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Teaching and Learning Cooperative
Proposal – Facilitator (Groups of 5 or more)
Title of Proposal: Reading Recovery® Continuing Contact - Powerstart 2007-2008
TLC points requested: 10
Proposal Submission Date: May 18, 2007
Proposal Description (2-3 sentences for publishing to prospective participants):
During these seven sessions, previously trainined Reading Recovery teachers will continue
their re-training to learn the new teaching procedures, research and rationales outlined in the
new Guidebooks Literacy Lessons Designed for Individuals, Part One: Why? When? and
How? and Literacy Lessons Designed for Individuals, Part Two: Teaching Procedures. This
year, teachers will engage in a thorough case-study of one student; the Teacher Leader will
teach the same student at successive sessions while Continuing Contact teachers observe,
reflect upon and implement the revised teaching procedures with their own students. To
ensure teachers can immediately implement the new teaching procedures, sessions will be
clustered around the beginning of the year in order to help students get off to a strong start in
their interventions.
Intended Audience: Trained Reading Recovery teachers
Implementation Timeframe (Beginning and Ending Dates): 7 3-hour sessions over the
course of the 2007-2008 school year. Tentative dates are: September 10, September 24,
October 8, October 29, December 3, March 10 and April 28.
Proposal Facilitator: Ryan Stanley
Work Location: LSS
Email: rstanley@powayusd.com
District Goals to be Addressed:
Phone: 748-0010 x. 2421
K-12 Literacy (support for K-12 reading, writing, or
mathematics)
Proficiency for all students across all grade levels
and content areas, as measured by standardized
state measures (cahsee, cst)
Increased access to rigorous curriculum and course
(AP courses, A-G)
Intended Learning Outcomes:
 Participate in observing new teaching procedures demonstrated by the Teacher
Leader behind the one-way mirror.
 Engage in in-depth study of the components of Reading Recovery lessons and the
theoretical foundations for them.
 Continue to refine observational expertise of children’s on-going literacy development
in order to better inform decision making for instruction.
 Learn how to tutor struggling emergent readers and develop skill in teaching children
selected for intervention using effective instructional procedures and theory.
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Analyze reading and writing records and discuss teaching decisions.
Examine data and discuss Reading Recovery results at the school level.
Discuss and solve implementation problems at the school level.
Participate with the Teacher Leader in planning and evaluating Continuing Contact
sessions.
Engage in self-evaluation and reflection of theory and practice leading to on-going
professional growth and effective teaching.
Professional Growth Activities – Acquisition of New Learning
State what new learning participant(s) will acquire through this proposal, including the
anticipated timeline:
(Please see attachment outlining changes in Continuing Contact content year to year.)
Previously trained Reading Recovery teachers continue to come together with the Teacher
Leader for continuing education as long as teachers participate in Reading Recovery in order
to refine and improve their teaching. During the 2007-2008 school year, Continuing Contact
sessions will take on a new format – Powerstart. To support teachers’ understanding of the
new teaching procedures for early-learning, the Teacher Leader will teach the same student
behind the one-way mirror for 5 of the 7 total sessions, modeling new procedures. Concurrent
with the training, teachers work with Reading Recovery children (2-4 students daily in
individual 30-minute lessons) and fulfill other educational roles at the site (e.g. teach
kindergarten half-day). The Powerstart sessions include the following features:
 Following demonstrations by the Teacher Leader, teachers will engage in an in-depth
study of the following sections of Literacy Lessons:
 Spatial layout
 Seeing something he recognizes
 What is “reading” during these early lessons
o I read and write messages and stories
o I know a few letters (my alphabet)
o I know some words (my words)
o I can take words apart
o In the first weeks of intervention: What does it mean to “know” a letter?
What does it mean to “know” a word?
o What does it mean to “read” a text in the first weeks of an intervention?
 Extensive use of a one-way mirror through which teachers observe the Teacher
Leader work with children; the teachers put their observations and analyses into
words, and through this process, they sharpen their observational powers and build
new understandings to inform their teaching decisions.
 Following the lessons taught behind the glass, teachers collaborate with peers and the
Teacher Leader in various activities designed to strengthen teaching within the
components of Reading Recovery lessons.
 Teachers work with their peers to analyze records of their own children’s reading and
writing behavior to analyze progress and identify next steps for instruction.
