are required:
•
the school community must support this use of the teacher;
•
the teacher must meet the criteria for selection as outlined in these Guidelines;
•
implementation must be within Reading Recovery Guidelines.
After initial Reading Recovery support personnel training, the role of these teachers is
primarily that of support, working in accordance with the relevant policy for that state
program.
If schools wish to use resources and personnel for Reading Recovery that have been
allocated for other support programs, they should seek advice from the relevant manager
of that support program in the designated State Office.
(f) The school
It is recognised that Reading Recovery training influences a teacher’s classroom practice.
Therefore, to enhance professional learning at a school level, a turnover of Reading
Recovery teachers should occur after three to five years in the role.
It is expected that the school will implement Reading Recovery according to the
Department of Education and Training’s guidelines as part of the school’s total literacy
program. In a whole-school approach to teaching literacy to all students, steps should be
taken to:
14
•
inform the school community of the purposes and requirements of Reading
Recovery;
•
consult with the Reading Recovery tutor to nominate a teacher for training who
meets the established selection criteria;
•
nominate a member of the school executive or representative, to support the
Reading Recovery teacher and implementation;
•
designate a suitable teaching area for Reading Recovery;
•
allocate ongoing funds for resources;
•
provide access to appropriate technology for data entry and collection for Region
Curriculum K-12
February – 2010
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
and State Office;
•
ensure Reading Recovery is delivered daily according to these guidelines;
•
follow the process for the identification of students;
•
ensure students are transported to the centre as required for training of the Reading
Recovery teacher. The Working with Children Check Policy (and appendices) needs
to be observed at all times;
•
ensure the school continues to monitor Reading Recovery students beyond their
participation in Reading Recovery;
•
ensure the Reading Recovery teacher implements Reading Recovery for a two-year
period in order to meet Department of Education and Training registration
requirements for Reading Recovery training;
•
ensure that trained Reading Recovery teachers attend a minimum of six half-day
ongoing professional learning sessions, conducted by the Reading Recovery tutor
over the year;
•
ensure the staffing allocated is used according to Reading Recovery Guidelines.
If a Reading Recovery teacher is on leave, replacement of the absent teacher is to be
made in consultation with the Reading Recovery Tutor.
(g) School and classroom programs
The school’s strategy for literacy will be enhanced by the collaboration of classroom
teachers with Reading Recovery teachers. A consistent and systematic approach to early
literacy can be achieved if teachers in the school:
•
gain an understanding of Reading Recovery and its role in the school’s overall
literacy strategy;
•
assist in the identification of students for Reading Recovery in line with these
guidelines;
•
ensure identified students attend daily teaching sessions;
•
attend Reading Recovery lessons at various stages to observe the student’s
progress;
•
provide Reading Recovery students with quality classroom literacy programs;
•
monitor and support the progress of students who have had their series of lessons
discontinued. Monitoring should be carried out by the school’s literacy support team
until the end of Year 3.
Curriculum K-12 February – 2010
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
15
(h) Support for Reading Recovery teachers
The Reading Recovery support person is a teacher in the school, usually a member of the
school executive, who is nominated to provide collegial support for the Reading Recovery
teacher by:
•
assisting with ongoing planning for the implementation of Reading Recovery in the
school;
•
participating in professional learning about Reading Recovery and the administration
of An Observation Survey of Early Literacy Achievement (Clay, M.M., 2002);
•
assisting the Reading Recovery teacher in the assessment, identification, postassessment and monitoring of students, according to the Reading Recovery
Guidelines.
In the selection of a Reading Recovery support person, the following criteria should be
considered by the principal:
•
the appointment of a member of the school teaching or executive staff who is willing
and able to participate in professional learning sessions to learn about Reading
Recovery and the administration of An Observation Survey of Early Literacy
Achievement (Clay, M.M., 2002);
•
the appointment of a member of the school teaching or executive staff with access
to some flexibility in relief from face to face teaching, in order to fulfill responsibilities
for assessing students;
•
Reading Recovery support teacher training is accredited by the NSW Institute of
Teachers.
(i) Parents/Guardians of Reading Recovery students
Parents of Reading Recovery students are encouraged to work in partnership with the
school by:
•
maintaining a commitment to their child’s regular attendance at school
•
providing assistance at home with their child’s literacy learning.
A brochure entitled Reading Recovery: Information for Parents is available in various
languages from the Reading Recovery Tutor and can be downloaded from the
Department of Education and Training Reading Recovery website for distribution to
parents/ guardians of Reading Recovery students.
16
Curriculum K-12
February – 2010
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
5. Implementation of Reading Recovery
(a) Identification of students
Students who participate in Reading Recovery are Year 1 students in their second year of
school, who are identified as the lowest achievers in literacy learning.
An Observation Survey of Early Literacy Achievement (Clay, M.M., 2002) is administered
by a Reading Recovery teacher to identify approximately the lowest 20% of text readers
and those who achieve the lowest scores in observation survey tasks in Year 1. The
lowest achieving students enter Reading Recovery.
Recommendations for assessing students are made after:
•
consideration of the Reading Recovery Guidelines and Reading Recovery teacher
Guidesheets ‘Guidelines Criteria for Identification Selection of Students’;
•
consultation with the principal and the school team that has responsibility for
learning in Stage 1.
During a Reading Recovery teacher’s training year, the final identification of students
entering Reading Recovery is made in consultation with the school and the Reading
Recovery Tutor. Trained Reading Recovery teachers will confirm student identification
with the learning support team and Reading Recovery Tutor.
All identification of students sheets, with recommendations on which students are to be
considered, endorsed with the principal’s signature, need to be lodged with the Reading
Recovery Tutor.
Students with identified support needs, who are integrated into the regular classroom,
may be considered for inclusion in Reading Recovery.
(b) Student progress through Reading Recovery
Students who are identified for Reading Recovery are recorded in the register of
participation on the day of entry to the intervention.
When a student has achieved the outcomes of Reading Recovery, the student’s series of
Reading Recovery lessons is discontinued. However, the student’s progress in literacy, as
a result of ongoing participation in explicit literacy instruction in the classroom, will be
monitored during the years of primary schooling.
Students who do not complete Reading Recovery satisfactorily are referred to other
programs and services for additional literacy support. As places become available, new
students commence the intervention. In any year, students who have not completed their
series of lessons are carried over to the next year.
Curriculum K-12 February – 2010
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
17
During the Reading Recovery teacher’s training year any decision to carry over,
discontinue, or refer a student will be made in consultation with the school principal and
Reading Recovery Tutor. Trained Reading Recovery teachers will need to confirm such
decisions with the principal and the Reading Recovery Tutor.
(c) Transfer of students
Reading Recovery students who have transferred from another school should enter the
intervention at the new school to complete their Reading Recovery series of lessons as
soon as a place becomes available.
A transfer form is included in Section B of the appendices. This form accompanies the
student record card to the new school.
(d) Monitoring student progress
Reading Recovery requires careful record keeping and ongoing monitoring of student
progress. Evaluation and data collection are therefore in accordance with recognised
international standards for implementing Reading Recovery.
The following data will be collected by the Reading Recovery tutor:
•
For all schools implementing Reading Recovery: The number of teachers and
students involved in Reading Recovery.
•
For all students participating in Reading Recovery: Data on achievement at the point
of entry to the intervention and data on achievement at the time of exit from the
intervention, plus ongoing monitoring data over the primary years. Refer to:
Appendices form C. Monitoring schedule.
This information is used by the Region and will also be forwarded to the NSW Reading
Recovery trainer/coordinator who is responsible for the production of the following
documents:
18
•
The March 31 Summary. This provides a detailed analysis of the extent of Reading
Recovery’s implementation across the state, early in the school year.
•
The Annual Report. This document includes an analysis of the current year’s
implementation for Reading Recovery across the state.
•
Reports as requested to present data are collected on the progress of Reading
Recovery students across the state as they move through the primary years.
Curriculum K-12
February – 2010
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
6. Administration
A review in 2008 of the administration of the Reading Recovery program recommended a
devolved model in which administrative responsibilities were performed by regions rather
than State Office.
(a) Regional Tutor expenditure
Reading Recovery Tutors require operational funds for:

