DOCUMENT RESUME
ED 436 727 CS 013 778
TITLE Council Connections: A Newsletter of the Reading Recovery Council of North America, 1996-1999. INSTITUTION Reading Recovery Council of North America, Columbus, OH. PUBDATE 1999-00-00 NOTE 196p.; See CS 013 779 for a special issue of this newsletter on the North American Leadership Academy. AVAILABLE FROM Reading Recovery Council of North America, Inc., Suite100, 1929 Kenny Road, Columbus, OH 43210-1069. Tel: 614-292-7111. Website:
ABSTRACT This document consists of three years' worth (8 issues) of "Council Connections," the newsletter of the ReadingRecovery Council of North America. Each issue offers brief articles, updates ofReading Recovery programs in various countries, messages from the organization's president, past president, and/or the executive director, updateson the organization's committee actions, and a regular column (Classroom Connections)designed to serve Reading Recovery partners--the classroom teachers who work together with Reading Recovery teachers to teach children to readand write. The Summer 1996 issue includes "The Importance of Membership in theReading Recovery Council of North America" (Deborah R. Dillon) and "Trainersfrom around the World Meet" (Rose Mary Estice). The Fall1996 issue includes "Using an ABC Center to Help Children Learn aboutLetters, Sounds, Words, and How They Work" (Gay Su Pinnell). The Spring 1997 issue includes"Conquering the Spelling Frontier" (Vicki Fairchild Crain). TheSummer 1997 issue includes "Life Stories: An Easy Way to Promote Journal Writing"(Cheri Slinger). The Fall 1997 issue reports on the First NorthAmerican Leadership Academy held in San Diego, California, from July 30through August 2, 1997. The Spring 1998 issue includes "Portfolios: One District'sJourney" (Geraldine Haggard). The Fall 1998 issue includes "Copyright Questions--Ethical Responses: Understanding CopyrightIssues" (Mary Anne Doyle) and "Kindergarten Drama Basedon the Book 'Lilly's Purple Plastic Purse' by Bruce Henkes" (Sherlyn Porter). The Winter1999 issue presents brief accounts of implementation of ReadingRecovery in Canada, Department of Defense Schools; Queensland, Japan, New Zealand, andthe United Kingdom; and "Effective Literacy Programs (Gay Su Pinnell). The Spring1999 issue includes "Descubriendo la Lectura: An Overview" (Yvonne Rodriguez)and "Answers to Frequently Asked Questions about Interactive Writing"(Justina Henry and Barbara Joan Wiley). (RS)
Reproductions supplied by EDRSare the best that can be made from the original document. COUNCIL C ONNEC TION S
A Newsletter of the Reading Recovery Council of North America
1996-1999
PERMISSION TO REPRODUCE AND U.S. DEPARTMENT OF Office of Educational ResearchEDUCATION DISSEMINATE THIS MATERIAL HAS and Improvement BEEN GRANTED BY EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) This document has beenreproduced as received from the personor organization originating it. Minor changes have beenmade to improve reproduction quality. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinionsstated in this document do not necessarilyrepresent official OERI positionor policy.
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2 Summer 1996 Volume 2 0 No. 1 READING RECOVERY' COUNCIL OF NORTH AMERICA A Newsletter of the Reading Recovery Council of North America
In Thls Issue... Is Reading Recovery Aligned Is Reading Recovery Aligned with a Specific Approach? Past President's Report .. 1 with a Specific Approach? President's Message ... 2 Marie Clay's response to this question. Executive Director's would want to see occurring in quality class- Message Reading Recovery aims to bring a high 3 proportion of the lowest achievers to rooms. A classroom program must be more Importance of Membership 4 average band performance in their extensive, more varied, with stimulating classrooms in both reading and writing, get- activities to meet the needs of the whole vari- We've Moved! 5 ting them off to a good start in literacy learn- ety of talent found in classrooms. 1997 Conference 5 ing. Even critical reviewers of the program No classroom program in the first year of Marie Clay to Keynote acknowledge that such changes occur. instruction will be adequate for all children Leadership Academy 7 Children can enter Reading Recovery frombecause those who fail have problem diag- any program and return to any program. Committee UPDATES 7 noses that differ one from another. Therefore, Reading Recovery does not require classroom there are two problems for an education sys- Update of Reading programs to change. However, some things tem to solve: how to deliver good first Recovery i n Canada .. 11 make it harder for Reading Recovery children instruction in literacy, and what kind of sup- Trainers From Around to continue to improve after discontinuing, plementary opportunity to provide for chil- the World Meet 12 and these things include a weak classroom dren who are low achieving in the classroom's program or one with low achievement out- Becoming A University good instructional program. comes. Training Site 12 Reading Recovery professionals are trained The Reading Recovery program cannot be specifically to assist the lowest achievers in a Code of Regulations 13 compared with any classroom program or any program targeted only to that group. Their RRCNA Board Highlights15 teaching method. It is designed to take the first priority is to bring the Reading Recovery children who become the lowest achievers in program to full implementation. Reading Editorial Board any classroom program and were taught by Recovery personnel also have roles as con- ° Janet Bufalino, Trainer, any teaching method and provide them with tributing members of school teams aimed at Shippensburg University a series of lessons supplementary to that pro- improving classroom programs. [email protected] gram. ° Mary Ann Doyle, Chair, Reading Recovery also functions as a pre- RRCNA PublicationS Good classroom programs will not arise referral program offered prior to referral to Committee from a supplementary program like Reading special education. [email protected] Recovery. They would exclude many things I ° Carol Miller, Site Coordina- tor, Fox Chapel Area School District, Pittsburgh, PA Past President's Report [email protected] Gay Su Pinnell ° Patsy Rucker, Teacher Leader, There is an often-told story about a man "I'm building a Fox Chapel Area School . District, Pittsburgh, PA who explores a construction site. One cathedral." ° Jean Bussell, Executive by one, he approaches workers and For the last two Director, RRCNA, asks what they are doing. The first worker years we have been [email protected] stops and says, "Sawing wood." The second immersed in the con- state.edu says, "Making a door frame." The third men- struction of the RRCNA. Nothing worth:- tions sharpening tools, and so it goes. Finally, while is created without digging in and doing The Council Connections the interviewer approaches a worker who the hard work, without meeting challenges,or newsletter is published by answers the question differently. without solving problems. Our first member- Reading Recovery Council of "What are you doing?" North America. ship drive gathered continued on next page 2 Connections Summer 1996
continued from previous page worked to clarify relationships with group and confirmed, through a con- 300 members and me hoped for 2,000 by The Ohio State University so that sensus process involving teacher leaders, the next year. Instead, our membership RRCNA can be a not-for-profit cor- teachers, and site coordinators: swelled to close to 5,000; it was clear poration; Sustain the quality of RR through that people interested in Reading filed papers for incorporation and the years Recovery wanted a professional organi- nonprofit status; and Expand RR to national scale zation. The numbers overwhelmed our created 13 functioning national Broaden the vision by building skeleton staff; we wanted to focus on the committees, each of which has its partnerships in school contexts and exciting business of organizing and cre- own impressive list of accomplish- supporting the work of classroom ating for the future and we did, but we ments and goals for the future: teachers had many everyday problems to solve, Implementation, Elections, Devel- Engage in inquiry and contribute for example, membership materials and opment and Membership, Training, to teacher education. mailing. Our list of accomplishments Research, Bylaws, Book, Guidelines As we move into the future, we have since summer, 1993, reads like a "to do" and Standards, Finance, Adminis- list. For example, together, we: a viable, working organization to support trative, Descubriendo La Lectura, teachers and others who have the goal created forms, documents, applica- Nominating, and Publications. of early literacy for every child. We will tions; All those tasks represent many hours continue to work toward the goals iden- solicited memberships at every of work by many different people who tified, to redefine them, and to find new Reading Recovery conference; volunteered their time and expertise. I ways for their accomplishment. RRCNA sent out ballots for two elections; especially want to thank members of the supports the renewing process that is an held five meetings for the hard- first Coordinating Board and the nation-integral part of Reading Recovery. To working members of the first Coor- al committee chairs. Every person remain a high quality program, Reading dinating Board; involved in RRCNA has made a contri- Recovery must continually change as we published The Best of the Running bution of both time and personal learn more through advances in Record, 3 issues of Council Connec- resources. They have stuffed envelopes, research. RRCNA will bring us togeth- tions, 3 issues of The Running Record, typed, made calls, attended many meet- er in these efforts through communicat- and 2 issues of Network News, 3 ings, and worked late at night and early ing and sharing, providing professional issues of Literacy, Teaching and in the morning. The "to do" list still development, and supporting research. It Learning, Leadership for Literacy, and exists and continues to expand, but the was not and will not be built overnight; a handbook for site coordinators (in source of energy for this work comes neither is a cathedral. RRCNA will be press); from the certainty that we are building athe product of the next year's effort, and, advertised for and selected an Exec- community of friends to support the the next, and so on. We can sustain a utive Director; work of Reading Recovery and to secure high work effort if it is worth doing. employed a small staff; the advantage of literacy to every child. Our work makes a difference for teach- acquired an office and furnished it; From the summer of 1993, we have ers, for children, and we now knowfor wrote bylaws and created a gover- worked toward the four vision state- policy direction in education. nance structure; ments created by that representative President's Message Carol A. Lyons
he char- and they connect us to this organization. North America's influence in the wider acter of Meanwhile, in all that we do, our pri- educational, academic, political and the Read-mary goal is to help the lowest achievingbusiness community continues to ing Recovery students learn how to read and write so expand. We have managed to survive Council of that they can participate fully in first and grow throughout the years because North America grade classroom experiences. Last year you have been there to support us in this (RRCNA) was established two years ago nearly 82,000 children reached that goal endeavor. We have established an iden- a fierce pride in our organization, a due to the dedication and quality teach- tity, a character, a commitment to teach focus on making the Reading Recovery ing of 12,642 Reading Recovery teachers low achieving children, and a high set of program available to every child who and teacher leaders. As the Reading standards that are unique in education. needs it, and an intense fervor to dissem-Recovery Council of North America's Members of the RRCNA have played a inate the program throughout North new president, I am committed to con- tremendous role in that achievement. America. These traits identify the Read- tinue working toward that goal. We owe a great deal of gratitude to ing Recovery Council of North America, The Reading Recovery Council of continued on next page Summer 1996 Connections
continued from previous page administrators, and parents our organiza-variety of ways. I am delighted to rep- those of you teachers, teacher leaders, tion represents and serves. resent such a committed group of indi- trainers, site coordinators and partners There isn't any problem we can't viduals. The many challenges of tomor- who have provided start-up funding for solve if enough people care. The Read- row are here today. Any thoughts you our organization. Our strength comes ing Recovery Council of North America might have to respond to these chal- from your support. Members of our orga- is a special organization because it is lenges will be appreciated. Thankyou nization are making a positive impact on made up of so many dedicated individu- for your continued support! the lives of the many children, teachers, als who care enough to support it ina Executive Director's Message Jean Bussell
t seems impos- The Triple I Model of change focus- cess factor is technical assistance: The sible that six es on the three stages of change: Initia- Reading Recovery network of teachers, months have tion, Implementation, and Institutional-teacher leaders, site coordinators, train- passed since I ization. In the Initiation Stage, ers, and partners creates the most effec- became the Execu-Matthew Miles has identified four fac- tive technical assistance network imag- tive Director of the Reading Recovery tors which lead to success. One is that inable. And fifth rewards: schools and Council of North America. It has been the change must be linked to high need: families and the children we teach share an invigorating and stimulating six we know that Reading Recovery the reward of learning to read and months. The opportunity to meetmany addresses a high need for literacy educa- increasing literacy in our communities. of you as I have traveled to California, tion among young children. Another is In the Institutionalization Stage, Illinois, Texas, and Pennsylvania and to the presentation of a clear model: Read- five more factors contribute to thesuc- talk with you in many other locations ing Recovery's model is well defined, cess of programs which lead to change by phone has confirmed for me the well established, and well researched in a system. First is embedding: making excitement and commitment of Read- plus demonstrably effective for the vast Reading Recovery an integral part of ing Recovery professionals and advo- majority of program participants. The school and district and stateprograms cates which I observed in my very earli- third success factor is having a strong so that it is deemed essential to a full est experiences with the Council. advocate: certainly teachers, teacher range of literacy programs. Second is One of the most significant new leaders, site coordinators, trainers, and links to instruction: helping Reading understandings for me has been the role partners form an expert team of advo- Recovery to be a part of a total early of Reading Recovery in changing the cates. Active initiation is the fourth fac- learning literacy program which begins lives of the students we teach and the tor: schools must volunteer and commit in pre-kindergarten and extends into systems in which we work. Over the resources to Reading Recovery and the middle years' classrooms. A change past several months, a great deal of Reading Recovery programs get teach- is institutionalized when it has wide- attention has been given to full imple- ing underway while the support system spread use: only when Reading Recovery mentation of Reading Recovery as the is still being organized. is fully implemented will the benefitsto primary goal of the Council. In order to In the Implementation Stage, Read- the entire educational system be real- achieve this goal, the Council must ing Recovery is underway and children ized fully. The fourthsuccess factor is work with each of you to support the are learning to read. Five factors influ- removal of competing priorities: Reading changes you are making at the school, ence successful implementation. First is Recovery can reduce competition with district, and system levels of education. orchestration: Reading Recovery advo- other priorities through collaboration, During the Teacher Leader Institutes,cates organize collaborations and plan through continuing performance evalu- there was the opportunity to explore our approaches and responses for maxi- ation and research, through dissemina- the change process with the assistance mum opportunity for implementation. tion of new information through train- of Carol Rolheiser and Andrew Harg- Second is shared control: making the ing and awareness, and through keeping reaves, professors at the University of Reading Recovery Program everyone's our focus on the program and the chil- Toronto. They led discussions of the program, not just ours. Third is pressure dren we serve. And fifth, continuing stages of change and of change forces and support: making sure the rightpeo- assistance: the Reading Recovery net- which must be considered in eachstage. ple are on board and making themselveswork serves again. The following paragraphs outline the heard and sticking to the planor find- The six Change Frames which two models of change and provide you ing creative and effective amendments Andrew Hargreaves has identifiedare with ideas to consider in relationto to the plan so that Reading Recovery operative at all three stages of change. change in your own educational setting. can withstand changes. The fourth suc- Successful change agents mustprocess continued on next page
5 4 Connections Summer 1996
continued from previous page with colleagues and colleagues' relation- read and so onReading Recovery these frames simultaneously with each ofships with each other: Reading Recovery can be a learning community embedded the success factors inherent in each of builds culture through its collaborative in the school systems in which we work the three change stages. One change network - our challenge is to be inclu- and can provide our professional devel- frame is purpose which is driven from sive, to engage and embrace others in opment model to foster learning and within and personally significant: Read- our circles of influence to become/recre- continual renewal. ing Recovery's vision is that every child ate a culture of collaboration. The frame Perhaps these ideas about the change who needs the Reading Recovery pro- of structure keeps us thinking about the process will be helpful to you in your gram will receive it. Another change system in which we work: Reading professional and personal lives. I will use frame is politics: positive politics (inter- Recovery has a specific structure of them as the Reading Recovery Council personal relationships) enable us to get lessons, timers, and space behind the of North America seeks to clarify its the support for children who need Read- glass which must be integrated into the vision and its practices in serving our ing Recovery. Passion: teachers go into existing system of education and which members. I welcome your comments. teaching because they care - they want indeed can influence changes to that [With appreciation to Carol Rolheis- to make a difference: Reading Recovery system's structure. And finally learning: er, Andrew Hargreaves, and Matthew people are passionate people. Culture is Reading Recovery people learnwe Miles.] the frame which addresses relationships research, test, study, pilot, explore, write,
The Importance of Membership in the Reading Recovery Council of North America Deborah R. Dillon t a time when we are being Indiana. I count on information in pub- ing sources, and support the necessary asked to retain membership in, lications distributed by the RRCNA renewal that all professionals who work as well as join new education such as the Council Connections, the Net- diligently over time need most. When I organizations at the state and national work News, The Running Record and a return home from interacting with other level, we must face difficult choices con- new journal Literacy, Teaching and Learn- RRCNA members I have a better sense cerning where we will give our time, tal- ing to help me keep up-to-date on of direction, I am invigorated, and I ent, and money. The call to join the important issues and to glean ideas from realize how much can be accomplished Reading Recovery Council of North the struggles and successes of others in when many individuals pool their efforts America (RRCNA) did not pose a North America. For example, in con- in promoting common goals. choice for me: It is imperative that I vincing legislators in my state of the This brings me to why membership in belong. I would like to convince you importance of providing Reading Recov-RRCNA is critical for all of us. We live why membership in RRCNA is so ery for every child who needs it, I have in a time where educational programs important and then enlist your help in relied on the research reports and are cut daily or where one interest group convincing all those involved in Read- reviews provided by RRCNA. Moreover, promotes its agenda resulting in the ing Recovery across North America to I have educated people about the exis- downfall of another program. Literacy also join the organization. tence of RRCNA and how it was formed programs are often prime targets for cuts First, a large portion of my profession- because I believe that this action speaks and criticism. Now more than ever it is al life is now defined by my work in to the powerful network of educators crucial that we have a strong, large-scale Reading Recovery. Unlike other organi- who have bonded together under the organization in place to position our- zations I belong to where I attend a pro- umbrella of a common goal. selves to support each other in a unified fessional meeting once a year and Additionally, when I attended confer- effort: RRCNA was formed to provide receive journals monthly, my affiliation ences in Ohio, Texas, and elsewhere this this strong structure to support Reading with Reading Recovery is part of who I past year I was reminded of the intensity Recovery. It is the sole organization ded- am each and every day. Although I do of learning and camaraderie present at icated to the advocacy of the continued not work daily teaching children in the Reading Recovery Conferences. Partici- quality, preservation, and expansion of program, my work as a site coordinator pants are there to engage in professional the program in North America. involves educating others about Readingdevelopment in which they learn the RRCNA has a newly organized cen- Recovery, seeking financial support for latest information and engage in numer- tral office and a highly capable Execu- the program, and problem solving ways ous conversations to problem-solve tive Director, Jean Bussell. We are work- to protect and build our program in implementation issues, share grant writ- ing to setup a system that meets the continued on next page Summer 1996 Connections
continued from previous page We need your help to attain this goal. and to Reading Recovery in your area? needs of members and processes new Just as I have shared with you why Thinking about our response to this memberships and renewals in a timely membership in RRCNA is crucial for question and reminding ourselves how fashion. me, I encourage you to share with your much we can accomplish together instead Simultaneously, we are systematically colleagues why membership in RRCNA of in isolation should convince many to running a membership campaign with is crucial for you. Further, please help fill out a check for the $40.00 annual the goal of enlisting all trainers, teacher colleagues see the benefits of member- membership fee. I look forward to your leaders, teachers, site coordinators, and ship for themselves. response and to hearing your ideas on partners in North America as members. Why is RRCNA important to you membership and development issues.
We've Moved! Early in May 1996 the Reading Recovery Coun- cil of North America moved out of shared space with The Ohio State University Reading Recovery Program and into new space appropriate for an association of 6000 members. You can reach any of our staff by using the address and telephone numbers listed under the picture. In addition, each of us has e-mail address- es as follows: Jean Bussell, Executive Director: [email protected] Julie Reeves, Program Coordinator: [email protected] Our new address Is: Reading Recovery Council of North America Jason Green, Program Assistant: 1929 Kenny Road, Suite 100 Columbus OH 43210-1069 [email protected] Telephone 614/292-7111 FAX 614/292-4404
1997 Ohio Reading Michael Fullan, Dean of the newly active writing in the classroom, text Recovery Conference and formed Ontario Institute for Studies in reading, acceleration for discontinuing, Education at the University of Toronto, and parent and community involvement National Institute will help conference participants identifyin literacy. Registration for the Confer- The Reading Recovery Council of "What's Worth Fighting For Out There" ence and the Institutes will be combined North America will be co-sponsoring and how to formulate a course of action on the same registration form for partici- the 1997 Ohio Reading Recovery Con- to get there. Regie Routman, Language pants' convenience. The proceeds from ference and National Institute to be heldArts Resource Teacher in the Shaker the Preconference Institutes will benefit in Columbus, Ohio, on February 1- 4, Heights, Ohio School District, will close the Reading Recovery Council of North 1997. This conference historically has the Conference with her presentationonAmerica. been sponsored by the Ohio Department "Commitment to Literacy: Staying Registration materials will be avail- of Education and The Ohio State Uni- Inquisitive, Informed, and Inspired." able in September and will be mailedto versity Reading Recovery Program. A new feature of the conference will all Council members. These two sponsors invited the Council be Preconference Institutes for Reading to be a co-sponsor in 1997 and 1998. Recovery teachers, teacher Four outstanding keynote speakers leaders, site coordinators, ANNUAL MEMBERSHIP MEETING will address the Conference participants. administrators, and class- Because of the Council's co-sponsorship of this Billie Askew, trainer of Teacher Leaders room teachers. These conference, the 1997 Annual Membership Meeting at Texas Woman's University, will open Institutes will be held on of the Reading Recovery Council of North America the conference with perspectives about Saturday, February 1, will be held in conjunction with the conference. working together for literacy. Rudine 1997, and will feature top- Mark you calendars now for Saturday February 1, Sims Bishop, Reading Professor at The ics on administering Read- 1997, at 4:00 PM in Columbus, Ohio, for the Ohio State University, will provide ing Recovery Programs, Annual Membership Meeting. The Conferencereg- inspiration and reflection as a part of herguided reading, perfor- istration materials will include more informationas banquet address to the Conference. mance assessment, inter- will the next issue of the Council Connections.
7f) 6 Connections Summer 1996
Your Membership based on the database date. Check Council Receives Gift the label on this newsletter for the After six months of struggling to month in which your renewal is due. from California bring the RRCNA membership database The Council is investigating a new up to date, the process is nearly com- Reading Recovery data system which will streamline our plete. If you or any of your colleagues During the West Coast Literacy Con- joined the Council in the past year and accounting and membership databases ference and Reading Recovery Institute, have not received your membership cer- and help to prevent another backlog the Reading Recovery Council of North tificate or lapel pin, please contact the from occurring in the future. We thank America received a contribution of Council office at (614) 688-3738. We you for your patience and your continu- $10,000 from the Reading Recovery Pro- will process your request immediately. ing support. gram at California Sate University at Back issues of all newsletters have been 1996-97 Newsletter Mailing Schedule San Bernardino. The gift was presented mailed to new members whose names (Note that mail is sent at bulk rate, by Program Director Stanley L. Swartz, were not yet entered into the database so allow two to four weeks for receipt.) Ph. D., Professor of Education at the at the time of the original mailing. The Council Connections - All RRCNA University. Dr. Swartz presented the gift schedule below will help you monitor Members - August 15, November 1, and from funds generated by the sale of your mail for Council publications dur- March 1 Carousel Books which are published in ing the next year. Network News - Teacher Leaders collaboration with Dominie Press. Read- In addition, your membership year and Site Coordinators - November 15 ing Recovery Council Executive Direc- began when your name was entered into and May 1 tor Jean Bussell accepted the gift on the membership database regardless of The Running Record - Reading behalf of the Council. The gift will be when we received your dues payment. Recovery Educators - October 15 and used to foster and promote the opera- This way you will receive a full year's March 15 tions of the Council to benefit Reading benefits in accordance with the database Recovery in North America. The Board rather than from the time when your Deadline for next issue of of Directors thanks the Reading Recov- dues payment was processed. You will Council Connections is ery Program for its generous sharing of receive a membership renewal notice resources with the Council. October 15, 1996.
"Students" Contribute to the Council The fourteen Reading Recovery Teachers and two Teacher Leaders who participated in the Reading Recovery Summer Academy sponsored by The Ohio State University literally paid tribute to the programs leaders - Joetta Beaver and Rose Mary Estice - by pooling their financial resources and making a financial contribution of $415 in their honor to theReading Recovery Council of North America. The thirteen day train- ing program focused on accelerated learning for children close to discontinuing. Each participant began the day teaching one student and observing a partner's lesson, with a half hour debriefing following each lesson. After individual lessons, the class met as a whole. On seven days the group saw two lessons Behind the Glass followed by a group analysis of the lessons. According to group members, "This Behind the Glass experience was powerful for us because all of the children were close to discontinuing and our group analysis focused onCelebrating the tribute in the picture are: Front row left to right: how to effectively observe, record, and analyze our lesson Cheri Slinger (Upper Arlington OH), Melanie Finn (Dublin OH), records in order to foster accelerated learning." The group Ruth Thomas (Raleigh NC), Rose Mary Estice (Columbus OH), continued, "The leaders provided scaffolding, meeting the Joetta Beaver (Columbus OH), Jannie Jensen (Falls Church VA). members of the group at the edge of our own leamings, both Middle row left to right: Nancy Pollock (Castro Valley CA), Diane in class and on school visits. They challenged our thinking as Langner (Dublin OH), Helen Robinson (Cleveland Heights OH), Ali- son Date (La Honda CA), Ellen Haas (San Mateo CA). Back row they continually searched for answers themselves." left to right: Barbara Kennedy (Garner NC), Cindy King (Dublin In addition to teaching children, serving as a colleague, OH), Joyce Dewey (Madison WI), Donna Dunckel (Los Altos Hills and learning to apply more theory to practice, the teachers CA), Kelly Davis (Raleigh NC), Debra Duncan (Washington DC), and teacher leaders visited RRCNA's new headquarters duringGayle Bannister (Madison WI). their stay in Columbus, Ohio. Summer 1996 Connections
MARIE CLAY TO KEYNOTE LEADERSHIPACADEMY Marie Clay, Founder of Reading nators play along with Reading Recov- Local Evaluation Plans Recovery, will keynote the Council's ery teachers and teacher leaders in the Change: Building Plans to Deal with first North American Leadership Acade- implementation of Reading Recovery. Change my. The Academy's theme, "Strengthen- Topics currently planned for the Increasing Support, Ownership and ing the Operations of Reading Recov- Academy include: Collaboration: Working with Stakehold- ery," highlights Dr. Clay's focus on the Funding: Foundations and Corpora- ersSchool and District Teams,Cre- implementation of Reading Recovery on tions Federal and State Sources ating Ownership this continent. Title I Making the Most of the Political Process: How to Use It to The Academy will be held in San Money You HaveCreating Funding Meet Children's Educational Needs Diego, California from July 30 to August Plans and Proposals 2, 1997. It will provide a planned educa- The Reading Recovery Council of Implementation: Effectiveness and North America is pleased to offer this tional experience for individuals and Efficiency Building Local Evaluation teams who are involved in the imple- educational opportunity to educators PlansIssues at New and Developed throughout North America. Watchyour mentation of Reading Recovery. Particu- Sites lar attention will be given to the roles mail for registration materials in Sep- Research and Evaluation: Reporting tember, or call the Council office for which superintendents, administrators, What Is Out There Ideas for Data more information. school board members and site coordi- Collection and PresentationBuilding
Congratulations to Secretary: Maribeth Schmitt, Trainer, Site Coordinator Representative: 1996-97 Council Board of Purdue University, West Lafayette, Indiana Connie Thomas, Anderson Community Directors Trainer Representative: Dianne Stuart, Schools, Anderson, Indiana Canadian Institute of Reading Recovery, Partner Representative: David Moriar- The Reading Recovery Council Elec- Scarborough, Ontario ty, Medford Public Schools, Medford, tions Committee has announced the Teacher Leader Representative: Gerry Massachusetts results of this year's election for positions Haggard, Plano Independent School Dis- These individuals assumed their seats on the Board of Directors of RRCNA. trict, Plano, Texas on the RRCNA Board effective July 1, Vice President: Billie Askew, Trainer, Teacher Representative: Lynn Salem, 1996. Texas Woman's University, Denton, Texas Dublin Schools, Dublin, Ohio
RRCNA CommitteeUPDATES The RRCNA standing committee Committee are proceeding in a timely Schwartz has provided the leadership for structure is the locus for members' manner. The annotated bibliography of creating this opportunity for us CO com- involvement in RRCNA. Each commit- Reading Recovery research is scheduled municate with experts in the social-con- tee includes multiple membership types to be completed by the end of the year. structivist view of cognitive development and thus provides opportunity for Our thanks to Carol Lyons for overseeing in this special format designed for Read- involvement of teachers, teacher leaders, this massive and important project. ing Recovery professionals. trainers, site coordinators, and partners. Our first Theoretical Seminar on The The Module for Conducting Follow- Committee memberships are reviewed Social Construction of Knowledge: Theo- Up Studies is being prepared by Angela annually, so if you are interested in serv- ry and Practice, will be held on February Jaggar at New York University. The Pro- ing as a member of a committee, contact 28, 1997 at Oakland University in Michi-gram Effectiveness Study, using data from the committee chairpersonas listed in gan. Anne Marie Palincsar, University of the existing data base, is "on hold" while the following reports. Michigan, and Gordon Wells, Ontario Joe Groom's office completes theawe- Research Institute for Studies in Education, will be some task of data entry and analysis for the topical experts. The event is jointly the current school year. Submitted by Janet S. Gaffney, sponsored by the Department of Reading The Research Committee is currently Trainer, University of Illinois and Language Arts, the Oakland Univer- reviewing the following draft of Opera- sity Reading Recovery Program, the tional Guidelines. We would be pleased Current Projects Michigan Reading Recovery Council and to have your input into their revision. The current projects of the Research the Reading Recovery Council. Bob continued on next page 8 Connections Summer 1996 RRCNA Committee UPDATESContinued Draft of Operational Guidelines endorsement of the research study by response is needed, an individual may PURPOSE the RRCNA. write a response and request feedback The Research Committee serves a 2) Endorsement of Research from others, including members of the unique and important role in the future Individuals who have developed stud- Research Committee or other Site Coor- of Reading Recovery and the coordina- ies related to Reading Recovery may dinators, Trainers, Teacher Leaders, and tion of research activities in the Readingsubmit projects for endorsement by the Partners. In this case, the individual Recovery Council of North America. RRCNA. Endorsement by the RRCNA who wrote the initial response is the The purposes of this Committee are to may be helpful to a researcher in secur- author. operate as: ing participation in the study. A desig- At other times, usually when more (a) a clearinghouse for past and cur- nated subcommittee of the Research time is available, a group may co- rent research on Reading Recovery, Committee will review the proposal and construct a response and be designated (b) a facilitator of research, recommend or not recommend endorse- as co-authors. The Research Committee may coor- (c) a vehicle for responding to ment by the RRCNA. A letter will be research related to Reading Recov- written by the chair of the subcommit- dinate these activities as needed but individuals may initiate such responses ery, and tee that provides a rationale for the deci- on their own. (d) a mechanism for encouraging sion. Endorsement of research by the communication of Reading Recov- RRCNA does not imply funding. (d) Communication with a Broader ery personnel and partners with 3) Funding Research Audience: Theoretical Seminars researchers in literacy, learning, Individuals who have developed stud- Seminars on important and current and teaching. ies related to Reading Recovery may topics related to early literacy, teaching and learning will be held in different COMMITTEE MEMBERSHIP submit projects for funding by the locations on approximately an annual The Committee shall be composed ofRRCNA. The RRCNA appropriates basis. Panels of experts will be invited to at least 4 trainers, two teacher leaders, funds for the conduct of research. The present and interact with one another two site coordinators, two Reading Research Committee of the RRCNA and participants. Monographs of pre- Recovery teachers, and one partner. The will establish priorities for funding sented papers will be developed from Committee shall be chaired by a trainer. research and an application process. Pro- jects may be awarded $50041000. each seminar and sold by the RRCNA FUNCTIONS 4) Commissioned Research under the guidance of the Publications A description of each function of the Committee. Research Committee follows. The Research Committee may com- mission research studies. In this case, the (a) Clearinghouse Announcement Research Committee or designees would The Research Committee will main- Patricia Kelly, trainer at California generate a proposal for a major research tain an annotated bibliography of State University at San Bernardino, has project and secure funding. Researchers research on Reading Recovery including accepted the invitation of Carol Lyons, would be invited to work with the published articles, books, technical President of RRCNA, to become the Research Committee or designees in reports, dissertations, and unpublished new Chair of the Research Committee. refining the proposal and would com- manuscripts. The Reading Recovery Pat has been an active member of the plete the study. Library will be available through the Committee since its inception and I RRCNA Publications Committee. A 5) Research Modules know that she will provide excellent listing of current research projects The Research Committee would sup- leadership for the work of the group. including a brief description of the study,port the development of modules (15.25 Please send or fax any ideas about the researchers, and contact information willpages) that could be used by Reading Research Committee and revisions of be maintained by the Research Commit-Recovery Teacher Training Sites to con- the Operating Procedures to Pat: tee. duct local studies on important topics. Home: 1295 S. Live Oak Park Road The information would include purpos- )(b) Facilitator of Research Fallbrook, CA 92928 es, rationales, and guidelines for collect- 1) Peer Review of Research ing, analyzing, and presenting the data. phone: 619-723-1230 Individuals who are developing stud- These modules will be sold by the fax: 619-723-6250. ies related to Reading Recovery may RRCNA under the guidance of the Pub- Office: California State University, submit projects for peer review to the lications Committee. San Bernardino Research Committee. A designated sub- (c) Responding to Research Critiques 5500 University Parkway committee of the Research Committee Two methods for responding to cri- San Bernardino, CA 92407 will provide written reviews of submitted phone: 909-880-5657 proposals. This review process serves a tiques of research on Reading Recovery professional function and does not imply are suggested. First, when an urgent fax: 909-880-7010. continued on next page O 1 1996-97 Reading Recovery Council of North America Board ofDirectors
President: Carol Lyons, Trainer, The Site Coordinator Representative: Mar- Ohio State University, Columbus OH garet Griffin, Texas Woman's Univer- Past President: Gay Su Pinnell, Train- sity, Denton TX (term expires er, The Ohio State University, 6/30/97) Columbus OH Site Coordinator Representative: President-Elect: Joetta Beaver, Connie Thomas, Anderson Commu- Teacher Leader, Site Coordinator, nity School Corporation, Anderson Upper Arlington Schools, Upper IN (term expires 6/30/99) Arlington OH Partner Representative: William Vice President: Billie Askew, Trainer, Lynch, Lynch Foundation, Rancho Texas Woman's University, Denton Santa Fe CA (term expires 6/30/98) TX Partner Representative: David Moriar- Secretary: Maribeth Schmitt, Trainer, ty, Medford Public Schools, Medford Purdue University, West Lafayette IN MA (term expires 6/30/99) (term expires 6/30/97) Training Advisory Committee Chair- Treasurer (appointed): Douglass Kam- person (appointed): Irene Fountas, merer, Site Coordinator, Marion City Trainer, Lesley College, Cambridge School District, Marion OH MA Trainer Representative: Clifford John- Canadian Institute of Reading Recov- son, Georgia State University, Atlanta ery Representative (appointed): GA (term expires 6/30/98) Jeanne Milovanovic, Partner, Scarbor- Trainer Representative: Dianne Stu- ough, ONT art, Canadian Institute of Reading Descubriendo La Lectura Representa- Recovery, Scarborough ONT (term tive (appointed): Olivia Ruiz, Partner, expires 6/30/99) Scott Foresman Publishers, Tucson AZ Teacher Leader Representative: Sue Reading Recovery Inc. Representative Hundley, Lesley College, Cambridge (appointed): Nancy Zimpher, Dean of MA (term expires 6/30/97) the College of Education, The Ohio Teacher Leader Representative: Gerry State University, Columbus OH Haggard, Plano Independent School President's Appointment: District, Plano TX (term expires Connie Williams, Teacher Leader, 6/30/99) Long Beach USD, Long Beach CA Teacher Representative: Diane (term expires 6/30/97) O'Shaughnessy Dunn, Columbus Pub- President's Appointment: lic Schools, Columbus OH (term Deborah Dillon, Site Coordinator, expires 6/30/97) Purdue University, West Lafayette IN Teacher Representative: Lynn Salem, (term expires 6/30/97). Dublin City Schools, Dublin OH (term expires 6/30/98) Reading Recovery Council of North America Nominations Form1997-98 Board of Directors
All members of the Reading Recovery Council of North America are eligible to nominate one person for each of the positions listed on this form. The nominator must provide a statement of recommendation for each individual nominated. The nominee must indicate his or her willingness to serve by providing biographical data and a position statement concerning his or her inter- est in the Board of Directors position. Nominees must have been a member of the Council for at least one year prior to their nomination. Non-members will not be placed on the ballot. Elections will be held during March 1997. Elected officers and Board members take office on July 1, 1997, and serve a three-year term (except the Secretary who serves a one-year term). Members are asked to attend at least two meetings each year in various locations. Travel expenses must be covered by the Board member. A list of the current Board members and their terms of office appears on the back of this form. All current members are eligible for re-election. If you wish to make a nomination in more than one category, please copy this form and submit one form for each category for which you are nominating an individual. RETURN THE NOMINATIONS FORM TO THE ADDRESS BELOW NO LATER THAN NOVEMBER 1, 1996.