 Teachers receive a minimum of one visit from the Teacher Leader as they work with
students at the site. Visits serve to coach as well as provide opportunities for the
teacher to reflect upon his/her own teaching.
Total hours – 21 hours (7 3-hour sessions) outside classroom
Classroom Implementation Activities
State how participant(s) will implement new learning in the classroom:
During each school day, teachers will:
 Continue to work with Reading Recovery students daily, applying the teaching
procedures as well as continuing to refine expertise in decision making in order to
support and choose the most powerful, effective teaching points for individual children.
 Use data and keep complete records on each child as a basis for instruction.
(Records are collected by the Teacher Leader throughout the year.) These records
provide teachers with the opportunity to:
o keep track of teaching activities planned
o note prompts used
o track individual progress
o reflect upon observations to serve as basis for following day’s instruction.
 Communicate with parents, first-grade teachers and other school personnel on a
regular basis throughout the year.
 Submit data for each child served to Teacher Leader and National Data Evaluation
Center (NDEC).
 Teach a lesson at the site in which the Teacher Leader observes. Following the
lesson, the teacher and Teacher Leader will discuss the
rationales/appropriateness/effectiveness of teaching decisions made and address how
new learning from Continuing Contact sessions is being applied to daily teaching.
A minimum of 1.5 hours each day
Total - 240 hours in class
(Assuming 32 weeks of instruction to account for holidays/missed sessions/time banking days – 32 weeks @ 7.5 hours per week = 240 hours)
Reflection Activities
State how participant(s) will reflect on their new learning:
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Teachers analyze and reflect upon lessons records daily (including running records) in
order to plan the following day’s lesson and target specific prompts to be used during
the lesson.
Following a demonstration lesson behind the one-way mirror, teachers share their new
insights/understandings/questions based on the lesson observed or the conversation
by the teachers observing the lesson.
At the end of each Continuing Contact session, teachers reflect upon their new
learning gained from the sessions (discussions with colleagues, Teacher Leader, etc.)
and set personal goals for their own teaching.
Following a teacher leader visit, teachers complete an action plan, summarizing the
key points of the observation/debriefing after the lesson/s and identify next steps for
their own learning/teaching.
Evidence of personal goal setting, maintaining and reflecting upon lesson records, and
writing a final summary of learning will be reviewed by facilitator in April, 2008.
Budget Request
If you anticipate needing fiscal support for the implementation of your proposal, please list
prospective needs and estimated costs.

Pubs budget for copies of articles/agendas - $100.
If you are the facilitator, will you need “facilitator hourly” (if you opt for no points)?
Yes
If so, for whom?
No
Changes in Reading Recovery® Continuing Contact content year to year
2003-2004
Discussion of the lessons Behind the Glass
Share results from 2002-2003 Teacher Leader
Evaluation
 Discuss changes in the Observation Survey testing
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Session 1
Session 2
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Discussion of the lessons Behind the Glass
Change Over Time in Children’s Literacy Development
(COT)
Chapter 3
Session 3
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Discussion of the lessons Behind the Glass
COT Chapter 3 continued
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Session 4
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Discussion of the lessons Behind the Glass
COT discussion
Extra power from writing in early literacy interventions
Rationale for stopping intervention at 20 weeks
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Session 5
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Discussion of the lessons Behind the Glass
New Learning – two journeys every learning must take
Implications for teaching
Roaming Around the Known
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Session 6
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PLANS FOR
CONTINUING
CONTACT
THE
FOLLOWING
YEAR
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Linking Sound Sequence with Letter Sequence
Introduction
Recovery Procedures
Taking Words Apart in Reading Recovery
Scale of Help
Second Round Students
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At the end of the 2003-2004 sessions, teachers expressed
an interest in discussion in greater depth how to prompt
students for visual problem solving (phonics) and how to
work more effectively during the making and breaking
and taking words apart in reading portion of RR lessons.
From my observation of teachers, I also saw this as a need
in their teaching/understanding. This became the basis of
next year’s CC sessions. (See 2004-2005 CC sessions)
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2004-2005
2003-2004 RR results
District level
School level
Article on Teacher Self Monitoring
Article on What do lesson records have to do with effective
Reading Recovery teaching?