consumable expenditure incurred in training and providing ongoing support to
teachers across the allocated regional area;

the maintenance and upkeep of regional Reading Recovery Centres.
Expenditure incurred by Reading Recovery Tutors may include:

teaching resources (textbooks, readers, CDs etc);

stationery not provided by regional office (special order folders, binders, etc);

catering (supply of lunch, morning tea for assessment, training, graduation and
teacher days);

freighting (supplying teaching resources to schools);

telephone usage (use of personal phone for work purposes);

petty cash (expendibles, emergency sundry).
(b) Establishment and maintenance of Reading Recovery
Training Centres
Reading Recovery training centres are established in areas where there are substantial
numbers of schools with Reading Recovery.
Each region will determine a suitable school site for the Reading Recovery Centre. In both
country and metropolitan areas, consideration is given to locating the centres as
conveniently as possible, to minimise the travelling time for teachers attending Reading
Recovery training sessions.
A budget for maintaining and upgrading training centres is managed by the Region.
Ongoing Reading Recovery centre expenditure may include:

landline telephone bills;

refurbishments (replacement of unusable/damaged equipment including furniture
and technology, and/or purchasing of additional furniture/equipment as required);
Curriculum K-12 February – 2010
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
19
20

servicing of equipment (repairs to centre facilities including telephone, facsimile,
computer, photocopier, electricity, plumbing etc);