Positions for which nominations are requested are as follows: * Vice President (becomes President after serving Teacher Leader (three year term) an additional year as President-Elect) Reading Recovery Teacher (three year term) * Secretary (one year term) Site Coordinator (three year term)
Nominee Name: Street Address: City: State/Province: Zip Code: Office Telephone: ( ) Home Telephone: ( ) Position(s) for which Nominee is recommended: Vice President Secretary Teacher Leader RR Teacher Site Coordinator
Nominator's Statement of Recommendation:
Nominee's biographical statement of experience in Reading Recovery, early literacy, program development, other: (Limit 50 words)
Nominee's vision and position statement for the Reading Recovery Council of North America: (Limit 30 words)
Nominee's Signature: I have been a member of RRCNA for at least one year in the membership category of and currently am a member: Yes No
SUBMITTED BY: MAIL TO: Gay Su Pinnell, Past President Position: Nominating Committee Chairperson Address: Reading Recovery Council of North America City: State/Province: Zip: 1929 Kenny Road - Suite 100 Work Telephone: Home Telephone: Columbus OH 43210-1069 MUST BE RECEIVED FAX 614/292-4404 NO LATER THAN Signature: NOVEMBER 1, 1996 Summer 1996 RRCNA Committee UPDATES Continued Publications and under the direction of Sue Hundley and Implementation Beverly Hoffman; the Descubriendo La Submitted by Billie I. Askew Communications Lectura Book list, completed by the Col- Submitted by Mary Anne Doyle, laborative for Reading Recovery in Texas Woman's University Trainer, University of Spanish/Descubriendo La Lectura, an The RRCNA Implementation Com- Connecticut effort coordinated by Raquel Mire les; mittee has several activities to report: Leadership for Literacy: A Guidebook for This Committee serves the member- Leadership for Literacy Guidebook School-Based Planning, compiled by ship of RRCNA by promoting publica- The Leadership for Literacy Guidebook tion and communication activity that is Susan Paynter for the Implementation Committee; and a Site Coordinator's for School-Based Planning distributed in compatible with the general policies and the spring as been recalled and will be Handbook, developed by a committee of procedures established by the RRCNA. replaced with a revised edition as soon trainers chaired by Clifford Johnson. In this endeavor, we are very pleased to as possible. As a result of a series of These will be available through the support the efforts of our journal and glitches, the Guidebook was printed and newsletter editors and the work of the RRCNA Catalogue for Reading Recov- ery Teacher Leaders and Teachers. disseminated before it was reviewed and many subcommittees which create sup- edited. Please discard the old copies and portive and/or informational materials Addresses of editors and contacts: replace them with the new ones. The for our network of Reading Recovery Janet Bufalino, Editor booklet will be helpful to all schools educators. Council Connections involved in school-based planning, and For the current academic year, I am Shippensburg University we encourage all Reading Recovery sites pleased to acknowledge and thank our 125 Horton Hall to order copies for use in their districts returning editors who include Janet 1871 Old Main Drive and schools. Bufalino, Editor of Council Connections, Shippensburg, PA 17257-9989 Maribeth Schmitt, Editor of the Net- Revision of Site Report Guidelines work News, and Adria Klein and Stan- Maribeth Schmitt, Editor Carol Lyons (representing the Imple- ley Schwartz, Editors of the Literacy, Network News mentation committee) and Bob Teaching and Learning, An International School of Education Schwartz (representing the Research Journal of Early Literacy. I am also Purdue University Committee) are co-chairing a sub-com- pleased to welcome Judith Neal, Train- 1442 Liberal Arts and Education Building mittee to review and possibly revise the er, California State University at Fresno, West Lafayette, IN 47907-1442 guidelines for annual site reports. who has assumed editorship of The Run- Reports on this subcommittee's progress Judith Neal, Editor ning Record. will be shared throughout this school The Running Record year. The Committee and editors have CSUF School of Education established a schedule that will result in and Human Development Reporting Data publication of the Council Connections in 5005 North Maple Ave., Room 25 Carol Lyons and Billie Askew (Imple- Fall, Winter, and Spring. Issues of the Fresno, CA 93740-0202 mentation Committee) are working with other newsletters and the journal will be Marie Clay to devise a plan for piloting published twice, once in the Fall and Adria Klein, Stanley Schwartz, Editors a new way of reporting data to ensure once in the Spring. Literacy, Teaching and Learning the inclusion of all children served by Each editor welcomes contributions School of Education Reading Recovery. Updates will be from the membership, and each editor California State University shared during the year. will strive to reflect the interests of our 5500 University Parkway diverse readership. We encourage your San Bernardino, CA 92407-2397 School and Site Scan Forms submissions. Descubriendo La Lectura While data are collected on all Read- Carlos Manrique educators may wish to contact Carlos ing Recovery children annually, very lit- Descubriendo La Lectura Manrique regarding publishing opportu- tle information is available about school 3540 Lexington Street nities and Canadian members are invit- and sites involved in Reading Recovery. El Monte, CA 91731 ed to contact Dianne Stuart. The Reading Recovery sites in the Texas addresses of our editors and contacts are Dianne Stuart Woman's University network were listed below. Canadian Institute of Reading Recovery involved in a pilot in the spring to Other publications forthcoming from Scarborough Campus determine the kind of information that the endeavors of our various subcommit- University of Toronto would be useful. Committee members tees include Comprehensive Book list, 1265 Military Trail will work with Joe Groom to determine completed by the Book Committee Scarborough, Ontario the possibility of a short data form for MIC 1A4, CANADA sites to use in continued on next page 13 10Connections Summer 1996 RRCNA Committee UPDATES Continued the future. This scan-form format will be 4. To assure compliance with guide- sional development services for their piloted and reported to the membership. lines for teaching and training, affilia- teachers. tions between districts must be formalized #4-Proposed Change in Requirements by written assurances and a copy filed Guidelines and Standards for Reading Recovery Teachers (Teach- Submitted by Noel Jones, with the state or regional training center ing Children) responsible for data reporting and profes- Teach a minimum of four first-grade Committee Chair, University of sional development. children per day individually for 30 min- North Carolina at Wilmington 5. Teacher leaders and/or site coordi- utes daily sessions in a school setting. In January of 1996 the Guidelines and nators shall inform the university train- Standards Committee developed a set of ing center when agreements are made to #5-Proposed change in requirements for proposed additions and changes to the train teachers from any district outside Reading Recovery teachers (Continuing guidelines document. These proposals their established site. Contact) were revised by the committee chair fol- 6. By a specified date a copy of each Attend a minimum of six continuing lowing discussions }with trainers and with site's annual report should be filed with contact sessions for trained teachers each teacher leaders. PrOposals #1, #2, and #3 the university training center with which year, at least four of which include discus- are additions; they specify and clarify cur- that site is affiliated, and a copy sent to sion of two behind-the-glass demonstra- rent expectations. Proposals #4 and #5 the Executive Director of the RRCNA in tion lessons. InaugUral and closing meet- are changes to current guidelines. These order to receive recognition of continu- ings, study groups and conference were discussed with Teacher Leaders at ing status as an approved Reading Recov- attendance count as additional sessions. regional caucus meetings at the Insti- ery site. State reports must also be filed This is a modification of the proposal tutes, and received a high degree of sup- with the Executive Director of the printed in the last edition of Council port. RRCNA if there is a university training Connections, which read: #1-Proposed Guideline Concerning center in that state. "Attend a minimum of six continuing Relationship of Teacher Training Sites #2- Proposed Guideline Concerning contact sessions for trained teachers to University Training Centers Maintenance of Certification annually at each of which two behind- 1. Each Reading Recovery teacher Reading Recovery trainers, teacher the-glass demonstration lessons are pre- training site must establish affiliation leaders and teachers maintain their certi- sented and discussed. Inaugural and clos- with the university training center within fication by actively engaging in the roles ing meetings, study groups and their state or, if none exists within the and responsibilities of those positions and conference attendance count as addition- state, with another appropriate university participating in professional development al sessions." training center, for purposes of data activities as spelled out in the Guidelines Many teacher leaders felt this guide- reporting and continuing professional and Standards document of the RRCNA. line could work hardship for various rea- development. The site application for Certification will be considered lapsed if sons: e.g., sites that cover wide geograph- each teacher training site must be on file a person does not, for a period of more ic areas or which have only a few at the university training center with than one year, serve in the Reading Reading Recovery teachers. Sufficient which the site is currently affiliated. Recovery role for which they were concern was expressed about the guide- 2. In cases where more than one train- trained and participate in required Read- line to merit changing the original pro- ing center exists within a state or region, ing Recovery professional development posal. Final decision on all guidelines will or where none exist, a state or region- activities. be made by the Executive Board of the wide council shall be established, with A person whose certification has RRCNA. representation of all roles, to facilitate lapsed may obtain re-certification by suc- In addition to the above proposals, the collaboration and sharing of responsibili- cessfully completing an appropriate plan committee is taking the following steps ties. Issues of jurisdiction between train- of professional development developed bythat should result in further changes to ing centers or sites should be referred to the training center or site. the Guidelines and Standards document. the coordinating council whose decision (1) The committee which developed the shall determine the outcome. #3-Proposed Guideline Concerning the document, "Selection of Children" has 3. If a teacher leader is trained away Termination of Sites been asked to review that document and from the state of residence, the center If a Reading Recovery site loses the recommend sections and wording that that supplied the training shall provide service of all teacher leaders in its should be included in the published services to that teacher leader and school employment, it will lose its status as a Guidelines. (2) The Trainers Group has unit during the first field year. An agree- recognized Reading Recovery site. It may been asked to develop and propose addi- ment between training centers will deter- continue service to Reading Recovery tions or amendments to the Guidelines mine which site will continue the profes- children by establishing a written agree- which specify continuing professional sional relationship with that teacher ment with another site to provide contin-development expectations for all Reading leader and site thereafter. uing contact services and other profes- Recovery roles (University Trainer; Site continued on next page
9 Summer 1996 Connections11 RRCNA Committee UPDATES Continued Coordinator; Teacher Leader; and Committee have been involved in several responded to numerous requests regarding Teacher) and possibly to make suggestions projects during its first year. Jeanette the review of materials related to training. for orientation and professional develop- Methven has worked intensively on com- An exciting new project for the ment for principals of Reading Recovery pleting a set of guidesheets for use by upcoming year is the collaboration of the schools. (3) The committee will work teacher leaders with teachers in training. Training Advisory Committee with the with trainers to develop written rationales These sheets are a resource material for Implementation and Planning Committee for key guidelines which may be included guiding and reviewing basic principles of to conceptualize and administer a Sum- in the next publication of the RRCNA teaching in Reading Recovery. Peg mer Academy for RRCNA Members. See Guidelines and Standards. (4) The com- Gwyther has continued to pursue the use article on page seven of this newsletter. mittee will review material received from of technology in training and made pre- This committee will continue to work Descubriendo La Lectura which would sentations to teacher leaders at the as a liaison with the North American integrate material into the current guide- Teacher Leader Institute in June. Judith Trainers group to assure the quality, lines to reflect their applicability to Des- Neal developed a needs survey which was expansion and delivery of training. We cubriendo La Lectura. distributed at the TL Institute, informa- encourage you to call or write with your tion from which will be used for further Training Advisory input to: Irene Fountas, The Training committee goals. Mary Fried, with her Advisory Committee of RRCNA, Lesley Submitted by Irene Fountas, committee members, is in the process of College Center for Reading Recovery, Director, Center for Reading developing a Teacher Leader Resource 1819 Massachusetts Avenue, Suite 309, Paper on Working Effectively with Teach- Cambridge, MA 02140. Recovery, Lesley College ers and Teacher Leaders in Training. In Members of the Training Advisory addition committee members have
Update of ReadingRecovery in Canada Dianne M. Stuart, Trainer/Administrator
eading Recovery was initially been trained at the Canadian Institute of Teacher Leaders this year which will introduced in Canada in 1988, Reading Recovery. provide a Teacher Leader in each region hen administrators from the On December 16, 1996, the Manito- of the province. Scarborough Board of Education visited ba Minister of Education and Training Other provinces which have trained the Reading Recovery training siteat announced the establishment of the Reading Recovery Teacher Leaders Ohio State University and subsequently Western Canadian Institute of Reading include: British Columbia, Alberta, hired the first Teacher Leader. Recovery. The Institute was established Quebec, Newfoundland/Labrador and As a result of the success experienced through a partnership of Manitoba Edu- New Brunswick. by young children in Reading Recovery cation and Training, the University of As of September 1996, there will be and the commitment of classroom Winnipeg and St. James-Assinibois 59 Teacher Leaders in Canada, three teachers to undertake the training School Division N. 2. The Western Trainers, and approximately 1,000 Read- required to work with them, a partner- Canadian Institute will be working in ing Recovery teachers and teachers-in- ship was formed between the Faculty of collaboration with the Canadian Insti- training serving approximately 8,100 Education, University of Toronto, and tute of Reading Recovery and under the children across the country. the Scarborough Board of Education. guidelines set by the Board of Gover- Since it opened, the Canadian Insti- Support for the initiative came from the nors. tute has gained both national and Ontario Ministry of Education and The expansion of Reading Recovery provincial recognition, welcoming visi- Training, Human Resources Develop- has been most rapid in the province of tors from school boards and universities ment Canada, and the Ontario Teach- Ontario where the Ontario Ministry of across the country. In 1993, Dame Marie ers' Federation. This partnership led to Education and Training has committed Clay gave the Canadian Institute of the creation of the non-profitcorpora- funding to the Canadian Institute for Reading Recovery the right to the trade- tion called the Canadian Institute of the next three years. The Ministry of mark as a quality control Reading Recovery. measure to Education and Training in Manitoba has ensure the standards in Canada as the The Canadian Institute was officially also made a commitment to funding the national program began. opened by Dame Marie Clay in Septem- Western Canadian Instituteover the ber 1993 with 12 students representing next three years. Nova Scotia's Ministry three provinces. Since that timean is committed to the implementation of additional 39 Teacher Leaders have Reading Recovery by training six 15 12Connections. Summer 1996 Trainers From Around the World Meet Rose Mary Estice, Clinical Trainer, The Ohio State University
..rhe International Reading Recovery The US trainers also used the list-serve for national meeting a year. Trainer Group met in Dallas, Texas efficient communication surrounding the The North American trainers met for last April for two days of network- planning of the Teacher Leader Institutes. two days prior to the international meet- ing, problem-solving, and planning. This Trainers in New Zealand do not have ing to finalize plans for the Teacher Leader was the first meeting ever held for the access to e-mail yet, so for the time being Institutes and to discuss other trainer and total group. (Some international trainers their communication link will be by FAX. RRCNA issues. met following the Second International Another outcome of this April meeting The trainers rated the meetings as Reading Recovery Conference in Califor- was the nomination and election of an highly productive due in large part to the nia in 1995.) Trainers from Australia, International Leadership Team of trainers work of Mary Anne Doyle (trainer from Canada, England, New Zealand, and the who will work closely with Marie Clay to the University of Connecticut) who United States participated. Marie Clay problem-solve Reading Recovery issues presided over the meeting and Jane Ash- was present and had the opportunity to from within and outside the network. down (trainer from New York University) provide final remarks to each area of dis- Results of the election are not available it who was the chair of the Trainer Steering cussion. the time of this writing. Committee. Of course the input from The major topics discussed in both It was agreed that meetings including Marie Clay and the opportunity to discuss small and large groups were: Future Com- all trainers are critical for the future of issues with international colleagues also munication; Implementation in Districts, Reading Recovery and consequently the contributed greatly to the productiveness States, Countries; Research-Related Issues; trainer group has recommended one inter- of this time together. Training Issues; Review of The Reading Recovery Council of North America; International Leadership; Teaching Chil- dren; and The Theories That Guide Us. Clay ended the meeting with final remarks andichallenges to the group. As a result of recommendations from the trainer group, Bob Schwartz, trainer from Oakland University in Michigan, set up a list-serve whereby all trainers on e- mail can communicate to the total group. Predictions of progress was a recent topic in which many trainers shared their per- spectives. It has been suggested that school visits be the next issue on-line. ) Becoming A University Training Site Jane Ashdown, Chair c North American Trainers Group Akcross North America, there has Group. To make application to establish will be reviewed. Particular attention been a need to expand the num- a site, submit a letter of interest to Ms. will be given to the following: institu- ber of Universities providing Jane Ashdown (212-998-5408 for tional support for the program, sources Teacher Leader training and the follow- address/fax) by January 15. Within 10 of funding, support of local school sys- ing services to maintain and enhance days of receipt of letter, application tems and the state education depart- the growth of Reading Recovery: initial materials and the Guidelines and Stan- ment, as well as the qualifications of the teacher leader training, on-going profes- dards of the RRCNA will be sent to the candidates. In some cases representatives sional development, and technical assis- interested University from The Ohio from the applicant University may be tance necessary to ensure quality imple- State University. The University will in invited to attend the Trainer's meeting. mentation at the district level. turn complete and return the applica- These arrangements were designed to To become a University training site tion to The Ohio State University. ensure a strong University based program the following steps have been estab- At the spring trainers meeting, a and ensure that quality implementation is lished by the North American Trainers summary of the application materials initiated from the beginning.
BEST COPY AVAILABLE 16 Reading Recovery Council Incorporates After many months of discussion and develop- Reading Recovery Council of North America was communication, and research. ment, the Reading Recovery Council of North formed exclusively for charitable purposes to: I) In the process of incorporation, the bylaws America has completed the process of incorporation preserve the integrity of the Reading Recovery pro- which were published in the Spring 1995 issue of as a not-for-profit corporation. The Articles of gram and improve its effectiveness; 2) expand Read- Council Connections were revised and relabeled Incorporation were filed with the Ohio Secretary of ing Recovery programs throughout the United States Code of Regulations to conform with Ohio law. The State on May 29, 1996, completing the process of and Canada; 3) provide high quality literacy educa- following text is the exact text: as filed with the Arti- organization which began several years ago. tion for all children; and 4) promote Reading Recov- cles of Incorporation. The Articles of Incorporation state that the ery programs to educators while fostering outreach,
CODE OF REGULATIONS OF the records of the Corporation. Notice of ers, site coordinators and partners. The stand for re-election in that representational READING RECOVERY COUNCIL adjournment of a meeting need not be Board shall determine the number of Board OF NORTH AMERICA, INC. category. given if the date, place and time to which it members elected from each service catego- action 4,.(12, Meetings, A minimum of is adjourned is fixed and announced at ARTICLE I q. two (2) regular meetings of the Board shall such meeting. Each elected Director from a service be held each year at such time and place as NATURE AND PURPOSE Section 314. Waiver of Notice, Notice category shall be elected to serve a three Section 1,01, &pun, The Reading the Board may determine by a vote of the of the date, place and time and purpose or (3) year term, one-third of the terms expir- majority of the entire Board. The Directors Recovery Council of North America, Inc. purposes of any membership meeting may ing annually, or until his/her successor is ("RRCNA") is a membership, not for prof- shall hold such other meetings as may from be waived in writing, either before or after duly elected and qualified or until his/her time to time be called. Meetings of the it organization pursuing charitable and edu- holding of such meeting, by the members, earlier resignation, removal from office, cational endeavors. Directors may be held through any com- which writing shall be filed with or entered death, or otherwise provided in the Arti- munications equipment if all persons par- Section L92- all= And Mission. The upon the records of such meeting. The cles. The number of Directors may be fixed purposes of this Corporation are: ticipating can hear each other, and partici- attendance of such representative of a or changed by the Board at a membership pation in a meeting pursuant to this (a) Preserving the integrity of the Reading member, in person or by proxy, at any such meeting of the Board. No reduction in the Recovery Program and improving its provision shall constitute presence at such meeting without protesting the lack of a number of Directors shall of itself have the a meeting. effectiveness; proper notice prior to or the commence- effect of shortening the term of any incum- Statism 4,14. Notice pf Meetings. (b) Providing Reading Recovery to every ment of the meeting shall be deemed to be bent Director. An elected member from a child who needs individual help in Notice of the time and place of each meet- a waiver by the member of notice of such service category may serve as a Director ing of the Directors which notice is learning to read and write; meeting. for no more than two (2) consecutive (c) Strengthening the context within which required by law, the Articles or these Regu- Section 105, Qom= The attendance terms. lations shall be given to each of the Direc- Reading Recovery is implemented. and of one hundred (100) members of Class B Section 4.04, Election, Board members (d) Increasing knowledge about how chil- tors by at least one of the following meth- membership shall constitute a quorum for shall be elected annually by RRCNA mem- ods: (a) by writing mailed not less than two dren and teachers learn. the official business meeting. bers in good standing as follows: (a) a ARTICLE II (2) weeks before such meeting and ARTICLE IV Nominating Committee chaired by the Past addressed to the residence or usual place of MEMBERSHIP DIRECTORS President and approved by the Board will Section 2,QL Membership, The mem- business of a Director, as such address Section 4,QL Authority and Oualifica- be appointed by the President; (b) the appears on the records of the Corporation; bership of the Reading Recovery Council Pop& Except where law, the Articles or Nominating 'Committee shall develop a of North America ("RRCNA"), shall con- or, (b) by telegraph, cable, radio, or fax, these Regulations otherwise provide, all ballot containing nominees for each office sent to the residence or usual place of busi- sist of two membership classes. The sole authority of the Corporation shall be vested and Board position to be filled; (c) the bal- member of Class A of the corporation shall ness of a Director as the same appears on in and exercised by a Board of Directors. lots shall be mailed to the active members the records of the Corporation, not later be Reading Recovery, Inc. ( "REP'). Class The Board shall direct and carry on the of the RRCNA by March 1 of each year B membership shall be composed of indi- than ten (10) days before such meeting; or, business and affairs of RRCNA. Responsi- with instruction to return them not later (c) personally or by telephone not later vidual members. Membership in good bilities include the oversight of the mission than April 1, of each year and the election standing for Class B members shall be than (10) days before such meeting. and management of RRCNA, policy devel- process will be completed by May 1 of Notice given to a Director by any one of defined as all members current in the pay- opment, planning, evaluation, allocation ment of dues. each year; (d) the counting of ballots is the the methods specified in these Regulations and resource development, and the cre- responsibility of Elections Committee Section 2.02, Membership Policy, The shall be sufficient, and the method giving ation/designation of chapters of RRCNA chaired by the Vice President. Nominees notice to all Directors need not be uniform. categories of membership and the annual members. receiving the highest number of votes will dues shall be determined by the Board of Notice of any meeting of Directors may be Section 4,02, Reserved Powers. be declared elected; and, (e) in the event of given only by the President or Secretary of Trustees (hereinafter all references to the Notwithstanding anything to the contrary a tie vote, the Election Committee will pro- Board shall mean the Board of Trustees. the Corporation or by the Directors calling in this Code of Regulations, the following pose a process to resolve ties. Board mem- the meeting. Notice of adjournment of a Trustees shall be referred to as Directors). corporate actions shall require the approval bers shall take office July 1 following their Members in good standing shall be respon- of both RRI and the Board: meeting of the Directors need not be given sible for: voting for officers; participating election or appointment. All Board mem- at the time and place to which it is (a) Sale or other disposition of substantial- bers must have been a member of RRCNA in membership meetings; voting within a adjourned or fixed and announced at such ly all of the Corporation's assets. for at least one year prior to their nomina- meeting. service category for representatives of the (b) Merger or consolidation of the Corpo- tion. Board; and, participating in other business ration with, or into, another entity. Seen= 4.11, Waiver at Notice, Notice of RRCNA. Any person who wishes to Senna 4.05, Removal, A Director or of any meeting of Directors may be waived (c) Liquidation and dissolution of the Cor- Directors may be moved from office, with support the purposes of RRCNA and to poration. in writing, before or after the holding of cause, only by a majority vote of the such meeting, by any Director, which writ- share in its work shall be eligible for mem- (d) Distributions by the Corporation. Board. The Director or Directors in ques- bership. Any member may be removed ing shall be filed with or entered upon the (e) Amendment of the Corporation's Arti- tion shall not participate in said vote. In with cause by a majority vote of the Board cles. records of the meeting. The attendance of case of any such removal, the new Director any Trustee or any meeting of Directors at any meeting of the Board. (f) Amendment of this Code of Regula- may be elected at the same meeting for the without protesting, prior to or at the com- Section 2.121, Membership Ydr, The tions. unexpired term of each Director removed. membership year shall begin on the date mencement of the meeting, the lack of Section 4.43. &MI= Of Directors and Failure to elect a Director to fill the unex- proper notice shall be deemed to be a the member's dues payment is recorded by ann of Mae, A person elected or pired term of any Director removed shall RRCNA and end on the same date in the waiver by him or her of notice of such appointed as a Member of the Board shall be deemed to create a vacancy in the meeting. following year. have held membership in RRCNA for at Board. ARTICLE III least one year prior to their nomination. ARTICLE V Sef-tion 494, Vacancies. Any vacancy OFFICERS MEMBERSHIP MEETINGS The initial Directors named in the Articles of the Board caused by death, resignation, Section 101 Annual Membership Section 5,Q1, gutcr a Officers, The will serve until the next election. The num- disqualification, removal or any other Meetings. The annual membership meeting ber of Directors of the Corporation shall Officers of this Corporation will consist of cause shall be filled by a majority vote of the following: (I) President; (2) President- for the consideration of any business that not exceed twenty-five (25). Board mem- the remaining Board members, and the Elect; (3) Past-President; (4) Vice Presi- may properly come before such meeting bers shall include: (a) the officers of the shall be held on such date and at such elected Director shall hold office until the dent; (5) Secretary; and (6) Treasurer. The corporation; (b) special members serving next annual election at which time a per- place in time which may be fixed from Officers shall be members of the Board. by Presidential appointment with majority manent replacement will be elected by the time to time by the Directors. approval of the Board, including, but not Section 5.02, Selection a Officers, The membership. President shall serve for a term of one year. Section 3,42. Membership Meetings, limited to, the Chairperson of the Training Section 102, Resignation, Any Board The President-Elect shall serve with the Special membership meetings may be Advisory Committee; (c) a representative member may resign at any time by giving called only by the President, Secretary, or of the Canadian Institute of Reading guidance of the President for one (1) year written notice to the President or to the in preparation for his or her term as Presi- RRI. Recovery designated by CIRR, a represen- Secretary of RRCNA. The resignation of dent. The Vice President shall serve with Section 391 Notice DI Membership tative of Descubriendo La Lectura desig- any Board member shall take effect at the the guidance of the President-Elect forone Meetings, Written notice stating the date, nated by DLL, and a representative of any time that the resigning member specifies in place and time of a membership meeting entity which receives a trademark designa- year in preparation for his/her term as Pres- shall be given either by personal delivery writing. The acceptance of such resignation ident-Elect. The Past President shall serve tion in North America; (d) the President of shall not be necessary to make it effective. or by mail not less than ten (10) and no a term of one year following his/her term Reading Recovery Inc. and one Director of Section 49$, Siam Change, Any Board as President. The Treasurer shall be more than sixty (60) days before the date Reading Recovery, Inc. selected by the member who no longer satisfies the eligi- appointed by the President and will serve of the meeting to all members by or at the President of Reading Recovery Inc.; and bility criteria for the representational cate- direction of the President or Secretary. If one year. The Treasurer may be reappoint- (e) representative members from each of gory from which that member was elected mailed, such notice shall be addressed to a ed up to a maximum of three years. The the following Reading Recovery service may continue to serve through the remain- member at his/her address as it appears on categories - trainers, teacher leaders, teach- Secretary and Vice President shall be elect- der of the current fiscal year but may not ed by the membership and shallserve one 1 7 BEST COPY AVAILABLE year. All officers must have been a member best interests of this Corporation will be for members up to six years of total service any of its Directors or Officers. of RRCNA for at least one year prior to served. However, any removal will be per member. Section LSI& Conflict of Interest. their nomination. without prejudice to any contract rights of Section Mi. Ail Iliic. Committees. The Whenever a member of the Board has Section 5iQ1, President, The President the Officer so removed. Board may in its work employ Ad hoc cause to believe that a matter to be voted will, subject to the control of the Board or Segni= 511, Resignation, Any Officer Committees which shall have duties and upon would involve that member in a con- any Committees, supervise and control the may resign at any time by giving written responsibilities as are granted to them by flict of interest, that member shall affairs of the Corporation. The President notice to the Board or the President or the the Board. The Ad hoc Committee mem- announce the conflict of interest and shall will perform all duties incident to the Secretary. A resignation shall take effect at bers shall be recommended by the Presi- abstain from voting on such matter. Con- office and any other duties that may be the time specified therein, and unless oth- dent and approved by the Board to carry flict of interest is any matter and/or occa- required by these Regulations or prescribed erwise specified, shall become effective forth a specified mission. sion that may provide or result, either by the Board. upon delivery. The acceptance of such res- Section /QC Dm for Ad hoc Com- directly or indirectly, in personal advantage The President shall appoint the Treasur- ignation shall not be necessary to make it mittee Members. Ad hoc Committee mem- or gain to the member. er and the Special Members of the Board. effective unless so specified in the resigna- bers shall be appointed for as long as nec- Section $0, Executive pirectnt The President shall also appoint the mem- tion. essary to complete the assigned task. Appointment and Authority. The Board bers and chairs of committees with the Stinn La Vacancy, Any vacancy in Suction 2.(11. found Action for Com= may appoint an Executive Director who approval of the Board. The President shall a Board of Director's office for any reason tpittees, In all matters eventuating in for- shall be the chief executive officer of the chair the Board, the Executive Committee, may be filled by the Board in such a man- mal action by Committees, each attending RRCNA. The Executive Director shall be and Administrative Committee, and annu- ner as it determines to be appropriate under member shall have one vote. A majority responsible for the administration of ally present the status of the organization. the circumstances. vote of the members present shall be nec- RRCNA subject to the policies and action The President shall become Past President innikin la Delegation of Duties, In essary for a proposition to prevail unless of the Board. The Executive Director shall at the end of his/her term. the absence of any officer or assistant offi- otherwise noted in these bylaws. execute the policies of the Board and apply Section 5.04, president - Elect, The Pres- cer or for any other reason which the Section 2.118 Executive Committee. the action of the Board to the broader pub- ident-Elect will be a member of the Board may deem sufficient, the Board may With the exception of the power to fill lic as appropriate. The Executive Director Administrative Committee and carry out delegate the authorities and duties of any vacancies on the Board and to encumber shall have such authority as may be neces- any other duties as designated by the Presi- officer to any other officer, assistant offi- fiduciary responsibility wholly or severally sary to carry out the purposes of RRCNA, dent and approved by the Board. The Pres- cer, or to any Director. In addition to the upon the Board, the Executive Committee including, but not limited to, executing all ident-Elect shall become the President at foregoing, each officer or assistant officer shall have the power of the Board between legal documents on behalf of RRCNA as the end of his/her term. In the event that shall perform all duties as may from time meetings of the Board. It shall be com- needed to perform the functions of either the President or the Past President' to time be delegated to each of them by posed of the elected and appointed officers RRCNA, appointing personnel necessary are unable to carry out the duties of the this Code of Regulations or by the Board of RRCNA. Four members of the Execu- for the operation of RRCNA, delegating President, the President-Elect shall do so. or any committee of Directors as provided tive Committee shall constitute a quorum. responsibility, and authority to another per- In this instance, the President-Elect shall in this Code of Regulations. Notice of all meetings shall be given to all son, issuing checks, drafts, or orders for serve for the balance of the term and the ARTICLE VI members of the Committee. A simple payment of money, notes, or other evi- subsequent year as President. INFORMAL ACTION majority vote shall be decisive. Minutes dence of indebtedness issued in the name Section 5.05, ylce president, The Vice Section COL Waiver 21 Notice When- shall be mailed to all Board members. of RRCNA, and investing funds to provide President shall perform any duties that may ever any notice whatever is required to be Meetings may be held via telephone con- additional resources to further the purposes be prescribed by the Board. The Vice Pres- given under the provisions of the Nonprofit ference call as needed. Actions of the of RRCNA. ident shall serve as Chair of the Elections Corporation Law, the Articles of Incorpora- Executive Committee shall be ratified by Section 5.10, Jnyrdments, The Board, Committee. The Vice President shall tion of this Corporation, or these Regula- the Board at its next regularly scheduled in compliance with accepted standards of become President-Elect at the end of tions, a waiver of the notice in writing meeting. fiduciary conduct, will invest funds to pro- his/her term. In the event that the Presi- signed by the person or persons entitled to ARTICLE VIII vide additional resources to further the pur- dent-Elect is unable to complete his/her notice, whether before or after the time OPERATIONS poses of the RRCNA. term, the Vice President shall serve the stated in the waiver, will be deemed equiv- Section ltal, Fiscal Xs , The fiscal Section dm, Diversity, In the nomina- remainder of this term and the subsequent alent to the giving of the notice. The waiv- year of this Corporation is July 1 through tion, election and appointment procedures year as President-Elect. er must, in the case of a special meeting of June 30. of the RRCNA a balance shall be sought &ram 5.,DO, Secretary. The Secretary Members, specify the general nature of the Section Rm. Execution sf Documents, from the full diversity of individuals that will keep minutes of all meetings of the business to be transacted. Except as otherwise provided by law, compose RRCNA including, but not limit- Board, be the custodian of the corporate Swim G 112. &thin by Consent, Any checks, drafts, promissory notes, orders for ed to, racial, ethnic, geographical, gender, records, give all notices as are required by action required by law or under the Arti- payment of money, and other evidences of age, and language diversity, as well as law or by these Regulations, and, general- cles of Incorporation of this Corporation or indebtedness of this Corporation will be individuals representing Descubriendo La ly, perform all duties incident to the office these Regulations, or any action that other- signed by the Treasurer, the President or Lecture, Canadian Institute of Reading of Secretary and any other duties as may wise may be taken at a meeting of either the Executive Director. Contracts, leases, Recovery, and any other entity which be required by law, by the Articles of the Members or Board, may be taken with- or other instruments executed in the name received a trademark designation in North Incorporation, or by these Regulations, or out a meeting if a consent in writing, set- of and on behalf of the Corporation will be America. RRCNA will not endorse any that may be assigned by the Board. A cur- ting forth the action taken, is signed by all signed by the Secretary and countersigned religion. rent listing of the committees will be kept the persons entitled to vote with regard to by the President or the Executive Director, Section $.12, instemnacntign. The Cor- by the Secretary: the subject matter of the consent, or all and will have attached copies of the resolu- poration shall indemnify any officer, direc- Section 5.07, Treasurer. The Treasurer Directors in office, and fled with the Sec- tions of the Board certified by the Secre- tor or employee of the Corporation who will have charge and custody of all funds retary of the Corporation. tary authorizing their execution. was or is a party or is threatened to be of this Corporation, and will deposit the ARTICLE VII Section 80., Ruck and &cads, This made a party to any threatened, pending or funds as required by the Board, keep and COMMITTEES Corporation will keep correct and complete completed action, suit or proceeding, maintain adequate and correct accounts of Section Ell. Brig= Breading Cam:. books and records of account, and will also whether civil, criminal, administrative or the Corporation's properties and business mittees, The Board may in its work desig- keep minutes of the proceedings of its investigative (including, without limitation, transactions, render reports and account- nate Program Standing Committees to ful- Members, Board, and Executive Commit- any action threatened or instituted by or in ings to the Directors and to the Members fill duties as needed. Members of Program tees. The Corporation will keep at its.prin- the right of the Corporation) by reason of as required by the Board or by Members or Standing Committees shall be recommend- cipal place of business a membership reg- the fact that he/she is or was a director, by law. The Treasurer will perform in gen- ed by the President and approved by the ister giving the names, addresses, classes officer, employee, agent or volunteer of the eral all duties incident to the office of Trea- Board. A member of Descubriendo La Lec- and other details of the membership of Corporation, against expenses (including surer and any other duties as may be tura and of the Canadian Institute of Read- each member, and the original or a copy of but without limitation, attorneys' fees, fil- required by law, by the Articles of Incorpo- ing Recovery will be represented on all its Regulations including amendments to ing fees, court reporters' fees and transcript ration, or by these Regulations, or that may Program Standing Committees. date certified by the Secretary of the Cor- costs), judgments, fines in amounts paid in be assigned by the Board. The Treasurer Section Lia, Governance Standing poration. settlement actually and reasonably incurred shall serve as the chair of the Finance Committees, The Board may in its work Section IA, Inspection of Books and by he or she in connection with such Committee. designate Governance Standing Commit- Records, All books and records of this Cor- action, suit or proceeding if he/she acted in Section If& put President, The Past tees to fulfill duties as needed. Members of poration may be inspected by any Member, good faith in a manner he/she reasonably President shall chair the Nominating Com- Governance Standing Committees shall be or the Member's agent or attorney, for any believed to be in or not opposed to the best mittee and perform such other duties as recommended by the President and proper purpose at any reasonable time on interest of the Corporation, and with from time to time may be assigned by the approved by the Board. Whenever possible written demand under oath stating the pur- respect to any criminal action or proceed- President and approved by the Board. In a member of Descubriendo La Lecture and pose of the inspection. ing, he/she had no reasonable cause to the absence of the President, or in the of the Canadian Institute of Reading Section $0, Annul Review, The believe that his/her conduct was unlawful. event of the President's inability or refusal Recovery will be represented on all Gover- Board shall cause the books and records to Such indemnification shall not be deemed to act, the Past President shall perform the nance Standing Committees. be kept and annually reviewed and shall exclusive of any other rights to which duties of the President for the balance of Section /a Subcommittees, Standing make the annual review available to mem- he/she may be otherwise entitled. the President's term, and continue to serve Committees may create subcommittees to bers. ARTICLE IX simultaneously as Past President. fulfill commissioned tasks by presenting a Section $0, Nonprofit Operation, AMENDMENT &clan 3.42, Election procedures. The written request to the President for This Corporation will not have or issue Antra 21.L Modification of Regula- Vice President and Secretary shall be elect- approval. Subcommittees of Standing share of stock. No dividend will be paid, tions, The power to alter, amend, or repeal ed annually by members in good standing Committees function with the same mem- and no part of the income of this Corpora- these Regulations, or to adopt new Regula- in the same manner as the Board. Officers bership and term structures as the parent tion will be distributed to its Members, tions, to the extent allowed by law, is vest- shall take office July 1 following election. committee. Directors, or Officers. However, the Cor- ed in RRI and the Board pursuant to Sec- Section la Removal of Officers, Any Section La Terms of Committee poration may pay compensation in a rea- tion 4.02. Officer elected or appointed to office may Members. Standing Committee and Sub- sonable amount to Members, Officers, or be removed by the persons authorized committee members shall serve three (3) Directors for services rendered. under these Regulations to elect or appoint year terms with one-third of the terms Section 5.111 Lull iQ Managcmcnt. Officers whenever in their judgment the expiring annually. Full terms are renewable This Corporation will make no loans to
1 8 BEST COPY AVAILABLE Summer 1996 drINNIMMIIMIM June 1996 RRCNA Board Highlights The Reading Recovery Council of 5.Directed a Subcommittee of the unless specifically negotiated with the North America Board of Directors and Development and Membership Com- donor. Standing Committee Chairpersons met mittee to develop a model for affilia- 8.Adopted a motion to draft a letter to in June following the Teacher Leader tions of local, state, and regional orga- be sent to individuals and groups Institute in Pittsburgh, Pennsylvania. nizations with the Council which which use the Reading Recovery and Highlights of the meeting are as follows: includes fees for services and varia- Reading Recovery Council of North 1.Adopted the Articles of Incorporation tions that might occur from one to America affiliation inappropriately. and the Code of Regulations (formerly another specific affiliation. 9.Received a report from the Research known as the Bylaws) as revised by 6. Adopted a resolution for joint mem- Committee indicating the Commit- amendment at the January 1996 berships between the Council and the tee's new directions for its future work. Board meeting. Canadian Institute of Reading Recov- (See related article in this newsletter.) 2.Received a draft Handbook which is ery in which Canadian members of 10.Adopted an Implementation Commit- being developed by the Bylaws Com- the Council will receive their mem- tee project to pilot changes in the sys- mittee to record the policies and pro- bership benefits through the Canadian tem for reporting data for Reading cedures of the Council and its stand- Institute; the proposal is subject to Recovery children; Carol Lyons, Bob ing committees. approval of the Board of the Canadian Schwartz, Billie Askew, Joe Groom, 3.Revised the Elections procedures to Institute. and others will be working on this eliminate the requirement of member 7.Adopted a policy governing the project. signature on the ballot envelop. acceptance of monetary and other 11.Adopted the Council's budget for 4.Adopted a new format for information contributions which provides for the 1996-97 including the development of which will be collected by the Nomi- Board to accept or reject contribu- new revenue sources and membership nating Committee. (See Nominations tions and to determine the appropri- recruitment and renewal strategies. ate expenditure of contributions Form included in this newsletter.) 12.Reappointed Douglas Kammerer to serve as Treasurer and, appointed Deb" orah Dillon and Connie Williams to serve as Presidential appointments to ( the Board of Directors. 13.Charged an ad hoc committee of Irene Fountas, Billie Askew, and Carol Lyons with creating a plan for a Summer Academy for 1997. 14.Recognized outgoing Board members Edwin Denton and Iva Mc Cants for their contributions to the Board;rec- ognized Jan Gaffney for her contribu- tions as Chairperson of the Research Committee; recognized Gay Su Pin- nell for her service as Founding Presi- dent of the Reading Recovery Council of North America.
RRCNA Board members and committee chairpersons pause fora photograph during the June meeting of the Board of Directors. Seated, left to right: Connie Thomas (Site Coordinator Representative), GaySu Pinnell (Trainer - Past President), Diane O'Shaugh- nessy Dunn (Teacher Representative), Carol Lyons (Trainer- President), Joetta Beaver (Teacher Leader President-Elect), Gerry Haggard (Teacher Leader Representative). Middle Row, left to right: SueHundley (Teacher Leader Representative), Jeanne Milo- vanovic (Representative of the Canadian Institute of Reading Recovery),Margaret Griffin (Site Coordinator Representative), Mary Ann Doyle (Trainer Chairperson of the Publications and CommunicationCommittee), Olivia Ruiz (Representative of Descubriendo La Lectura), Jan Gaffney (Chairperson of the Research Committee),Lynn Salem (Teacher Representative). Back Row, left to right: Dianne Stuart (Trainer Representative), Doug Kammerer (Site CoordinatorTreasurer), David Moriarty (Partner Representative), Bill Lynch (Partner Representative), Deborah Dillon (Chairperson ofthe Development and Membership Committee), Irene Fountas (Chairperson of the Training Advisory Committee), Billie Askew (TrainerVice President), Cliff Johnson (Trainer Representative). Unavailable at the time the picture was taken were outgoing Board members EdwinDenton (Partner Representative), Iva McCants (appointed member), incoming secretary Maribeth Schmitt, Nancy Zimpher(representing Reading Recovery, Inc.), and Connie Williams (former secretary and presidential appointment to the Board).Committee Chairpersons unavailable for the picturewere Noel Jones (Trainer - Guidelines and Standards Committee) and PatriciaKelly (Trainer - Incoming Chairperson, Research Committee).
19 BEST COPY AVAILABLE Non Profit Org. U.S. Postage The Reading Recovery® PAID Council of North America Columbus, Ohio READING RECOVERY' 1929 Kenny Rd., Suite 100 Permit No. 711 SMN.5,311 Columbus, OH 43210
...Serving Children in Canada and t h e United States...
Membership Application - Reading Recovery Council of North America
Join your colleagues throughout North America inthsprofessional association for Reading Recovery. Reading Recovery Council of North America provides Reading Recovery educators with expanded opportunities for leadership, professional development, and advocacy for Reading Recovery.
Benefits of membership in RRCNA include: * A network of colleagues throughout the Continent. A one-year subscription to RRCNA newsletters o Council Connections o The Running Record or Network News A one-year subscription to Literacy, Teaching and Learning, RRCNA's professional journal for early literacy educators. READING Special member rates on RRCNA publications. RECOVERY° Voted representation on the RRCNA Board of Directors. COUNCIL OF NORTH AMERICA A lapel pin and membership certificate for new members.
Use this form to join or renew your membership. Copy to your colleagues and ask them to join, too.
Name Employer Work Street Address City State/Province Zip Code Work Phone Work FAX Work E-Mail Home Street Address City State/Province Zip Code Home Phone Home FAX Home E-Mail Preferred Mailing Address: Home Work I received my Reading Recovery training at during 19 Please check the appropriate items: I am: renewing my membership a new member I am a: Leader Trainer RR Teacher Teacher Leader Site Coordinator Partner ( I would like a: $40 U.S. one-year membership $100 U.S. one-year supporting membership (Provides development funds) I am associated with Descubriendo La Lectura. Please send me a copy of the Best of the Running Record at a reduced price of $4.00.
Office Use Only Visa or MasterCard Please send completed formwithyour check, credit card information, or purchase order Remittance Advice: Reading Recovery made out to RRCNA to the following address: Name Reading Recovery Council of North America Check # 1929 Kenny Rd., Suite 100 Sales Order # Expiration Date I mo. I yr. Columbus OH 43210-1069 Date Signature: (614)292-7111 Amount Fa111996 Volume 2 No. 2
READING RECOVERY' COUNCIL OF NORTH AMERICA A Newsletter of the Reading Recovery Council of North America
In This Issue...