How RR fits with Houghton Mifflin
Discussion of the lessons Behind the Glass
Prompting for Strategies using a scale of teacher support
Writing a Reading Recovery Action Plan
Discussion of the lessons Behind the Glass
Taking Words apart in Reading
Review (TWAR) procedures
Looking for patterns of responding
Prompting for acceleration
Discussion of the lessons Behind the Glass
Prompting for TWAR activity
Analyzing student running records for evidence of changes in
student processing
Planning making and breaking based on student needs
Discussion of the lessons Behind the Glass
TWAR
Review last class’ discussion
Share examples where you helped your student
New stanines for the Observation Survey
TWAR
2005-2006
2004-2005 RR results
District level
School level
 Teacher Leader Evaluation results
 Read article on Building Ownership for RR with
School Teams
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 Discussion of the lessons Behind the Glass
 Looking at the stages of spelling
 Establishing the task for hearing and recording sounds
in words (HRSW)
 Intermediate steps
 Discussion of the lessons Behind the Glass
 Look at students writing samples to determine student’s
spelling stage
 Discuss and reflect upon teaching decisions made
during writing. Look for evidence of acceleration in
students processing while writing (RR procedure intermediate steps)
 Advanced learning for HRSW
 Discussion of the lessons Behind the Glass
 Taking words to fluency in writing
 Look at student samples to see evidence of spelling by
orthography and more complex stage of spelling
(RR procedure - advanced learning)
 Discussion of the lessons Behind the Glass
 Getting to new words by analogy in writing
Links to making and breaking
Links to taking words apart in reading
Discussion of the lessons Behind the Glass
Using lesson records to plan instruction
Review
Share examples
2005-2006 changes in Leveled Text Reading Passages
Continuing Contact Evaluation
Teacher Leader Evaluation
 Discussion of the lessons Behind the Glass
 Working without boxes
What stage of spelling children need to be working
at at year-end
 Continuing Contact Evaluation
 Teacher Leader Evaluation
At the end of these sessions, teachers expressed an interest in
discussion writing and how teachers can more effectively
help students develop their phonemic awareness via Elkonin
boxes, how to more effectively choose words to work on,
how to help students develop more orthographic spelling
knowledge and how to look for evidence of shifts in student
processing. Again, I also saw this as a need for the group.
This will become the basis for next year’s CC sessions. (See
2005-2006 CC sessions)
 The Reading Recovery Guidebook will be updated in
2006. For the 2006-2007 school year, teachers will
need to learn the new theoretical understandings and
procedures presented in Literacy Lessons Designed for
Individuals Parts 1 and 2. This will be the basis for all
6 of next year’s CC sessions. (See proposal)
Changes in Reading Recovery® Continuing Contact content year to year
Session 1
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2006-2007
Overview of CC sessions for year
Overview of Literacy Lessons
Introduce new recording forms
Research on the brain – Carol Lyons
Learning to look at print
Session 2
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Discussion of the lessons Behind the Glass
Introduction to SDSU Research Project
Learning to look at print (continued)
Session 3
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Study Session - More about attending to words in isolation
(Section 13)
Essential questions
Expert groups
Share out
Practice procedures with partner
Session 4
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Discussion of the lessons Behind the Glass
Review of pages 19, 42-45
Read Reading Books (Section 10)
Session 5
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Study Session – Section 13 revisited/Teacher Talk
Discussion of the lessons Behind the Glass
Teacher Leader Mid-Year Evaluation
Teacher Talk
Session 6
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Study Session – Teaching for Reciprocity
Record or Oral Language
Reciprocity: Prompting the flow of knowledge by Mary Fried
Session 7
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PLANS FOR
CONTINUING
CONTACT
THE
FOLLOWING
YEAR
Discussion of the lessons Behind the Glass
Share findings from What Works Clearinghouse
Response to Intervention - Overview
Analyzing transcripts for economy of words and prompting
powerfully
At the end of the 2006-2007 sessions, teachers noted that they
are beginning to conceptually understand some of the changes
to theory/ teaching procedures, but needed to ‘see it in action’.
From my observation of teachers, I also saw this as a need in
their teaching/understanding. In order to facilitate greater
changes in teachers’ procedures, the Teacher Leader offered to
teach demonstration lessons next year to model new procedures.
This became the basis of the Powerstart proposal for 20072008.