replacement of ink cartridges, paper, toilet paper, light bulbs etc.
Curriculum K-12
February – 2010
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
7. Appendices
A. Expression of interest for participation in Reading
Recovery
Please complete this page and email or fax to your Regional Office with a copy to the
Reading Recovery Tutor.
School _______________________________________________________
Education area _________________________________________________
Total Kindergarten population this year: __________
Anticipated number of Kindergarten students needing Reading Recovery assistance in
Year 1 next year: __________________
Anticipated number of remaining students, Years 2-6, needing student learning
assistance next year: __________________
Number of students K-6 of Aboriginal and Torres Strait Islander background
K-2 ___________ Years 3-6 ___________
Number of students K-6 of non-English speaking background
K-2 ___________ Years 3-6 ___________
Type and number of literacy support programs already in the school (including Reading
Recovery)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Indicate briefly the school’s present level of commitment to Reading Recovery and the
basis of this request for support
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Principals Name ________________________________ Date _________________
Curriculum K-12 February – 2010
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
21
B. Transfer Form
Reading Recovery students transferring to a new school
Please attach this to the student record card
Student’s name: ______________________________________________________
School: _______________________________Date of birth: ____/____/____
Date entered Reading Recovery: ____/____/____ RR level: ___________
Weeks in RR: _________________ No. of lessons: ___________
• Discontinued: ____/____/____ (date) RR level: _______
OR
• Left school without completing Reading Recovery: ____/____/____ (date)
RR level: _______
(Observation summary for multiple testing sheet attached)
OR
• Referred for specialist help: ____/____/____ (date) RR level: _______
(Report attached)
Comments: _________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________
RR Teacher’s signature
__________________________ ____/____/____
RR Teacher’s name (please print) Date
Comments: _________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
22
Curriculum K-12
February – 2010
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
C. Monitoring Schedule
Students who have discontinued their series of lessons
Year
Frequency
Monitor
Method
Year 1
Fortnightly for one
term/ ten weeks
Reading Recovery
Tutor
Child’s text read during
guided reading
commencing at no more
than two levels below the
discontinuing level.
Running record results
graphed on record of
book level.
Monthly
Class teacher (in
consultation with the
Reading Recovery
teacher)
As above
End of year
Reading Recovery
teacher
End of year An
Observation Survey
assessment of all
students on Reading
Recovery that year
Each term
Class teacher (in
consultation with
Reading Recovery
teacher for students
reading at level 20
and below)
Running record on
guided reading text,
graphed if the results are
below level 20.
June
Class teacher or
school team person
BURT Word Reading
Test
November
Class teacher or
school team person
BURT Word Reading
Test
Years 2 & 3
South Australian Spelling
Test
Curriculum K-12 February – 2010
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
23
D. Reading Recovery register
It is a requirement that schools maintain a Reading Recovery register of information on
students who have participated in Reading Recovery. This will include information on the
status of students who:
•
met the criteria for discontinuing their series of lessons.
•
have been recommended for long-term reading support or specialist help i.e.
referred.
•
transferred to another school before completing their series of lessons.
•
have an incomplete intervention for some other reason.
stated.
The reason should be
The register may include:
1.
2.
An overview sheet listing all students who have been or are in Reading Recovery:
•
names
•
dates of entry and final Reading Recovery dates
•
initial and final entry levels
•
weeks and lessons in Reading Recovery
•
the status of students (see above).
Individual records of students:
•
observation summary for multiple testings sheet
•
record of book level.
3.
Identification of student sheets
4.
On-going monitoring:
(See C. MONITORING SCHEDULE: Students whose series of lessons have been
discontinued.
5.
24
Any reports written on Reading Recovery.
Curriculum K-12
February – 2010
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
E. Reading Recovery register form
Reading Recovery Centre: ___________________________________________
School: _____________________________________________ Year: ________
Student’s name: ____________________________________________________
Initial test-RR level: _____________________________
Final test- RR level: _____________________________
No. of weeks: _________________________________
No. of lessons: ________________________________
Status:* ______________________________________
RR teacher: ___________________________________
Date: ____/____/____
* Status: • Discontinued
• Recommended for long-term support (i.e. referred on)
• Transferred (left school or program ceased)
• Continuing in RR program
Curriculum K-12 February – 2010
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/
25
F. References
Clay, M.M.
Literacy Lessons Designed for Individuals
Part One Why? When? And How?
Auckland: Heinemann 2005.
Clay, M.M.
Literacy Lessons Designed for Individuals
Part Two Teaching Procedures
Auckland: Heinemann 2005.
Clay, M.M.
An Observation Survey of Early Literacy Achievement
Auckland: Heinemann 2002.
26
Curriculum K-12
February – 2010
NSW Department of Education and Training
http://www.curriculumsupport.nsw.edu.au/