President's Message... 1 President's Message Executive Director's Carol A. Lyons Message 1 It has been two years since the Reading Recovery Council of North New Publications Available3 America (RRCNA) was first established. One only needs to read
Classroom Connection. 4 the last three issues of Council Connections to realize that many exciting and important things have been happening during that time. Annual Meeting 6 Perhaps the most important, however, has been the self-examination Membership Renewal.. .6 we have undertaken, leading to the formulation of our vision of the future of RRCNA. Committee UPDATES....7 Members of the 1996 -1997 RRCNA Board of Directors, Standing Committee Chairpersons Book Corner 9 and Marie Clay convened in Columbus, OH on July 26, 27 and 28, 1996 to participate ina National Diffusion Network 9 strategic planning process. Mr. Mike Burns from Brody & Weiser, a consulting firm in New Haven, Connecticut, facilitated the process. Mike is familiar with RRCNA since he had assist- Canada: Driver Charlie. 10 ed in the initial development of the organizational structure and bylaws. State News 11 The practical work of the strategic planning meeting was structured in five mainareas: Reading Recovery: (1) Developing Vision, Mission, and Purpose statements; (2) Discussing SWOTs- internal Strengths and Weaknesses over which we have some degree of control and external Opportu- A Real Thoroughbred...12 nities and Threats, over which we have little control except as we may exert influenceover Teacher Leader Awards 13 time; (3) Identifying strategic issues which will affect RRCNA in the short (one year) and long RRCNA Board Highlights.12 (five years) terms; (4) Discussing strategies for addressing each of the strategic issues; (5) Iden- tifying areas of research and information needed to inform the strategic planningprocess. The Board appointed a strategic planning committee chaired by the past president of RRCNA, Gay Su Pinnell, and including Joetta Beaver, Deborah Dillon, Gerry Haggard, and David Moriarty, to define goal areas, objectives, and tasks which will comprise the strategic plan. This process Editorial Board will be completed by June 1997 and will guide the Council continued on next page ° Janet Bufalino, Editor, Shippensburg University [email protected] ° Mary Anne Doyle, Chair, Executive Director's Message RRCNA Publications Jean Bussell Committee [email protected] Rn the Summer 1996 issue of Council Connections, I related the ° Carol Miller, Associate Editor, messages of change which came out of the Teacher Leader Institutes Fox Chapel Area School and applied them to Reading Recovery. In this message I wantto District, Pittsburgh, PA reflect on the changes that are occurring in the Reading Recovery [email protected] Council of North America itself. ° Patsy Rucker, Associate Edi- In some ways, the beginning of Reading Recovery in North America tor, Fox Chapel Area School was the beginning of the Initiation Stage of the Council. As the Read- District, Pittsburgh, PA ing Recovery network began to grow across this continent, a high need ° Jean Bussell, Executive was recognized for an organization which could serve as a vehicle for Director, RRCNA, communication among the widespread initiators of Reading Recovery. [email protected] The models of other associations were studied anda model unique to Reading Recovery was state.edu designed to be the Council. Strong advocates spoke out and committed themselvesto work The Council Connections actively for the Council's establishment. Asa result, the Council was created and its efforts newsletter is published by to support the full implementation of Reading Recovery began. Reading Recovery Council of From a very self-oriented approach, Ican say that the Council's Implementation Stage North America. began when I arrived as Executive Director! But in fact, the continued on next page 2 Connections Fa111996
President's Message (continued) of RRCNA a reality. We must think, ery and expanding its implementa- over the next four or five years. too, about the Council in the context of tion, RRCNA is now in a position to be Each of the five areas was discussed at an educational and political community influential beyond our local, regional, length. The first area, however, develop- that continues to question the literacy state, and provincial borders, to serve as ing vision, mission and purpose state- education of children, especially those a mediator on a wide range of literacy ments for our organization was a very who are not learning how to read and issues, to connect voices from the past thoughtful and stimulating exercise. write. with current ways of understanding liter- After two days of thorough discussion We have started to envision the kind acy problems and solutions, and most we agreed to the following: of organization RRCNA intends to be as importantly, to prepare and challenge we approach the ourselves to deal with the demands of an Vision The vision of RRCNA is that children millennium. We ever- changing global society. It is my will be proficient readers and writers by the endhave begun to responsibility to see that we do these of first grade. identify for future things well in short, to strive for discussion and excellence by fostering a climate that Mission The mission of RRCNA is to ensure refinement our pri- encourages vigorous self-examination so access to Reading Recovery for every child who orities and resourcethat we continue to ask ourselves impor- needs its support. needs. We have tant questions. How do we become Purpose The purpose of RRCNA is to sustain shown, implicitly, stronger? How do we improve? What do the integrity of Reading Recovery and expand that RRCNA has we want to accomplish? How are we grown in strength going to achieve our goals? its implementation by increasing the number ofand stature to I am grateful for this opportunity to individuals who understand, support, and col- become a powerful acknowledge the important role you will laborate to achieve the mission of the Council. force in literacy play as we continue to address these very education of low practical questions. Your efforts to progress children uphold the vision, ensure the mission, So the main work of the Strategic and, indeed, in primary literacy educa- and support the purpose of RRCNA will Planning Process is done. But in another tion as a whole. be greatly appreciated. sense it has just begun. We must strive As as organization committed to sus- to make the vision, mission and purpose taining the integrity of Reading Recov-
Executive Director's Message (continued) Council's initiators/founders already had works, and in many other ways. Expand- assist us in defining our public relations, begun the implementation process by ing this responsibility and control to government relations, and fundraising electing a Board of Directors, establish- more members is an important part of strategies. We are using external assis- ing the standing committee structures, my job as Executive Director. All this tance to insure the Council's corporate, and publishing a variety of newsletters support for our efforts creates pressure to legal, and financial well-being. The and other publications. For me, then, be even more successful, to address more reward for all this activity is the further the responsibility was to strengthen the issues, to expand our scope. The Board's development of our organization into a Council's implementation. My responsi- strategic planning process as described instrong system of communication and bilities clearly reflect the organization's Carol Lyons' President's Message in part advocacy for our members. need for orchestration of activities and is our attempt to address the pressure to As a result of the Board's strategic agendas. With a twenty-two member do more. Without purpose and a clear planning process, we have been focusing Board of Directors, thirteen standing sense of actions needed to achieve that on four areas which will contribute to committees, 7000 members, three purpose, the Council cannot maintain the full implementation of the Reading newsletters, a professional journal, other its focus on our primary goal of full Recovery Council of North America. publications, conferences and institutes, implementation of Reading Recovery. The first area is the development of a membership services, and routine orga- We are providing ourselves with techni- membership services plan. This plan nizational maintenance functions, the cal assistance from within and from out- incorporates changes in our membership need for orchestration is clear to me side resources to help us strengthen the processing system to get new members every moment of every day. The secret Council's own implementation. In spe- into our database more quickly and effi- to success is sharing the responsibility cific ways we are addressing the data and ciently and to process the new member and control of these activities. The information system needs to insure that benefits packages more timely. The plan Council is rich with volunteers who we are serving our members in the most also includes routine mailing of renewal serve on the Board, on committees, on effective and efficient means possible. membership notices and responses. A special task forces, on information net- We are utilizing external resources to continued on next page
BEST COPY AVAILABLE 22 Fa111996 Connections continued previous page Committee is developing the model for tional environments in which each large and annual component of the this process. The third area of focus is a member works. The Council will assist membership services plan is reconcilia- financial analysis of the organization. in finding new links to instruction tion of information from the database of This focus is intended to help insure which will support the continued evolu- the National Data Evaluation Center that our time and resources are being tion of Reading Recovery. The Council and the Council so that we can keep the expended in a manner which reflects the will be widespread, involving thousands databases current for all Reading Recov- priorities of the organization. The strate- of individuals in the work of Reading ery personnel. The membership plan gic planning process includes the estab- Recovery and early literacy. The Coun- also includes ideas for new member lishment of goals and objectives which cil will assist in removing competing pri- recruitment and for new membership will be the basis for the financial analy- orities by demonstrating the ways in services. In the next Council Connec- sis. The fourth area of focus is clarifica- which Reading Recovery works in col- tions newsletter, we plan to publish the tion of the Council's relationship with laboration with other educational pro- results of the Membership Satisfaction The Ohio State University. This clarifi- grams. And finally, the Council will pro- Survey conducted during this autumn. cation is essential in that The Ohio vide continuing assistance to our The second area of focus in the State University holds the trademark for members in achieving the goals of Read- Council's current stage of implementa- Reading Recovery in the United States. ing Recovery at the local level. tion is the definition of a process for A contractual agreement currently is As always, I welcome your comments Board decision-making that includes a under negotiation which will clarify the and suggestions for the Council's service path for consultation. The process will Council's responsibility for and use of to you. include information that defines the the trademark. [With appreciation, again, to Carol roles and responsibilities of all con- In the Institutionalization Stage, the Rolheiser, Andrew Hargreaves, and stituents related to the decision-making Council will become embedded in the Matthew Miles.] process. The Board's Administrative life of each member and in the educa-
New Publications Available
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The Council is pleased to announce the availabil- Site Coordinator's Handbook. A Subcommittee of ity of three publications. the Council's Implementation Committee has com- The Revised Edition of Leadership for Literacy: pleted the new Site Coordinator's Handbook. This A Guidebook for School-Based Planning. This pub- document is a "must have" for Reading Recovery site lication is revised from the version published earlier coordinators. It contains descriptions of Reading this year, is more readable, and has direct applicabili- Recovery, the site coordinator role, time lines and ty to Reading Recovery. It is specifically designed for issues for the teacher leader training year (including schools which are developing new approaches to analysis of costs involved), responsibilities and char- Title I funding and programming. It highlights ways acteristics of teacher training sites, definition and to provide for Reading Recovery programs under calculation of full implementation, developing con- new Title I regulations. sortia, research and evaluation responsibilities, refer- Descubriendo La Lectura Book list. The Council,ences and related readings, and room to expand as in conjunction with the Descubriendo La Lectura more information is developed for site coordinators. National Collaborative, has published the 1996-97 The Handbook is over 100 pages in length and is Book list. The Book list is a spiral bound, sixty-page presented as a three-ring binder with dividers and document with books organized in separate sections room for expansion. by title, by level; and by publisher. Forms are includ- Order any or all of these publications from the ed for recommendations for future additions, dele- order form in this newsletter. tions, and level changes.
2 3 4 Connections Fall 1996 Classroom Connections More and more members of the Reading Recovery Council of NorthAmerica are classroom teachers. In order to address their classroom interests, the Editor is pleasedto introduce this new feature in Council Connections. "Classroom Connections" will bea regular column starting in this issue. Our thanks to Gay Su Pinnell and the The Ohio State University for permissionto print this article. Using an ABC Center to HelpChildren Learn about Letters, Sounds, Words, and HowThey Work1 Gay Su Pinnell
The purpose of this article is to How can teachers support much more difficult if one has never describe how teachers can support chil- children's learning (and heard the word said aloud. dren's learning about letters, sounds and 4. An ABC center may be established words by providing an ABC center in learning to use) visual to focus children's attention on the the classroom. The paper addresses sev- function and form of letters and words. eral questions, provides examples of information while reading 5. Through mini-lessons in writing and activities in an ABC center, and sug- for meaning? reading (and to introduce activities gests materials. These abilities can be supported dur- in the ABC center), teachers can What do good readers do? ing guided reading lessons before, during explicitly teach how letters work and after children read the text. Within within words and how words work. Good readers focus on meaning and the context of reading continuoustext, divide their attention so that theycan children will need to solve words that What is an ABC center and quickly and efficiently use visualaspects they do not know. Teacherscan demon- of print (letters, letter clusters, related strate using the initial letter, looking how does it work? sounds, words, and parts of words) in through the word, thinking of known Through the kinds of activities listed functional ways while reading with words that are "like that one", noticing above, learners may simultaneously phrasing and fluency. Reading involves parts of words, and taking words apart, begin reading and writing while at the using graphic symbols (letters clustered always checking back with the text to besame time they are building their knowl- to represent words) that are embedded sure that the word "looks right, sounds edge of letters and words. Supporting in continuous text. The challenge for right, and makes sense." Children's activities that draw children's attention teachers is to help children developa learning about letters, sounds, and words specifically to letters and words will be repertoire of flexible strategies for solv- is also supported through a wide range ofhelpful in the beginning phases of litera- ing words while they are reading for activities in other components of the lit-cy learning. As children grow more meaning. eracy framework. There are many ways sophisticated in their knowledge of writ- As children learn about the written to help children learn how to use letters ten language, word study continues to be code, they recognize letters and words in and words, for example: an interesting part of the curriculum. isolation; this is useful knowledge. The 1. During interactive writing, teachers One way to support this learning isto real test, however, is using the informa- can call attention to aspects of words, establish an area of the classroom that is tion when they encounter letters and even showing children how to con- designated as the ABC center. Thecen- words that are embedded in continuous struct words letter by letter or in parts. ter can also be called a "word study cen- ter," a title that is especially appropriate text. Effective use of visual and letter- 2. During their own writing childrenuse sound information requires using itin the process of constructing words, in the intermediate grades since lan- coordination with knowledge of theway hearing and recording sounds, using guage history and word study are appro- language is organizedto convey meaning. known words to get to those they do priate content areas to explore as part of not know, and noticing parts of words. the curriculum. The ABC center is not simply 3. Through reading aloud andconversa- a tion, teachers help children build up loosely structured storage area formag- their store of known words, informa- netic letters and other materials that tion that will be valuable when they children use for play. There will bemany meet them in text. Sounding out a different kinds of materials in thecenter and to the children working there, it word or taking it apartto solve it is may seem like continued on next page 24 Fall 1996 Connections
continued from previous page the literacy framework', children have clear print) along with a representa- play; but from the teachers' point of many ways of using and learning about tive picture. Commercial versions are view, activity in the'Center is carefully print. available. planned and structured. Even children who know few letters If the center is used as an indepen- What do children do in the can "read" through these letter books dent activity during the guided reading ABC center? with just a little guidance. The books period, there will be specific tasks for have the advantage of drawing their children to perform in the centers. Some examples of activities in the ABC center are listed below. attention to the visual form and encour- These tasks lead them to explore the aging them to practice saying a sequence features of letters and to make and break Alphabet Linking Charts of words that start with the correspond- apart words. Often, the activities require It helps beginning readers to have an ing sound. mini-lessons in which the teacher alphabet chart with some key words for demonstrates the process. This demon- Letter Sorts clear letter - sound associations. This is a stration provides the opportunity for chart with clear letter forms and simple Sorting helps children attend to fea- some brief, purposeful teaching. Chil- pictures. Each child can have her own tures of letters. At the ABC center, they dren follow through with independent smaller chart; the chart can be enlarged can sort magnetic or other letters by work. to place in many areas of classroom. color, upper or lower case, letters with circles, letters with tails, tall letters or How are activities in the Even the youngest children can use the chart when they "read the room." A short letters, letters in your name, or any center integrated into the choral reading of the chart a few times other categories. Another interesting ongoing instruction of the over several days or weeks may be help- activity is to have children look at ful. The reading would usually sound groups of letters and decide how they are classroom? like this: Aa apple, Bb bear, Cc cat, Dd alike. Many materials and activities are dog. But, the chart can also be read in Word Sorts included in an ABC Center. Each activ- different waysreading every other box, Sorting words helps children discover ity can be the focus of a large number reading lower case letters only, reading underlying relationships, and these, in and wide variety of mini-lessons that the vowels, reading the words, etc. provide demonstration, explicit teach- turn, help them learn "how words work." ing, and an opportunity for children to Words on cards or tiles can be sorted manipulate visual symbols on their own. many ways. The pocket chart and mag- A mini-lesson is a brief, pithy, netic (or metal that magnets will stick focused demonstration on almost any- to) easel are useful in the center. Word thingfrom how to use space on a page cards may be backed with magnetic tape. while writing, to how to fold paper to A mini-lesson can be used to introduce make a book, to how to sort letters sev- different ways of sorting words, giving eral ways, to how to compose a story. the teacher a chance to demonstrate a Mini-lessons that help children engage principle that children will later practice in independent learning in the ABC on their own. Some examples of ways to center focus on letters, sounds, and sort illustrate that this activity an be words and how they work. The purposes very simple or highly complexwords are flexibility and exploration. Children with: are learning about letters, sounds and one, two, three, or four (etc.) letters words because they are having many the same initial, final, or medial let- experiences in working with print. ClearABCIcon for the Work Board ter or letter cluster the same letters within it (once or Is the ABC center the pri- Alphabet Books ,twice; pet, better) mary vehicle for helping Exploring a wide range of ABC books one letter followed by a particular will provide practice in using letter children learn about let- letter (e.g. sh, cl) names, recognizing letter forms, and a letter that makes a particular sound ters, sounds, and words? developing many new sound-concept a letter that makes no sound associations. The answer to the above question is rhyme "no." Here is an important point: Individual Letter Books one, two (etc.) syllables The ABC center supports but is not Individual letter books focus on one particular meaning categories the only context for learning about let- letter at a time and usually present the a specified word type ters, sounds and words. Throughout capital and lower case letter (in very continued on next page 25 6 Connections Fall 1996
continued from previous page known words (for most of the children) Match & Spell components related to the names of to make other words. The specific exer- ABC Game children in `the class cise can then be practiced by children as Alphabet Templates particular structures (contractions, one of the activities they do in the ABC Letter Templates compound, inflectional endings, etc.) center. Handwriting Instruction Guides Search for Principles For more open-ended exploration, Link Letters the teacher can always suggest that after A special kind of word sort requires Magnetic Spelling Wheels they perform the task demonstrated, children to create categories and give children try to find more words that are Word Tiles them labels. For example, treasure, pet, related or construct more words. After a Letter Cards El sent, and kent all have the short /e/ number of examples, many children will Alphabet Dice sound while mat, feel, we, keep, and begin to spontaneously use analogy in Rubber Stamp Star Alphabet chief have long /e/. Children can work other contexts. Foam Alphabet Letters with an open-ended pile of words and Alphabet Puzzles create their own piles, sorting the same What materials do I need words in many different ways. for the ABC center? 1For further information, see Fountas, Word Construction Teachers may make many of the I.C., & Pinnell, G.S. (1996). Guided Working from a word they know, materials needed in the center. Cereal Reading: Good First Teaching for All children can add and remove letters to boxes, sponges, newspaper ads, catalogs, Children. Portsmouth, NH: Heine- construct a ladder of words, for example: etc., are also good materials. mann. pin as Teachers may wish to purchase some 2The Early Literacy Learning Initiative pen has materials. The following list is not is a broad-based school development open ham exhaustive but presents some resources program that provides ongoing profes- opens hat that may be useful. sional development for classroom teachers of children in grades K-3. A opening hit Magnetic Letters (upper & lower case - all sizes, different colors) Framework for Early Literacy Learn- reopening hits ing is used as a conceptual tool by Letter Books hitting teachers to provide a balanced litera- Magnetic Board and Letters Analogy cy program. The goal of ELLI is com- Magna-Doodle® magnetic drawing prehensive literacy programs that When children understand how board assure reading and writing for every words work, they can use what they Wikki Stix (flexible "sticks" to make child. know about one word to constructor letters) 3See Ohio State University Early Lit- take apart another. For example, when Alpha Tiles eracy Learning Initiative project children know my and tree, they might Alphabet Picture Stickers be able to put together ja. Using analo- materials; also see Fountas & Pinnell Animal ABC Stickers (1996); also see Button, K., Johnson, gy means knowing some words very well, Tactile Letters M., & Furgerson,P. (1996). Interac- developing the ability to use them as Alphabet Stamps tive writing in a primary classroom. examples, noticing parts of those words, and learning to put parts together in Zoo Animal Rubber Stamps The Reading Teacher, 49 (6), 446- flexible ways. In a mini-lesson, the Farm Animal Rubber Stamps 454. teacher can demonstrate going from Single Sounds Playing Cards
Reminder: Annual Membership Meeting As previously announced, the Council's Annual Membership Meeting will be held in conjunction with the 1997 Ohio Reading RecoveryConference and Nation- al Institute. The meeting will be Saturday, February 1, 1997,at 4:00 PM in Colum- bus, Ohio, in the Delaware Rooms of the Hyatt Regency Hotelat 400 North High Street. The agenda will include updateson membership and financial information as well as the opportunity for membersto ask questions and provide suggestions for the Council's future development. A completereport of the meeting will be included in the Spring 1997 issue of Council Connections.
26 Fall 1996 Connections RRCNA Committee UPDATES The RRCNA standing committee interested in extending the Trade Book Academy in San Diego will focus on structure is the locus for members' List, too. Additionally, the Committee, strengthening the operations of Reading involvement in RRCNA. Each commit- in the next several months, will be Recovery in systems and in schools. A tee includes multiple membership types working diligently to consider which second strand will focus on funding and and thus provides opportunity for books currently on the list are no longer advocacy issues that can support Read- involvement of teachers, teacher leaders, good recommendations and should thus ing Recovery implementation. Plan your trainers, site coordinators, and partners. be removed from the Book List and summer vacation around this important Committee memberships are reviewed which books should receive level event! annually, so if you are interested in serv- changes to reflect more current under- The Implementation Committee will ing as a member of a committee, contact standings. be establishing a framework for commit- the committee chairperson as listed in The trainers have worked with the tee operating functions during this acad- the following reports. Book Committee to refine and clarify emic year. Input about implementation procedures for developing future Read- issues from membership is invited. Please Book ing Recovery Council of North America send suggestions to Billie J. Askew, Submitted by Sue Hundley, Book Lists and these discussions will Texas Woman's University, PO Box Teacher Leader, Lesley College support further actions by the Commit- 425769, Denton, Texas, 76204. Both the 1996 Descubriendo La Lec- tee to hear from and respond to Reading tura and Reading Recovery Council of Recovery educators as they work. At the Research North America Comprehensive Book back of the 1996 Book List will be a Submitted by Patricia Kelly, Lists have been completed and now are "Recommendation of Review" form, Trainer, California State Univer- which you are encouraged to complete if on their way to publication. The devel- sity, San Bernardino opment of the Book Lists required much you would like to recommend the addi- time and effort by countless teachers, tion, deletion, or level change of a book. Guidelines teacher leaders and trainers who were willing to review several hundred books Implementation Trainers on the Research Committee using standard criteria, as well as the Submitted by Billie J. Askew, approved the revised Operational Book List in its draft and final forms. As Trainer, Texas Woman's Guidelines submitted by Jan Gaffney in the committee chairperson, I am espe- June 1996. The functions of the University Research Committee will include the cially grateful to Raquel Mire les for her Two implementation publications are leadership in the development of the following:1) Clearinghouse; 2) Facilita- now available from RRCNA. The tor of Research, including peer review, DLL Book List and to the teams of DLL Revised Leadership for Literacy: A educators who contributed to its cre- endorsement, funding, commissioning, Guidebook for School-Based Planning and supporting the development of ation. I am also highly appreciative of will assist schools and districts in plan- Ernice Bookout, Judy Embry, Bev Hoff- research modules; 3) Responding to ning for Reading Recovery implementa- Research Critiques; and 4) Communica- man, Lee Skandalaris, and Marg Syer for tion or expansion, especially schools putting together excellent teams of tion with a Broader Audience. A com- with Title 1 funding and/or school-based plete description of these guidelines teacher leaders and teachers to review management. The Implementation books. appeared in the Summer 1996 issue of Committee expresses appreciation to Council Connections. With the completion of the 1996 Susan Paynter for her efforts in making Book List, which will be available for Current Projects this publication possible. It is suggested Annotated Bibliography purchase by Reading Recovery personnelthat sites order copies for all schools According to Carol Lyons, work on in January, 1997, the Book Committee is served. the annotated bibliography is almost moving forward with additional tasks. A second new publication related to completed. It will be reviewed by both The primary goal is providing, on an implementation is the Site Coordinator's ongoing basis, a Book List which will the Research Committee and the Publi- Handbook. This document can also be make it possible for Reading Recovery cations Committee before it is pub- ordered from the RRCNA. The Imp le- educators to select books that will foster lished. We can look forward to its publi- mentation Committee thanks Clifford cation early in 1997. This annotated accelerated learning for students partici- Johnson and his committee for their bibliography will be an invaluable pating in Reading Recovery. To this end,work in developing this Handbook. the Committee will continue to review resource to Reading Recovery trainers, An exciting upcoming event will be new books for possible inclusion on the teacher leaders, and teachers, as wellas devoted to successful implementation of next edition of the Book List. In the to others interested in access to research Reading Recovery in North America. coming year, the Committee will be information about Reading Recovery. The 1997 North American Leadership continued on next page
2 ti) 8 Connections Fall 1996 RRCNA Committee UPDATES Continued Theoretical Seminar Spanish and English. in Reading Recovery to eliminate those The final arrangements are being The study will be conducted during that are not necessary and revise any made for "The Social Construction of April and May 1997 in schools in the that require it. DLL member, Sharon Knowledge: Theory and Practice," the Southwest where Spanish speaking chil- Soltero Greenway, is working with us on first in a series of seminars investigating dren have received the Spanish recon- the Spanish forms. issues related to theory and practice struction of Reading Recovery, Des- The Training Advisory Committee regarding early literacy. The Reading cubriendo La Lectura. has joined with the Implementation Recovery Council of North America Kathy Escamilla will lead the researchCommittee to provide leadership in the will serve as a co-sponsor with Oakland team as the primary investigator. first Leadership Academy for school per- University and The Michigan Reading Yvonne Rodriguez and Olivia Ruiz, sonnel in San Diego. See the exciting Recovery Council. teacher leaders from Texas Woman's information elsewhere in this newslet- This seminar will be held from 9:00 University and Tucson, Arizona, will ter! a.m. to 5:00 p.m. on February 28, 1997, assist as team members. Meadow Brook Hall, Oakland Universi- Final preparation for this study will Descubriendo La Lectura: ty, Rochester, Michigan. Keynote speak-take place during January, 1997. The Reading Recovery in ers will be internationally recognized study will be carried out during the experts in the social-constructivist view spring of 1997. It is anticipated that a Spanish of cognitive development, Annemarie report of research results will be made to Submitted by Carlos Manrique, Palinscar, University of Michigan, and RRCNA by September 1997. We are allPartner, Assistant Superinten- Gordon Wells, University of Toronto. looking forward to seeing the results of dent, El Monte City School The focus of the seminar will be theory this valuable follow-up study. and practice related to teachers' profes- District, California sional development as they work in the Training Advisory Descubriendo La Lectura National social settings that define Reading Submitted by Irene Fountas, Collaborative/Reading Recovery in Recovery instruction and training. The Spanish, is an early intervention pro- registration deadline is November 1, Trainer, Lesley College gram for students whose initial literacy 1996; registration is limited to 100, with Judith Neal, Training Advisory Com- instruction is in Spanish. This program priority given to University Trainers and mittee member, developed and analyzed was created to serve those students in Michigan Teacher Leaders. For more a Teacher Leader Needs survey at the bilingual education programs in the information contact Cindy Rowe at summer Teacher Leader Institute. These United States who were not experienc- 810/370-3057. results were shared with trainers at their ing success. Descubriendo La Lectura fall meeting and will serve to inform Currently, about seven million Follow-Up Study planning for professional development school-age children in the U.S. enter in the future. RRCNA is providing funding for an school speaking a language other than important Follow-up Study of Des- Guidesheets for Teacher Leaders were English. Spanish is the first language of cubriendo La Lectura Children which revised by Jeanette Methven at the Uni- about 85% of these students (Crawford, will be conducted in 1997. The purpose versity of Illinois and distributed at the 1989). The number of Spanish speaking of this study is to assess the sustaining Teacher Leader Institute. Teacher Lead- students has steadily increased over the effects of Descubriendo La Lectura on ers are invited to try them out and give past decade, constituting the fastest- students who had the program in first feedback to their trainers. growing language minority group. grade and are now in grades 2 and 3. Peg Gwyther, Teacher Leader, has As bilingual education programs work Because most Spanish speaking children been developing new communication to meet the needs of these students, in the United States are in transitional capabilities with technology. At a recentthere are those students who require programs, the research will study chil- trainers' meeting, she held a long dis- additional service early in their literacy dren's success vis-a-vis their continuing tance training session from Alaska to development. This is critical since these opportunities to learn to read in Span- Ohio that included trainers from all overstudents will eventually take on English ish, as well as examine whetherany of the country. literacy as well. their Spanish reading gains transfer to The University of Illinois has provid- For the past 8 years, the Collabora- reading in English. Therefore, a second ed several training videotapes asa gift to tive for Reading Recovery in Spanish/ purpose of this study will be to examine RRCNA. These will be made available Descubriendo La Lectura has been the reading environments of children for purchase to teacher leaders in the involved in the reconstruction of Read- who have been discontinued from DLL near future from the Council. ing Recovery into Spanish. The initial to investigate how such environments Presently, the Training Advisory work began in 1988, in Tucson, Arizona may affect student reading progress in Committee is reviewing the forms used through the continued on next page Fall 1996 Connections RRCNA Committee UPDATES Continued Title 1 program in the Tucson Unified has become an integral part of the Research and level appropriate School District. Olivia Ruiz, trained at implementation of Reading Recovery texts for implementing Descubrien- Texas Woman's University as a teacher throughout the United States and Cana- do La Lectura leader, taught the first Descubriendo La da. There is a permanent position on the Continue to work with those fac- Lectura class in 1991. Today the Col- board for DLL representation, and a tors that impact the implementa- laborative includes sites in California, DLL Standing Committee which works tion of Descubriendo La Lectura in Illinois, Massachusetts, Rhode Island, directly with the Collaborative. Present- bilingual education programs Texas, and Washington. Trainers, such ly, Olivia Ruiz is the DLL representative throughout the United States Dr. Kathleen McDonough, Dr. Meg Gal- and the Chairperson for the DLL Stand- Bilingual education has provided the lagher, and Dr. Billie Askew have pro- ing Committee. premise for working with limited-Eng- vided the support for bilingually trained The DLL Standing Committee cur- lish-proficiency students in their native teacher leaders to develop and align rently has members representing a vari- languages. Considerable research sug- Descubriendo La Lectura with Reading ety of categories and regional areas gests that for minority groups who expe- Recovery. Presently, Yvonne Rodriguiez, throughout the United States. These rience disproportionate rates of academ- at TWU, is working on the full transla- members are Christina Gomez-Valdez, ic failure, succeed academically to the tion of Dr. Clay's texts in preparation for Silvia Lopez, Carlos Manrique, Yvonne extent that their language and culture future sites in Spanish speaking coun- Rodriguez, Sharon Soltero-Greenway are incorporated into the school pro- tries such as Mexico and Argentina. and Billie Jean Telles. Many other mem- gram (Cummins, 1989). Clay has pro- The Collaborative, made up of bilin- bers are involved at the Sub-committee vided Descubriendo La Lectura with gually certified Reading Recovery level with various projects. Raquel Mire- over thirty years of documented observa- trained personnel and bilingual educa- les, who has spearheaded the DLL Book- tions on reading and teaching behaviors tors, has worked to continue the devel- list Sub-committee, has successfully pro- that lead to success in learning. Togeth- opment of Descubriendo La Lectura in vided DLL with a comprehensive list of er, this has made Descubriendo La Lec- creating a parallel program that will books that is now available through the tura a program that is responsive to stu- function in our school systems similar to RRCNA. dents validating the cultural background Reading Recovery. The research, headed The goals set for the DLL Committee and first language while enabling stu- by Dr. Kathy Escamilla and monitored and Collaborative are: dents to become good readers in two closely by Dr. Clay, has proven that Des- Increase training of DLL Teacher languages. cubriendo La Lectura works as effective- Leader Trainers The next meeting of the DLL Collab- ly as Reading Recovery (Escamilla, Integrate DLL Guidelines, Forms orative will be held in San Diego, Cali- 1994). In the 1994-95 results 1,329 stu- and Standards with those of Read- fornia, February 26-27 during the Cali- dents were served, 903 students were ing Recovery fornia Association of Bilingual program children and from this, 713 dis- Continue the research on DLL Education Conference. Those of you continued resulting in a 79% national beyond first grade who are interested, please contact Carlos discontinuation rate. Develop a communications system Manrique at 818-453-3740 (work)or Today, with the creation of the Read- to update and inform those in 818-442-1063 FAX. ing Recovery Council of North America Bilingual Education and Des- (RRCNA), Descubriendo La Lectura cubriendo La Lectura Deadline for next Council Connectionsarticle submissions is February 15,1997! Deadline 10Connections Fa II 1996 Canada DriverCharlie John McLaughlin, Teacher Leader, Bathurst, New Brunswick
n the East we say, "Drive'er, Charlie!" system that We shout this out when you defy the encouraged us to 1odds or the elements (like when you identify deficien- pick a fight with a lad twice your size, or cies and disabili- when you dig into a snowbank as high asties, for, we a barn while new storm clouds roll in thought, it was over Quebec). It doesn't matter if your only through name isn't even "Charlie", it's the senti- early identifica- ment that counts. "Drive'er, Charlie!" tion that we means "go for it!" It means, "I know could develop you've got it in you to win this one!" some kind of You don't just say it. You laugh when appropriate inter- of authoritative opinion and research you say it, because it is only appropriate vention. The problem with this thinkingevidence which suggests that reading when the odds against your succeeding is that the identification became a label, failure is preventable for all but a very are comical at best. and the label became an excuse. small percentage of children." Reading Sometimes I think "Drive'er, Char- With Reading Recovery we are Recovery teachers help prove this point lie!" should be a Reading Recovery changing the rules. Now we are saying, every day. prompt. As I see it, one of the most sig- "We will teach the child despite the The down side of this is that if we are nificant contributions Reading Recovery condition." It's a difficult position to going to celebrate the successes, we have is making to the education system is thattake because it puts the onus on the to look inward when we fail. One day it is moving us away from the paradigm teacher to seize responsibility for a our training group found it necessary to of "blaming" external forces for a child's child's learning -- and to accept respon- examine the Guidebook section on failure to read. This, I think, is what sibility for our occasional failure. A "Children Who Are Hard To Acceler- teachers have the most difficulty with as teacher's tendency to line up the labels ate." I asked the teachers to think about they train in the principles and methods before beginning an intervention, then, the implications of the following state- of Reading Recovery, yet it is probably is really a defensive action: "Look," we ment: "There is only one position to the most important shift in thinking are saying, "I'll give it my best shot, but take in this case. The programme is not, that occurs for them. And you know the if things don't work out, these are the or has not been, appropriately adapted shift has occurred when you look at a reasons why." There is a tremendous leap to the child's needs." teacher and you want to of faith "Here we go," said one member of our smile and shout out, "Dri-Drive'er, Charlie! means required if we group. "Blame the teacher." ve'er, Charlie!" are to really "go for it!" It means, "I "It's not about blame," I replied. "I As a new Teacher believe that, asthink it's about taking responsibility." Leader, it has been inter- know you've got it in you Clay (1991) "You mean it's about blaming the esting to watch this trans- writes, "Most to win this one! teacher," she insisted. formation occur. In Sep- difficulties in tember, as I helped a learning to I thought about this for a minute. "I teacher select the first students she read stem from inappropriate experi- see where you're coming from," I said, would work with, I listened to her go ences rather than from impaired struc- "but I'm tired of laying blame. I see it as through the litany of reasons why each tures." fulfilling an obligation." of the children would have difficulty With that in mind, it is satisfying to "Some things are beyond our con- learning to read. One child had severe witness the pleasure teachers take in dis- trol," the teacher said, and I understood speech problems, another suffered from continuing children with one or a com- the sense of fiitility implicit in her com- Attention Deficit Disorder, another was bination of these problems. The teachers ment. language delayed, another came from a are surprised and excited, and at the "That's true," I said. "So all we can do home where we could expect little or no same time, they realize the tremendous is deal with the things that we can support, and so on and so on. impact they have had on these children'schange. We have to teach these children I understood this teacher's apprehen- futures. Pikulski (1994) writes that to read despite everything else." sion. For years we have taught in a there is "an impressive and growing body I am not continued on next page Fall 1996 M._
continued from previous page Guidebook. "But maybe I missed some- The other day I helped a teacher naive enough to believe that we can thing. Maybe if I had another week or select a second-round child. Despite the teach all children to read and write. Sta- two..." fact that she had just discontinued a tistically we know that some children There's no way around it. If we are child with severe speech problems, the will not succeed in our program; some going to believe in ourselves and in our teacher went down her ranking form, will need to be referred for long term students, we will inevitably feel this sad- ticking off all of the reasons why teach- support. A few weeks ago I put an end toness when things don't go as we had ing each child would be difficult. an intervention that had gone on for hoped. The alternative, however, is I sat quietly and listened to her, as I twenty weeks without the expected unacceptable: we can not allow labels to have found this to be the most useful acceleration. The dilute our expec- response in this situation. teacher reacted with sad-I wanted to pound my tations. Every Finally she looked at me and said. ness, and I knew that all Reading Recov- "They all have something, don't they?" this talk about taking fist on the table and ery teacher needs I smiled and nodded. responsibility and believ-say, "Drive'er, Ch41101" to begin an inter- "Ain't it the truth," I mused. "Every ing in a child had taken vention by say- its toll on her. one of them has something going against ing, "I truly him." She sighed and examined the list "Look," I said, "You did everything believe that I can teach you to read." I again. you could have done." And she had. know we can't reach them all, but as "Well then," she said with the tone of This teacher has had great success with long as we continue to work with partic- her other children, and she had truly one about to roll up her sleeves. "maybe ular children we must take the responsi- I should just pick one and teach him to done everything within her control to bility to design programs that go to read." make a difference for "Josh." Her col- where they are. While unsuccessful I wanted to pound my fist on the leagues were called in. I provided sup- interventions are demoralizing, I believe table and say, "Drive'er, Charlie!" Next port. She scoured her records for clues as that we can and will emerge from them time, maybe I will. to what she needed to do. She observed with our self-respect fortified and intact Josh's behaviour closely and documented if we keep our instruction informed, everything she could. Somehow, despite appropriate, and confident. We have the intensity of this intervention, the reason to feel guilty only when our inter- little fellow fell through the cracks. ventions lack the high expectations "It's not your fault," I repeated. implicit in the principles of Reading *441401-1011*$ "I know," she said, fingering her Recovery.
INotice
Membership Renewal Due? Check your membership expiration date on the mailing label of this newsletter. A renewal notice will be mailed to you a month prior toyour expiration, or com- plete the form on the back of this newsletter and return withyour dues payment. Share this newsletter and Membership Registration Form witha colleague. Sup- port your Council by helping recruit new members! Thanks! Notice 12Connections Fall 1996
Teacher Leader Awards
Each year the Teacher Leaders recognize individuals who have made substantial contributions to the implementation of Reading Recoveryin their communities. This year the Teacher Leaders presented awardsto six outstanding individuals. Dr. Nancy Ann Eberhart is Director of groups on the effectiveness and costs of Professional Development in the Ohio Depart- Reading Recovery and is often asked to work ment of Education. She has been involved withwith districts as they investigate implementa- Reading Recovery in Ohio since 1984 when shetion issues. He is a volunteer mentor for new trained with the first class of Teacher Leaders insites to provide assistance to new site coordina- the United States. This involvement has helpedtors and serves on the Pennsylvania State Steer- shape her beliefs about the powerfulconnec- ing Committee for Reading Recovery. Hiscon- tions that must exist between the design of pro- tinued efforts on behalf of Reading Recovery fessional development and the expectations for have contributed significantly to the growth of its impact on student learning. As an activepar-the program within the State of Pennsylvania. ticipant in the liaison between the Ohio Department of Education and The Ohio State William D. Lynch, a founding and current University, Dr. Eberhart has supported the member of the Board of Directors of the Read- implementation of Reading Recovery through- ing Recovery Council of North America, has out the State of Ohio. Her responsibilities have been a dynamic leader in achieving his goal of focused on ensuring legislative support and deal-providing Reading Recovery forevery child in ing with statewide implementation concerns. A San Diego County who would benefit. He has goal for Dr. Eberhart is to promote teachersas generously contributed over $100,000 through learners supported by school climates thatnur- the auspices of the William D. Lynch Founda- ture professional development. tion for Children, helping to fund the establish- ment and maintenance of district training sites. Dr. William Lance Landauer is Superinten- He was instrumental in devising long-range dent of the Conewago Valley School District in implementation and expansion plans and has New Oxford, Pennsylvania, and Site Coordina- hosted numerous awareness events for educators, tor for the Conewago/Lincoln Reading Recov- state legislators, and civic groups. Through ery Site. Through his efforts this site has grown active participation in the San Diego Chamber to include seventeen school districts in Pennsyl-of Commerce and the Business Education vania and one in Maryland. As the local site Roundtable, he has dramatically enlarged the became established, Dr. Landauer began work- circle of local support for Reading Recovery. He ing with the Pennsylvania State Department of.has testified frequently before the California Education and Shippensburg University staffto Legislative Assembly and Senate Committees, begin a Teacher Leader Training Site within thelobbying the merits of Reading Recovery and state. The Shippensburg University Site began directing attention to this exemplary interven- operation in 1994 and graduated its second classtion model. Mr. Lynch has demonstrateda pro- of Teacher Leaders in 1996. Dr. Landauerpre- found commitment to helping all children sents regularly to local, county, and state become readers. Fall 1996 Connections13
Teacher Leader Awards Continued
Arkansas State Representative Robert Recovery project. She has created and L. McGinnis has been instrumental in making chairs a planning committee of Teacher Leaders Reading Recovery a statewide reality in the and Administrators to ensure strong ownership State of Arkansas. As member and chairman of of the planning, implementation, and financing the Arkansas House Education Committee, Mr. of the project in all of the various districts McGinnis was instrumental in securing collabo- served. Ms. Richards is an active proponent of rations of permanent technical and financial the Reading Recovery program, presenting and support from philanthropic foundations and var-supporting other school districts and BOCES in ious state agencies for the implementation and their investigation of Reading Recovery. ongoing development of Reading Recovery and Literacy Support for at-risk elementary age stu- Dr. Sybil Yastrow has made significantcon- dents. He now actively serves as the chairman oftributions to the implementation of Reading the Arkansas Reading Recovery Advisory Com- Recovery in the State of Illinois and to the chil- mittee. Mr. McGinnis also serves as a board dren the program serves. As one of the pioneers member of the Legislative Advisory Council of of the program in Illinois, she spearheaded the the Southern Regional Education Board which formation of the initial project, joining three is a policy advisory board for fifteen states. In districts into a consortium. After retiring from addition, he has been appointed to the Educa- her position as Lake County Regional Superin- tion Committee of the Southern Legislative tendent, she continued to promote theprogram Council. Mr. McGinnis' positive and powerful and formed the Northern Illinois Reading support ensures the best literacy practices for Recovery Consortium composed of twenty-one children in Arkansas. districts. Under her guidance, this consortium's restructuring, policy-making, and financial man- Patricia H. Richards is Director of Instruc- agement were all agreed upon by the member tional Support Services for the Onadago-Court- districts. This organization has strengthened the land-Madison BOCES in the State of New York.commitments to the Reading Recovery program. It is through her vision that Reading Recovery Dr. Yastrow has demonstrated strong and enthu- was implemented and has expanded from four tosiastic leadership and has supported Reading twenty component school districts across the Recovery as the best early intervention reading upper regions of New York State. Ms. Richards program for children as well as one of the has worked aggressively to provideawareness forstrongest staff development programs for teach- personnel in the districts served and has ers. involved them in structuring the Reading 14Connections Fall 1996 July 1996 RRCNA Board Highlights Submitted by Maribeth Schmitt, Secretary Leadership Academy; The Council's Board of Directors met in July 1996 in Created and adopted new statements of vision, mission, Columbus for a brief business meeting and a strategic planning and purpose for the Council; session. During the meeting the Board: Adopted four motions specifying areas for staff and Adopted a balanced budget for the 1997 fiscal year Board attention over the following six months. which began on July 1, 1996; For details of these actions, see the President's Message and Set the date and location for the 1997 North American the Executive Director's Message, page 1 of this newsletter. New Council Board Members The last issue of the Council Con- how children think and learn and has life as successful readers and writers, nections contained a list of the established new networks of colleagues allowing interested educators and part- new members elected to the sharing a commitment to the academic ners to engage in dialogue that fosters Board of Directors in the spring. Space success for all children. Her vision for the this view and broadens the scope of our limitations precluded describing the new Council is the strengthening of Reading efforts. Board members in detail. The Editorial Recovery and related early literacy Board is pleased to provide this further efforts through an organized system of introduction. collaboration among North American sites and across the vast network of expert human resources who share a commitment to successful early literacy initiatives.
Dianne Stuart is the newly elected Trainer representative on the Council's Board. She is the Trainer/Administrator Billie Askew is Vice President and of the Canadian Institute of Reading will proceed through this position to Pres- Recovery in Scarborough, Ontario, Cana- ident-Elect and President of the Council. da. Her responsibilities include training Billie is a Trainer of Teacher Leaders at Teacher Leaders, overseeing the imple- Texas Woman's University in Denton, Maribeth Schmitt is Secretary of the mentation of Reading Recovery sites Texas. She is in her tenth year with the Council. She is a Trainer of Teacher across Canada, raising public awareness of Reading Recovery Program. Billie is a for-Leaders and an Associate Professor of Lit- the program, and providing professional mer classroom teacher who also served as eracy and Language at Purdue University development for staff. As an elementary a public school administrator of literacy in West Lafayette, Indiana, where she principal, curriculum writing, implemen- programs for a number of years. After serves as the Director of the Indiana tation, and staff development were areas serving as a Reading Recovery teacher Reading Recovery Program. She has pub- of interest and attention. While serving leader in a school district, she became a lished numerous articles on literacy as a principal in the Student Services trainer of teacher leaders at Texas research, especially in the area of inde- Department, finding a better way to meet Woman's University. She currently is pendent, strategic learning and metacog- the needs of young children at risk was a training her eighth class of teacher lead- nition. She serves as the editor of the priority. Her vision for the Council: I ers, and is chairing the Council's Imple- Network News, as a member of the Editor- believe the Council provides a unique mentation Committee and the planning ial Advisory Board for the Council's jour- opportunity for educators in two very committee for the North American Lead- nal Literacy, Teaching and Learning, and is diverse countries to work together in ership Academy. As Vice President of the a past member of the review board for providing Reading Recovery to every Council she also has responsibility for The Reading Teacher. Her vision for the child who needs this early initiative, to chairing the Elections Committee. Billie Council is that it will serve as a founda- uphold the integrity of the program, and contends that her work in Reading tion for sharing the message that it is to increase teachers' understanding of Recovery has created new visions about possible for all children to participate in how children learn to read and write. Fall 1996 Connections15
Connie E. Thomas is the newly elect- David Moriarty is the newest partner Jeanne Milovanovich is the appointed ed Site Coordinator representative on the representative on the Board of Directors. representative of the Canadian Institute Board. She is the Title I Program Admin- Partners are those individuals in the of Reading Recovery on the Board. She is istrator for Anderson Community School school and community systems who sup- president of the Canadian Institute Board Corporation in Anderson, Indiana, and port full implementation of Reading and was appointed to the Council Board has been involved with Reading Recov- Recovery. Partners may be classroom by the Institute Board. Her career in edu- ery for four years. She currently is serving teachers, Title I teachers, principals, cation spanned over 27 years and ranged as site coordinator in her school system. administrators, school board members, from classroom and special education In this role she has worked with col- community literacy advocates, and any- teacher to school principal and system leagues in the State of Indiana to create a one else who supports Reading Recovery superintendent in one of Canada's largest network of Reading Recovery profession- and early literacy interventions. David school systems. She also held office in als, and she attended every training class Moriarty is a partner who is Director of teacher organizations at the local, provin- during the initial year of implementation Language Arts (birth through grade 12) cial and national levels. She always has in Anderson. She has been an advocate in Medford Public Schools, Medford, held the conviction that the early years for Reading Recovery because she Massachusetts. He has thirty years of of a child's education form the basis for believes in early intervention programs experience in education including fifteen lifelong learning and that reading and that front load success. She believes that years as an administrator. He is a writing are essential life skills for each every child deserves the opportunity to statewide activist for Reading Recovery person. In 1989 when the Scarborough develop strategies that will make him/her and for legislation to support Reading Board of Education became a Reading successful in school. She holds an Ed. S. Recovery in Massachusetts. He is presi- Recovery site, Jeanne assumed system in School Superintendency and a Mas- dent of the Reading Recovery Task Force responsibilities for its development and ter's Degree in Elementary Education in Massachusetts and Chairperson of the chaired the first Reading Recovery steer- with an emphasis in reading instruction. Reading Recovery Political Action Com- ing committee. When the Faculty.of Edu- Her vision is that the Council continue mittee in Massachusetts. He has served cation of the University of Toronto and to connect professionals who believe on many professional boards and is active the Scarborough Board of Education that all children can learn and that in many professional organizations. Cur- formed a partnership in 1992, she became every child deserves the right to experi- rently, he is on the state Assessment the founding president of the Canadian ence success with reading and writing; Development Committee for Writing- Institute of Reading Recovery. She has to this end, the Council should provide Mass, Comprehensive Assessment Sys- continued as president since her retire- a network of support, not only for those tem. His vision for the Council: Continu- ment from the Scarborough system in newly involved in Reading Recovery, ing the 'purity' of Reading Recovery 1995. In seven years, Reading Recovery but also for those expanding the knowl- nationally is absolute, especially assuc- in Canada has grown from two sites to edge into quality literacy programs that cess rates reach 90% and more, and also over fifty sites. Her vision is that the impact all students. disseminating Reading Recoveryas the goals of the Canadian Institute of Read- ultimate professional development ing Recovery and the Reading Recovery model and the most critical early inter- Council of North America are the vention model of this century. same: to ensure that all Canadian chil- dren who need the services of thepro- gram receive them. We look forward to sharing in progress toward achievement of that goal. BESTCOPYAVAILABLE 16Connections Fall 1996
Book CornerGood Books, Good limes! Constance A. Compton, Trainer, This column reviews new children's books and explains ways Texas Women's University i that teachers and children are enjoying these titles in their My Very First Mother Goose. classrooms. To recommend a title for review or to submit a Ed. by Iona Opie. review, write to Dr. Constance A. Compton, Reading Recovery, Illustrated by Wells, Rosemary. Texas Woman's University, P.O. Box 23029, Sept. 1996. Denton, Texas 76201-1029 Cambridge, MA: Candlewick Press. ISBN 1-56402-620-5 Iona Opie reminds us in her introduc-as he remembers is, at age fivereveal- USA $19.99 tion that through nursery rhymes, ing to the reader how he has changed In an exceptional joint effort, Iona mishaps can be "funny rather than trag- over time. Opie and Rosemary Wells have master- ic," tantrums can be "comical as well as The story begins with Jeremy recall- fully captured the essence of Mother frightening," and that laughter is "the ing life as a five year old, telling all Goose in their newest book, My Very cure for almost everything." This collab- about his favorite things: occupation, First Mother Goose. Here they introduce orative effort of Opie and Wells allows cars, dinosaurs, secret hiding place, and us to a gentle, grandmother-like Mother children and parents to once again expe- his best friend. The story follows a paral- Goose in 60 familiar and not-so-familiar rience and enjoy life through the non- lel storyline when Jeremy turns six and verses. The pandemonium typically asso- sense and fun of Mother Goose. once again, shares his favorite things ciated with these rhymes is still there, with the reader. What Jeremy and the but represented with pleasant families of reader discover is that some things have mice, rabbits, cats, and bears. Wells, in When I Was Five. changed (such as his secret favorite hid- her effort to keep the language of Moth- by Howard, Arthur, (1996). ing place which he shared at age five er Goose from disappearing from our New York: Harcourt Brace & Co. and kept a secret at age six) and some world, beautifully portrays the rhymes . ISBN 0-15-200261-8 things have stayed the same, like his where "language is its most playful, USA $14.00 best friend, Mark. innocent, and profound." The large-size Canada $20.00 This book is a tender story, enhanced nursery-rhyme collection is carefully laid When Jeremy was 5, he wanted to by the childlike watercolor, gouache, and out for the young viewers so they can be..."an astronaut, a Cowboy, or both." black pencil drawings. Parents and chil- concentrate on a single poem and illus- Now he's six. In this charming story, dren will both enjoy reading together. tration per page. Jeremy compares life at age six, with life,
3. The Reading Recovery annual letter National Diffusion Network stating that your site is granted a royal- ty free license to use the name in con- Carol Lyons, Director, NDN Reading Recovery Program junction with your Reading Recovery program will be sent by Oct. 15. This As reported last year, The United States House of Representatives, OERI's National letter will be sent if the site has submit- Department of Education Program Effective- Diffusion Network office does not have suffi- ted complete scan forms to the Nation- ness Panel presented a certificate of revalida- cient revenue to support new or reviewed al Data Evaluation Center at The Ohio tion for Reading Recovery for May 1, 1995 grants nor funding for RMC Research Corpo- State University and an annual report to May 2, 2001 in recognition of our contri- ration which has compiled and verified NDN has been submitted to the Reading butions to excellence in education. Our pro- adoptions for the last ten years. Recovery regional training center to gram was awarded this honor because The effect of this action on Reading which your site is assigned by Septem- research data documented that the Reading Recovery is as follows: ber 15. Recovery Program enables a large number of 1. Until further notice, teacher leaders 4. A list of trademarked Reading Recov- the lowest achieving first grade students in will no longer complete Form C's. ery sites will be submitted to Secretary the U. S. to read at the average level of first 2. Yearly scan forms and annual site of Education Richard Riley's office in grade students in their school or classrooms. reports will be used to verify and recer- October every year. Recently, the U. S. Office of Educational tify your site as a trademarked Reading If you have any questions, please call. Research and Improvement (OERI) Recovery site. Your continued efforts and support for the announced that due to rescission cuts by the Reading Recovery Program for teachers and members of the 1996 U. S. Senate and children is admirable and appreciated!
BEST COPY AVAILABLE 36 Fall 1996 Connections17
News from the states will be a regular feature of this newsletter in this and future issues. StatNeSo Please submit items of interest from your state to the editor incare of the Council. Arkansas Launched in 1995, the Ohio's BEST criteria: The Arkansas Read- Practices initiative identifies and pro- * Significance, as demonstrated by ing Recovery Program motes innovative education programs fulfilling one or more of the eight has been featured in the that have proven to be successful at National Education Goals; Southern Regional Edu- improving education results in Ohio's * Effectiveness, as demonstrated by cation Board's (SREB) schools. the positive results the program has Paths to Success Series. The Series' first "The College of Education Reading achieved; volume was published in July 1996 and Recovery faculty and staff are delighted Transferability, or the degree to was a twelve page monograph on Read- that the Reading Recovery Program has which the program can be adapted ing Recovery in Arkansas. Paths to Suc- been recognized as one of Ohio's BEST and applied in widespread contexts; cess is the SREB's new series for report- Practices for 1996. We are extremely * Responsiveness, to the varied needs ing on strategies to improve children's grateful to the State of Ohio, the Ohio of Ohio's diverse educational popu- readiness for school'and to help schools Department of Education, The Ohio lation; and be better prepared to meet the needs of State University, and the Reading * Originality, as demonstrated by the all children. The monograph presentsa Recovery teacher leaders and teachers program's creative solutions to thorough description of Reading Recov- who continue to support the program." common education problems. ery. In addition it describes the success- Carol Lyons, Professor and Director of "By publicly recognizing and sharing ful implementation of Reading Recovery the National Diffusion Network Reading exemplary education programs and in Arkansas and the collaboration of the Recovery Program. prac- tices, we will accelerate education Reading Recovery program in Arkansas The Reading Recovery program is in improvement efforts statewide," said Bob with early literacy groups. The mono- its twelfth year of implementation in Wehling, BEST co-chair and senior vice graph also highlights Dyer's 1992 analy- Ohio and currently operates in 49 U.S. president, The Proctor & Gamble Com- sis of costs of Reading Recovery in com- states and eight Canadian provinces. pany. "With BEST Practices initiative, parison to the costs of special education. During 1994.95, 88 percent of the 5,723 we hope to plant the seeds of change Finally, the monograph more briefly low achieving first grade students in that are necessary to achieve BEST's describes the implementation of ReadingOhio reached average reading levels in goal of ensuring that all Ohio children Recovery in the Carrollton-Farmers their class. acquire the knowledge and skills they Branch Independent School District Since first introduced in the Colum- near Dallas, Texas, and lists the seven need to meet today's challenges and the bus Public Schools in 1984, the Reading challenges of the 21st century. Regional Reading Recovery Training Recovery Program has served a total of For more information about Ohio's Sites in the SREB's region's fifteen 49,118 low achieving first grade children BEST or the Ohio's BEST Practices ini- states. For more information, contact in Ohio. Of those children, more than tiative, call (614) 469-1200. David R. Denton, Director, Health and 85% were successfully discontinued Human Services Programs, SREB, 592 reading at the average of the class. Fol- Tenth Street, N. W., Atlanta GA low-up studies conducted in Columbus, Northeast 30318-5790. Ohio revealed that Reading Recovery The October students maintained their gains insec- Reading Recovery Ohio ond, third, and fourth grade. Fourth- Conference yielded The Reading grade Reading Recovery students 241 new members Recovery Program has demonstrated that they could accurately and 162 renewed been selected as one read text at the sixth grade level or member for the of "Ohio's BEST above. Additionally, these children Council. Thanks and congratulations for Practices" in education for 1996. The proved to be excellent spellers, produc- your recruitment efforts! program is one of 56 education programs ing spellings closer to conventional statewide to have earned the award and spelling than their randomly selected Texas was honored at the second annual peers on a fifth-grade spelling test. The October Ohio's BEST Conference in Columbus The 56 BEST Practices honorees for Reading Recovery on May 14-15. 1996 were selected from a field of 324 Conference yielded Ohio's BEST is a coalition ofmore nominations from 61 different counties. 231 new members than 100 education, business andcom- All nominated programswere evaluated and 207 renewed munity organizations that have united inby a team of more than 100 trained members for the a major statewide campaign to improve reviewers from across Ohio andwere Council. Thanks and congratulations for education in Ohio. judged according to the following your recruitment efforts! 18Connections Fall 1996 SAVE THESE DATES: JULY 30, 1997 THROUGH AUGUST 2, 1997
NORTH AMERICAN LEADERSHIP ACADEMY Strengthening the Operation of Reading Recovery@ in Systems and Schools SPONSORED BY The Reading Recovery Council of North America San Diego, California Westin Hotel at Horton Plaza KEYNOTE SPEAKER: MARIE M. CLAY, RESEARCHER AND EDUCATOR
The Academy is designed especially for Superintendents, Administrators, School Board Members, Site Coordinators and trained Reading Recovery Teachers, Teacher Leaders, Classroom Teachers, Special Education Teachers, Title I Coordinators and Teachers.
TWO TOPICAL STRANDS WILL BE PRESENTED:
IMPLEMENTATION of READING RECOVERY FUNDING and ADVOCACY
Building a shared understanding of full imple- Corporate and foundation funding for Reading mentation: what it is and how to get it Recovery: how to find it and how to get it Implementation planning and how to make an Government funding: how to find it and how to effective plan get it Efficiency and effectiveness in research and Grant writing and proposal development analysis to support your program Government relations: understanding the poli- Using data to guide an effective implementa- cy making process at the federal, state, and tion local levels Partnerships of schools and classrooms in Finding new funds and making the most of the serving all children funding sources you have Rationales for Reading Recovery guidelines Putting together a funding and advocacy plan and standards
Registration materials will be available in January 1997. For more information, call the Reading Recovery Council of North Americaat 614/292-7111. Fall 1996 Connections19
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...Serving Children in Canada and t h e U n i t e d States...
Membership Application- Reading Recovery Council of North America Join your colleagues throughout North America in the professional association for Reading Recovery. Reading Recovery Council of North America provides Reading Recovery educators with expanded opportunities for leadership, professional development, and advocacy for Reading Recovery.
Benefits of membership in RRCNA include: * A network of colleagues throughout the Continent. A one-year subscription to RRCNA newsletters o Council Connections (3 issues) o The Running Record or Network News (2 issues each) A one-year subscription to Literacy, Teaching and Learning, (2 issues) RRCNA's professional journal for early literacy educators. READING Special member rates on RRCNA publications. RECOVERY° Voted representation on the RRCNA Board of Directors. COUNCIL OF NORTH AMERICA A lapel pin and membership certificate for new members.
Use this form to join or renew your membership. Copy to your colleagues and ask them to join, too.
Name Employer Work Street Address City State/Province Zip Code Work Phone Work FAX Work E-Mail Home Street Address City State/Province Zip Code Home Phone Home FAX Home E-Mail Preferred Mailing Address: Home Work I received my Reading Recovery training at during 19 Please check the appropriate items: I am: renewing my membership a new member I am a: Leader Trainer RR Teacher Teacher Leader Site Coordinator Partner ( I would like a: $40 U.S. one-year membership $100 U.S. one-year supporting membership (Provides development funds) I am associated with Descubriendo La Lectura.
Office Use Only Visa or MasterCard Please send completed form with your check, credit card information, or purchase order Remittance Advice: Reading Recovery made out to RRCNA to the following address: Name Reading Recovery Council of North America Check # Expiration Date I mo. I yr. 1929 Kenny Rd., Suite 100 Sales Order # Columbus OH 43210-1069 Date Signature: (614)292-7111 Amount 40 Spring 1997 Oil CI Volume 2 No. 3 READING [RECOVERY' COUNCIL OP NORTH AMERICA onneA Newsletter of the Reading Recovery Council of North America
In This Issue... President 1 Executive Director 2 President's Message Membership Report 3 Carol A. Lyons California Support RRCNA 3 Comprehensive Book List3 P===iheReading Recovery Program is a great success! As indicated Classroom Connections. 4 in Table 1, the program has grown tremendously in just twelve Research 5 years. In 1984, one school district had a Reading Recovery Pro- Deans Meet in Columbus 5 gram; in 1995-96 the programwasimplemented in 2939 school dis- Presidents' Summit 6 America Reads 6 tricts. In 1984, 16 Reading Recovery teachers were working in six Committee UPDATES ... 7 schools; in 1995-96, 14,153 Reading Recovery teachers taught children National Data Evaluation 9 in 9062 schools. The Advocacy Corner ... 9 Moreover, the program has accomplished what it was designed to do. From 1984to 1996, a Canada 10 total of 194,226 (81%) of the 234,913 lowest achieving first grade children who completed the Leadership Academy... 11 program made accelerated progress and were successfully released at expected grade levels for Affiliation of Membership 11 their class in school. (See Table 2.) If the present trend continues, by theyear 2000 approxi- Membership Satisfaction. 12 mately 500,000 low achieving children will receive Reading Recovery inmore than 15,000 RRCNA Board Highlights12 schools throughout the United States alone. This number RR Conference 13 may be doubled if children served in Strategic Planning 14 Reading Recovery programs operating in Canada, Australia, New Zealand, the UnitedKing- Strategic Plan Goals ... 14 dom, and various other countries are included.
Membership Benefits.. 14 Vision, Mission, Purpose 15 Book Corner 16 State News 17 TABLE 1 Publications and Products 18 U.S. university trainers. teacher leaders. teachers. school dis- tricts, and schools participating in Reading Recovery from 1984- 1996 Editorial Board Year UniversityTeacherTeachers School Schools oJanet Bufalino, Editor, Trainers Leaders Shippensburg University Districts jmbufa@wharf. ship. edu 1984-85 0 0 16 1 6 Mary Ann Doyle, Chair, 1985-86 1 3 58 23 35 RRCNA Publications 1986-87 3 27 280 108 255 Committee 1987-88 3 45 531 143 227 [email protected] 1988-89 6 43 732 265 623 OCarol Miller, Associate Editor, Fox Chapel Area School 1989-90 11 54 1,163 332 892 District, Pittsburgh, PA 1990-91 13 80 1,850 508 1,406 [email protected] 1991-92 19 155 3,164 798 2,336 .0 Patsy Rucker, Associate Edi- 1992-93 24 259 5,343 1,246 3,731 tor, Fox Chapel Area School 1993-94 33 388 8,182 1,905 5,523 District, Pittsburgh, PA 1994-95 39 510 12,084 2,543 7,784 oJean Bussell, Executive Director, RRCNA, 1995-96 39 625 14,153 2,939 9,062 [email protected] Reading Recovery National Data Evaluation Center The Ohio State University
The Council Connections newsletter is published by Reading Recovery Council of North America. continued on next page 2 Connections Spring 1997
President's Message (continued) Recovery for every child who needs it. and enlightened because we supported These data were recently presented at Reading Recovery children's lives will be each other in doing the right thing. the Reading Recovery Council of North forever changed, made better, enriched, America Board of Directors' Meeting and at a meeting attended by Deans of TABLE 2 Education from Reading Recovery Uni- U.S. Reading Recovery children served. program children and_per- versity Training Centers. Participants at centage of children discontinued from 1984-1996 both meetings expressed pride in what Year Served** Program*** Discontinued**** */0 has been accomplished and commitment1984-1985* 110 55 37 67 to the 14,817 Reading Recovery teach- 1985-1986 230 136 99 73 ers, teacher leaders, and trainers who are 1,059 teaching daily the lowest achieving stu- 1986-1987 2,048 1,336 79 dents how to read and write, and the 1987-1988 3,649 2,648 2,269 86 thousands of administrators who are sup-1988-1989 4,772 3,609 2,994 83 porting their efforts. 1989-1990 7,778 5,840 4,888 84 That we have achieved so much and 1990-1991 12,605 9,283 8,126 88 managed so well through the years is 1991-1992 21,821 16,026 13,499 84 because you have been there to support 1992-1993 36,443 26,582 22,109 83 us in this endeavor. In calling attention 1993-1994 56,077 40,493 33,243 82 to Reading Recovery's achievement, I 1994-1995 81,220 57,712 46,637 81 am recognizing the tremendous role 1995-1996 99.617 71.193 59.266 83 which everyone associated with the pro- Totals 326,370 234,913 194,226 81% gram and the Reading Recovery Council of North America plays in that achieve-*Pilot year: Reading Recovery teachers were in training. ment. For all its accomplishments, the **Served: Program children and children who entered Reading program may well serve as both a symbol Recovery but did not receive a minimum of 60 lessons because and a reminder: Reading Recovery is a they moved, were absent for extended periods of time, or the thriving program because you have school year ended prior to completion of lessons. Column 1 is inclu- helped to make it so. Your support sive of the subcategory Program Children, Column 2. encourages all of us ... teachers of chil- dren, administrators, parents, and others ***Program: Reading Recovery children who received a minimum of associated with the Council... todo 60 lessons or were discontinued prior to receiving 60 lessons. better; it sustains our growth and com- ****Discontinued: Reading Recovery children who were released mitment to the children we serve and to from the Reading Recovery program reading within average read- our resolve to accept humbly the chal- ing levels of the class. lenges we face. It is very reassuring to be Reading Recovery National Data Evaluation Center a member of a community of individualsThe Ohio State University who are ensuring access to Reading Executive Director's Message JeanBussell The past three months have been very exciting to see your response today have critics," she incredibly stimulating for me in comparison with twelve months ago. said, "because from all sources, but especially I hope the next twelve months will Reading Recovery from each of you whose path has crossed bring additional new services to you as works! And mine by telephone, letter, e-mail, fax, members, and successes to all of us as because we pub- and even face-to-face. Each time the advocates for children. lish data that shows how well it works." Council publishes our newsletters, we Despite our successes, or perhaps The critics attack what is not tradition- are deluged with your joyous responses because of them, our critics have been ally presented in our data, and the and your requests for service. Each time especially active over the past several Council is working to produce new pub- I have the opportunity to attend a state months. I was inspired by Gay Su Pin- lications which will document, for or regional Reading Recovery Confer- nell's comments at the beginning of her example, what happens to those chil- ence I am inspired to work on your remarks at the Illinois Reading Recoverydren who do not have a complete pro- behalf in new and creative ways. It is Conference this winter. "Of course we continued on next page Spring 1997
continued previous page tion and resources with which to advo- mit on Volunteerism" and with gram as defined by sixty lessons, among cate on behalf of the program and the "America Reads" in order to do just other things. children it serves at the local level. Your that. Please read the related articles in Meanwhile, we all can be encouraged continued quality teaching and your this issue. by the present level of attention which grassroots efforts outside the classroom The Council staff and Board are your early literacy is receiving in the media will be a part of a much wider effort to leadership team. Keep us informed of your and at the national level. The Council isteach children to read and write. The activities and efforts, and we will help entering a very proactive stage in which Council is entering into collaborative build upon them on behalf of children we will be providing you with informa- relationships with the "Presidents' Sum- and families throughout the continent.
internal computer network. Bussell Membership Meeting Report also reported that the membership is strong but needs to grow to represent The Annual Membership Meeting their support for the organization and fully the entire Reading Recovery net- of the Reading Recovery Council encouraged them to participate even work. of North America was held on more fully in the work of the Council Past President Gay Su Pinnellpre- Saturday February 1, 1997, in Columbus, through the Committee structure. sented the report of the Strategic Plan- Ohio. The members heard reports from Executive Director Jean Bussell wel- ning Committee of the Board of Direc- the President, the Past President, and comed the members on behalf of the tors. She described the process the the Executive Director. Council staff. She introduced Julie Committee is using in collaboration President Carol Lyons introduced the Reeves who is the Program Coordinator with the Board of Directors to develop members of the Board of Directors and for the Council. Julie is responsible for the Plan. She presented the VISION, the Committee Chairpersons. Each responding to membership inquiries, MISSION, and PURPOSE statements Committee Chairperson described the developing new programs and services which have been adopted by the Board. functions of the Committee which he or for members, providing liaison to outside She also presented the draft statement of she chairs. Lyons presented the statisti- organizations which support the work of beliefs and values as well as draft goals cal data for Reading Recovery over the the Council, and keeping the office and objectives which will be presented past twelve years. (See the President's operation running smoothly. Bussell also to the Board of Directors for their con- Message in this issue.) She applauded introduced Jason Green who is responsi- sideration later in February. (See related the work of all the members in providingble for maintaining the Council'smem- article in this issue.) Reading Recovery services to children bership database, distributing newmem- Following a brief question andanswer who need their support to learn to read ber benefits, producing the Reading session, the meeting was adjourned. and write. She thanked the members for Recovery Directory, and supporting the
California Reading RecoverySupport RRCNA For the second consecutive year, the $10,000 to Council Executive Director These contributions bring the total Reading Recovery Program in Cali- Jean Bussell during the Ohio Reading contributed to the Council by the Cali- fornia has presented the Council Recovery Conference and National fornia program to $25,000over the past with a contribution from the royalties of Institute. In addition, Swartz presenteda two years. The Council thanks Dr. the Carousel Books. Stan Swartz, Cali- second check in the amount of $5000 Swartz and the California Reading fornia State University at San Bernardi- from the royalties of the Teachers' Recovery Program for its support and no, presented the contribution of Choice Books to the Council. commitment.
Comprehensive Book List Available Order NOW! sorted by title, level, and publisher. New titles are designated by an asterick. ]F, ollowing months of intense effort the titles, levels, publishers, and some The Book List is available only to by dozens of trained Reading word counts for books that have been trained Reading Recovery educators Recovery personnel, the new Com- leveled for use in Reading Recovery. as a single copyrighted list or as a master prehensive Book List in English is available Revised as of January 1997, the Book with permission to duplicate. Use the for purchase by trained Reading Recov- List is a printed list including all titles order form in this issue to order ery personnel. The Book List provides selected for use in Reading Recovery, your own copy. 4 Connections Spring 1997
C This column is designed to serve Classroom Connections Reading Recovery partners: the classroom teachers who work together Conquering the Spelling Frontier with Reading Recovery teachers to Vicki Fairchild Crain `each children to read and write.
[Vicki is currently a teacher leader for the child demonstrate knowledge of cap- TUESDAY: Taking A Closer Look: round Rock School District, TX.] italization and punctuation? Best of all, Our 15-minute spelling lesson begins hen it came to formal spelling the score represents what sounds a child by reviewing our sentence. The known instruction, I knew exactly can hear and record and is not deter- words (they, are, have) are practiced what I didn't want. After mined by a child's ability to spell whole quickly on mini chalkboards for fluent years of teaching the traditional word words correctly. I started to think of writing. Today, I want the students to lists where students practice by copying ways this information could be used in take a closer look at the words in the each word five times, I realized that my the classroom. sentence. first-graders thought of spelling as the I began to apply my knowledge of TEACHER: Can anyone find some enemy, an entity unto itself with no rel- theory to my classroom spelling instruc- ways our words are alike? evance whatsoever to the thematic unitstion. With the class composing a sen- ANGEL: Three of the words are big! and process writing so enjoyable in the tence by discussing the big book used MARK: Two of them have silent e's. classroom. There had to be a better way. that week, the shape of the spelling pro- TEACHER: What about the endings? Spelling represented the last uncon- gram in my classroom formed. The first CRYSTAL: Three of the words end quered frontier. My training in Reading spelling sentence came from our unit on with an s! feet: "My feet are very big." This sen- Recovery has impelled me to explore After discussing the s ending, we end tence had meaning to the students. how children learn, and, as a result, I the lesson by writing our sentence with (Jake, who provided our sentence, did, have drastically changed my classroom a green marker on a dry erase board, in fact, have large feet!) As the year environment. I enticed the students using a red marker to write an s in the progressed the group composed sen- with print-rich walls, level-appropriate three appropriate places. books, and ample opportunities to read tences that became increasingly difficult WEDNESDAY: Making Links: and write. Yet, with nothing to guide and the number of possible teaching Today brings a focus on finding links me, I clung to the old paradigm of for- activities seemed endless. These group to make spelling easier. The lesson mal spelling tests. compositions provided an interesting begins with a question. In an attempt to find a better way, I opportunity to study words. An example TEACHER: Can anyone find a way made a list of qualities that I thought a of our spelling lessons from the first that will help remember how to spelling program should possess. week in March demonstrates this spell a word? Research showed that spelling should:process. ERICA: Ladybug is like `baseball'; it's * make students take a closer look at MONDAY: Meaningful Beginnings: really two words put together. print; The students are enjoying our unit on Erica demonstrates how she splits * present words in context; insects. Having shared Eric Carle's The the word to make it easier to spell. * be meaningful to students; Grouchy Ladybug, I begin to prompt the students for a sentence. JAMES: We know how to spell 'in' * provide ownership for the students. TEACHER: Can anyone name a and we have that word inside (Gentry, 1987). character from this book? `insects'! Still in the dark, I reluctantly began MARTIN: Well, the whale and the JAKE: And we know the word 'be' so the school year without a new plan for elephant. we know how to spell the begin- teaching spelling. An idea came to mind JAKE: And the little insects and the ning of 'because'! as I was testing students using Clay's After the students demonstrate their Observation Survey of Early Literacy lady bugs. CRYSTAL: The ladybugs are insects, analogies, I introduce a link of my own Achievement. The "Hearing and Record- that I think is beneficial. ing Sounds in Words" section on the too. TEACHER: Last week we looked at Observation Survey provided rich infor- JULIE: Because they have six legs! the word 'mix'. Can you find a mation about a student's knowledge of The students composed a spelling word that looks like that? spelling (Clay, 1993). Does the child sentence for the week: "Ladybugs are CRYSTAL: If we can spell 'mix', we know some high frequency words? Can insects because they have six legs." As can spell `six'!! he/she use letters to record dominant the students copy down our sentence to consonant sounds? Can the child dis- take home, I take a count of the sounds criminate between vowel sounds? Does and jot down that this week's sentence has 34 individual sounds. continued on next page 44 Spring 1997 Connections
continued from previous page As a group we review the mini-lessons As the students grow more adept with THURSDAY:;, Visual Success: briefly, then I dictate the sentence to making links and using spelling strate- This lesson varies weekly and the class. Afterwards students check gies, their classroom writing has depends on the areas of difficulty provid- papers with a partner, circling words improved dramatically. A noticeable ed by the sentence. I have noticed that spelled correctly. These circled words are improvement with capitalization, punc- some of the students are having difficul- entered into the student's journals as tuation, and spacing is an added bonus. ty with the word ladybugs'.. so today known words. Then I view the papers, With spelling in my classroom nowa some look closely and analyze while oth- scoring each in the same fashion as the better reflection of my personal philoso- ers practice writing the high frequency "Hearing and Recording Sounds in phy, I think the frontier has beencon- words. Later on the students, paired with Words" task. That score (ex. 28/34) is quered in my classroom but I willcon- a partner, practice the entire sentence, written on a checklist along with anec- tinue to examine the progress of my using markers and sentence strips or dotal information such as: students and rethink my own learningas chart paper. Before writing each word * Crystal used a y in ladybug instead we work and learn together. the students are asked to visualize the of an e! References: word in their heads, then write the word * Jake demonstrated spacing this in the air with a finger. "Seeing" the Gentry, R.J. Spel is a Four-Letter Word. week. Heinemann, 1987. words in different ways provesmore * Julie used a capital and period cor- effective than copying it downon paper Clay, M.M. An Observational Survey of rectly. repeatedly. Early Literacy Achievement. Heine- * Erica is writing the silent letters! JULIE: I wrote the word three times. menn, 1993. Once on my brain, once in the air, The information is then placed in the and once on my paper! student's portfolios next to previous dic- [Classroom teachers are welcometo tation to verify progress. FRIDAY: Cooperative Finale: become members of the RRCNA. I feel comfortable using this spelling The special membership category of After studying our sentence fora format, but more importantly, week, the students are prepared to "have my stu- "Partners" is especially intended for dents feel comfortable. Spelling is a go" with the sentence on their own. now you.] meaningful, purposeful, and less stressful.
Research in Reading Recovery
tanley L. Swartz and Adria Klein, editors of the Coun- ume to all Reading Recovery advocates in that the original cil's professional journal Literacy, Teaching, and Learning, journals from which the articlesare derived no longer are have collaborated with Heinemann Publishersto present available. The cost of reprinting the journalswas prohibitive, Research in Reading Recovery, a volume consisting of theorigi- and Heinemann agreed to print thenew volume and provide nal Reading Recovery research articles which appearedin the the royalties to the Council. first three volumes of the Journal. Heinemann has published The Council extends its thanks to the editors StanSwartz this volume at a reasonable price and has dedicated theroyal- and Adria Klein, to Gay Su Pinnell, andto Marie Clay for ties to the Reading Recovery Council of North America. their support of this effort. Research in Reading Recovery is dedicated to Marie Clay and Contact your Heinemann representativeto order a copy. includes a Foreword by Gay Su Pinnell. It isa valuable vol-
Deans Meet in Columbus Deans of ten of the universities which train Reading particular locations declines, using technologyin Reading Recovery teacher leaders met in Columbus in February Recovery training, maintaining integrity and qualityat all lev- to discuss how they support Reading Recovery and howels of implementation, linking Reading Recoveryand early lit- Reading Recovery can serveas a catalyst for change both eracy initiatives, and creating a process for collectively dis- within the university setting and in the public schoolsystem. cussing these and other issues. The Deans represented the schools or colleges of education on The Council has agreed to support the establishmentof a the various campuses where Reading Recoverytrainers are network among the Deans and to provide whatever located. linkage is needed to enable them to support Reading Recoveryon their Issues of common concern to the Deanswere funding, campuses. The Deans plan to communicate regularly using maintaining sites as number of teacher leaders in training at electronic means, and to meet face-to-faceas frequently as possible.
`ESBEST COPYAVAILABLE a KI7 6 Connections Spring 1997 Presidents' Summit president Clinton, along with former President George Over the next few months the Council will be working Bush, has announced the Presidents' Summit to be held with our members to develop materials which will be appropri- in Philadelphia in April 1997. The purpose of the Sum- ate for involving volunteers in supporting Reading Recovery mit is to bring America to a new level of commitment to vol- lessons and related classroom and home-based activities. We unteer service, especially in targeting America's young people. will work with the models which many Reading Recovery and The Presidents have named Colin Powell as Chairperson of early literacy advocates already use. In particular, we will work the effort and Henry Cisneros as Vice Chair. with the Americorps programs at The Ohio State Uni- The Reading Recovery Council of North Amer- --002=111/41212%-- versity, the University of Texas at Austin, and ica Board of Directors has made the following California State University at San Bernardino commitment to the Summit: to build upon what they have learned in The Redding Recovery Council of North working with volunteers and families. America is a broad-based, non-profit organiza- As materials and training programs are tion whose members are dedicated to the vision developed, we will distribute them that children will be proficient readers and writ- throughout the Reading Recovery net- ers by the end of first grade. Consistent with its work for use in every community where primary mission, the Council will commit to Reading Recovery is offered. We will not teaching 300,000 at-risk young children to read be training volunteers to conduct Read- and write, through the Reading Recovery Pro- ing Recovery lessons; rather, we will be gram sessions, by the end of the year 2000. With- training volunteers and parents to conduct in that time frame, the Council will also commit to activities which will support the lesson at early literacy in homes and communities by providing school and at home. training for 30,000 volunteers who will support an additional If you are interested in assisting with this effort, 300,000 children in their early literacy learning and strengthen lit- please contact the Council headquarters at 614/292-7111. eracy capacity in their homes.
America Reads
Rn a related effort, many universities across the country are training students to volunteer as reading partners for young children. In particular, university students who receive Deadline work-study support through the federal financial aid program are encouraged to participate in literacy education efforts with children. The Council is exploring how Reading Recovery University Training Centers and credit-granting educational institutions can use the materials being developed for the commitment to for next the Presidents' Summit to support the work-study effort. If you are interested in keeping informed on this effort, contact the Council Connections Council at 614/292-7111. article submissions is July 1, 1997! adime
BEST COPY AVAILABLE Spring 1997 Connections RRCNA Committee UPDATES The RRCNA standing committee The Reading Recovery Council of meetings with reading colleagues at structure is the locus for members' North America Book Committee is national conferences to dialogue about involvement in RRCNA. Each commit- presently engaged in numerous tasks Reading Recovery and other pertinent tee includes multiple membership types which include the selection of new issues. and thus provides opportunity for review teams for the next revision of the Kathy Escamilla is directing the Fol- involvement of teachers, teacher leaders, Book List, the review of trade books to low-Up Study of Descubriendo La Lec- trainers, site coordinators, and partners. expand this aspect of the Comprehen- tura Children. DLL teacher leaders Committee memberships are reviewed sive Book List, the development of poli- Yvonne Rodriguez and Olivia Ruiz com- annually, so if you are interested in serv- cies for participation on the Book Com- plete the research team. The dual pur- ing as a member of a committee, contactmittee, and the creation of a series of poses of this study are to assess the sus- the committee chairperson as listed in forms that will be used to communicate taining effects of DLL on students who the following reports. with publishers. A significant task in thehad the program in first grade and are Book coming year will be to review the pre- now in grades 2 and 3, and to examine sent list with careful attention to remov-the reading environments of children Submitted by Sue Hundley, ing from the Comprehensive List some who have been discontinued from DLL Teacher Leader, Lesley College titles which may no longer seem helpful to determine how such environments The 1996-1997 Reading Recovery to children participating in Reading may affect student reading progress in Comprehensive Book List has been Recovery and to readjust the levels list- Spanish and English. reviewed by the Reading Recovery ed for some books so that they are more The research team met with DLL Trainers and the Reading Recovery consistent with our present understand- teacher leaders in San Diego at Califor- Council of North America's Publica- ings. nia Association of Bilingual Education tions Committee. It is available for pur- All Reading Recovery educators are February 26th to finalize data collection chase by Reading Recovery educators welcome to make recommendations for procedures. Teacher leaders in Califor- from the Reading Recovery Council of additions, deletions and level changes to nia, Texas, and Arizona will assist with North America, (614) 292-7111. It is the Book List. Recommendations can be data collection during March and April, important to note that the Reading sent to Sue Hundley, Lesley College 1997. Research results will be reported Recovery Book List is a resource which Center for Reading Recovery, 1815 to RRCNA by September. can help teachers as they provide this Massachusetts Ave. Suite 378, Cam- Research Committee Members Sha- early intervention. However, teachers bridge, MA. 01240. ran Gibson and Daryl Morrison took the using the Book List should carefully con- Research lead in providing extensive feedback sider book choices within the widerange regarding the Annotated Bibliographyto of texts at each level for each individual, Submitted by Patricia Kelly, Christi Hovest, who is completing work recognizing that no specific book is Trainer, California State Univer- on the bibliography. appropriate for every child and no fixed sity, San Bernardino Gay Su Pinnell is collecting follow-up sequence of books result in optimal stu- Angela Jaggar is developing a Manualstudies from across the country which dent progress for all children. Moreover, for Conducting Follow-up Research to will be considered for inclusion ina larg- teachers must recognize that levels are be made available for site coordinators er study that analyzes and synthesizes approximate since text difficulty is relat- and teacher leaders. She is basing the this data in order to provide information ed to each child's background knowl- document on her follow-up research in about the sustained effects of Reading edge, his/her current independent pro- New York. The target date for the first Recovery on student reading proficiency. cessing system and the support provided draft is June, 1997. This will be a valu- Anyone who has conducted follow-up by the teacher when introducing the able asset for developing follow-up stud- research on Reading Recovery isencour- new book. ies across the country. aged to mail a copy to Gay Su Pinnellat The 1996-1997 Descubriendo La Lec- In December at the National Reading The Ohio State University, 200 Ramsey- tura Book List, developed by the DLL Conference in Charleston, South Car- er Hall, 29 West Woodruff Avenue, Book Subcommittee, is currently avail- olina, several trainers met with David Columbus, Ohio, 43210. able from the Council. Recommenda- Pearson and Jim Cunningham, two well tions for new book additions or level Training Advisory respected reading researchers,to discuss changes can be forwarded to DLL Book several issues regarding Reading Recov- Submitted by Irene Fountas, Chairperson Raquel Mireles at Willow ery. This open exchange of ideas was Trainer, Lesley College School-ABC SD, 11733 205th St., very informative. Following the meeting, Lakew000d, CA 90715. The Training Advisory Committee trainers in attendance expressedan has joined with the Implementation interest in continuing to have similar Committee to continued on next page 4 7 8 Connections Spring 1997 RRCNA Committee UPDATES Continued plan the first North American Leader- Recovery program. If a change in Guide- plied the training shall provide services to ship Academy to be held in San Diego, lines jeopardizes your district in some that teacher leader and school unit during California, July 31 - August 2, 1997. way that you believe to be unfair, first the first field year. An agreement between Peg Gwyther, Committee Member, speak with the University Trainer with training centers will determine which site continues to explore new capabilities for whom you are affiliated. If the issue can- will continue the professional relationship technology in training and other com- not be resolved through discussion with with that teacher leader and site thereafter. munications. Mary Fried, Rose Mary the trainer, a written request for exemp- To assure compliance with guidelines for Estice and Sue Duncan are working on tion may be sent to the Guidelines and teaching and training, affiliations between preparing for sale several videotapes, Standards Committee Chair. Be sure to districts must be formalized by written gifts of the University of Illinois, that give specific information about your sit- assurances and a copy filed with the state or will be available as training materials uation and articulate the reason you feel regional training center responsible for com- through RRCNA. that an exemption is warranted. munication, reporting, and professional Teacher Leaders are encouraged to Changes in Guidelines: Effective at development. suggest revisions and provide feedback the beginning of the 1997-98 School Teacher leaders and/or site coordinators to the committee regarding the Year. shall inform the university training center Guidesheets distributed at last year's Change in requirements for Readingwhen agreements are made to train teachers Teacher Leader Institute. Bring your Recovery teachers: from any district outside their established sheets marked with suggested revisions Teach a minimum of four first-grade site. or questions to submit to the Training children per day individually for 30 minute By a specified date a copy of each site's Advisory Committee at the Teacher daily sessions in a school setting. annual report should be filed with the uni- Leader Institute in Dearborn and The rationale for this guideline is versity training center with which that site is Raleigh. explained in the related article in this affiliated and a one-page abstract sent to the The Training Advisory Committee issue of Council Connections. Note that Executive Director of the RRCNA in order has almost completed a forms review. the possibility of teaching more than to receive recognition of continuing status as The Lesson Record and Running Recordfour children extends only to trained an approved Reading Recovery® site. State Form in the Observation Survey and in teachers. Teachers in training must reports must be filed with the Executive the Guidebook are the forms that shouldteach four children and only four chil- Director of the RRCNA if there is a univer- now be used. No modified forms will be dren. sity training center in that state. available as they are an infringement on Change in Continuing Contact Guideline Concerning Maintenance copyright and because they alter the requirement for trained Reading of Certification: original intent of the form. As Reading Recovery teachers: Reading Recovery trainers, teacher lead- Recovery Teachers use up old forms, new Attend a minimum of six continuing ers and teachers maintain their certification ones should be substituted. contact sessions for trained teachers each by actively engaging in the roles and respon- The Book Committee will now join year; four to six of these sessions must each sibilities of those positions and participating the Training Advisory Committee as a include two behind-the-glass lessons. Atten- in professional development activities as subcommittee, so that all training func- dance at a Reading RecoverylDLL confer- spelled out in the Guidelines and Standards tions and materials will be working ence is also encouraged. document of the RRCNA. Certification together in conjunction with the North Additional Guidelines will be considered lapsed if a person does American Trainers Group. Relationship of Teacher Training not, for a period of more than one year, Guidelines and Standards Sites to University Training Centers: serve in the Reading Recovery role for Each Reading Recovery® teacher train- which they were trained and participate in Committee ing site must establish affiliation with the required Reading Recovery professional Submitted by Noel Jones, Trainer, university training center within their state development activities. University of North Carolina at or, if none exists within the state, with A person whose certification has lapsed may obtain re-certification by successfully Wilmington another appropriate university training cen- ter, for purposes of communication, report- completing an appropriate plan of profes- The following changes and additions ing, and continuing professional develop- sional development developed by the train- to existing Guidelines and Standards of ment. The site application for each teacher ing center or site. the Reading Recovery Council of North training site must be on file at the university Work of the Committee America were adopted by the Board of training center with which the site is cur- The Guidelines and Standards Com- Directors of RRCNA on February 5, rently affiliated. mittee is working towards a re-publica- 1997. Remember that the purpose of If a teacher leader is trained away from tion of the Guidelines and Standards these Guidelines and Standards is to the state of residence, the center that sup- document that will: (1) explain the maintain the integrity of the Reading processes of continued on next page 48 Spring 1997 Connections RRCNA Committee UPDATES Continued developing and amending the guidelines lines and to further specify guidelines for 1997, and (4) continued discussions and of requesting exemptions; (2) incor- professional development for Teacher with Trainers, Teachers, and Site Coor- porate DLL (Descubriendo La Lectura) Leaders and Trainers. dinators during the fall of 1997, (5) into the document; (3) add further The projected time table for this amendment of the draft, January 1998, guidelines and clarification to the sec- work includes: (1) discussion with Train- and (6) presentation of the document to tion on Reading Recovery sites; (4) ers in April 1997, (2) discussions with the RRCNA Board of Directors, Febru- work with the Trainer Committee to Teacher Leaders, June 1997; (3) comple- ary 1998. develop written rationales for key guide- tion and revision of a first draft by June
Changes at the National Data EvaluationCenter
/t is with regret that we announce the in early March to devote full time to student assessment. Prior to that, he was departure of two staff members who completing her Master's degree. Our sin- head of Research and Evaluation for the have developed the NDEC into an cere thanks to both for their years of Seattle (WA) public schools. Jim looks efficient and respected data management dedicated service, and best wishes in forward to many challenges in continu- and reporting service for Reading their new pursuits. ing the quality service to Reading Recovery participants. Replacing Joe as Director of the Recovery established by his predecessors, Joe Groom, who directed the NDEC NDEC is Jim James. Jim comes to us and to expanding the research and eval- for the past six years, left in February to from the Oregon Department of Educa- uation information base available for the take a position in the private sector. tion where he spent 5 years engaged in program. Joe's assistant, Tricia Osborne, resigned program evaluation, policy analysis and
THE ADVOCACY CORNER Scott Himelstein, Government Relations Consultant RRCNA he best definitions of Politics I ever readwas written by out much work by Reading Recovery advocates. Reading of all people, Grocho Marx. He said, "Politics is theart Recovery has begun to experience similar challenges in other of looking for trouble, finding it everywhere, assigning states. On the federal level, Reading Recovery is the subject of blame incorrectly and applying the wrong remedies." This def- misinformation to members of Congress. inition can be applied to the recent attacks on Reading By necessity, Reading Recovery advocates havenow begun Recovery by interest groups, journalists and legislators in Cali- to make their views known to their representatives and the fornia and the nation. Over the past twoyears the effective- public. Accurate information is being providedto decision ness, cost and integrity of Reading Recovery has been ques- makers as to the effectiveness of Reading Recovery. Under the tioned. Make no mistake, the public, politicians and thepress Direction of Jean Bussell and the RRCNA Board, I will be have every right to question the effectiveness of Reading assisting those interested in communicating the impact of Recovery in their schools. However, we must insist that Read- Reading Recovery in local districts to legislative bodies. We ing Recovery be judged on the basis of results, not philoso- will be holding regional seminarson grassroots advocacy, phies. overviews of the legislative process, and how to find thepre- Some of those who are challenging Reading Recoveryare sent research. Future issues of this column will outline strate- doing so while pushing an agenda of theirown. These individ- gies for use by Reading Recovery practitioners to advocatein uals and groups think their readingprograms, ideas and prod- their own communities. ucts are best for children and are working hard to prove their As the Government Relations Consultant to RRCNA, I points. urge all of you to keep in touch with your school boards, state In 1996, legislation was proposed in California that would and federal representatives. Bring themto your sites and share prohibit local school districts from usingstate or federal dollarsyour results. Let them know what an impact Reading Recovery for Reading Recovery. Fortunately, the legislationwas defeat- has made in their schools. As we continueto involve others in ed; however, a subsequent requestwas made to the California our programs, we help insure the growth and success of Read- Auditor General for an investigative audit of Reading Recov- ing Recovery. ery. This, too, was defeated by the Legislature, but not with-
49 10Connections Spring 1997 Update of Reading Recovery in Canada Irene Huggins, Trainer/Coordinator
The Reading Recovery program that they appre- was first implemented in Canada ciated the quali- in 1988. It began with the first ty of the oppor- training class for Reading Recovery tunities teacher in Scarborough, Ontario, and presented. has expanded to include centers for the Another training of Reading Recovery teachers in important aspect eight provinces and the two institutes of the imple- for the training of Teacher Leaders. mentation plan The Reading Recovery program has in Canada is the been successfully implemented in five monitoring of countries around the world. At each the outcomes of school year. expansion, the challenge has been to students included in the program. Children enter the program at differ- maintain the original design of the pro- In 1996, the Board of Governors of ent times during the year. As one child gram and to adapt it to fit the needs of the Canadian Institute of Reading has completed the program, another the local education system. The chal- Recovery hired two researchers to create child begins. This may mean that at the lenge has been the same in Canada. For- a national Reading Recovery database. end of the year, there will be some chil- tunately, colleagues who have successful- Information was obtained from schools dren who have just entered the program ly met this challenge in other countries implementing the Reading Recovery and are not yet ready to discontinue the have provided on-going support and program in June, 1996. This informationprogram. The decision has been made in guidance to the Canadian implementa- described the Canadian Reading Recov- the Canadian implementation of the tion of the program. ery implementa- program that these children will be "car- An important aspect In 1995-96, the Reading tion and docu- ried over" to the next school year to of the implementation mented the have their programs completed. In 1995- plan in Canada includesRecovery program was growth of the 96, there were 649 children who had providing on-going pro- offered to children in program nation- their programs completed in the 1996-97 fessional support for 444schools in seven ally and provin- school year. The outcomes for these Reading Recovery cially. "carried over" children will be reported Teacher Leaders. Read- provinces by 496 Read- In 1995-96, with the 1996-97 data. ing Recovery Teacher ing Recovery teachers. the Reading The expansion in Canada in 1996-97 Leaders in Canada par- Recovery pro- will be great. There are twenty-seven ticipated in the Teacher gram was offered new Training Sites for Reading Recovery Leader Professional Development Forum to children in 444 schools in seven teachers in Canada. held in Toronto in January, 1997. provinces in Canada by 496 Reading The next project that will be under- Teacher Leaders had the opportunity to Recovery teachers. The outcomes for taken by the Canadian Institute of observe teaching sessions, tutoring ses- 2,495 Reading Recovery students includ- Reading Recovery is the development of sions and participate in a school visit ed in the program were known by June the Observation Survey in French. A with a group of colleagues. After four 1996. Nearly seventy percent (70%) of development team is being assembled to days of intense professional development the children (1,715) successfully com- work with Marie Clay on this project. sessions, the Teacher Leaders reported pleted the program during the 1995-96 Spring 1997 Connections 11
REGISTER NOW:North American Leadership Academy
egistration materials for the Victor Young, Senior Consultant, Rock- North American Leadership efeller Foundation and President of The cademy have been mailed to allLearning Communities, Inc., Cleveland. Council members. The Academy's In addition to these featured speakers, theme is "Strengthening the Operation there will be eight breakout sessions of Reading Recovery." Focus is on imple-which will feature additional govern- mentation and research as well as fund- mental and foundation representatives ing and advocacy for Reading Recovery. and representatives of Reading Recovery The Academy is scheduled for July 30, sites which have implemented Reading 1997, through August 2, 1997, in San Recovery with success. Sessions will Diego, California. cover such topics as: The Academy features three addresses planning for effective implementa- by Marie Clay. In addition, featured tion; speakers will include Mary Jean data collection, reporting, monitor- LeTendre, Director, Compensatory Edu- ing, and follow-up; cation Programs, The United States efficiency, effectiveness, and cost Department of Education; The Honor- benefits; able William F. Goodling (R,PA), building ownership and Reading Chairman of the United States House of Recovery as a part of a comprehen- Representatives Committee on Educa- sive literacy plan; tion and the Work Force; The Honor- grant writing; $Y n,. able Robert L. McGinnis (D,AR), State the Reza:Ong R Representative, Chairman, Arkansas understanding the legislative and aNorth Reading Recovery Advisory Program; public policy making process; Scott Himelstein, President, The government funding sources; and which the participants can take backto William D. Lynch Foundation for Chil- private (corporate and foundation) their sites with them to strengthen the dren, San Diego; Uri Treisman, Profes- funding sources. implementation of Reading Recovery. sor and Director of the Dana Foundation Individuals or teams of Reading The registration deadline for the for Education, University of Texas at Recovery site personnel are encouraged Academy is June 1, 1997. Space is limit- Austin; Joan Wylie, Director of the to participate in the Academy. A result ed. Contact the Council at 614/292- Noyce Foundation, San Francisco; and of the Academy will be a notebook 7111, if you need registration materials.
Guidelines for Affiliation of Membership Organizations
he Council Board of Directors has adopteda set of Council, what obligations the Council will haveto the affili- guidelines for governing the recognition of entities ate, and how changes in affiliate status may occur. The Guide- with special interests related to Reading Recoveryat lines provide for the establishment of operatingagreements the national level or withmore general interests at the local, between the Council and the affiliate. Theagreements require state, or regional levels. The Council's purpose is to: a)recog- that members of the affiliated entity must be members of the nize and support affiliate entities; b) authorize theuse of the Council. Reading Recovery trademark; and c) maximize membership The Guidelines prohibit, under trademark law,any entity participation at the local, state, regional, national, and conti- not affiliated with the Reading Recovery Council of North nental levels and in relationto special interests. In all America from using the term Reading Recovery, including the instances the affiliate's activitiesmust be consistent with the term Descubriendo La Lectura (Reading Recovery in Span- Council's program, policies, and actions. ish), without the express, written consent of the Reading The Guidelines set forth the process through whichgroups Recovery Council of North America. of individuals may apply for affiliate status. The Guidelineg A copy of the complete Guidelines is availableto members further specify the Council's expectations about how the affili-upon request from the Council office. ate will operate, what obligations the affiliate will have to the
51 BEST COPYAVAILABLE 12 Connections Spring 1997
Membership Satisfaction Survey Results rom October to December 1996, the Council included ing Recovery in North America generally were similar. The Membership Satisfaction Surveys with the invoice for responses focused on the Council's role in being an advocate for Fdues/membership renewal. The results have been compiled Reading Recovery at the national level. Suggestions for advocacy informally, and the Council is pleased to report the results. included the development of public information materials that Generally, the respondents (nearly 300 in number) were highlywould be distributed through an organized public relations plan to satisfied with the Council's services. When asked to rank items onpromote Reading Recovery and to inform the general public, a list of publications, membership pin, membership certificate, school board members, and public policy makers about the pro- and network of colleagues, respondents favored the newsletters, gram's effectiveness. In addition, the respondents frequently sug- the Journal, and the network of colleagues most highly. Of partic- gested an important role for the Council in informing members of ularly high regard among the publications were The Running Congress about the effectiveness of Reading Recovery and the Record newsletter and the Literacy, Teaching, and Learning Journal. need for continued availability of federal funding for the program. When asked how the Council can address the members needs, Similar support for state level efforts also was recommended. members recommended the following services most highly: Responses to a final question about other benefits the Council 1. Continue the current publications and publish them more can provide most frequently resulted in responses such as reduced frequently! registration fees at Council-sponsored conferences as well as 2. Provide information that positions Reading Recovery among reduced rates for publications. In addition, members suggested other early literacy programs and compares Reading Recov- book discounts with publishers and a variety of other possible ery with those other programs. benefits. 3. Provide more research about Reading Recovery. This brief summary cannot reflect the diversity and richness of In response to a question about how the Council can serve the the responses. The Council will be using all the ideas as the members best, the most frequent response related to providing Strategic Planning Committee continues its work. Several initia- information which will inform school and district policy makers tives reported elsewhere in this newsletter are the direct result of about the effectiveness of Reading Recovery. Respondents recommendations from the Membership Survey respondents. requested information about funding for Reading Recovery from a The Council thanks all of those members who took time to variety of sources, about cost benefit studies which can be used respond. locally, and about successes of Reading Recovery students. Specif- A Special Note: The mail opening process separated most of the ically, respondents asked for such information to be made avail- envelopes from the surveys, so if you requested a specific response able to them in a manner which can be used to promote Reading on your survey, you may not have received a response since the Recovery within the individual school building and district. envelope which identified you was separated from your survey. If Responses to two questions about the perceived role of the you still need a response, please contact the Council's office and Council in helping individual members and in supporting Read- we will follow-up immediately.
February 1997 RRCNA Board Highlights The Board of Directors met for two days following the Ohio Guidelines were adopted that provided for member Reading Recovery Conference and National Institute in organizations to be affiliated with the National Council. Columbus, OH. Highlights of the meeting include: - Guidelines and Standards Committee: A discussion of federal literacy initiatives and the need for Changes to the RRCNA Guidelines and Standards RRCNA to become involved in them. These included the regarding the teaching of children and attendance at President's Summit for America's Future, America Reads, continuing contact sessions were approved. (See Guide- and the Americorps project. lines and Standards Committee Report.) The Board voted to issue a statement concerning support for - Publications and Communications Committee: Proposed President Clinton's initiative. (See article on Page 6.) contracts for editors of all regular publications were Adoption of the Board of Director's Handbook regarding approved. decision-making paths and roles and responsibilities in order The Board also authorized the Executive Committee and the to refine the procedures of operation for the Board. Finance Committee to collaborate with the Executive Director in A presentation and discussion of the RRCNA Strategic finalizing the lease or purchase of association management and Plan. (See related article.) accounting software and contracts for sponsorship of tours related Committee Reports Highlights: to the proposed International Reading Recovery Institute in Sum- - The Membership and Development Committee: mer 1998. Spring 1997 Connections13 Record.. Numbers AttendReading Recovery Conference andational 9nstitute
A total of 3800 Reading Recovery teachers, teacher leaders, learning to read and the positiveconsequences of their learn- trainers, site coordinators, classroom teachers, and other early ing to read despite the law. Regie Routman connectedour literacy advocates attended the 12th Annual Ohio Reading efforts in the classroom to our effortson behalf of children in Recovery Conference and National Institute held in Colum- the larger society. She encouraged teachersto share what they bus, Ohio, in early February. The Conference was co-spon- know with parents and, the general public in orderto insure sored for the first time by the RRCNA, The Ohio State Uni- the continued delivery of literature based educationin our versity, and the Ohio Department of Education. schools. The Conference had a truly international flavor with atten- These powerful keynote presentationswere combined with dees coming from nearly every state in the Union, from Cana- presentations by twelve featured speakers who assistedatten- da, and from Department of Defense Dependents' Schools dees in improving their teaching skills in the ReadingRecov- locations from around the world. An early February thaw ery lesson and in the classroom, in enhancing their under- enabled the attendees to enjoy the standing of research and its location as well as the Conference! application to practice and tograss- Keynote speakers for the Confer- e 1 1, .) # e # roots advocacy for children, and in ence addressed the assemblage in one increasing our administrative abili- large exhibit hall. The use of large ties to deliver good first teaching, screens and audiovisual technology and early literacy programs in all made it possible for attendees to bea Working Together our schools. part of the largest gathering of Read- far The program included eighty ing Recovery personnel ever gathered Literacy additional concurrent sessions together in the same room at the which matched attendees' learning same time. The effect was powerful, needs to presentations ona wide and the message was clear ... Reading variety of topics. Recovery is a powerful teachingpro- gram. Children can and do learn to Preconference Institutes were held for the first time in conjunc- read through this early literacy intervention. tion with the Conference. These eight day-long sessions focusedon The Conference's theme of "Work- Oita ktoovtoy in-depth learning opportunities for ing Together for Literacy" was reflect- 1997 attendees in the areas of adminis- ed throughout the program and in tesmary 1971 trative support, text reading, theo- each keynote presenter's remarks. Bil- Iht Gfekur Cohontlus Convent:on Cote and I4 Roomy Coluntbta retical and practical approachesto lie Askew's opening address focused Coltantos. Oh.* Ct2titas powerful teaching, guided reading, on the process of becoming a Reading .;[ S interactive writing, performance- Recovery teacher and what we learn based assessment, family and from our students, our Reading com- munity involvement in literacy, Recovery colleagues, our partners in and Vygotsian theory in practice. the classroom, and fromour own efforts at reflection about our Over 1100 people attended these PreconferenceInstitutes. teaching. Michael Fullan described change as a bottom-up and Finally, over sixty booths of exhibitors provided a top-down process in which we all participate together. opportuni- ties for attendees to inspect the latest books and Change can be embraced for its inevitable instructional nature and for its materials, to add resources to their professional development power to make a difference in people's lives. Rudine Sims libraries, and to obtain the latest in classroomsupport materi- Bishop connected Reading Recovery and children'sliterature als. in a descriptive presentation about thepower of learning to The sponsors wish to thankeveryone for their attendance read and the difference it makesin a child's life. She identified examples of individuals who and participation in the Conference. It trulywas a unique were prohibited by law from experience for everyone. Markyour calendars now and plan to attendtle 1998 Conference in Columbus, Ohio: January31, 1998-February 3, 1998.
53 BEST COPYAVAILABLE 14Connections Spring 1997
the Board as a whole. After much discussion, The Board of Strategic Planning Directors made an important and unusual decision. Strategic Gay Su Pinnell, Chair, Strategic Planning Committee planning was critical for the future of Reading Recovery; they all wanted to be involved. So, the Directors made the commit- e planning process for RRCNA really began when a ment to meet in Columbus, Ohio, in July to engage in the plan- group of teacher leaders, university trainers, site coordi- ning process. It is important to note here that all Directors of nators, and teachers met in central Texas in the summer RRCNA pay their own expenses to meetings, so as members we of 1993. They created a vision for the future of Reading Recov- are especially appreciative of their willingness to commit so ery and formed a nucleus for the new organization, Reading much time and to travel. Recovery Council of North America. Then, the Reading Recovery community began a consensus process. The strategic planning meeting was held at the RRCNA Three years later, the new organization had taken shape, headquarters in Columbus, Ohio. At that time the Board of with nearly 5,000 members, a committee structure, an Execu- Directors generated and approved the Council's Mission, Pur- tive Director and office. The board of Directors was already sea- pose, and Vision statements as well as a set of Goals and Objec- soned, having steered RRCNA through its first difficult phase tives. A number of tasks were generated for each Objective and of growth and they began to see the need again to look to the a Strategic Planning Committee was appointed. Members future both for RRCNA and for the Reading Recovery program. include Billie Askew, Joetta Beaver, Deborah Dillon, Gerry At a meeting at the Teacher Leader Institute in June, 1996, the Haggard, and David Moriarty. Board of Directors discussed strategic planning. The committee worked by mail and telephone to refine the At first, the idea was to have a small, representative commit- Goals and Objectives statement and to generate a draft of a tee of people become involved in the process and then report to Beliefs and Values statement. The Beliefs and Values statement is especially important because this continued on page 16
and managed effectively and efficiently. Strategic Plan Goals Membership Goal: To establish the Council as the viable in addition to the Board's adoption of the Vision, Mission, vehicle for promoting Reading Recovery by the year 2002. and Purpose Statements and the Statement of Beliefs and Implementation and Institutionalization Goal: To position Values, the Board has adopted the following four goals for Reading Recovery and early literacy as a priority in education. structuring the five-year Strategic Plan. Within these goals, Research Goal: To support, conduct, and disseminate the Council will set a number of objectives, tasks, and time- research on Reading Recovery. lines for achievement of the goals. (See related article on the Strategic Planning Process.) Governance Goal: To ensure that the Council is structured
ly because of the demand on the volunteers' time in other Membership Benefits UpdateReading Recovery responsibilities. Within the continental United States, these items are mailed bulk rate via the United the Membership Satisfaction Survey (see related article) State Postal Service as the most economical means. For items tells us that the newsletters and the journal are very mailed outside the U.S., air mail is used. highly valued by the Council's members. The following We are working to reduce the response time on delivery of information should be helpful to you in anticipating the deliv- Membership Services. The "task" includes review of new com- ery of these items: puter software which may enable us to streamline the process- Publication Dates: ing, providing additional full-time staffing, and increassing stu- Council Connections: March, August, December dent and volunteer support. Network News: May and November New members' benefits packages include the two most Running Record: October and April recent applicable newsletters, the membership lapel pin, and Literacy, Teaching, and Learning: Fall and Spring the membership certificate. Membership Services: Finally, for membership renewals, the Council will mail a New Member Benefits Processing: Four to Six Weeks renewal notice to each member four to six weeks prior to the Renewal Acknowledgment: Four to Six Weeks membership expiration date. Please respond promptly to keep Order Fulfillment for Member Purchases: Four to Six you membership benefits coming without disruption. Renewals Weeks are acknowledged by postcard. Remember that writing and editing the newsletters and If you have questions about the delivery of your benefits, journal is the work of volunteers with staff support for produc- please call the Council at 614/292-7111 or write to Suite 100, tion and distribution. So if these items are late, it is most like- 1929 Kenny Road, Columbus OH 43210-1069. Spring 1997 Connections15
READING RECOVERY COUNCIL OF NORTH AMERICA
VISION The vision of RRCNA is that children will be proficient readers and writers by the end of first grade.
MISSION The mission of RRCNA is to ensure access to Reading Recovery for every child who needs its support. PURPOSE The purpose of RRCNA is to sustain the integrity of Reading Recovery and expand its implementation by increasing the number of individuals who understand, support, and collaborate to achieve the mission of the Council.
STATEMENT OF BELIEFS AND VLUES Children and Learning
1. Children, regardless of circumstances, have the right toa quality education that assures they become independent readers and writers early in their school careers. 2. Children deserve the opportunity to hear and to reada wide variety of high quali- ty texts that reflect the diversity of our society. 3. Children have the right to skillfully and successfullyuse the tools of literacy for a wide range of purposes related to present and future life inour society. 4. Reading Recovery is the right of every child who needs extra help during the first years of schooling to acquire the independent reading and writing skills necessary for further learning.
Teachers and the Educational Context
1. Teachers and children deserve to work in well-managed, well-supplied educa- tional environments and with administrators who support their efforts. 2. Professional development that is research-based, continuous, and high quality is central to achieving literacy success for all children. 3. Training and professional development are ongoingprocesses that are the basis for successful implementation of the Reading Recoveryprogram for children.
The Reading Recovery Council of North America and Its Network
1. In order to support the goal of literacy for all children, the membership of the Council shall be open to all interested individuals. 2. Membership diversity is a strength that shall be reflected in all of the Council's governing structures, policies, and actions. 3. The actions of the Council shall be directed toward achieving the Council's vision, mission, and purpose with quality and integrity. 4. Collaboration among Council members and with others is essential for the achievement of the Council's vision, mission, andpurpose. 5. Service to all members through communication, professional development,and research is a high priority in all actions of the Council.
55 16Connections Spring 1997
continued from page 14 Research Following approval, each RRCNA statement represents what RRCNA Communication with the Public committee will consider the plan to stands for. Every action of the Council Groups and OrganizationsCollab- incorporate ideas that committees have must be evaluated against this statement oration and Agreements worked on and to come up with specific of the core beliefs and values to be sure Organizational OperationsBoard timelines related to the accomplishments that actions and values fit together On Operations; Internal Operations of all tasks. The detailed action plans will the third draft, the committee asked for Trademark and LicensureSites provide a road map for accomplishing feedback from the North American and Individuals tasks over the next few years and the Reading Recovery Trainers Group, and final strategic plan will be delivered to Funding and Resources the document was again revised. the Board of Directors. Technology At its February meeting, the Board of It is important to think about how the We now have a strategic plan for the Directors approved the statement of strategic plan is different from simple Board of Directors to consider. The plan Beliefs and Values as well as the state- decisions to undertake tasks and accom- includes specific tasks (keyed to Goals) ment of Goals and Objectives. The com- plish them. A strategic plan emerges from priority rating, roles of the RRCNA staff, mittee then began to work on the tasks. the agreed-on values and goals of an Committees responsible, and possible Via a questionnaire, Directors rated the organization. Everything must work first steps. Many of the tasks have already tasks as to appropriateness and priority. together to accomplish those goals and been accomplished because while the The Committee then reconsidered the must be consistent with values. A strate- planning process continued, RRCNA tasks and produced another document gic plan takes a long view. It is important staff were working hard on the board- that categorized tasks by function, as to think about what must happen tomor- approved tasks; others have been initiat- indicated below: row (such as having a conference or ed and are well underway. Still others are MembershipDevelopment and meeting) but it is also essential to think planned for 1998 and 1999. Expansion; Management, Services several years ahead. For example: The plan represents a large body of & Benefits; What will Reading Recovery need important work to be accomplished by Publications in two or three years when the the many people who are members of group of teachers is much bigger? Development of the Profession RRCNA. Every board committee will be University Training Site Develop- working on aspects of this plan, which is ment and Support designed to take us into the future for Reading Recovery. continued on next page Book Corner his column reviews new children's books and explains ways Good Books, Good Times! that teachers and children are enjoying these titles in their Constance A. Compton, Trainer classrooms. To recommend a title for review or to submit a Texas Women's University review, write to Dr. Constance A. Compton, Reading Recovery, Texas Woman's University, P.O. Box 23029, JELLY BEANS FOR SALE Denton, Texas 76201-1029 by Bruce McMillan
From the time a child first lays eyes The vibrant photographs throughout to count, learn the value of money and on Bruce McMillan's Jelly Beans Forthe book coexist happily with text, offer- the fun of buying and selling than in a Sale, s/he is deliciously drawn into aing high support for the written message. world where jelly beans are the order of jellybean marketplace of childhood. In Concepts are explained in clear, simple the day. Teachers, look in the back of this story the storekeepers are children, language. Sentences are completed on the book and get started! There's an the coins are pennies, nickels, dimes, one page with the adjacent page show- offering for free jelly bean kits for the and quarters or combinations thereof -- ing a photograph capturing text mean- classroom, a history of jelly beans, plus no dollar bills allowed -- and there's an ing. The dust jacket helps draw the child little known facts about jelly beans. Did abundance of satisfied customers revel- into the book, and the bright blue end you know, for instance, that jelly beans ing in their purchases. We all remember pages also set a joyful tone. As usual, orbited earth in 1983 aboard the space pictures in books from childhood. A McMillan's photography is outstanding. shuttle Challenger? This is a beautifully likely scenario will be a child reminisc- The sheer fun he must have had in cre- done teaching tool what will provide a ing, "I learned to count and learned ating this book comes across loud and highly enjoyable experience for all. about money from the jelly bean book." clear. Submitted by Jean Hill, Graduate What better way for a child to learn Student, Texas Woman's University. Spring 1997 Connections 17
News from the states is a regular feature of this newsletter. tat Please submit items of interest from your stateto the editor in care of the Council. FIRST LADY ADVOCATES LITERACY progress and expansion of the Reading Web Sites AS THE KEY TO THE FUTURE Recovery and Early Literacy programs in Several states and organizations have By Anne Allen, Reading Recovery Trainer, Arkansas. In 1988, as First Lady of created Web Sites and Chat Groups for University of Arkansas at Little Rock Arkansas, Mrs. Clinton was instrumental Reading Recovery. Be patient; the First Lady Hillary Rodham Clinton in the convening of the first advisory com- RRCNA will be doing this soon, too. was at home in Little Rock recently mittee of state educators, representatives ofHere is a list of currently known sites. doing one of the jobs for which she is institutions of higher education and phil- Notify the Council of other sites anthropic foundations, and business and not best-knowntalking about education as a listed. way to improve the lives of children. government leaders to plan the implemen- Clinton was the luncheon speaker at a tation of Reading Recovery in Arkansas. Pennsylvania: A discussion group for conference on Early Literacy and The literacy conference was jointly concerns, challenges, and celebrations; Arkansas' Reading Recovery Program. "If sponsored by the University of Arkansas atto subscribe, e-mail to children can't read, they can't be expected Little Rock, the Arkansas Association of [email protected]. to be successful in this extraordinary infor- Educational Administrators, the Arkansas General Reading Recovery Group: mation age that we are a part of," she told Department of Education and the E-mail [email protected]. On the first 500 elementary school and college-level Winthrop Rockefeller Foundation. line of your e-mail, write only thismes- educators at the literacy conference. sage: subscribe readrecov (your Internet Conferences "Reading is such a magic experience," address). Do not include the parentheses Clinton said. "For some of our youngsters Congratulations to the following in your address. states for their assistance in recruiting it comes very easily, and for others it is a Reading Recovery in California: Up new members to the Council and renew- terrible ordeal. Sometimes we don't know to date news, overview, and contact ing current members: the real reasons why a child will or will information. not read. It takes such patience to get to Southern Reading Recovery Confer- http://www.amihome.com/rrca. the root of it." ence - 53 Clinton told the audience that she and Reading Recovery from California Michigan Reading Recovery Confer- State University: View California Read- the President will be convening a confer- ence - 51 ing Recovery Annual Report, important ence of educators and scientists who will Ohio Reading Recovery Conference be taking information from neuroscience research statistics, and contact informa- and National Institute- 664 about how a child's brain develops and tion. http://www.dcache.net/readrecover. put (Includes new and renewal it to work in the home, in the community mem- Reading Recovery Education bers at time of registration) and in the school. "I'm hoping that this Research Consumer Guide: Reading will assist all of you on the front lines of Illinois Reading Recovery ConferenceRecovery - What is it? General Descrip- early literacy to make the case that those - 32 tion. http://inet.ed.gov/pubs/OR/Con- activities in the first years of life lay the West Coast Reading Recovery and sumerGuides/readrec.html. groundwork for reading and to persuade Descubriendo La Lectura Institute- Reading Recovery from the San parents that reading is a good investment 235 Diego County Office of Education: of their time." The Council thanks the volunteers Program Description and teacher leader The First Lady expressed gratitude to who helped recruit new members and contact information: the University of Arkansas at Little Rock membership renewals at each of these http://www.sdcoe.k12.ca.us/iss/reading.ht for providing ongoing updates of the Conferences. ml. continued from previous page development in Reading Recovery? arise and must be incorporated into What research do we need to begin All of those questions require time, the strategic plan. Actions and now to answer the questions of new goals study, and action. The strategic planmust tomorrow? must be evaluated in terms of the organi- provide direction for a largegroup of peo- zation's beliefs and values. The strategic How can we begin now to replace ple to come together, all contributing. plan, in fact, is a dynamic document that Reading Recovery professionals who This article may make it soundas is continually revised. Most important, may be retiring? though the strategic plan is completed the plan is not a document that stands * How can we plan for the kind of and, once approved by the Directors, will alone. It represents the thoughts and professional development will be be in place. That is reallynot the case work of people who are committedto the needed five years from now? because planning is ongoing. Noone can purposes and mission of RRCNA-- to How can the technology of the prepare for everything that might happen ensure access to Reading Recovery for future contribute to professional as time goes by. New tasks and goals will every child who needs its support.
i7 BEST COPY AVAILABLE 18Connections Spring 1997 Reading Recovery Council of North America Publications and Products February 1, 1997
Best of The Running Record (RR1): A spiral bound compi- International Reading Recovery Directory (DR97): Alpha- lation of articles from the Running Record Newsletter for betical and geographical listings of addresses, phone numbers, Reading Recovery teachers. Articles selected for their applica- fax numbers, and e-mail addresses for Reading Recovery bility for Reading Recovery teachers. Selected articles from teacher leaders, tutors, site coordinators, and trainers in North 1989 to 1994 newsletters. (Members $6.00; Non-Members America, Australia, Great Britain, and New Zealand. (Mem- $8.00) bers $20.00; Non-Members $30.00)
Executive Summary 1984-1996 (ES96): Annual report of Descubriendo La Lectura Book list (DLL): Spiral-bound, Reading Recovery of North America. Organized to answer sixty-page document with books organized in separate sections questions such as "What is Reading Recovery?", "Does Read- by title, by level, and by publisher. Published in collaboration ing Recovery Work?", and "How Is Reading Recovery Imple- with the Descubriendo La Lectura National Collaborative. mented?" Special sections on the Reading Recovery Council (Members $10.00; Non-Members $15.00) of North America, the Canadian Institute of Reading Recov- ery, and Descubriendo La Lectura. (Members $5.00 single copy Reading Recovery Book List (BL97): Provides the titles, lev- or $400.00 for 100 copies; Non-Members $9.00 or $800.00 for els, publishers, and some word counts for books that have been 100 copies) leveled for use in Reading Recovery. Revised in January 1997, the Book List is a printed list including all titles selected for Annotated Bibliography (ANN): A compilation of biographi- use in Reading Recovery, sorted by title, level, and publisher. cal references for Reading Recovery. Available in Autumn New titles are designated by asterisk. Available only to trained 1997. Reading Recovery educators as a single copyrighted list or as a master with permission to duplicate. (BL97S: Single copy: Research in Reading Recovery: A new publication by Heine- Members $20.00; Non-Members $25.00; BL97M: Single copy: mann which includes the original Reading Recovery research Members $100.00 includes permission to duplicate; Non- articles from the first three issues of the RRCNA professional Members $125.00 includes permission to duplicate) journal Literacy, Teaching, and Learning. Available only from Heinemann with royalties benefiting the RRCNA. RRCNA Promotional Items:
Reading Recovery: A Review of Research (ER23): A publi- Coffee Mugs (MUG): Navy blue ceramic with white RRCNA cation by Gay Su Pinnell which describes and analyzes avail- logo or white with navy logo. (Members $5.00; Non-Members able research in Reading Recovery. Includes a complete bibli- $6.00) ography. (Members $5.00; Non-Members $8.00) Totebags (TOTE): Red or Green with black RRCNA logo. (Members $12.00; Non-Members $15.00) Site Coordinators Handbook (SCH): A "must have" for Read- Folders (FOLD): Black with white RRCNA logo. (Members ing Recovery site coordinators. Contains descriptions of Read- $1.00; Non-Members $1.50) ing Recovery, the site coordinators' role, time lines and issues for teacher leader training year, responsibilities and character- Use the Order Form included in this newsletter to obtain any istics of teacher training sites, definition and calculation of full of these items except as indicated. implementation, developing consortia, research and evaluation responsibilities, and references and related readings. Over 100 pages in length and presented in a three-ring binder with dividers and room for expansion. (Members $25.00; Non- Members $35.00)
Leadership for Literacy: A Guidebook for School-Based Planning (Revised Edition) (SBP): Specifically designed for schools which are developing new approaches to Title I fund- ing and programming. Highlights ways to provide for Reading Recovery programs under new Title I regulations. (Members $5.00 single copy or $400.00 for 100 copies; Non-Members $9.00 or $800.00 for 100 copies) Reading Recovery®Council of North America Publications/Products Order Form
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I Membership Application - Reading Recovery Council of North America Join your colleagues throughout North America in professional association for Reading Recovery. Reading. Recovery Council of North America provides Reading Recovery educators with expanded opportunities for leadership, professional development, and advocacy for Reading Recovery.
Benefits of membership in RRCNA include: * A network of colleagues throughout the Continent. * A one-year subscription to RRCNA newsletters o Council Connections (3 issues)
o The Running Record or Network News (2 issues each) A one-year subscription to Literacy, Teaching and Learning, (2 issues) RRCNA's professional journal for early literacy educators. READING RECOVERY' Special member rates on RRCNA publications. COUNCIL Voted representation on the RRCNA Board of Directors. OF NORTH AMERICA A lapel pin and membership certificate for new members.
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Name Employer Work Street Address City State/Province Zip Code Work Phone Work FAX Work E-Mail Home Street Address City State/Province Zip Code Home Phone Home FAX Home E-Mail Preferred Mailing Address: Home Work I received my Reading Recovery training at during 19 Please check the appropriate items: I am: renewing my membership a new member I am a: Leader Trainer RR Teacher Teacher Leader Site Coordinator Partner ( I would like a: $40 U.S. one-year membership $100 U.S. one-year supporting membership (Provides development funds) I am associated with Descubriendo La Lectura.
Office Use Only Visa or MasterCard Please send completed form with your check, credit card information, or purchase order Remittance Advice: Reading Recovery made out to RRCNA to the following address: Name Reading Recovery Council of North America Check # 1929 Kenny Rd., Suite 100 Sales Order # Expiration Date I mo. I yr. Columbus OH 43210-1069 Date (614)292-7111 Amount Signature: 60 Summer 1997 ouncil.Volume 3 No. 1 READING RECOVERY' COUNCIL OP NORTH AMERICA onnectionsA Newsletter of the Reading Recovery Council of North America
In This Issue... President 1 Past President 1 President's Message Executive Director 3 Joetta M. Beaver 1998 RR Conference & National Institute 4 isconsider it an honor to serve as the third president of the Reading 1998 Membership Meeting4 Recovery Council of North America, humbly following in the Teacher Leader Awards... 5 teps of Gay Su Pinnell and Carol Lyons. The Board of Directors Classroom Connections... Life Stories. 6 and I are committed to our mission of ensuringaccess to Reading Endowment Fund 9 Recovery foreverychild who needs its support in North America. It Executive Director Receives is truly a worthy mission and a possible one. Theremay be challenges Certification 9 ahead but together we can begin to solve and/or resolve theissues Committee Reports.... 10 that surface as we move toward the fulfillment ofour mission. Nomination Form Insert... Even though there may be challenges ahead ofus corporately and Canada 11 individually, there is much to celebrate! An ever-increasing number ofReading Recovery Board Transitions 12 teachers, teacher leaders, and trainers continue Board Highlights 12 to work one-on-one with children who are at risk in learning to read and write. In New Board Members.. 13 a day and age when resources are tight and costs are ris- Nominating Committee. 14 ing, administrators, site coordinators, and teachers inover 3,000 school districts (9,000+ Poem 15 schools) are committed to serving their at-risk first graderson an individual basis. The lowest Suggestion Form 15 first graders' strengths and needsare assessed, addressed, and met individually. Thousands of Vision/Mission/Purpose 15 Reading Recovery teachers designprograms which are tailored to continued on next page State News 16 RR and Volunteers 17 Australia Travel and Tours17 Publications and Productsl8 Past President'sMessage Carol A. Lyons Editorial Board Janet Bufalino, Editor, ver the past year I have written to you about the growth and Shippensburg University chievements of the Reading Recovery Council of North [email protected] Mary Ann Doyle, Chair, 0America (RRCNA), and many of you have responded positive- RRCNA Publications ly. Our goal is simple: to sustain the integrity of ReadingRecovery Committee and expand its implementation by increasing the numberof individuals [email protected] who understand, support, and collaborateto ensure access to Reading 'Carol Miller, Associate Editor, Recovery for every child who needs itssupport. Fox Chapel Area School As the outgoing President of RRCNA, it isnow time to reflect on District, Pittsburgh, PA the past year and ask... How is our two year old organization doing? [email protected] The answer: We are off to a strong start! In the followingparagraphs, I will discuss six Board 'Patsy Rucker, Associate Edi- actions that occurred during the past twelve months that willenable us to advance RRCNA's tor, Fox Chapel Area School influence as North America's most prominent organizationdedicated to ensuring that children District, Pittsburgh, PA will be proficient readers and writers by the end of firstgrade. °Jean Bussell, Executive At its 1996 June meeting, the Board of Directors decided Director, RRCNA, that in order to meet the needs of the thousands of Reading Recovery students and [email protected] professionals that our organization serves, the Board members would attend a strategic planning meeting inJuly 1996 and develop a plan of action to chart the future of RRCNA. (Action #1) The Council Connections At the July strategic planning meeting, Board membersengaged in a comprehensive self- newsletter is published by examination that resulted in the formulation and approvalof the vision, mission, andpurpose Reading Recovery Council of statements of our organization. (Action #2) Additionally, the Boardgenerated a set of goals and North America. continued on next page 2 Connections Summer 1997
President's Message (continued) members. This past year for the first timeducting, and disseminating research on the individual, teach optimistically, and RRCNA offered preconference institutes Reading Recovery; effectively serving serve as advocates for each child they for Reading Recovery teachers and our members through our publications touch. One by one children discontinue teacher leaders, classroom teachers, and and professional development opportuni- from the program prepared to benefit administrators, sponsored a national con-ties; and supporting our members in from on-going classroom instruction or ference in collaboration with The Ohio meeting implementation goals, solving are successfully referred for longer term State University and the Ohio Depart- common problems, and discerning, support. At the local, state, and provincement of Education, co-sponsored a semi- learning from, and responding toour levels, it is essential that Reading Recov-nar on the social construction of knowl- critics. ery professionals continue working edge for trainers and teacher leaders with I am excited about the comingyear. toward full implementation, and sustain Oakland University and the Michigan There are more "for the first timeexperi- the program's integrity by serving the Reading Recovery Council, and con- ences" on the horizon. We are planning lowest students, making the teaching of ducted the first North American Leader- for all program committeesto meet on students our highest priority, and aiming ship Academy in San Diego. The editors Tuesday, February 3, 1998, at the close of to have no incomplete programs. and contributors have done an outstand- Reading Recovery Conference and The RRCNA, formed in 1993 tosup- ing job in producing high quality, infor- National Institute in Columbus, Ohio. port Reading Recovery in North Ameri- mative publications. We acknowledge This will enable committee membersto ca, is beginning its fourth year as a "not and appreciate the time, effort, and com- meet face to face and to review past for profit" professional organization and mitment of Judith Neal (The Running reports and efforts, evaluate progress, and presently consists of approximately 7000 Record), Janet Bufalino (The Council plan for future work. A Development members. The organization is still young Connections), Maribeth Schmitt (The Committee, newly formed and approved but thanks to the efforts of Jean Bussell, Network News), and Adria Klein and at the last Board meeting, will begin to Executive Director, and Julie Reeves, Stanley Swartz (Literacy, Teaching and develop ways of forming liaisons with Program Coordinator, the Council con- Learning) and their staffs. As we move business, government, and foundations tinues to improve in orchestrating all into the new year, implementing our to secure support and funding for that needs to be done to better serve strategic plan effectively and efficiently RRCNA and related projects which help each of its constituent groups and deliv- remains a high priority. The approved realize our vision and mission. The ering member benefits in a timely man- tasks of the strategic plan are compre- Board is hoping also to havea member- ner. In conjunction with the trainers, hensive and include maintaining and ship gathering at each of the Reading the Council continues to provide profes- expanding our membership base and Recovery Conferences. Representatives sional development opportunities for its members' involvement; supporting, con- continued on next page Past President's Message (continued) of RRCNA will select the recipient. The revising as needed. One example: Even objectives and established a strategic award will be presented at the RRCNA though we have a successful national planning committee to develop a course National Conference held in Columbus, data collection, evaluation, and reporting of action to guide our future. (Action #3) Ohio. system, the Implementation and Research At its February 1997 meeting, the Although these six Board actions are Committees are now developinga new RRCNA Board of Directors approved the critical to our future, the actions could scan form and data collection system to statement of beliefs and values and not have been taken without the strong respond to frequently asked questions adopted the statement of goals and objec- working committees of our organization. from critics in the field. tives of the RRCNA's Strategic Plan. The practical work of RRCNA is struc- Thus the Board of Directors andmem- (Action #4) tured in eight Program Standing Commit- bers of RRCNA Standing Committees In June 1997, the Board of Directors tees: Descubriendo La Lectura, Develop- envision the kind of organization prioritized and approved tasks aligned to ment, Membership, Training Advisory, RRCNA intends to be as we approach the the goals, objectives, beliefs, and values Research, Publications and Communica- millennium. It is my hope thatour goals of the Strategic Plan and assigned them tions, Implementation, Guidelines and are not simply to preserve what we have to RRCNA Standing Committees. Standards, plus the Canadian Institute of accomplished so far, but to investmore (Action #5) Reading Recovery. These Committees deeply in our strengths, to address vigor- The Board also approved the creation afford opportunity for full participation to ously our areas of weakness, and to of the Reading Recovery Service to Chil- all members of RRCNA. Each Commit- inspire new literacy initiatives for prima- dren and Literacy Award. (Action #6) tee is charged with specific tasks to meet ry children and Reading Recovery imple- The recipients of this award will be the vision, mission, and purpose of mentations across North America. nationally known individuals or organiza- RRCNA. Committee reports are dis- I am proud to have served as thesec- tions that have openly demonstrated com-cussed in detail by the Board of Directorsond President of RRCNA: an organiza- mitment to literacy and/or literacy and at each Board meeting. Each Committee tion committed to upholding the integrity children. The past and current Presidents is constantly rethinking its charge and of Reading Recovery in North America. Summer 1997 Connections
continued previous page with the membership chair in recruiting join RRCNA. As our resources from the Board of Directors and various and supporting members within their increase through a growing membership, committee chairs will share brief updatesstate. If you would like to serve as your the Board can more aggressively move and listen to what you have to say. state representative, please complete the forward with the strategic plan and work Please plan to attend and share your suc-form on page nine and return to Jean toward the fulfillment of our mission. cesses, your concerns, and suggestions Bussell. Thanks for your continued support. I with us. We truly want to hear from you. In closing, I encourage each of you to look forward to our working together in We are seeking individuals who will get one colleague, friend, or relative to this coming year. serve as state representatives and work Executive Director's Message Jean F. Bussell
As the new Council year begins Perhaps a non-Council example will ed new computer (July 1) and as new leadership help me explain what this concept software for man- takes on its responsibilities for means to me. Recently my family went aging our mem- the Reading Recovery Council of North out to dinner at a new restaurant. The bership and America, I am grateful for the many hostess was very friendly to customers accounting ser- opportunities I have had over the past she appeared to know, but was not very vices. This will year to work with outstanding and dedi- accommodating to us and our need for a help us track all cated volunteers to promote access to table for four despite the fact that there memberships and Reading Recovery for children who needwere several possibilities available and services related to its support to learn to read and write. no one else in line. After a few minutes those member- You are an incredible group of individu- of rudeness from the hostess, I finally ships very efficiently. We have made als - professional, creative, energetic, told her that we could go elsewhere for several internal staff changes which committed, and constantly inspiring to dinner if she could not accommodate us. have enhanced the professionalism and the Council's staff who work daily to (This is very unusual behavior for me- I dedication of our personnel. And we support your efforts on behalf of chil- usually am not so aggressive!). The host- have ended our second fiscal year in the dren. ess finally "allowed" us to sit at two black! Recently Joetta Beaver and I spent a tables for two side by side. From that We want your experience with us to day in a seminar for association board point on our service was impeccable, the be positive, smooth, efficient, and 'to presidents and chief staff officers. The food was excellent, and we enjoyed our- meet and anticipate your needs. We are day was filled with extraordinary ideas selves immensely. BUT, will we ever go dedicated to that end. The strength of for service to members and management back to the restaurant? I doubt it. our membership is the strength we can of organizational board and committee The point is that as Executive Direc- bring to advocating and serving Reading structures. Joetta and I will be sharing tor, I want you to be able to avoid the Recovery in North America. We thank many ideas with the Board and Commit-rude hostess and jump right into the you for your commitment and member- tees over the next year. good food, friendship, and service of the ship and urge you to continue to support Most significant to me, however, was Reading Recovery Council of North the RRCNA. an "umbrella" concept that I hope will America. Over the past eighteen months This issue contains a "Member Sug- permeate my thinking and the Council's we have worked to develop our member- gestion Form." Please complete it and delivery of our services to members. The ship services system, our Board and return it so that we can attempt to concept is "the experience." In other Committee structure, our merchandise incorporate your ideas for the Council words, how each member "experiences" and order processing functions, and into our daily operation. Experience the the Council. many other association services. This Council! Thanks! summer we are installing the long-await-
Third International Reading Recovery Conference Deadline July 5, 6, 7, 1998 Teachers/Teacher Leaders/Trainers for next fetes July 8, 1998 -- Free Day Calr se July 9, 10, 1998 -- Trainers Council Connections article Niel" ea Se Pale Exact location, theme and tours '1"Patia submissions is October 15, 19971 to be announced at a later date. Deadline 63 4 Connections Summer 1997 1998 Reading Recovery Conference and NationalInstitute mark your calendar now! Watch Recovery Trainer at University of Con- study of making and breaking, lookingat for registration materials in the necticut; Rose Mary Estice, Clinical print, and taking words apart, coordinat- mail! The 1998 Reading Trainer at The Ohio State University; ed by Maribeth Schmitt;an exploration Recovery Conference and National Irene Fountas, Reading Recovery Train- of roaming around the known and early Institute is scheduled in Columbus, ers at Lesley College; Mary Fried, Clini- lessons in learning to look at print,coor- Ohio, at the Greater Columbus dinated by Rose Mary Estice; Convention Center and Hyatt an indepth study of the run- Regency on January 31, 1998 ning record, coordinated by through February 3, 1998. As Mary Ann McBride;a focused in 1997, the Conference is session on fluency and phras- being co-sponsored by the ing, coordinated by Joetta Reading Recovery Council of Beaver; book orientations, North America, The Ohio coordinated by Linda Scott; State University, and the Ohio guided reading by Irene Foun- Department of Education. tas and Gay Su Pinnell; an Keynote speakers for the exploration of administrators' conference are Margaret issues utilizing the Council's Mooney, Author of Reading to, Site Coordinators Handbook, with, and by Children and coordinated by Douglass Kam- numerous other books; Gay Su merer; a session on the Coun- Pinnell, Reading Recovery cil's participation in the Presi- Trainer at The Ohio State dents' Summit for volunteers University and author of many books cal Trainer at The Ohio State Universi- and guidelines for volunteerprograms, and articles; David Rose, Professor at ty; Clifford Johnson, Reading Recovery coordinated by Mary Merrill; andan Harvard University and author of Wig- Trainer at Georgia State University; advocacy program "Reading Recovery gleworks: The Scholastic Beginning Literacy Carol Lyons, Reading Recovery Trainer Outside the Classroom: Grassroots System; and Dorothy Strickland, Profes- at The Ohio State University; Jan Advocacy," coordinated by Scott Himel- sor at Rutgers University and author of Richardson, Teacher Leader at Prince stein. Language, Literacy and the Child. Georges County, Maryland; and Sue As in 1997, there will bea discount In addition, featured speakers will be Van Huerck, Teacher Leader in Victo- to the registration fee for members of Jane Ashdown, Reading Recovery ria, Australia. the Reading Recovery Council of North Trainer at New York University; Joetta The Council will offer TEN PRE- America. Beaver, Teacher Leader in Upper CONFERENCE INSTITUTES on Sat- Registration materials will be mailed Arlington, Ohio; Diane De Ford, Read- urday, January 31, 1998. Topics will by August 25, 1997. Formore informa- ing Recovery Trainer at The Ohio State include a comprehensive "sift and sort" tion, call First Class Conferencesat University; Mary Anne Doyle, Reading session coordinated by Mary Fried; a 614/846-7932.
1998Membership.Meoting Is Scheduled he 1998 Membership Meeting of the Reading Recov- members on various COuncil programs. Members will have ery Council of North America is scheduled for Tues- an opportunity to participate in discussions and raise issues day morning, February 3, 1998, at 7:15 AM (Conti- for consideration by the Board. nental Breakfast) at the Greater Columbus Convention. In addition, the Council hopes'to convene "gatherings" Center in Columbus, Ohio. The meeting will be held in con-for Council members at many of the Reading Recoverycon- junction with the Reading Recovery Conference and ference held throughout the year.. Check theprogram at any National Institute. President Joetta Beaver and Council conference you attend to see if such a "gathering" is being Standing Committee Chairpersons and staff will brief the convened by Board and Committee chairpersons attending the conference.
SEST COPYAVAILABLE 64 Summer 1997 Connections
Teacher Leader Awards
Each year Reading Recovery Teacher Leaders select individualsto receive the Teacher Leader Award at the Teacher Leader Institutes. The award is given to individuals who currently are not serving as Reading Recovery teachersor teacher leaders who have made significant contributions to Reading Recovery implementation beyond their local level. The public recognition of such friends is intendedto help encourage broad support from a wide constituency. The 1997 Teacher Leader Awardswere presented to two individuals whose work has affected the lives of thousands of children.
The Department of Defense David Moriarty earned a operates a kindergarten through doctorate degree in curriculum 12th grade school system that and instruction from Boston educates 90,000 children of University. He currently serves American military and civilian as Director of Language Arts K- personnel assigned overseas by 12 and Director of Reading K- the U. S. government. Jim 12 for the Medford Public Eckel is DoDDS Systemwide Schools in Medford, Massachu- Reading Coordinator at the setts. headquarters office in Arlington, As Reading Recovery Site Virginia. As Systemwide Read- Coordinator and President of ing Coordinator, Jim serves as the program advisor for the Massachusetts Reading Recovery Task Force, David's the educational program area of reading instruction. His contributions have been wide ranging. He has been the responsibility is to plan and coordinate the implementa- driving force behind the successfulquest for state fund- tion of an effective program of reading instruction ing which resulted in the first early intervention amend- throughout the system. ment in Massachusetts. Jim joined the DoDDS in 1969. He became interested Provided through the Massachusetts House of Repre- in the Reading Recovery Program in the 1980's. He con- sentatives and Senate, this $500,000 grant supported the vinced DoDDS officials of Reading Recovery's value and training of nearly 100 Reading Recovery teachers of the value of establishing a solid support system with throughout the state. This legislation happened only Dr. Carol Lyons and the staff at The Ohio State Univer-after countless hours of lobbyingon David's part - which sity. DoDDS started in 1992 by sending four teachers to included visits and discussion with legislators,as well as Ohio State to be trained as teacher leaders. This led to an unprecedented letter writing campaign with thou- the establishment of teacher training sites in Germany, sands of letters being written by parents, teachers, Read- England, and Okinawa, Japan. Over 125 teachers have ing Recovery educators, administrators, and community been trained at these sites. leaders. Currently, Reading Recovery is fully implemented in On a national level, David responded to critics of 43 schools throughout DoDDS where approximately 800Reading Recovery with his editorial article in Education at-risk first grade students are served each year. Jim statesWeek, providing a strong responseon behalf of the Read- that implementing Reading Recovery has beenone of ing Recovery network. He was elected Partner Represen- the more difficult challenges he has encountered by far, tative to the Reading Recovery Council of North Ameri- but without question, the most rewarding. Watching ca Board of Directors and serves on the Implementation what happens to struggling first graders and working withand Development Committees. Reading Recovery teachers and teacher leaders has been David continues to demonstrate remarkableenergy, a truly rewarding experience. and his spirited advocacy has laid the foundation for inclusion in next year's state budget totalingone million dollars!
CCMdfragagismo g ulip calla Jimaas g We are tor tad ®f wag 6 Connections Summer 199T
Classroom- Connections 1 Thiscolumn is designed to serve Reading Recovery partners: the Life Stories: classroom teachers who work together An Easy Way To Promote Journal Writing with Reading Recovery teachers to ....teach children to read and write. Cheri Slinger [Cheri is a Reading Recovery Teacherby putting down the sounds they heard them as they explore and grow in their in Upper Arlington City Schools, OIL] as they said words aloud. Through inter- computer skills, writers need support As I returned to the classroom active writing, my students became tools to help them develop their writing after teaching Reading Recoveryaware of many of the concepts about ability. The most powerful support tools for five years I was determined print, directionality, spacing, punctua- were charts that were co-created by the to do a better job with helping children tion, capitalization and sound symbol students and teacher. Everyday for the become independent writers through relationships as well as the belief that first few weeks of school, we read togeth- journal writing. Journal writing provides they could contribute to the actual writ- er our display of the illustrated alphabet. daily opportunities for students to ing. What they didn't learn was that it (Apple starts with the letter a.) (Baby express themselves, practice using the was acceptable to only write the sounds starts with the letter b.) We also created features of print they controlled and they heard and not have the teacher and often read together an ABC chart extend their knowledge of print. By pub- insert the missing letters and sounds. with a picture above the capital and lishing the journals two additional bene- Many students needed to be taught how lower case letter. This chartwas made fits are gained; the creation of more to risk and say words slowly and record smaller and laminated so that each child readable text for emergent readers and the sounds they heard. It was important had one in his/her book box touse the motivation to write more. The more for them to know that an attempt, even whenever they choose to write. Taping written, the more children shared and a partial attempt, was acceptable. Other- alphabet strips on each tablewas anoth- the more children shared, the more written. wise, some children would write nothing er way to provide quick support for children After I discussed my quest for a betteror "safe" sentences using only known as they wrote. way to nurture independent writers with words. (I like mom. I like dad.) So with Word of the day charts and word my co-worker Janet Berry, she shared her walls also provided support. The word of successful experiences using Life Stories, the day chart was a pocket chart that a form of journal writing. was slowly filled with a different high Life Stories is an umbrella term for frequency word in each pocket. Follow- independent writing that includesany ing mini-lessons students would record event or feelings pertaining to a stu- the words worked with and those charts dent's life. It could be somethinga child also got added to our wallsas the year has experienced in the past (a family progressed. vacation), in the present (losinga Mini - lessons were usually done with tooth), or in the future (deciding what magnetic letters on the overhead projec- pet to buy). At first Life Stories are com- tor and focused on how words work. We posed of disjointed thoughts relating toa dealt with contractions, spellingpatterns variety of topics. Eventually the text (looking, going, playing) (all, ball, called evolves into real stories with connected taller), endings (love, loves, loved, lov- events. The rationale for writing Life ing, lovely), and a few consistent rules Stories is that they provide opportunities A (cap-cape, bit-bite, tub-tube, not-note). for children to fulfill a natural needto We also brainstormed andcame up share their world and a bottomless reser- Students writing and illustrating their life stories. with a long list of possible topics for Life voir of ideas to use in their writing. Stories and posted it wherewe could Writing Life Stories in journals proved modeling and explicit praise for all revisit it often. It not only helped stu- attempts the children became confident to be a natural way to promote indepen- dents to generate ideas, but alsogenerat- and started to write more. When writing dent writing in my first grade classroom. ed enthusiasm for writing in their jour- was very difficult for a child I scaffolded nals. As they entered the classroom each GETTING STUDENTS READY TO by doing interactive writing in his/her morning overflowing with news to share journal and gave the child opportunities with me it was easy tocomment about Before Life Stories could be written to write some of the words recording what a great life story that would be and we found that it was important to make only the sounds he/she heard. sure all the children were aware that to encourage them to write it in their Just as adults learning touse the com-journals. they could generate and writea message puter need manuals and notes to help continued on next page
BC Summer 1997 Connections
continued from previous page the message going. Finding ways to sup- quick procedure because they usually To further ensure success at all levels port children with the process of writing consisted of one sentence per page. We of writing development, I needed to wasn't only done by structuring the writ- were fortunate enough to have two structure the writing. This environment ing time but also by structuring the for- fathers that came in once every other also had to be negotiated and establishedmat of the journals. week for an hour to type our journals. A with the children to empower them with lovely senior citizen also helped us once AFTER THE WRITING... ownership. The focus was to make sure a week for an hour and a couple of par- THE NEXT STEP... everyone was feeling successful with the ents typed them on their home comput- writing experience and that routines and Once a student had completed a jour-er once they knew the format. And of nal or had written 8 to 11 complete rules were being established. The first course I typed whenever I had a chance. day of journal writing I walked around thoughts (a book using 3 pieces of paper The nice thing about the way Life Sto- would have eight or nine pages of text listening, sharing, giving feedback and ries evolved was that they were finished and a book with 4 pieces of paper would praising all attempts. I often stopped the at different times so I never had more have 10 or 11 pages of text), he/she put whole class with a, "Wait till you hear than a few journals to proofread or type what Jared wrote," or "Oh, put your pen-the finished writing in a box marked at one time. The format for typing them cils down for a minute, you've got to "Ready to Proof-read." Then we met and was to use a size 16 print, double space I listened to him/her read the journal. I hear what Emily just wrote." By sharing between each word, and triple space wrote under any words that were unclear in this manner as well as setting aside between lines on the early journals so as we discussed and enjoyed the message. time to share during group meetings, the published books supported emergent We then engaged in proof-reading that children were encouraged to write and readers. Margins were set to fit the 7 understood that their writing was val- was very limited in the number of cor- inch page. As the children wrote more rections made and teaching points were ued. Before the first day of school was and read more, the type went to a 14or over everyone had the chance to share, carefully selected. Marie Clay's book 12 size print, but still double spaced What Did I Write? Beginning Writing even if someone wanted me to read it for between words and lines. A large space Behavior tells us that as children learn to them. Eventually they picked a special was left between each section of text to master the conventions of print it is page or part that they wanted to read to make it easy for the students to cut them important for the teacher to assist them the class and as time went on they need- apart and glue each section onto the in attending or focusing on only one or ed to share less frequently and wanted to appropriate page with a glue stick. I two features of print that appear to be wait until the process was completed typed a model and made copies to send learning hurdles for them. If we correct into a published book. to volunteers and to post by the comput- too many things in children's writing, it Determining the amount of time er. Once journals were typed they were is not only ineffective teaching but it allotted for writing wasn't just a teacher given to the students or placed in the decision. By asking the students how quite often squelches children's desire to "Ready to Publish" box. write. So I made decisions about teach- long they would like to write, I invited them to have ownership of the writing ing points according to the individual READY TO PUBLISH... period. The timer would be set for short child's stage of development and what Before children could publish their was most helpful for him/her to learn amounts of time and I would occasional- journals, materials had to be collected ly stop them and ask them to assess how next. To support the child in making a and arrangements made for volunteersto things were going; "How's your table shift in his/her writing I often madea assemble the guts and the book covers. doing?", "Do you need more time?", quick note on the inside of the cover of All parents helped by sending in cereal "Are you able to concentrate on what the journal. For example if a child was boxes to be cut and used for bookcov- you're doing?" I found that problems writing the word "they" as "thay" ers. Some volunteers offered to collate that came up were honest problems and throughout their journal, we would the guts (3 to4pieces of 11" by 14" by solving them as a group they didn't decide together that it was a word they paper), stitch them up the middle and keep reoccurring. Another finding was should know, and then we would write return them to school. All sewing was the correct spelling on the inside that the majority of children could sus- cover done on machines and wasn't very time tain writing for a fair amount of time and the child would go through and cir- consuming. Other volunteers offered to cle and correct the approximation. Or if and usually wanted a little more time. come to a morning workshop where we And those children who were struggling a child controlled many features of print cut cereal boxes into 9" by 7" pieces, I constantly instilled in them the belief but continued to use capital letters covered them with wall paper, secured that I would never ask them to do some- throughout the writing, I would have the wall paper with clear mailingtape, the child pick two letters to concentrate thing that I wouldn't help them do. and then bound the two sides together Sometimes I worked with them in small on and then write them in lower case on with duct tape. I spent halfan hour the inside cover as a reminder. groups, taking dictation or doing inter- modeling the process and then the vol- active writing so they could express AFTER PROOF READING... unteers worked together to create about 50 book covers to get us started. Some longer messages and keep the flow of Typing the first journals wasa very continued on next page
G? RFC-T. rni3V£I IMI A811 8 Connections Summer 1997
continued from previous page THE GRAND FINALE... SHARING parents helped by making books at WITH AN AUDIENCE... home throughout the year. Once the Completed Life Stories filled with covers and guts were assembled I stored personal thoughts, family events, funny them in two separate boxes on bookcas- happenings, silly stories, and a variety of es. illustrations were placed in the "Ready to Share" box right next to the author's FINAL STAGES... BRINGING "LIFE chair. This is where Life Stories became STORIES" TO LIFE... success stories. As stories were shared After the first two or three children and comments were made children completed their journals, proof read received the message that their them with an adult, and received their thoughts, their writing, their work and typed copy, they collected a cover, guts, their illustrations were valued and rubber cement, and a glue stick and met appreciated. With the celebration of me for instructions. Rubber cement was each finished book, the community of placed on the inside front and back cov- learners found out more about each ers. Then matching up the seam of the other and grew as writers and illustra- guts and the cover, each outer page of tors. Some books were composed of dis- the guts was glued down on the inside Student shares his published life story with a jointed thoughts and statements while friend in a near-by retirement home. front and back book covers. When these others were complete stories. Through students learned how to assemble the sharing and comments, children were placed in our classroom library to be published books, they became the teach- extended and invited to try different read by other children. Andevery time ers and each taught another person how ways of writing Life Stories and making they were shared, praise andencourage- to make a book and then that child illustrations. Anxious to share their Life ment were abundant. became a teacher. Once the text was Stories with more than just their class- glued into the book, quality illustrations MY LEARNING... mates, we often packed our books and were the next step. Children understood A mother of one of my former stu- trotted off to nursing and retirement that what was put into a published book dents wrote me a letter in responseto a homes in search of an appreciative audi- was expected to be of good quality and request I made asking to borrow some of ence. Books were sent to relatives to be that quality work required time and the children's Life Stories to share with effort. read. Books were read to other adults other teachers. and children in the school. Books were continued on next page
The doctor said "Rebekah probably has a feverand a sore throat."That same night, I went to thedoctor. "I had the right not to feel The nurse tookmy good on monday, because I temperture.I think it was was 1121 healthy."" I had 99.8. The doctor tooksome strep throat."That night my; stuff on of my throat.It took mom took my temperture. I 3 minutes for the docterto told my mom my throat hurt. tell me what I had.I hate the My tempature was 101. My Bubble-gum-oil medicine. I mom called the doctor. still have to take it foreight more days. (What a horrible thing.)
6 8 Summer 1997 Connections
continued from previous page The letter, tucked inside a pile of books pub- Executive' Director Receives Certification lished by her current fifth grader brought tears to my eyes. She told me that she had ean Bussell, Executive Director of association management. To maintain spent the evening reading through all the the Reading Recovery Council of certification, a program of professional development over successive three- books and realized that Rebekah had person- .1North America, recently earned ally and in her own perspective recorded recognition from the American Soci- year periods will be needed. Thus, this every important family event that took place ety of Association Executives by being is an honor neither easily earned nor maintained. during that year. There were stitches and designated a Certified Association Strep throat, a new baby and a car accident, Executive (CAE). This is the highest The CAE designation is held by vacations and visits with grandparents. This honor of professional achievement slightly over 2,400 men and women in was their family history recorded by a seven available from the Society. ASAE the association management profes- year old. The mother let me know that she membership totals more than24,000 sion. The CAE designation is awarded was placing her trust in me that I would take individuals representing local, state, to association executives demonstrat- good care of these heirlooms and make sure regional, national and international ing high levels of association manage- no harm came to them. I was so touched by trade and professional associations. ment knowledge, ethics, leadership, her letter and it made me realize that through The certification process begins and activity in community affairs. Life Stories the children had not only gained with the submission of an extensive skill in writing but had discovered the true application which highlights both pro- Congratulations, jean: fessional and personal achievements. essence of "joumaling" recording We value an appreciate your moments in life in their own personal way. The CAE examination is a compre-strong leadership ability and commit- hensive exam covering the field of ment to RRCNA.
Endowment Fund Established argaret Griffin has made the first contribution to the the first two presidents of the Council, and Jean Bussell, the Reading Recovery Council of North America's Council's Executive Director. Endowment Fund. The fund is being In presenting her gift, Margaret states that "it established to create an ongoing source of has been an honor and privilege... to have funds for the Council's activities over had the unique opportunity to participate the next several years. Funds con- with all of you, the Reading Recovery tributed to the endowment will be trainers, teacher leaders, teachers, accumulated in order to generate and RRCNA board members in the investment incomefor the building of this organization." Council. As the endowment The Council thanks Mar- fund grows, the interest garet Griffin for her generous income will grow. That gift and for her commitment to growth will fuel Council pro- children throughout North jects which are intended to America. achieve theCouncil'smission If you are interested in making to ensure access to Reading Recov- a contribution to the Council's ery for every child who needs it sup- Endowment Fund, send your contribu- port to learn to read and write. tion to the Reading Recovery Council of Margaret Griffin is the site coordinator for Reading North America, Suite100, 1929Kenny Road, Columbus, Recovery at Texas Woman's University in Denton, Texas. Ohio43210-1069,in care of Jean Bussell, Executive Direc- She has just completed her membership on the Council's tor. Please mark your contribution clearly for the Endowment Board of Directors, a position she held since the Boardwas Fund so that it will be invested appropriately. Contributions established. Her gift to the Council is an expression of her to the Reading Recovery Council of North America may be solid support for the Reading tax deductible to you in that the Recovery Council of North Council is a charitable organi- America and of appreciation zation under Section 501 ( c ) for the leadership of Gay Su 3 of the United States Internal Pinnell and Carol Lyons, Revenue Code.
G c9 10Connections Summer 1997 RRCNA 1997-98 Program Standing Committees
Development Committee - David Moriar- Focuses on review and revision of Read- Research Committee - Patricia Kelly, San ty, Medford, Massachusetts, Chairperson ing Recovery Guidelines and Standards and Bernardino, California, Chairperson Focuses on fundraising, development of reviews exception requests. Generates, supports, and reviews research relationships with funding sources, managing Implementation Committee - Billie in Reading Recovery to foster understanding the Council's Endowment Fund. Askew, Denton, Texas, Chairperson of the Program and expansions in knowledge Membership Committee - Connie Focuses on program implementation and of how children learn. Thomas, Anderson, Indiana, Chairperson means needed to support full implementation Training Advisory Committee- Irene Focuses on membership recruitment and of Reading Recovery. Fountas, Cambridge, Massachusetts, Chair- retention and membership services. Publications and Communications Com- person Descubriendo La Lectura - Olivia Ruiz, mittee - Mary Anne Doyle, Storrs, Connecti- Reviews all training-related efforts and Tucson, Arizona, Chairperson cut, Chairperson coordinates with the North American Train- Responsible for development of the Span- Supervises the production of all Council ers Group. ish language version of Reading Recovery. publications and the Council's overall com- Book Subcommittee - Sue Hundley, Guidelines and Standards Committee- munications plans. Cambridge, Massachusetts, Chairperson Noel Jones, Wilmington, North Carolina, Responsible for review and leveling of Chairperson books for Reading Recovery.
Implementation Committee Some North American trainers have 5. The Implementation Committee is Submitted by Billie J. Askew, Trainer, been "apprenticing" with Dr. Clay as also inviting implementationsuccess Texas Woman's University, Chairperson she conducts implementation visits. stories from RRCNA members. Many implementation projects of the The goal is to have a group of Read- Please share your stories by sending Reading Recovery Council of North ing Recovery professionals who can them to Billie Askew, Texas America are ongoing. The following activ- provide similar consultation/problem Woman's University, P.O. Box ities are currently in progress: solving experiences, building capaci- 425769, Denton, Texas 76204. 1. By the time this newsletter is print- ty for the important task of exploring ed, The Leadership Academy in San what it takes for successful imple- Research Committee Diego will have become a reality. We mentation in a variety of education Submitted by Patricia R. Kelly, want to express our appreciation for settings. Rainer, California State University, San all the efforts of planners, presenters, 3. Representing the Implementation Bernardino, Chairperson and supporters across North America Committee, Carol Lyons and Billie Ninety Reading Recovery trainers, on behalf of the Academy. It is Askew conducted a pilot for a new teacher leaders and teachers participated hoped that future academies willsup- system of data reporting on scan in the first in a series of research seminars, port implementation efforts to sheets this spring. We acknowledge "The Social Construction of Knowledge: strengthen Reading Recovery across the important contributions of Theory and Practice," held at Oakland North America. Angela Jaggar of New York Universi- University, Rochester, Michiganon Febru- 2. Marie Clay made three implementa- ty in this process. Carol is chairing a ary 28, 1997. Organized by Bob Schwartz, tion visits in the spring of 1997: New committee meeting in June of 1997 Reading Recovery Trainer, andco-spon- York University, Purdue University, that will recommend a complete sored by RRCNA, Oakland University, and the Canadian Institute. Several revision of the scan sheets currently and the Michigan Reading Recovery used to report data. Implementation Reading Recovery trainers servedas Council, this seminar featured noted observers for these visits to build factors will be considered for scan researchers, Annemarie Palincsar, Univer- capacity for implementation visits by forms along with student data. Sever=sity of Michigan, and Gordon Wells, Uni- teams in the future. al teacher leaders and site coordina- versity of Toronto. Reading Recovery Dr. Clay's implementation visits tors are working on this important Trainers Carol Lyons, Maribeth Schmidt, involve consultation to education project. Teacher leaders were encour-Mary Ann Doyle, and Trika Smith-Burke systems or training institutions that aged at the Teacher Leader Institute were the respondents to the presentations. intend to improve their implementa- to provide input into these revisions. Reading Recovery participantswere tion of the Reading Recovery pro- 4. The work of the Implementation inspired and challenged to think about gram. Consultation is offered on the Committee will be more clearly how we might refine and extendour specific problems involved in making delineated when the Strategic Plan efforts with children and teachers, and an implementation more effective for RRCNA is in place. Specific ways we might research our own practice than it already is. Problem solving tasks will become the responsibility and join in the broader development of how the program's requirementscan of this Committee and sub-commit- theory and practice. be met in a particular educationsys- tees will be designated to accomplish tem may enable the system to get these tasks. There are exciting times more for its investment. ahead! Reading Recovery Council of North America Nominations Form 1998-99 Board of Directors (See instructions on the reverse side.)
Nominee Name: School District: Office Street Address:
City: State/Province: Zip Code: Office Telephone: FAX: ( ) Home Street Address:
City: State/Province: Zip Code: Home Telephone: e-mail: Preferred Mailing Address. Home Office Position for which Nominee Is Recommended: Vice President Secretary Trainer Teacher Partner Descubriendo La Lectura Representative
Nominator's Statement of Recommendation:
Nominee's Biographical Statement of Experience in Reading Recovery, early literacy,program development, other: (Limit 50 words)
Vision and Position Statement for the Reading Recovery Council of NorthAmerica: (Limit 30 words)
Nominee's Signature: I have been a member of RRCNA for at leastone year in the membership category of and currently am a member Yes No SUBMITTED BY: Name: Position: MAIL TO: Carol A. Lyons, Past President Nominating Committee Chairperson Street Address: Reading Recovery Council of North America City: State/Province: Zip Code: 1929 Kenny Road - Suite 100 Columbus OH 43210-1069 Work Telephone: (_) Home Telephone: FAX 614/292-4404 Signature: MUST BE RECEIVED NO LATER THAN NOVEMBER 1, 1997 7 Reading Recovery Council of North America Nominations Form 1998-99 Board of Directors Instructions:
All members of the Reading Recovery Councilof North America are eligible to nominateone person for each of the positions listed on this form. The nominator must provide a statement of recommendation for each individualnom- inated. The nominee must indicate hisor her willingness to serve by providing biographical data anda position state- ment concerning his or her interest in the Board of Directorsposition. Nominees must have beena member of the Council for one year prior to taking office.Non-members will not be placed on the ballot. Elections willbe held dur- ing March 1998. Elected officers and Boardmembers take office on July 1, 1998, andserve a three-year term (except the Secretary who serves aone-year term). Members are asked to attend at least two meetings eachyear in various locations. Travel expenses must be covered by theBoard member. A list of the current Board members andtheir terms of office appears below. All current membersare eligible for re-election. If you wish to make a nomination inmore than one category, please copy this form and submit one form for each category for which you are nominating an individual.
PLEASE RETURN THE NOMINATIONS FORMNO LATER THAN NOVEMBER 1, 1997. Positions for which nominationsare requested are as follows: Vice President (becomes President after serving an additional year as President-Elect) Descubriendo La Lectura Representative (three-year term) Secretary (one-year term) Trainer (three-year term) Teacher (three-year term) Partner (three-year term) Complete the form on thereverse side. 1997-98 Reading Recovery Council of North AmericaBoard of Directors President: Joetta Beaver, Teacher Leader, Site Coordinator, Site Coordinator Representative: Patricia Hubbard, Forest Upper Arlington Schools, Upper Arlington OH Hills School District, Cincinnati OH (term expires 6/30/00) President-Elect: Billie Askew, Trainer, Texas Woman's Site Coordinator Representative: Connie Thomas, Anderson University, Denton TX Community School Corporation, Anderson IN (term expires Vice President Mary Anne Doyle, Trainer, University of 6/30/99) Connecticut, Storrs CT Partner Representative: William Lynch, Lynch Foundation, Past President: Carol Lyons, Trainer, The Ohio State Rancho Santa Fe CA (term expires 6/30/98) University, Columbus OH Partner Representative: David Moriarty, Medford Public Secretary: Maribeth Schmitt, Trainer, Purdue University, Schools, Medford MA (term expires 6/30/99) West Lafayette IN (term expires 6/30/98) Training Advisory Committee Chairperson (appointed):Irene Treasurer (appointed): Douglass Kammerer, Site Coordinator, Fountas, Trainer, Lesley College, Cambridge MA Marion City School District, Marion OH Canadian Institute of Reading Recovery Representative Trainer Representative: Clifford Johnson, Georgia State (appointed): Jeanne Milovanovic, Partner, ScarboroughONT University, Atlanta GA (term expires 6/30/98) Descubriendo La Lectura Representative (appointed): Olivia Trainer Representative: Dianne Stuart, Canadian Institute of Ruiz, Partner, Scott Foresman Publishers, Tucson AZ(term Reading Recovery, Scarborough ONT (term expires 6/30/99) expires 6/30/98) Teacher Leader Representative: Wayne Brown, San Luis Reading Recovery Inc. Representative (appointed): Nancy Obispo School District, San Luis Obispo CA (term expires Zimpher, Dean of the College of Education, The OhioState 6/30/00) University, Columbus OH Teacher Leader Representative: Gerry Haggard, Plano ISD, President's Appointment: Connie Williams, Teacher Leader, Plano TX (term expires 6/30/99) Long Beach USD, Long Beach CA (term expires 6/30/98) Teacher Representative: Diane O'Shaughnessy Dunn, President's Appointment: Gay Su Pinnell, Trainer, The Ohio Columbus Public Schools, Columbus OH (term expires State University, Columbus OH (term expires 6/30/98) 6/30/00) President's Appointment: Carlos Manrique, Partner, ElMonte Teacher Representative: Car leen Walda, San Diego CA (term CA (term expires 6/30/98) expires 6/30/98) President's Appointment: Mary Jackson, Site Coordinator, Sugar land TX (term expires 6/30/98)
72 Summer 1997 Connections 11 Reading Recovery in Canada Update Irene Huggins, Trainer/Coordinator Dianne Stuart, Trainer/Administrator
eading Recovery has expanded Lynch Founda- across Canada so that by Septem- tion, San Diego, er 1997 the program will be in California. This eight of ten provinces and the Yukon year's conference territory. In order to help Boards/Dis- was the largest tricts and provinces manage and plan forand most success- expansion Dr. Marie Clay was invited to ful to date with Canada by the Board of Governors of approximately the Canadian Institute of Reading 700 participants. Recovery for two days of implementa- The 1998 Confer- the project is being funded by the Min- tion discussion, sharing and planning. ence will be held April 24th-25th, 1998.istry of Education from the province of Administrators, trustees, Reading Although Reading Recovery in Nova Scotia. Future plans include the Recovery Trainers, Teacher Leaders, Canada began as an initiative of the redevelopment of the "Reading Recov- teachers, parents and other interested Scarborough Board of Education, it has ery A Guidebook For Teachers in Train- people from across Canada attended expanded and now receives support from ing" (Clay 1993) and the training of a these sessions and had the opportunity Ministries of Education in various French speaking Trainer. to share successes and discuss issues. Dr. provinces, universities and the federal During the past year the Canadian Clay also met with representatives from government. Also, as a result of the sup- Institute of Reading Recovery and the Ministries of Education and university port given by the University of Toronto, Reading Recovery Council of North personnel to discuss their roles in the the Canadian Institute will be locate at America agreed to create a joint mem- implementation of the Reading Recov- OISE/UT as of July 1st, 1997. bership for Canadians. As a result of this ery program in Canada. The redevelopment of the Reading new opportunity the number of Canadi- The fourth National Reading Recov- Recovery program in French has begun ans that are members of the Council has ery/Early Literacy Conference was held under the direction of the Canadian more than doubled this year. The very in Toronto in April. Featured speakers Institute of Reading Recovery (CIRR). valuable work done by the Council included Dr. Clay, international Train- on Phase one includes the redevelopment behalf of all children in North America ers, Dr. Michael Fullan, Dean, Ontario of "An Observation Survey of Early Lit- is most appreciated by Canada and we Institute of Studies in Education eracy Achievement" (Clay, 1993) in look forward to increasing our support (OISE)/University of Toronto and Scott as French and the leveling of little books the program continues to expand Himelstein, President of the William D. across to be used in the program. This part of the country.
.A4411111111*IbOOS 12Connections Summer 1997 Board of Directors: Transitions Tie June 1997 meeting of the Board of Zealand. For the Council Board, Lynn served as chairperson of Directors marked the transition from one the Nominating Committee for the 1996 elections. This elec- tion process resulted in revisions of the nominating and elec- year to another in the life of the Council. tion procedures to insure full participation of all Council The Council Board honored outgoing Boardmem- members. Thank you, Lynn. bers with hearty thanks and appreciation for their Deborah Dillon, Site Coordinator Representative and service and presented each with a gift in recogni- Presidential Appointee, served as the Council's Membership tion of their service. All four outgoing Board mem- and Development Committee Chairperson. In this capacity, bers have served since the Board she guided the Council's membership services program, was established, so designed a cascading membership recruitment model, estab- the transition is significant. lished the state field representative and conference representa- Sue Hundley, Teacher Leader Representative, served as a tive system, authored the Council's Guidelines for Affiliation Reading Recovery teacher for four years before becominga of Membership Organizations, and most recently recommend- teacher leader. Her work has included teaching in North Car- ed the split of the Development and Membership Committee olina and chairing the 1994 Southeastern Reading Recovery into two separate committees. Deborah served as site coordi- Conference. More recently, she has worked at Lesley College nator for Reading Recovery at Purdue University in West in Cambridge, Massachusetts, as a teacher leader assisting in Lafayette, Indiana, where she is a Professor of Literacy and the training of new teacher leaders and supporting teachers Language. She has been instrumental in the successful efforts throughout Massachusetts. For the Council, Sue has chaired to obtain state funding for early intervention services in Indi- the Book Committee and dedicated many hours of effort and ana. Thank you, Deborah. creativity to the organization and review of thousands of books Margaret Griffin, Site Coordinator Representative,was for the Reading Recovery Book List. Fortunately, she willcon- there at the very beginning! She participated in the Visioning tinue to serve Reading Recovery in this capacity as the Book Committee for Reading Recovery during the summer of 1993. Committee becomes a Subcommittee of the Training AdvisoryThis Committee designed the original action plan for estab- Committee. Thank you, Sue. lishing the Council. From that point, the Action Committee Lynn Salem, Teacher Representative from Dublin, Ohio, began developing the Council's programs and services. Mar- says goodbye to the Board in order to work full time on her garet was elected to the Board of Directors where she has publications through Seedling Publications, Inc. Lynn has served as a member of the Finance Committee. Margaret isa taught Reading Recovery for eight years and has worked tire- Professor of Education at Texas Woman's University in Den- lessly in the field of early literacy receiving numerous grants ton, Texas. Her most recent contribution to the Council.isa for various literacy projects. She has participated in Study financial one - she made the first contribution to the Council's Tours/School Visits in Great Britain, Australia, and New endowment fund! Thank you, Margaret. RRCNA BOARD HIGHLIGHTS for spring 1999 in Texas with the loca- - JUNE 10-11, 1997 tion to be finalized as soon as possible. The RRCNA Board of Directors met in new Membership Committee focusing * The Board received a report from the Dearborn, Michigan, on June 11-12, 1997 on membership recruitment, retention, Treasurer that the Council will end the preceding the Teacher Leader Institute. The and services, and the new Develop- fiscal year at the end of June in the following items are highlights from the meet- ment Committee focusing on acquiring black, having made up the deficit from ing: financial resources to support the last year. The Board adopted the Coun- * Carleen Walda joined the Board to Council's work in expanding the imple- cil's budget for the fiscal year beginning serve the unexpired term of Lynn mentation of Reading Recovery July 1, 1997, and appointed auditors for Salem as teacher representative. throughout North America. the past fiscal year. * The Board established a "President's * The Board passed a resolution prohibit. * Outgoing Board members, Deborah Award" that will honor someone or ing the sale, lease, or distribution of the Dillon, Margaret Griffin, and Sue some organization that has made a sig- Council's membership list to organiza- Hundley were recognized for theircon- nificant contribution to early literacy tions or individuals outside of Reading tributions to the Board; Lynn Salem and/or to the welfare of children. Recovery. was recognized in absentia. * The Board adopted the Strategic Plan * New editors were appointed for two of * New and continuing memberswere after final revisions were made bycom- the RRCNA publications: Dianne Fra- installed, including Mary Anne Doyle mittee chair and past president, Gay Su zier for The Network News and Mari- as vice-president, Maribeth Schmitt as Pinnell. The plan will guide the direc- beth Schmitt for Literacy, Teaching and secretary, Wayne Brown as teacher tion of the organization. Learning: An International Journal of leader representative, and Gay Su Pin- * The Board voted to divide the Devel- Early Literacy. nell and Connie Williamsas presiden- opment and Membership Committee * The Board voted to schedule a second tial appointees. into two separate committees, with the North American Leadership Academy solver 1997 Connections 131.-
New BoardMembers: 15,000 in North America. She has been involved in politi- cal, school -wide, community, and system-wide promotion of Anne Doyle, Trainer, University of Connecticut, the Reading Recovery Program. She has served as the teacher elected Vice President of the Council. This means representative on the Board of Directors since the Board was has beenwill become President-Elect in 1998-99 and President formed. Diane serves on the Membership Committee. that she Mary Anne is an Associate Professor and directs Carleen Walda, Reading Recovery Teacher, was appointed ManguageArts Center at the University of Con- the to the Board of Directors to fill the vacancy created by Lynn dot. She wastrained at The Ohio State University and is her fifth year of directing the state implementa- Salem's resignation. Carleen is in her sixth yearas a Reading currently Reading Recovery Program which includes 45 Recovery teacher. In her twenty-two years of teaching, she has districts. A formerclassroom teacher and reading con- taught grades K-3, and currently she is an elementary Reading major research interests include early literacy Specialist. She is a mentor teacher in the area of family litera- sul t, her cy curriculum and has developed literacy curriculum and pro- devekpoent andreading-writing connections. She has served Reading Recovery Region as chair of the Sixth grams. Carleen teaches in the Poway Unified School District the Norttheast in San Diego, California. She will serve on the Council's Annual c onferencein 1995 and currently is chairing the Publications and Communications Committee. Membership Committee. Council's Maribeth Schmitt, Trainer, Purdue University, has been re-elected Secretary.Maribeth is an Associate Professor of Lit- eracy.and Language at the university where she serves as the Director of the IndianaReading Recovery Program. She has published, numerousarticles on literacy research, especially in the area of independent, strategic learning and metacognition. Maribeth has served as Editor of Network News and recently relinquished that position to become the new Editor of the Council's Journal, Literacy, Teaching, and Learning. She also serves as the chair ofthe Outstanding Student Research Award Committee of the National Reading Conference.
Wayne Brown, Teacher Leader, has been elected to repre- Sent teacher leaders in North America. Wayne has been a teacher leader in San Luis Obispo, California, since his train- ing 111'1992 -93. He is active in statewide and regional Reading Recoveryissues including conference planning, teacher leader Taking the Oath of Office at the June 1997 meeting of the RRCNA Board of professional development, andan ongoing research project. Directors are new Board members(lett toright) Mary Anne Doyle, Maribeth focally, he hasbeen an advocate for Reading Recovery and Schmitt, Wayne Brown, and Carfeen Walda. Patty Hubbard, Carlos Manrique, early literaicy and Mary Jackson were unable to attend the meeting and will take the Oath instruction, helping to develop inservice pro- of Office at the February 1997 Board meeting. grams and tosecure grant funding for literacy-related projects. Wayne willlbe a member of the Council's Research Committee. Presidential Appointments: Patty Hubbard, Site Coordinatorin Forest Hills, Ohio, has. elected torepresent site coordinators on the Board of The Council President has four appointmentsto make to "rectors. She has experienced ReadingRecovery from the the Board of Directors. The appointmentsare approved by the viewPnint of an elementary principal implementing Reading entire Board of Directors. Appointees for 1997-98 areas fol- Rcoveryatthe building level, from the district levelas the lows: Per_ soil in charge of federalprograms, as a site coordinator for Connie Williams, Teacher Leader in Long Beach, Califor- an eleven year old site, and as chairperson of the Ohio Read- nia, will serve as a Presidential appointee. She formerly served Governance Board and Executive Council. Patty as Secretary of the Board of Directors. Recces as a member of the Program Committeefor the Reading Gay Su Pinnell, Trainer at The Ohio State University, cou_s_trYConference and National Instituteheld annually in will continue to serve on the Board. She formerlywas Presi- staZus0 Ohio. Patty is a member of the Guidelines and dent of the Council and currently chairs the Strategic Plan- rds Committeeand the Implementation Committee. ning Committee. Diane Carlos Manrique, Assistant Superintendent, El Monte Dunn,l'onn, Reading Recovery Teacher in Columbus, School District, El Monte, California, will serve as an appoint- &co' was reelectedto the Board. Diane has been an Reading ed member of the Board of Directors. He currently chairs the she LerY as a teacher since the pilotyear in Ohio in 1984. publications and communications projects of the Descubriendo 'I' 'witnessedthe growth from fourteen teachers to over La Lectura Collaborative. continued on next page _-/ BEST COPY AVAILABLE 14 Conneotions Summer 1997
(Continued from previouspage Mary Jackson, Site Coordinator for the Fort Bend Independent School District in Nominating Commlttee Sugar land, Texas, will serve as the fourth appointee to the Board. Mary is a member of Requests Your Help the Implementation Committee. Carol Lyons, Past President of RRCNA, serves as the Chairperson of The Council welcomes these newly elected and appointed Board members to the Nominating Committee service to the Council and to Reading Recovery. to create the slate of nominees for the 1998-99 For a complete list of the 1997-98 Board of Directors, please see the Nominating Board of Directors. Inserted in this Form included in this issue of Council Connections. issue of Council Connections is the
' 1998-99 Nominations Form. Positions which will be elected include Vice President (becomes President-Elect and then President), Secretary (one- year. term), Reading Recovery Teacher (three -year term), Trainer (three-year term), Partner (three-year term) and Descubriendo La Lectura Reptesentative(three-yeat term). This is the first time that the Des, cubriendo La Lectura Representative will be elected'through the Council's Nominating Committee PrOCess. Only CoUncil rfiemberS whoare designated as DLL trained Will:be eligible to vote in thiscategory,,so it is important that all trained DLL memberscontact the Cobricirs office`to confirm that.theY are listed as DLL trained in the mem- bership data baSe. Contact Julier-
Reeves (614/292-7111 or . Celebrating the successes of the past year and anticipating the opportunities of the next year are members of the Board of Directors: Front Row, left to right: Patricia Kelly, Trainer, California State Univer- reeves.80osu.edu) to confirmyour sity at San Bernardino, Chairperson of the Research Committee; Joetta Beaver, Teacher Leader, Upper membership and designationas DLL Arlington, Ohio, 1997-98 President; Margaret Griffin, Outgoing Site Coordinator Representative, Texas trained. The Descubriendo La Lectura Woman's University; Gerry Haggard, Teacher Leader Representative, Plano, Texas; Deborah Dillon, Pro- Representative to the Board of Direc- fessor, Purdue University, Outgoing Presidential Appointee; Mary Anne Doyle, Trainer, University of Con- tors chairs the Descubriendo La Lee-, necticut, 1997-98 Vice President; David Moriarty, Partner Representative, Medford, Massachusetts. tura Standing Carpnlittee of the Middle Row, left to right: Olivia Ruiz, Descubriendo La Lecture Representative, Tucson, Arizona; Board of Directors: This Standing Connie Thomas, Site Coordinator Representative, Anderson, Indiana; Sue Hundley, Outgoing Teacher Committee serves as the organizing Leader Representative, Lesley College, Cambridge, Massachusetts; Connie Williams, Presidential body for the Descubriendo La Lectura Appointee, Teacher Leader, Long Beach, California; Maribeth Schmitt, Trainer, Purdue University, Secre- Collaborative. tary; Carol Lyons, Trainer, The Ohio State University, Past President; Diane Dunn, Teacher Representa- tive, Columbus, Ohio; The Nominating Committee wel- Back Row, left to right:Dianne Stuart, Trainer Representative, Canadian Institute of Reading Recov- comes your nominations. Just follow ery; Douglass Kammerer, Site Coordinator, Marion, Ohio, Treasurer, Clifford Johnson, Trainer Represen- the instructions on the form and tative, Georgia State University; Billie Askew, Trainer, Texas Woman's University, President-Elect; Jeanne return it to the Council no later than Milovanovic, Representative, Canadian Institute of Reading Recovery; William D. Lynch, Partner Repre- November 1,1997. A coMplete list of sentative, Rancho Santa Fe, California; Irene Fountas, Trainer, Lesley College, Chairperson, Training current Board members is includedon Advisory Committee; Gay Su Pinnell, Trainer, The Ohio State University, Presidential Appointee and for- the form. mer President; Carleen Weida, Teacher Representative, San Diego, California; Wayne Brown, Teacher Leader Representative, San Luis Obispo, California. Thank you for your participation Absent when the picture was taken: Lynn Salem, Outgoing Teacher Representative, Dublin, Ohio; in this important governanceprocess. Noel Jones, Trainer, University of North Carolina at Wilmington, Chairperson, Guidelines and Standards Committee; Patty Hubbard, Site Coordinator Representative, Cincinnati, Ohio; Carlos Manrique, Presi- dential Appointee, El Monte, California; Mary Jackson, Presidential Appointee, Sugarland, Texas; Nancy Zimpher, RRI Representative, Columbus, Ohio.
BEST COPYAVAILABLE
k Summer 1997 Connections15
Reading and Writing are important we know to get along in this world. The opportunity to learn them both is READING RECOVERY the right of every boy and girl. COUNCIL OF NORTH AMERICA The purpose of Reading Recovery is to give kids the strategies, to monitor, cross-check and self-correct VISION: The vision of RRCNA is that children will and attend to those MSV's be proficient readers and writers by the end of first grade. As Reading Recovery teachers We guide them along the way; MISSION: The mission of RRCNA is toensure access whether helping them to try a new word, to Reading Recovery for every child who or to think of a story each day. needs its support.
Kids feel good about themselves PURPOSE: The purpose of RRCNA is to sustain the when given the ability to write and read. integrity of Reading Recovery and expand The knowledge of print is a powerful tool its implementation by increasing the num- that helps them as they learn, to succeed. ber of individuals who understand,support, and collaborate to achieve the mission of the Council. Vicki Burlingame, 1997, Teacher-in-Training Upper Arlington, Ohio
RRCNA Member Suggestion Form This form is designed to gather I have the following suggestion(s) for the Council'sprograms and services: your suggestions for the Council's operation and activities. Staff and Board members will use the responses on this form to monitor our success in serv- ing our members and to generate new services to provide. Your name and other identifying information are optional, but I would like the following information about (publications, prices of products,committees, it is helpful to us to know who is inter- etc.): ested in what and to be able to involve you in discussion of your ideas as needed. Thank you for your assistance. Submit to RRCNA, Suite 100, 1929 Kenny Road, Columbus, Ohio 43210- 1069, or FAX 614/292-4404 Attn: Executive Director. Submitted by I would like to seive as state representative to assist the Council in membershiprelations and Name recruitment. o Yes (check here) Reading Recovery Position Othercomments: Address
Phone FAX e-mail 16 Connections Summer 1997
Massachusetts State News: The Reading Recovery Florida advocates successfully sus- The Florida Legislature tained efforts to eliminate has provided $2.5 million in funding for early intervention new funding earmarked for which was hard earned in the Reading Recovery for the last budgetary cycle. When 1997.98 school year. Legisla- the dust settled, the funding tive and gubernatorial inter- for early intervention services was doubled from $500,000to est created this new resource one million dollars annually. Congratulations to the Massa- for Reading Recovery implementation in the State of Florida. chusetts Reading Recovery advocates for theirsuccess in The Governor's Office and the State Board of Educationare teaching children to read and write! working with the State Division of Public Schools to issuea notice of availability of funds for the upcoming school year. Pennsylvania Formal requests for proposals for funding will follow. This isan On May 19, 1997, Penn- exciting new development for the State of Florida. sylvania held its first advoca- cy workshop: "Reading Illinois Recovery/DLL Outside the National-Louis University Classroom... Lessons in has assumed responsibility for Grassroots Advocacy." The serving as the Reading Recov- workshop was coordinated by ery Regional Training Center Scott Himelstein, RRCNA's government relations consultant. for the entire state of Illinois. Other participants included Lance Landauer, Superintendent With the support of the Illi- and Site Coordinator, Conewago Valley School District; nois State Board of Education, Gretchen McFarland, Site Coordinator, Lancaster-Lebanon the University will be sendinga new trainer for training at Intermediate Unit #13; Barbara Maestle, Teacher Leader,Lan- The Ohio State University during the 1997-98 schoolyear caster-Lebanon Intermediate Unit #13; and Patricia Sollen- and will be establishing a full time residential trainingprogram berger, Research Consultant, Lancaster-Lebanon Intermediate for Illinois the following year. Reading Recoverysites outside Unit #13. Topics included an overview of state and federal Illinois which previously affiliated with the University of Illi- congressional and legislative processes; critical information nois at Urbana-Champaign are choosing a variety of different about finance, education, budget, and appropriationscommit- Regional Training Centers with whichto affiliate. The Coun- tees; effectively finding and presenting Reading Recovery cil is pleased to have worked with the teacher leaders,site research results to public audiences; organizinga personal coordinators, state board, and National-Louisto secure the and/or community advocacy program; andstate and national continuation of the Illinois Reading Recovery Program. perspectives on issues Reading Recovery faces inevery com- munity. Over fifty people attended this first seminar. Ifyou are Indiana interested in convening a similar workshop inyour state or The State Superinten- region, contact Scott Himelstein at 800/559-4619. dent's Reading and Literacy Initiative for a Better Indiana Wyoming was allocated $8 million for IReading Recovery teachers creating early intervention in Wyoming have organizeda reading initiatives, including task force to support, sustain, Reading Recovery, in the and fund Reading Recoveryin state. The funds are available Wyoming. They hope to do over a two year period. The funding results from long term this by increasing Reading advocacy efforts by the Reading Recovery RegionalTraining Recovery's visibility in Center at Purdue University and community and school advo- Wyoming schools, communities, state department andstate cates throughout the state. Special appreciation goes to long- elected offices. The task forcegave special attention during time State Representative Sheila Klinker whowas instrumen- the month of May to communicating with decisionmakers tal in this legislative success. A thirty-threeyear veteran who have influence on school funding decisionsin Wyoming. teacher, Rep. Klinker works for the PurdueUniversity School Activities included letter writing and visitsto legislators and of Education as an Outreach Liaison. Herexperience with members of the media. Additional attention is plannedto Reading Recovery provided the stimulus for her workon behalfapproach private sources for funding. of early readers in the Indianastate legislature.
k7Z continued from previous page
Summer 1997 Connections17 Reading Recovery and Volunteers
The Council's support for the Presi- writing volunteer job descriptions, teen to support reading initiatives. In dents' Summit to involve communities selecting volunteers for specifiedoppor- addition, the manual will have a in supporting youth through volun- tunities, orienting volunteers, training resources section which will refer you to teerism continues to evolve. The Coun- volunteers, utilizing volunteers to foster a wide variety of resources available to cil is working with an advisory commit- growth in the program, evaluatingper- support volunteer efforts. If you are tee of teachers and teacher leaders to formance, and managing risks. Theman-interested in previewing the manual, develop a volunteer management manu- ual will have generic and Reading contact the Council office. Anticipated al. The manual will include such topics Recovery specific examples to assistyou publication date is early winter 1997. as identifying volunteer opportunities, and your school in working with volun-
3rd International Reading RecoveryConference Cairns, Australia July 5-10 1998 Travel and Tour Packages- Sponsored by RRCNA
- Space on a tour must reach 35 and is limited to 50 travelers. Please Note: - Space on a tour is held with a deposit of $500. Tour packages are currently in final stages of development and - Half the deposit$250 is non-refundable unless the tour is canceled. negotiationsome changes may occur in travel dates, detonations, - Full payment is due April 1, 1998. prices, etc. - All travel packages are open to spouses, family and friends. Domestic flights connecting with international flights will beavail- - Payment may be made by cash, check or major credit card. able at reduced rates ($75 to $350 round trip dependingon city of - Arrange for deposit and payment by c g Airlines Online at departure) 1-800-200-1990. RRCNA sponsored tours are add-on packages and donot include any costs involved in attending the 5 day international conference.
Dan the Traveling Man The Giant's Bommyknocker Mrs. Wishy Washy's Whirlwind (approximate cost $2,900 (approximate cost $3,600) 17 days / July 1July 17 (approximate cost $3,500) 23 days / June 22July 14 22 days / June 29July 20 Australia (Sydney, Cairns, Australia (Sydney, Ayers Rock, Ayers Rock, Alice Springs). Australia (Sydney, Cairns) and New Zealand Alice Springs, Darwin, Cairns) and Fiji (Auckland, Rotorua, Christchurch) Includes:. Includes Includes:. International round trip air from Los Ange- International round trip air from Los Ange- les to Cairns (Air carriers may include Unit- International round trip air from Los Ange- les with stop over in Fiji. (Air CarriersmayI les with stop over in Auckland (Air carriers ed, Qantas or Air New Zealand). include United, Qantas or Air New Domestic and round transportation in Aus- may include United, Qantas or Air New Zealand). Zealand). tralia. Domestic air and round transportation in Domestic air and round transportation in Airport transfers, taxes, fees, guides, tips Australia and Fiji. Australia and New Zealand. and gratuity. Airport transfers, taxes, fees, guides, tips Hotel accommodations (twin shared) and Airport transfers, taxes, fees guides, tips and gratuity. and gratuity. specific tours in Sydney, Cairns, Ayers Hotel accommodations (twin shared) and Rock and Alice Springs. Hotel accommodations (two shared) and specific tours in Sydney, Ayers Rock, Alice specific tours in Sydney, Auckland, Wiato- Single room supplement available for an Springs, Darwin, Cairns and Fiji. mo, Rotorua and Christchurch. additional fee. Single room supplement available for an Single room supplement available Oran additional fee. additional fee. a CO a a a ...... I= ...... a a a ...... 1 a 1.1 a a a All three tours do NOT include; International Reading Recovery Conference registration fees and hotel accommodations Trip Insurance Meals
79 18Connections Summer 1997 Reading Recovery Council of North America Publications and Products February 1, 1997
Guidelines and Standards (QS1): This booklet presents the pages in length and presented in a three-ring binder with national standards and guidelines for Reading Recovery train- dividers and room for expansion. (Members $25.00; Non- ing and site implementation adopted by the Reading Recovery Members $35.00) Council of North America. Prepared by a representative com- mittee of Reading Recovery educators and administrators, the Leadership for Literacy: A Guidebook for School-Based Guidelines and Standards outline the following: selection and Planning (Revised Edition) (SBP): Specifically designed for training of Reading Recovery teachers, teacher leaders, and schools which are developing new approaches to Title I fund- trainers of teacher leaders; guidelines for trained Reading ing and programming. Highlights ways to provide for Reading Recovery educators; and requirements for Reading Recovery Recovery programs under new Title I regulations. (Members sites. (Members $5.00; Non-Members $8.00) $5.00 single copy or $400.00 for 100 copies; Non-Members $9.00 or $800.00 for 100 copies) Best of The Running Record (RR1): A spiral bound compi- lation of articles from the Running Record Newsletter for International Reading Recovery Directory (DR97): Alpha- Reading Recovery teachers. Articles selected for their applica- betical and geographical listings of addresses, phone numbers, bility for Reading Recovery teachers. Selected articles from fax numbers, and e-mail addresses for Reading Recovery 1989 to 1994 newsletters. (Members $6.00; Non-Members teacher leaders, tutors, site coordinators, and trainers in North $8.00) America, Australia, Great Britain, and New Zealand. (Mem- bers $20.00; Non-Members $30.00) Executive Summary 1984-1996 (ES96): Annual report of Reading Recovery of North America. Organized to answer Descubriendo La Lectura Booklist (DLL): Spiral-bound, questions such as "What is Reading Recovery?", "Does Read- sixty-page document with books organized in separate sections ing Recovery Work?", and "How Is Reading Recovery Imple- by title, by level, and by publisher. Published in collaboration mented?" Special sections on the Reading Recovery Council with the Descubriendo La Lectura National Collaborative. of North America, the Canadian Institute of Reading Recov- (Members $10.00; Non-Members $15.00) ery, and Descubriendo La Lectura. (Members $5.00 single copy or $400.00 for 100 copies; Non-Members $9.00 or $800.00 for Reading Recovery Book List (BL97): Provides the titles, lev- 100 copies) els, publishers, and some word counts for books that have been leveled for use in Reading Recovery. Revised in January 1997, Annotated Bibliography (ANN): A compilation of biographi- the Book List is a printed list including all titles selected for cal references for Reading Recovery. Available in Autumn use in Reading Recovery, sorted by title, level, and publisher. 1997. New titles are designated by asterisk. Available onlyto trained Reading Recovery educators as a single copyrighted listor as a Research in Reading Recovery: A new publication by Heine- master with permission to duplicate. (BL97S: Single copy: mann which includes the original Reading Recovery research Members $20.00; Non-Members $25.00; BL97M: Singlecopy: articles from the fast three issues of the RRCNA professional Members $100.00 includes permission to duplicate; Non- journal Literacy, Teaching, and Learning. Available only from Members $125.00 includes permission to duplicate) Heinemann with royalties benefiting the RRCNA. fkRCNA Promotional Items: Reading Recovery: A Review of Research (ER23): A publi- cation by Gay Su Pinnell which describes and analyzes avail- Coffee Mugs (MUG): Navy blue ceramic with white RRCNA able research in Reading Recovery. Includesa complete bibli- logo or white with navy logo. (Members $5.00; Non-Members ography. (Members $5.00; Non-Members $8.00) $6.00) Totebags (TOTE): Red or Green with black RRCNA logo. Site Coordinators Handbook (SCH): A "must have" for Read- (Members $12.00; Non-Members $15.00) ing Recovery site coordinators. Contains descriptions of Read- Folders (FOLD): Black with white RRCNA logo. (Members ing Recovery, the site coordinators' role, time lines and issues $1.00; Non-Members $1.50) for teacher leader training year, responsibilities and character- istics of teacher training sites, definition and calculation of fullUse the Order Form included in this newsletterto obtain any implementation, developing consortia, research and evaluationof these items except as indicated. responsibilities, and references and related readings. Over 100
8 CI BEST COPY AVAILABLE Reading Recovery®Council of North America Publications/Products Order Form
READING RECOVERY° Billing Address COUNCIL OF NORTH AMERICA Name Street Address City State Zip Daytime Phone FAX
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RRCNA Orders Department Visa or MasterCard Office Use Only 1929 Kenny Road, Suite 100 Remittance Advice: RRCNA Columbus, Ohio 43210-1069 Name Phone: 614/292-2869 Check # FAX: 614/688-3452 Expiration Date I mo., I yr. Sales Order # Date Signature: Amount
Make checks payable to: Reading Recovery Councilof North America BEST COPY AVAILABLE 8i Non Profit Org. The Ohio State University U.S. Postage Reading Recovery®Council of North America PAID 1929 Kenny Rd., Suite 100 Columbus, Ohio READING RECOVERY' COlUMbuSt OH 43210 Permit No. 711 COUNCIL. 1275-990273.361
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CI Leader Trainer CI RR Teacher 0 Classroom Teacher, 0 Title I Teacher,Administrator, I am a: U Partner as a: CI Teacher Leader Site Coordinator Principal, 0 Parent, 0 Volunteer, other: I am associated with: Descubriendo La Lectura Canadian/Western Institutes of Reading Recovery I was referred for membership by: My Teacher Leader is (for Reading Recovery Teachers only I received my Reading Recovery training at during 19
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Total Check, Credit Card, or Purchase Order $ Office Use Only Visa or MasterCard Please send completed form with your check, credit card information, or purchase order Remittance Advice: RRCNA made out to RRCNA to the following address: Name Reading Recovery Council of North America Check * 1929 Kenny Rd., Suite 100 Invoice * Expiration Date I mo. I yr. Columbus OH 43210-1069 Date Amount Signature: (614)292-7111 FAX (614)292-4404 8 Fall 1997 Volume 3 No. 2
READING RECOVERY' COUNCIL OF NORTH AMERICA A Newsletter of the Reading Recovery Council of North Americaon
In This Issue... Marie Clay Keynotes ..... 1 President's Message ... 1 us: Foundations Panel 4 Planning for Effective Implementation 5 KOTth ARITSeC L ership Academy Data Collection, Reporting, Monitoring, and 7 Issues of Efficiency, Marie Clay Keynotes the Academy Effectiveness, and...... 9 Building Ownership ..... 11 Grant Writing 13 Marie Clay, with expectations for success; and 3) Legislative Process Federal, researcher and educa- Evaluating an ongoing intervention with State and Local Levels.13 tor, was the keynote focus on the success of the children and on Government Funding....14 speaker for the First the cost effective and efficient delivery of the The Honorable William F. North American program. Gooding 15 Participants Said 16 Leadership Academy. Clay emphasized that Reading Recovery is Annual Fund Established16 Marie Clay, Researcher She was present for unusual in that it asks "What is possible?" and Educator Executive Director 17 the entire Academy rather than setting artificial limitations. Its Announcements 18 and addressed the Academy on three separate aim is to eliminate literacy difficulties for the Supporting Members .. 19 occasions. The following paragraphs summa- lowest achievers in any school without Classroom Connections rize her remarks. excluding anyone in ordinary classrooms. The Beginning Readers and expectation is that Reading Recovery will Chapter Books: A Rite of bring children to the average performance for Passage 20 The Essentials of their class in a short period of time. Sound Implementation Editorial Board Understanding Reading Recovery's ratio; 0 Janet Bufalino, Editor, Clay's Academy opening presentation nales for practice is essential for effective Shippensburg University focused on the essentials of sound implemen- implementation. Achieving effective imple- [email protected] tation. She identified three stages of imple- mentation is now the vital issue for Reading oMary Anne Doyle, Chair, mentation: 1) Planning for and starting an Recovery. Effective implementation includes RRCNA Publications intervention; 2) Start-up of two to three years the effective teachingcontinued on next page Committee [email protected] oCarol Miller, Associate Editor, Fox Chapel Area School President's Message District, Pittsburgh, PA Joetta M. Beaver [email protected] oPatsy Rucker, Associate This issue of CouncilConnectionsis dedicated to a report of the First Editor, Fox Chapel Area School North American Leadership Academy held in San Diego, California, District, Pittsburgh, PA from July 30 through August 2, 1997. The Academy's theme was ruckerechapelicasd.edu "Strengthening the Operation of Reading Recovery." The purpose was 0 jean Bussell, Executive to develop opportunities for strengthening Reading Recovery in indi- Director, RRCNA, vidual schools, sites, school districts and state and provinces throughout North America. The [email protected] Academy focused on implementation planning (and re-planning), research, funding, and advocacy in Reading Recovery. The Council Connections Four hundred individuals from thirty-seven states, two Canadian provinces, and New newsletter is published three Zealand gathered to dialogue and collaborate with others, celebrate what has been done, and times a year by the Reading Recovery Council of strengthen the operation of Reading Recovery. Participants in the first North American Leadership Academy included principals, district administrators, North America. continued on page 17
83 2 Connections Fall 1997
continued from previous page At the state/province or national endorses and challenges Reading of children, the-effective training of level, implementation is aimed toward Recovery. She identified strengths for teacher leaders and teachers, and the eliminating literacy difficulties. Reading Reading Recovery in each. She also administrative decisions which make it Recovery bolsters classroom literacy identified three approaches to early lit- work effectively. System-wide imple- with early intervention for those chil- eracy (including the option of continu- mentation is powerful in insuring that dren who need assistance. It insures ing early literacy training programs like the desired results will be achieved and against most literacy failures at the Title I, developing Reading Recovery the progress maintained. beginning point of a child's formal edu- type early interventions, and trying to As systems implement Reading cation. Effective implementation avoid low achievement by teaching Recovery, they must recognize that requires the system entity to take everyone better), and she reviewed eval- implementing a change is a journey, just responsibility for communicating what uations of such programs from recent as the series of lessons for each child is acan be done with Reading Recovery, to published articles. journey. Reading Recovery is a systemat-use networks to prepare agreed state- Clay encouraged a discussion of data ic intervention designed to change a ments of purpose, and to report the data gathered at the local, state and national school, a district, a state system, not by which demonstrates the effectiveness of levels. She emphasized documentation, increasing the average scores, but by Reading Recovery and the problems yet currency, annual confirmation, and reducing the number of children with to be solved. analysis of performance and trends. Use severe reading problems. of data from the National Data In the implementation process, prob- Future Research in Reading Evaluation Center will provide for time- lems are our friends - they help us define ly and efficient data feedback. Recovery areas for improvement. Problem solving Clay also discussed the value of starts with the school's policy for serving In beginning her remarks regarding research which directly addresses admin- its children, with its reasons for opting research in Reading Recovery, Clay istrative decisions. Such research must into Reading Recovery. Problems can bereturned to the research origins of account for the decisions which admin- resolved through team work, through Reading Recovery in life span develop- istrators have to make in implementing sharing of success stories and problem mental psychology. She recounted the Reading Recovery. Decisions regarding solving the imbalance of coverage, daily teaching, teacher leader learning difficul- A systems impilent the cost of support for teachers, and similar imple- ties of children research to mentation issues will influence the who have not Reading R calvary, they mustdevelop Reading results in each site. Effectiveness studies yet met with suc-vecognize that impiementing Recovery and which influence administrative deci- cess. Problems a change is a ,ourney, ,lagst asthe cost of cri- sions should not be conducted, she can be solved tiques of thought, until an implementation is through a clear the series of Pessons fov Reading about three years from start-up. Student development 'each chilld 5s a ,ounney. Recoverya outcomes more than three or four years plan for Reading one-to-ten after completing the program would be Recovery and Marie Clayimbalance in strongly influenced by other variables in documentation her estimation. home, family, and community and of progress toward achieving that plan. She also urged Reading Recovery advo- would be of questionable value. At the district level, problem solving cates and all researchers to recognize In all cases, research questions should is intended to increase effectiveness. It that reviews of materials for articles gen- be designed to answer the questions focuses on making teacher leaders avail- erally go back no more than twenty stakeholders want answered. It also is able to support Reading Recovery teach- years, so in the near future the early essential that the researcher disclose any ers and to train new teachers. It research base and rationale for Reading bias or involvement which has potential involves supporting individual schools Recovery is likely to be lost. impact on the findings. to sustain their efforts. It involves Clay degcribed Reading Recovery as Clay identified several means for demonstrating what is working, address- evolving from a medical model of sec- studying change with Reading Recovery ing what is not working and document- ondary prevention where treatment children. One means is the systematic ing change through data and education. occurs very early after the onset of the sequential observation of the child's per- Problems can be solved by studying the problem. Reading Recovery seeks to formance using appropriate sequential data from the programthe discontinu- eliminate reading difficulties early and observation tools. Another is replication ing rates, the referral rates, the number works with relative criteria which allow of the results at various sites simultane- of children served, the time available to it to adapt to different settings and dif- ously and in comparison with historical teach - and then acting to achieve bet- ferent policy structures. data. A third is the inclusion of both ter results. Clay reviewed recent research which qualitative and quantitative approaches continued on next page Fall 1997 Connections
continued from previous page does the school calendar limit the comes: a diagnostic set of lessons in the same piece of research. And the time available to teach? Is the that either demonstrated that a fourth is use of within subjects designs. Reading Recovery teacher avail- child needed longer term help from Each of these approaches can profitably able to teach daily? Teacher ques- another source or that this child be used for Reading Recovery research. tions include: How does the was able to work well with the Finally, Clay recommended careful teacher use the school year? Is average group in the class and was research and documentation of tentative daily teaching the actual practice? discontinued. changes within the program as a result What is the average number of Don't get self-satisfied: keep the of new understandings and theory. lessons per week? Is there early sights high and make it easier for These include variants within existing consultation for problems? Does teachers and teacher leaders to get lesson formats (for example, new under- the label "hard to teach child" cre- to work with more children. standings that teachers might have ate expectation of "hard to teach?" Reading Recovery works with any about phonemic awareness); variants Is the lesson focused with appropri- child from any program and returns from outside the program (adding ate parts allotted to appropriate that child to his classroom pro- imported "foreign segments" into the tasks? gram, so observe your discontinu- teaching of the lesson); serving English 3. There is a problem in trying to ing children and ensure that they as a Second Language (ESL) children take Reading Recovery from tutor- are ready for the classroom to well; and expecting literacy learning ing into the classroom. Although which they are returning. (rather than merely preparing children the Observation Survey itself was "Only taking four children" at a for literacy). Areas where more research designed for classroom use, the time is an expression which mis- is needed probably include the neglect Reading Recovery tutoring lesson represents the program; in fact, if a of writing and what impact that has had requires a greater depth of under- teacher were working full time in and changes beyond discontinuing. standing to use the information Reading Recovery, this would from the observation tasks in a introduce a minimum of sixteen Reading Recovery lesson. Such children into the program in one Reflections on the Process application of tutoring lessons to and Final Remarks year. the classroom is not appropriate. Eliminate the term "waiting list" Clay's closing remarks incorporated Becoming Literate has more to say because it takes away the expecta- five points for consideration when about understanding the progress tion that the classroom teacher weighing up a Reading Recovery imple- of classes of children. remains responsible for each child's mentation. 4. The length of time teachers teach learning. 1. Administrators' responsibility is to Reading Recovery in North Don't accept literacy groups as an strengthen the program by the America often varies from the orig- alternative to Reading Recovery. effective use of teacher leaders: inal plan. In New Zealand teachers Reading Recovery cannot work as making sure the teacher leader is teach Reading Recovery for three a group intervention; only an indi- available to help Reading Recovery to four years and then return to the vidual intervention can work with teachers with difficult children, to classroom to avoid burnout. They a particular child's strengths. consult with but not mastermind come back to Reading Recovery as Work to make Reading Recovery new literacy programs, and to net- appropriate. This requires a con- an "owned" part of the educational work with other teacher leaders stant training of teachers to keep system included in the ordinary tax and trainers for support and profes- the program fresh and at full funding of the system implementation. sional development. Private funding can assist if we rec- 2. In large urban school districts in 5. Public messages about Reading ognize that it is a time limited low socioeconomic areas, not Recovery need to present an solution, serving in a transitional enough students have access to the important reflection of the pro- phase, for example, for expansion program. System questions include: gram's intent and performance. to all schools. What will the school do? How can Reading Recovery is a solution to a Finally, Clay reminded us that the more resources be made available particular problem. "devil in the cupboard," the unknown to help more children? What is the When talking about the children, factor, is how high we can take these status of implementationdoes it stress that every child makes children. Believe that they can learn, serve only 5% or does it reach clos- progress even if not all are discon- and make it happen! er to 20% of the children? How tinued. There are two positive out-
85 4 Connections Fall 1997
Foundations Panel Provides Counsel to Attendees Scott Himelstein, President of The works with any reading system. digm for kindergarten through third William D. Lynch Foundation for Reading Recovery can benefit from grade. He challenged participants to be Children, convened a panel of distin- developing natural allies among advo- clear about what Reading Recovery is guished representatives of private foun- cates for child centered approaches and what it is not. Ultimately funding dations to address the Academy. The which start with the individual child's must come from the tax base, but pri- following article reports their comments.learning needs. vate funding can assist in some situa- Reading Recovery needs to build the tions. He charged us to look for innova- capacity to deliver Reading Recovery at tive and improved structures for build- the national level and to encourage ing the infrastructure for Reading local strategies for funding books, mate- Recovery and early literacy with rials, resources, and training. Reading Recovery as an integral part of Victor Young, Senior consultant to the system, not an add-on. the Rockefeller Foundation, and Young also encouraged Academy President of The Learning Communitiesattendees to build local political con- Network, Cleveland, Ohio, identified stituencies which will support the goals strategies for Reading Recovery to use in of Reading Recovery and early literacy seeking funding from private founda- education in the schools. tions and corporations. He identified Scott Himelstein, President of the the National Foundations Directory and William D. Lynch Foundation for Web Page as resources that are available Children in San Diego, California, to everyone. shared four essential strategies for Young encouraged Academy atten- obtaining foundation and corporate dees to think of Reading Recovery as a funding. solution to a funder's problem. For fun- One strategy is to get personal. Get Uri Treisman, Dana Foundation, ders that are interested in supporting acquainted with the individuals who addresses the Academy. education and early childhood interven- serve on the board of the corporation or tion strategies, Reading Recovery solves the foundation. Meet the staff members Uri Treisman, Professor and Director the problem of finding an effective pro- who review proposals and make recom- of the Dana Foundation for Education, gram with a demonstrated record of per- mendations to the decision makers. University of Texas at Austin, described formance. It also provides the funder Look for common acquaintanceswho the work of the Foundation as seeking with opportunities for partnering with do you know who knows someone who to understand and have an impact on the public school system in the area knows the person you need to know? issues of significant educational interest. served by the funder. The second strategy is to do your Given his familiarity with a wide range Young described Reading Recovery as homework. Get a copy of the organiza- of educational issues and with Reading a part of the entire educational para- tion's annual report or the mission state- Recovery, Treisman made the following ment. Look for consistency remarks to Academy attendees. between your interests and The overarching theme of their interests. Your proposal for Treisman's remarks was commu- funding Reading Recovery is nication. Reading Recovery not likely to be well received by needs to communicate that it is an organization whose primary a safety net which can lead to interest is the environment. systematic change. It is not an Similarly, learn what size administrative process. awards typically are granted to Reading Recovery is confused school systems. An application with a cartoon version of whole for millions of dollars may be language while it is in fact a pro- totally inappropriate. gram that incorporates strengths The third strategy is to rec- of many different reading theo- ognize the contribution. ries. Reading Recovery propo- Funders have a variety of needs nents need to develop communi- for recognition, whether it is to cations which describe what continue to build the founda- Reading Recovery is and how it Scott Himelstien (left) and Victor Young answer questions during their session on foundation and corporate funding. tion's assets or to contribute to continued on next page 86 Fall 1997 Connections
continued from previous page result of the financial support provided. other statistical updates to keep the fun- the corporate "good citizen" image. Invite the funder's representative to see der informed about the program. Providing recognition in a modest man- a lesson and to learn directly about the The foundation panelists were joined ner can go a long way in encouraging progress being made in Reading for Session #8 by Jill Houska, Program continuing support. Recovery. Encourage parents to commu- Officer of the San Diego Community The fourth strategy is to provide nicate with the (under to express their Foundation, for small group discussions feedback. Let the funder know how appreciation. Send your annual report or of these ideas. many children have been served as a Sessilan 01,° Planning for the Effective Implementation of ending ' 'ecovery and Descubriendo La Lectura
Gay Su Pinnell, Trainer, The Ohio teacher training. Recovery program are in place. State University, Columbus, Ohio, Lay the foundation for a long- Those indicators are described in chaired this session. Panelists partici- range informative research and the training materials and in the pating in the exploration of imple- evaluation plan. Guidelines and Standards pub- mentation issues were Jerry Weast, Set up systems that will promote lished by the Reading Recovery Superintendent, Guilford County continued support for the pro- Council of North America. The Schools, Greensboro, North Carolina; gram. trademark protects the invest- Barbara Coulter, Director of Set up problem solving systems ment that school districts, uni- Communication Arts (Retired), that will adjust the plan as need- versities, and teachers have made Detroit Public Schools, Detroit, ed to meet new needs or solve in the program. The trademark Michigan; and Trika Smith-Burke, new problems in implementation. represents the non-profit status of Trainer, New York University, New Reading Recovery. Use of the Replanning may be needed when: York City, New York. trademark is granted royalty-free There are inadequacies in the This session presented an introduc- to those educational systems original plan because innovators tion to planning for implementation which abide by the Guidelines did not have enough information. and elaborated factors to consider at and Standards of Reading various levels of planning. Key points There are changes of personnel. Recovery. of discussion were as follows: There is acquisition of new infor- 4. Planning at a state or regional 1. Rationale for planning: Good mation that brings new under- level: State and regional planning planning can make a difference standings. may be necessary and desirable in in whether an innovation such as There is a change of circum- a variety of circumstances: state Reading Recovery is implement- stances such as the funding base funding is acquired and state ed with quality and whether it or district organization. involvement is necessary for has staying power. It is not possi- 2. Levels of planning in Reading planning the distribution of the ble to plan for.every eventuality, Recovery include: State or funds; several districts have but generally, the better the plan, region; district (teacher training implemented the program and the greater the likelihood of suc- site); district (consortium mem- coordination is needed; state cess. Good planning will: ber); district (contracted services agency provides leadership for Provide for broad-based owner- for training); and school. establishing consortia to deliver ship and support. 3. Important understandings to Reading Recovery; several dis- Clarify the purposes of Reading establish: Reading Recovery and tricts want to collaborate with a Recovery and its place within Descubriendo La Lectura university to establish a universi- more comprehensive school (Reading Recovery in Spanish) ty training site; moving a vintage reform efforts. are registered trade marks owned implementation forward may by The Ohio State University. Help innovators achieve a com- require state level planning. mon vision of what the program The trademark indicates that the 5. Planning for a district with a is, what it will do, and what it program is clearly defined and teacher training site: involves will look like in the future. unique. When the name is used, three phases: preparation and the educators, parents, and communi- Provide for the long-range calcu- initial plan; continued planning ty members can expect that the lation of need for service and during the teacher leader training quality indicators of a Reading continued on next page
8'1. 6 Connections Fall 1997
continued from previous page iv. Conducting selection processes tors expect problems to arise. year; and continued planning for teachers. They consider problems to be during the start-up year. v. Continuing development of the "friends" that will help improve Ten steps support the initial planning district implementation. the work. They are glad that phase at a teacher training site: Phase three (first year of teacher problems come to the surface so i. Conducting fact finding about training) consists of five tasks: that everyone can be aware of early literacy interventions. i. Analyzing work space and pro- them and address them. They use ii. Forming a district team of stake- viding materials. a team approach to finding solu- holders to guide the implementa- ii. Providing assessment training. tions. tion of Reading Recovery over iii. Selecting children for the pro- Barbara Coulter cautioned partici- several years. gram. pants to attend to the following fac- tors: In planning, consider the pace iii. Conducting awareness sessions iv. Providing initial training and and timeline required for successful and communicating about the monitoring the program. program. implementation; consider the empha- v. Developing the school Reading sis of the program; consider the iv. Analyzing district needs and staff Recovery teams. allocation. administrator's expectations for the v. Analyzing costs and preparing Note: In consortium planning, planning process and for the imple- budget projections. the teacher leader will need to mentation. Be flexible in your plan services across many dis- vi. Arranging for training a teacher approach. Seek a full time site coordi- tricts; cooperative planning and leader or leaders. nator to foster the implementation. scheduling will be helpful. Insist on daily instruction of students. vii. Making decisions about staffing Share the vision of early literacy models. throughout the district. viii. Creating a time line. 6. Planning at the school level involves developing a school Jerry Weast described the impor- ix. Creating an evaluation plan. team and a school plan. In this tance of a long-term commitment to x. Compiling all information into a process the school administrator the program. In his district those chil- written implementation plan. and teacher leader work together dren arriving in first grade in the Phase two (during the teacher leader to form the school team and to lower 20th percentile range are identi- training year) incorporates five select the teachers who will par- fied and placed immediately in the tasks: ticipate on the team. The team Reading Recovery program in schools i. Continuing to create awareness develops a plan which provides where it is available and where there and increase understanding. for supporting the program in the is space. Approximately 70% of these ii. Preparing the training facilities. school. children reached proficiency levels at iii. Developing guidelines for recruit- 7. Addressing and overcoming bar- or above grade level last year. Reading ing and selecting initial schools riers to success is critical to the Recovery is entering its fourth year in and teachers to be involved in planning and ongoing implemen- the Guilford County Schools and has the program. tation process. Successful innova- expanded from fifteen elementary schools in 1994-95 to 46 schools in 1997-98. In 1994-95 there were fif- teen Reading Recovery teachers. That number has risen to over 120 teachers in 1997-98. Only commitment to long-term implementation could achieve these results.
Nif
Massachusetts representatives draft their next action plan. 88 Fall 1997 Connections
Sees llon #2: Data Collection, Reporting, Monitoring, and Follow-up for Reading Recovery and Descubriendo La Lectura
This session was chaired by Carol of the initial research conducted by 7. Systematic procedures for data col- Lyons, Trainer, The Ohio State Marie Clay in the early 1960's and lection and reporting are consis- University, Columbus, Ohio. The panel is still being used today. tent across forty-seven United included Lee Skandalaris, Trainer, 3. Research is ongoing. Researchers States. Oakland University, Oakland, in the United States and other 8. Annual site reports documenting Michigan, and Frank Purdy, Assistant countries have conducted qualita- student outcomes are standardized Superintendent, Manteca Unified tive and quantitative studies prob- and required for every Reading School District, Manteca, California. ing various aspects of the program. Recovery site in the United States. Noel Jones, Trainer, University of 4. The program has changed in The session, which included the fol- North Carolina at Wilmington, response to current research pro- lowing presentations by Frank Purdy Wilmington, North Carolina, provided duced by others who have exam- and Lee Skandalaris, encouraged partici- planning assistance. ined how children learn to read pants to use ideas and information pre- The overall goal of the Research and write. sented to inform others about Reading Strand of the Academy was to help par- 5. The United States has amassed Recovery. No program currently operat- ticipants learn how to collect, analyze, twelve years of replication data on ing in the United States has a research and report research and evaluation data individuals to generalize from the base that spans four decades and can to strengthen the implementation of the results. Each child is a replication produce twelve years of data on every Reading Recovery program. More specif- of the original study. child served in the program to docu- ically, the session was designed to help 6. Twelve years of data replicating the ment success. When funding gets tight, participants: 1) understand what distin- original design has produced simi- ancillary programs generally are cut. guishes Reading Recovery from other lar outcomes. The same results are Reading Recovery professionals and programs developed to address literacy achieved again and again with dif- administrators should be encouraged to needs of the lowest achieving readers ferent children, different teachers, use data to argue that the program and writers; 2) learn how to use different school districts in rural, should not be considered by school and statewide assessment data to demon- urban, and suburban areas, in dif- district personnel as ancillary, but strate that former Reading Recovery stu- ferent countries. Repeatedly pro- instead considered a core part of the dents continue to make accelerative ducing the same effect with differ- educational system. average band progress through fourth ent students in different settings For Frank W. Purdy, from a grade; and 3) learn how to collect and increases confidence in the pro- Superintendent's frame of reference, the analyze student evaluation data to mon- gram. implementation of Reading Recovery itor the implementation of the Reading raised the fol- continued on next page Recovery Program at the teacher, school, and district level. In her opening remarks, Carol Lyons discussed eight characteristics of the Program that set it apart from other early literacy programs for low progress first grade students. 1. The research base for Reading Recovery spans four decades. Marie Clay's original dissertation study conducted in the early 1960's was followed by many exploratory stud- ies to find out what procedures were most effective in enabling the lowest achieving children in first grade to make accelerative gains. 2. The research base for observing change in literacy behaviors spans The Texas Woman's University team (left to right Billie Askew, Betsy Kaye, Yvonne four decades. The Observation Rodriguez, and Nancy Anderson) consider the expansion of Descubriendo La Lectura in Texas. Survey (Clay, 1985; 1993) grew out
bl 8 Connections Fall 1997 continued from previous page Teaching Program) has demonstrated a toward reading (Valencia and Person, lowing questions: statistically insignificant level of varia- 1987 ; Wixson et. al., 1987). Results are 1.Can the program be replicated tion in administration. Moreover, statis- widely reported in the media. (within the district environment) tical methods that account for normal The research process required indi- since it requires the training of and special variation demonstrate that vidual search in an effort to locate all many teachers from different classrooms supported by Reading students still residing in the county. The schools and the teaching of chil- Recovery have significantly fewer read- results of the search revealed that 69.2% dren with varying cultural discrep- ing failures when measured against the (164 students) of the 237 discontinued ancies? district mean. students' scores on the MEAP and 2. Can the program maintain its stat- Manteca's conclusion is that Reading 55.6% (20) of the 36 non-discontinued ed effectiveness when the teaching Recovery replicates with a consistent students were located. The Reading conditions often are not ideal and success level (even though schools, Recovery students were compared to the school administrative and staff sup- teachers, and children vary), reduces 4150 peers in their districts. On the port vary? reading failure by a statistically signifi- MEAP a scale score of 300 is considered 3. Are there assessment methods cant level, and teaches reading strategies satisfactory. available that are not intrusive and that enable the pupil to maintain an There were no significant differences that accurately demonstrate pupil average or above reading performance. on how the discontinued students (164) performance when used by hun- Lee Skandalaris reported the results performed on the story narrative passage dreds of teachers and with thou- of a follow-up study of the Reading and math test when compared to the sands of pupils? Recovery program children from seven peer group (4150). There was a signifi- 4. Can statistical methods of analysis districts in Oakland County, Michigan. cant difference on the expository pas- be found that measure variation, The students receiving sixty or more sages. The non-discontinued students total population performance, and lessons as first graders in 1993-94 were (20) were significantly different showing individual reading development? compared to their peer group on their poorer performance on all three mea- Manteca Unified School District is a achievement on the Michigan sures. California district of approximately Education Assessment Program (MEAP) Looking beyond the average scale 16,000 pupils. This means that a first Test administered in September-Octoberscore into intervals of performance on grade class has approximately 1,300 1996 to all Grade Four students in the the MEAP Reading Story passage, pupils with 65 teachers supported by 30 state of Michigan. The research analysis Expository passage, and Math test, an Reading Recovery teachers. Two teacherwas concluded by an outside evaluator, exciting discovery was made. leaders train and support continuing Dr. Ernest Bauer, Director of Research The average score suppressed the true training. The district needs about ten and Testing, Oakland Schools, in picture. For example, on the Story more Reading Recovery teachers for full Waterford, Michigan, with the assis- Passage, the discontinued students had a implementation. tance of Lee Skandalaris, Trainer at lower percent of students in the lowest Manteca's data shows that the Oakland University in Rochester, range of scale score (209-289) and the Reading Recovery Program replicates Michigan. Discussion of results follows. highest range (330-350). However, and achieves an 84% level of success The MEAP Reading and there was a greater percent of students with the bottom 20% of the first grade Mathematics Tests are administered in the average band (290-329) than the classes across the district. This matches statewide to all Grade Four students in comparison group. These results were the Reading Recovery research data. monitored, controlled settings to ensure impressive considering four of the seven Five years of longitudinal study show reliability throughout the state. This testdistricts are the highest scoring districts that 85 to 100 per cent of discontinued is highly regarded in research literature in the county. pupils perform at grade level or above. for providing longer, uncontrived pas- The lowest achieving students in Three years of data show that the train- sages in story narrative and expository Grade One as a group had shifted from ing of kindergarten through third grade reading; asking questions tied to infer- the tail end of achievement toward the teachers in the administration of the encing and text-structured taxonomies; middle. Similar results had been noted Running Record (the instructional and evaluating students' awareness of the previous two years with smaller assessment of the district's Good First reading strategies and their attitude cohorts of children. Tile Second NortAmerican Leaders-lip Academy is scheduled for April 710,1999, in San Antonio, Texas.
:9u Fall 1997 Connections Sasebo) pz Issues of Efficiency, Effectiveness, and Cost Benefits in Reading Recovery and Descubriendo La Lectura This session was chaired by Billie ensure ongoing development of within a comprehensive plan. Askew, Trainer, Texas Woman's teachers' skills with children was 6. Ways to consider cost-benefits: University, Denton, Texas. Panelists highlighted. (See the Spring Presenters discussed the complexi- contributing valuable information 1996 issue of Network News for ty of cost analysis of Reading about the issues were Marjorie an article on continuing contact, Recovery. Cautions about inter- Condon, Fall River, Massachusetts; and the Winter 1996 issue for an preting reports about costs and Mary Jackson, Fort Bend, Texas; and article on professional develop- about conducting cost studies Leslie Fausset, Poway, California. ment of teacher leaders.) were mentioned. Marjorie The following issues were addressed: 4. Staffing models and renewing Condon presented a cost analysis 1. The importance of full coverage teachers: Possible staffing models from her district in Massachusetts. or full implementation: Full for delivery of Reading Recovery (See the Network News, Winter implementation is defined as services were discussed. It was sug- 1996 for this study.) having sufficient trained teacher gested that it is important to con- More specific reports from individ- time available to serve all of the sider the qualities of the individual ual panelists follow: children needing the service in teachers when deciding on models Mary Jackson, Director of Special the school, the district, or the within schools. Panelists stressed Programs, Fort Bend Independent state. Schools and systems move the importance of staffing models School District, Sugar Land, Texas, to full coverage over time. During that promote the relationship reported that Fort Bend ISD is in its partial implementation, it is between Reading Recovery and fourth year of implementation of important to be persistent and to classrooms in order to avoid isola- Reading Recovery. Although we are focus on successes of individual tionism. One model that encour- not at full implementation districtwide children. Suggestions for moving ages Reading Recovery teachers to (average daily attendance is 50,000), to full coverage were shared. return to full time classroom posi- we are at full implementation in six- 2. The importance of daily teach- tions after a few years in Reading teen schools with 43 teachers, two ing: There is evidence that "lost Recovery was cited as a way to teacher leaders, and one teacher leader lessons" are largely due to teach- build ownership of the program, to in training. Our goal is to institutional- ers who are unavailable to teach provide more ize Reading because of other duties or sched- flexibility in ©ve the past three yews 'M Recovery staffing and uling problems within the school. norm referenced nat'dona0 within our The importance of daily lessons increase districtwide was discussed relative to getting potential cov-standardked tests, Read ng literacy more children through the pro- erage, and to Recovery graduates are read-efforts, and gram in a year and relative to the continue to we are suc- need for the children to return to have trainingkog at 89°/0 success rates ceeding in their new learning immediately classes, keep- across the astuict at the endthis regard and consistently. Suggestions to ing the pro- of the thiird owls. through a increase daily teaching opportu- gram dynamic system of nities were discussed. (See and expand- Leslie Faussetsupport and Literacy, Teaching and Learning, ing. teamwork. A Volume 2, No. 2, for an article 5. Ways of eval- key to our about lost lessons.) uating your efforts: Ways for program effectiveness is commitment at 3. The importance of the quality schools and systems to document all levels in the district to program of the teaching: Children who their successes were shared. The integrity and excellence. Important require special help need highly value of brief school reports was issues which we attend to are teacher skilled teachers who are flexible discussed. The importance of pro- excellence; effective implementation in their work in meeting the viding ongoing advocacy for former models; and evaluation for program needs of very different children. Reading Recovery children was improvement and cost-effectiveness. Schools and systems are chal- stressed. Panelists also shared other Our team effort involves commit- lenged to participate in Reading district literacy efforts that support ment and support from all levels of the Recovery. The importance of the success of Reading Recovery organization in recruiting and retaining Continuing Contact sessions to and the role of Reading Recovery teachers and in selecting sites and continued on next page 10Connections Fa11 1997 continued from previous page Marjorie Condon, Assistant that will not be needed for teaching implementing the program. A team Superintendent, Fall River Public basic literacy skills in the long term, (Reading Recovery teacher leaders, site Schools, Fall River, Massachusetts works thereby allowing for funds to be shifted coordinator, Title I supervisor, and in a district which undertook a cost to meet other important needs. Language Arts Coordinator) screens effectiveness analysis in order to respond For example, in our urban district, and interviews applicant teachers and to questions regarding the costs of socioeconomic and behavioral factors applicant sites. A variety of implemen- Reading Recovery which came from the are highly correlated with early academ- tation models are in place which fit the state legislature and to address internal ic failure. Because literacy failure is the needs of individual teachers and appli- training issues for new personnel. In our earliest and most troublesome outcome cant sites. Daily teaching is emphasized analysis of alternative costs for special to emerge from these factors, it becomes in a number of ways. This summer was education, Title I, and retention com- the focus for identifying and helping our first in terms of extending the year pared to the total Reading Recovery these children. Services are concentrat- for students nearing discontinuation. costs, the district clearly was advantageded on the symptomliteracy failure An Academics 2000 grant further sup- by the availability of Reading Recovery rather than the underlying cause. ports our program for training all as an intervention which reduced the Children with attention deficit disorder, kindergarten through second grade use of the alternative programs. for example, may receive many years of teachers at selected campuses in effec- Our analysis reflected a number of literacy tutoring that absorbs most of tive early literacy strategies. Campus- variables specific to our district. For the staff time available to them. When based School Literacy Teams serve to example, we used our maximum teacher their literacy problems are corrected bolster program effectiveness to an salary because most of our Reading early by Reading Recovery, however, even higher degree. Recovery teachers are veteran staff compensatory staff are free to help such Our evaluation model includes look- members; at the same time, our maxi- students in other ways such as in acquir- ing at such data as TAAS state assess- mum salary is relatively low in compari- ing the organizational skills needed to ment scores, ITBS scores, grades, reten- son to statewide averages. Other vari- achieve on all subjects. tion rates, reports from school Classroom teachers, too, are literacy teams, referrals to spe- able to improve instruction for cial education, etc. A key to all children since they will be program support is our dissemi- spending less time with students nation of evaluation results in who need help in reading and a number of venues including writing as the trajectory of presentations at our dis- progress from low to average for trictwide Reading Recovery the lowest 20% of the first grade Advisory Board meetings and children changes because of principal meetings. Inviting early intervention. school board members to Demonstrating the cost- behind-the-glass sessions has effectiveness of Reading proven most meaningful. Recovery in these terms helped Seeing a student in action is us to achieve change in our dis- perhaps the best argument for trict's policies and to support cost-effectiveness. In addition, passage of favorable state legis- we point to the many indirect lation. We encourage other dis- benefits of the program, such as tricts to analyze and demon- the training which Reading Billie Askew, Judith Neal and Marie Clay (left to right) strate cost effectiveness in their Recovery teachers provide to exchange ideas during a break at the Academy. own contexts because it is a classroom teachers across the critical issue in the expansion of district. ables include the percentage of special this remarkable early intervention pro- We are focused upon a full imple- needs and Title I students, the average gram. mentation model which ensures integri- cost of serving these students, and the Leslie Fausset, Area Superintendent, ty of the program and one which main- average length of time they remain in Learning Support Services, Poway tains and enhances a deep commitment our programs. Unified School District, Poway, by individual team members and the Although the net savings figure of a California, indicated that the effective- district as a whole to Reading Recovery. two-year Reading Recovery implemen- ness of Reading Recovery in our district Therefore, we have created a system of tation is impressive, the dollar amount has been in its role for creating a culture support which is anchoring Reading does not translate directly into a reduc- which focuses on its commitment to lit- Recovery in our overall districtwide lit- tion in our school department spending. eracy. Our 31,000 student district eracy plan. Rather, it is an estimate of the resources continued on next page Fall 1997 Connections 11
continued from previous page for these young tutors extends over a six Tracking of Reading Recovery gradu- (kindergarten through twelfth grade) week period and assists them in under- ates through the fifth grade shows an has taken the theoretical underpinnings standing the strategies they use to read 89-90% success rate in sustaining read- of Reading Recovery and used them to so that they can understand how to read ing achievement. Over the past three create a myriad of other programs. to first graders and how to listen to first years in norm referenced national stan- First we put Reading Recovery into graders read. dardized tests, Reading Recovery gradu- place. Then we established a profession- Currently we are training parents and ates are reading at 89% success rates al development model for literacy and senior citizens like the fourth and fifth across the district at the end of the third teaching of reading for first grade teach- grade students to facilitate the parents' grade. ers. Over a five year period, we have and senior citizens' work as reading We have accomplished this due to expanded this staff development pro- tutors to middle school students. We our culture of commitment to literacy. It gram to first through fifth grades, and also have initiated a signed letter of takes timeit does not happen we now are modifying it for teachers in commitment to literacy between the overnight. But Reading Recovery was the fourth through eighth grades. school and parents in which the school the beginning for us. We learn every The staff development program led toguarantees the parents that their child year and strive to create a much higher a peer tutoring program in which fourth will be reading at level by the end of the refinement of instruction throughout and fifth grade students serve as tutors third grade. the district. to first graders. The educational program
Zassilon #4: Building Ownership for ReadingRecovery and Descubriendo La Lectura This session was chaired by Irene the districts: gram. This requires ongoing learn- Fountas, Trainer, Lesley College Center 1. Shared ownership: Many different ing about Reading Recovery by dis- for Reading Recovery, Cambridge, people are engaged in supporting trict and school administrators, Massachusetts. Panelists included Reading Recovery throughout the including observations of Reading Cecelia Osborn, Curriculum Leader for district. Reading Recovery teachers Recovery lessons and being Literacy, Long Beach Unified School have a wide base of support by a informed and included in decisions District, Long Beach, California; Karen team of colleagues within the about the program within each Matheny, Director of Title I, school and across the district. school. When administrators Framingham Public Schools, Reading Recovery children are understand Reading Recovery, they Framingham, Massachusetts; a team monitored by many people; thus, are more likely to value what from Greenfield Public Schools in the responsibility for the children's Reading Recovery teachers and Greenfield, Massachusetts including success belongs to more than the teacher leaders do and to protect Michael E. Smith, Director of Reading Recovery teacher, and teachers' time for Reading Instructional Services, Gail Healy, their success is due to the efforts of Recovery. Principal of Four Corners Elementary many people. 3. Communication: Central to all of School, Martha Tenney, Reading Another factor that helped the above is communication about Recovery and Title I teacher, andCarol spread ownership of the program rationales which will lead to good Reddy,classroom teacher at Four was developing a comprehensive planning and decision making. Corners Elementary School; and approach to literacy at the school The more effective Reading Patricia Kelly, Trainer, California State and/or district levels. A compre- Recovery teachers and teacher University at San Bernardino, San hensive literacy program was leaders are communicating the Bernardino, California. defined as involving a wide variety whys of the program and inviting This session focused discussion on of components including a good ongoing conversations about Reading Recovery as a part of a compre- classroom literacy program and a Reading Recovery, the more suc- hensive approach to literacy and on safety net for children who are low cessful will be the implementation building school teams to support the achieving in the classroom's good of Reading Recovery within a implementation of Reading Recovery. instructional program. school and across the district. Several factors which contribute to the 2. Understanding the program: A 4. Documentation: Careful docu- development of ownership in Reading key factor in developing ownership mentation of success stories of Recovery were shared by panel members and success is the extent to which individual children and data col- from three very different districts. Four administrators understand the lection about the program within a key factors emerged as significant across rationales that undergird the pro- school and across the district continued on next page 12 Connections Fall 1997
continued from previous page Michael Smith presented the premise team has developed a comprehensive should be ongoing from the begin- that Reading Recovery cannot succeed literacy program for children in kinder- ning of the implementation and unless it is viewed as a systemic change, garten. shared with administrators, school which implies a sharing of elements of Martha Tenney reported on her board members, teachers, and par- the knowledge base beyond the Reading school's experience with Reading ents to build both understanding Recovery teachers themselves. A neces- Recovery in its first year at the school. and ownership. sary condition for successful implemen- Reading Recovery really helped the lit- Cecelia Osborn emphasized that tation is that principals and administra- eracy team to focus and to come up with many elements must be in place in ordertors must understand the rationales answers to hard questions and to act like to maximize the impact of Reading which undergird Reading Recovery. a team like never before. Discussion of Recovery. Key elements are as follows: Equally important is that these ratio- what is the average first grade reading (1) content standards which are nales be shared with classroom teachers level was lively and complex. The team compatible with Reading Recovery goals and other building professionals. limited Title I services to early literacy and philosophy; (2) classroom instruc- School based teams play a significant and did creative problem solving to tion which builds on what children can role in this sharing of the Reading address the needs of children in higher do, supports the reciprocity of reading Recovery rationale. The teams develop level grades. Defining and obtaining suf- and writing, and includes interactive a shared commitment for achievement ficient staffing for Reading Recovery writing and phonemic awareness; (3) in reading and writing for every student, was essential, and progress is still being staff development to ensure that there but especially for the lowest performing made to insure sufficient tutoring time are good classroom programs;(4)assess- students.GailHealy described the evo- for the number of children who need ment tools which measure children's lution of the team in her school. Reading Recovery. The team explored a reading and writing of text; and (5) Initially, selected faculty were members, staffing model which would benefit the inclusion of Reading Recovery trained but eventually the team incorporated allmost children in the most effective way personnel in key district positions relat- faculty. The literacy team meets twice a consistent with their allocation of Title ed to literacy. As the district has contin-month and reviews the total literacy I resources. ued to build ownership for Reading program and running records for specific Carol Reddy described the develop- Recovery at all levels, they have made children who need special attention. ment of the literacy team in her school every effort to ensure that nothing they The team members observe Reading and its efforts to support Reading do conflicts with Reading Recovery Recovery lessons and training sessions Recovery. To develop shared under- concepts or philosophy. They have and discuss the rationales behind the standings, the team attended literacy included Reading Recovery as one ele- educational process. The team has network meetings and developed a com- ment of their comprehensive literacy established two "literacy closets" which mon language for communicating with program. are available for all teachers to use to each other. Team members observed Karen Matheny focused her com- improve their literacy programs. The Reading ments on the importance of having a continued on next page plan or a vision for literacy for one's dis- trict. Reading Recovery is only one part of the entire plan to make sure that all children succeed and become readers and writers. She also emphasized the importance of including all stakeholders in the process at the administrative, teaching, and community levels. Frequent information and decision mak- ing meetings are held to foster this strat- egy. Supporting teachers, teacher lead- ers, and principals in their implementa- tion efforts also strengthens the pro- gram. Finally, using "success stories" for public relations purposes externally and internally and the publication of service data support the continuation and expansion of the program. The Greenfield Public Schools team provided a living example of the team Canadians Irene Huggins, Dianne Stuart, and Paul Addie plan for building process for early literacy. Reading Recovery in Canada. Fall 1997 Connections 13
continued from previous page long-term benefits for students returning term goals. The team has made the Recovery lessons and training sessions. to the classroom following the comple- progress toward an effective Reading Discussions following the observations tion of Reading Recovery lessons. The Recovery program and good classroom were helpful in improving classroom team dialogue includes successes and literacy programs become a reality. practices which in turn has provided challenges and setting of short and long Sessilon #5: GrantWritingorkshop
Betsy Case, formerly National private funding: Also consider are included. Accounts Manager for CTB/McGraw- continuation funding of the idea 7. Create a check list for all items Hill, Monterey, California, and currently following initial funding. Most fun- requested by the funder: Be sure Senior Program Director for Harcourt ders will want to know that the to include organizational back- Brace Educational Measurement, San idea will continue as a result of ground items as required, for exam- Antonio, Texas, conducted a workshop their support. ple, articles of incorporation, session on grant writing for public and 4. Do a reality check: Are the idea bylaws, advisory board roster, and private funding. The following points and program that you have devised similar items. summarize her presentation: feasible? Do you have the staff or 8. Final hints: Proofread. Check 1. Ideas: the lifeblood of an organi- volunteer resources to complete math. Complete all blanks on zation: Brainstorm with your col- the proposal process in a timely application. Sign and date. Include leagues to identify and draft pro- and professional manner? letters of support and resumes as gram ideas which may become 5. Follow basic steps for writing the requested. Check address and time- grant proposals. proposal: Use a chart or a check line for delivering the application. 2. Identify funding sources for your off list to organize your work. Review sequences in application idea: Explore public and private 6. Follow the proposal format form or request for proposals. funding sources through govern- required by the funder: If such a Include all required documenta- ment and private resources. format is not provided, create an tion. Make the submission dead- 3. Consider the difference between outline for yourself to follow so line. requirements for public and for that all points you want to make Bess on #6° Examining the Legislativerocess at Federal, State and Local Levels
Scott Himelstein, President of The have substantially more con- communicate with your legislator William D. Lynch Foundation for stituents in their districts and there even if he or she is not available to Children in San Diego, California, con- are fewer elected officials. This is you at a particular time due to vened this panel of experts in grassroots similar to the federal system in other obligations. advocacy. Panelists included Steve which there are two Senators per 4. The legislative process is similar Erpenbach, State Director for United state and many more at the federal and state level. States Senator Tom Daschle, Sioux Representatives (except for very Legislation (bills) are introduced Falls, South Dakota, and Carmen Irene small states). into either chamber, although Mullinex, District Director for 2. At both the federal (Congress) finance bills usually originate in California Assemblyman Jan Goldsmith. and state level (legislature), there the lower chamber. Following the Key points made by the panelists are are many committees in each review and amendment procedures as follows: chamber. These committees have in the chamber in which the bill 1. Understand the difference responsibility for budget/finance, was introduced, the bill goes to the between the federal and state leg- education, and many other topics. other chamber for consideration. islative organizations: Although It is important to know which There more amendments may there are similarities in the process, committees consider legislation of occur and the bill will be returned the scope of responsibility for state interest to you. to the original chamber for recon- and federal legislators differ signifi- 3. Most committees have designated sideration. A conference commit- cantly. In each state there is an staff responsible for the commit- tee composed of members of both upper and a lower house (chamber) tee's activities. These staff may chambers may be appointed to of the legislature. Generally, the also be assigned to specific legisla- resolve differences between the two officials elected to the upper house tors. Getting to the staff helps you chambers. continued on next page 14Connections. Fall 1997
continued from previous page sistence are necessary -to enact leg- viding publicity to the officials for Eventually, the bill must be passed islation in which you are interest- their interest in the program, and in the same form by both chambers ed. responding to inquiries about the prior to being sent to the chief 6. Working with legislators at any program in a timely and accurate elected official (Governor or level (including the local level for mannerincluding getting infor- President) for approval. The bill school board members, city coun- mation back to the official if you may be signed or vetoed. If vetoed, cil members, and others) requires do not have an answer at the time the legislature may attempt to the development of a relationship of the question. override the veto and enact the with those officials. Key ways to do 7. Maintaining contact with elected law without the chief elected offi- this include: providing information officials over time helps to insure cial's approval. to the official about your program that they will call you when ques- 5. Frequently, the process just and interests, providing opportuni- tions arise about your program. described takes months to hap- ties for the officials to observe Keeping staff members informed pen. It also happens that the vast lessons and behind the glass ses- and appreciated will further your majority of bills introduced never sions, providing data about the interests as well. become law. So vigilance and per- effectiveness of the program, pro- Sesellon #7: Government Funding Sources
This session focused on presenting with which state legislator, which phone numbers, fax numbers, the message of Reading Recovery to var- news media personalities, and addresses, committee assignments, ious government funding sources. involve each of these contacts in etc. Organizing to make the presentation for the advocacy process. 9. Tell legislators the two things they direct state funding was one portion of 6. Get Reading Recovery stories into want to hear: that Reading the presentation. Providing a rationale the newspapers and on television Recovery saves money in the long for the funding was the other focus of and radio as well as in special run and that Reading Recovery the presentation. The panelists includ- interest reports. stops children from entering spe- ed: David Moriarty, Director of 7. Get support at the top, especially cial education programs. Language Arts and Reading, Medford the chairpersons and members of 10. Do your research (or help legisla- Public Schools, Medford, Massachusetts; the education committees in both tors with theirs) to demonstrate Lance Landauer, Superintendent, legislative houses and the leader- the facts of #9 above. Conewago Valley School District, New ship in each party in each house. 11. Assign members of the state task Oxford, Pennsylvania; Loila Hunking, 8. Purchase a legislative directory force to gather letters from litera- Child Care Coordinator, State of South from the state house book store to cy experts in colleges in your state Dakota, School Board Members, Sioux gain access to all legislators' and from Falls, South Dakota; and The continued on next page Honorable RobertL.McGinnis, State Representative, Vice Chairperson of Education Committee, State of Arkansas, Marianna, Arkansas. On organizing to obtain direct state funding, the panelists made the follow- ing recommendations: 1. Develop a state task force to guide the process. 2. Garner leadership and support from the university training cen- ter in the state. 3. Create a directory of all Reading Recovery personnel in the state. 4. Quote reputable studies in making your case. 5. Develop the state roster into an annotated reference list of who in Reading Recovery has contacts The Lynch Foundation Singers entertain the Academy. Fall 1997 Connections 15
carefully but briefly if possible to than the number of children who are keep the process and discussion as helped by the program which we pro- uncomplicated as possible. vide. When one counts the number of 16. Thank everyone who worked to first grade children who actually become support the effort. You probably literate (85-90% of 7 to 11 children) per will need to call upon them for half day of Reading Recovery teacher support again in the future. time and with the rate of literacy Presenting the rationale for funding achieved through retention, typical included the following points. reading remediation, learning disability Reading Recovery has been charac- intervention, etc., there is no doubt that terized as an expensive program. In fact, Reading Recovery is most cost effective. it is not an expensive program when Assuming a similar population over a similar period of time, which heart sur- State Representative Bob McGinnis compared to oth9r alternatives. It is an shares his experience in legislative extremely cost effective solution to geon has the most cost effective service? action. problems of literacy at the primary level. continued from previous page We continue to judge cost effective- Surgeon #1 30 surgeries across the nation to submit as a ness based on the number of children 15% success rate packet to members of the legisla- for whom we provide a program rather 4-5 patients lived ture. 12. Collect letters from superinten- Surgeon #2 10 surgeries dents in support of Reading 90% success rate Recovery. These have great 9 patients lived impact with legislators. 13. Collect letters from Reading Maybe a better question would be: Recovery parents and children Which surgeon would you want for your which also have a significant operation? Now substitute reading inter- impact. vention for heart surgery. Which system 14. Use massive phone, fax, and letter would you want to be used with your writing campaigns at strategic child? points in the legislative process Reading Recovery is without ques- within a few days of introduction, tion a cost effective intervention and at the time of critical votes, etc. when compared with other alternatives 15. Word the legislative language Lance Landauer discusses success it is an inexpensive program. rates in Reading Recovery. Speck§ Feaguys° Video Presentation by The Honorable William F Good ling The responsibilities of governing Reading Recovery teacher, the student, islative process by educating their repre- detained Chairman Good ling, U.S. the parents, local school officials, and sentatives about the program. He cau- Representative from Pennsylvania and representatives from Shippensburg tioned everyone to understand that the Chairman, U.S. House Committee on University and the Reading Recovery balancing of the federal budget was the Education and the Work Force, from Council of North America. He encour- highest priority and that educating our attending the Academy in person. He aged Academy participants to make citizens for the future would continue to took time, however, to videotape an such opportunities available to all mem- be a high priority within budget con- interview with Scott Himelstein to bers of Congress and to state and local straints. share his views about Reading Recovery officials as well. Evaluating a first effort such as the and the Congressional legislative Good ling described the law making Leadership Academy requires attention process. process in Washington as challenging to the responses of the participants. Congressman Good ling reflected on and responsive to citizens' interests. He Most representative of the evaluations his visit to a school in his Congressional thanked Scott for his representation of came from a West Coast school district district in Hanover, Pennsylvania Reading Recovery and for helping edu- team which said: "We came here as indi- (Conewago Valley School District) cate him about the program. He recom- viduals looking for help. We'll be in San where he observed a Reading Recovery mended that all Reading Recovery Antonio as a team presenting our success lesson. While there he talked with the advocates become involved in the leg- as a result of this experience!"
2 Y 16Connections Fall 1997 What the Participants Said The evaluations asked for partici- sites, relatively new sites, and vintage A complete report of the evaluations pants' assessment of the overall quality sites. Involving the "movers and shak- will be prepared for the planning com- of the Academy and the organization of ers" and local decision makers in work- mittee's review and for incorporation the Academy on a five point scale with ing with teachers, teacher leaders, and into the planning for the Second 5 being the most favorable. Only a few site coordinators also was valued. Leadership Academy. participants ranked the Academy as a 3, a few more ranked it as a4,and the vast majority ranked it as a 5. A wealth of evaluative information and recommen- dations for future endeavors of this type was contained in narrative responses to questions about the most helpful aspects of the Academy, topics for future Academies, and suggestions for keynote ° and general sessions. In addition, partici- pants provided narrative feedback on each of the eight sessions offered as breakout sessions. Items which were most valued by par- ticipants were Marie Clay's participation and the involvement of teams of person- nel from implementation sites. Ideas for future consideration included opportuni- ties for teams to work together in a more f structured manner to develop their site Scott Himelstein, Joetta Beaver, Bill Lynch, and Jean Bussell celebrate plans. Also included were suggestions for the Academy's success. stratifying the presentations for new
Arrontmall FundEstablished READORIG RECOVERY The Council is pleased to eventually will include corporate announce the creation of its and foundation grants, planned COURICI OF "Annual Fund for Reading giving opportunities, and a variety NORTH AMER= Recovery." The purpose of the of other options." Fund is to provide support for the Since the Council has received Council's ongoing projects and for charitable status under the VISION: The vision of RRCNA is that chil- new projects. The Fund's success Internal Revenue Code of the dien will be proficient readers and will assist the Council in keeping United States Government, con- writers by the end of first grade. membership dues at the current tributions to the Reading level for the foreseeable future. Recovery Council of North MISSION: The mission of RRCNA is to ensure In announcing the creation of America Annual Fund are access to Reading Recovery for the Fund, former Development deductible as charitable contribu- every child who needs its support. Committee Chairperson David tions for income tax purposes. Moriarty states that "the Annual Contact your accountant with PURPOSE: The purpose of RRCNA is to sus- Fund provides an opportunity for any questions you may have tain the integrity of Reading Council members and friends to about the deductibility of contri- support the Council's vision, mis- butions for your own tax returns. Recovery and expand its implemen- tation by increasing the number of sion, and purpose above and The envelope included in this individuals who understand, sup- beyond their annual dues pay- issue of Council Connections is port, and collaborate to achieve the ment. The Annual Fund will for your convenience in making a mission of the Council. serve as the base for the Council's contribution. Thank you for your total development program which support. Fall 1997 Connections 17
continued from page 1 Committee without whom the Academy would still be an school board members, university faculty members and admin- idea without implementation. Thanks to all of the presenters istrators, state education staff and board members, as well as for their contributions to the discussion, and to the sponsors Reading Recovery teachers, teacher leaders, site coordinators, and exhibitors for their financial support and presence. and trainers. They represented sites in various stages and levels If you were unable to attend this past summer, don't despair. of implementation. Some were in the initial planning stages. The Council will conduct the Second North American Others had implemented Reading Recovery in varying degrees Leadership Academy in San Antonio, Texas in April of 1999. from two to twelve years. Regardless of the stage or level of If at all possible, plan to attend and bring a team from your implementation, the experience proved to be very exciting, school, district, site, state, or province. You won't be disap- rewarding, and thought-provoking. All who attended left with pointed. new insights, renewed commitments, and tentative plans of I would like to welcbme all of our new members who are action for their school, site, district, state, or province. receiving their first copy of the Council Connections. Over This issue of the Council Connections is published as a spe- one thousand people have joined the Reading Recovery cial report from the Academy. Dr. Marie Clay was the keynote Council of North America over the last two months. The speaker. Billie Askew, Irene Fountas, Carol Lyons, Gay Su Council presently has over seven thousand members who are Pinnell, Trika Smith-Burke, Patricia Kelly, and Noel Jones committed to the goals of early literacy for every child and developed the sessions for the Implementation and Research access to Reading Recovery for every child who needs its sup- strand. Scott Himelstein developed or arranged for the sessionsport. As new and renewing members, please plan to attend the in the Funding and Advocacy strand. The success of the RRCNA membership gathering while attending a Reading Academy was the direct result of the hard work and talents of Recovery conference. Representatives from the Board of these people as well as Council staff members Jean Bussell, Directors and various committee chairs will share brief updates Julie Reeves, and Holly Bartholomew. Each session was well and listen to your successes, challenges, and recommendations. done and well received. Everyone was most appreciative of The Board of Directors and I appreciate all you do on an each of the presenter's time, expertise, skill, and high level of on-going basis as teachers, teacher leaders, trainers, site coor- commitment to strengthening the implementation of Reading dinators, and partners to make a difference in the lives of chil- Recovery. dren. Hope to see you at the 1998 Reading Recovery The Council wishes to thank Marie Clay for her leadership Conference and National Institute in Columbus, Ohio. Thank in the Academy. The Council also thanks the Planning you for your continued support!
° -11,xectu1tfive DIlroector:c.'s Mess Jean F. Bussell
Autumn at the Reading Recovery thank you for your support and urge you to inform your Council of North America has been friends and colleagues about the Council and the value of filled with as much activity as the begin- membership in the Council. ning of the school calendar in every I am pleased to report that our staff is expanding to three community throughout North America. A very short pause full time positions this fall. We have hired an assistant (Paula in activity after the North American Leadership Academy in Dayhoff) to work with Julie Reeves and me to insure the early August has been followed by a sustained flurry of activi- timely delivery of membership benefits to new and renewing ty. members and to assist in responding to the hundreds of mem- Topping the list has been the receipt of over 1000 new bership inquiries we receive each month. In addition, Paula membership applications in less than eight weeks! We are will help us identify new products and services which the delighted to have this kind of interest as a part of the fall pro-Council can offer to our members. You will be hearing her motional effort. To us it means that the purpose of the voice on the phone soon. Please join Julie and me in wel- Council and the work of the Board, the Committees, and the coming her. staff are recognized as critical to the success of every individ- I think you might be interested in knowing what some of ual associated with Reading Recovery. Many Reading my priorities are for the next year. These priorities have been Recovery teachers in training and teacher leaders in training established in conjunction with the officers of the Council are joining the Council. Many teachers and teacher leaders and the guidelines of the Strategic Plan. Over the next sever- who have been thinking about joining are joining this year. al issues of Council Connections you will see evidence of our And many site coordinators, classroom teachers, and princi- activities in fulfillment of these priorities. pals are joining us in support of the success that Reading 0 Complete conversion to the new membership and Recovery has in teaching children to read and write. We accounting software system. continued on next page 9t 18Connections Fall 1997
continued from previous page o Establish a Reading Recovery Professional Registry or o Complete the first financial audit and federal and state credentialling program. reporting processes. For those of you who teach children every day, these priori- o Implement key provisions of the Strategic Plan, including ties may seem a little foreign - just as teaching does to me! All but not limited to: of these activities are designed to enhance your daily work by o Timely and appropriate membership services and new facilitating access to funding, by communicating our message member recruitment. to broader publics, by keeping your dues low through acquisi- o Establish an annual fundraising campaign targeted to tion of alternative funding sources for the Council, and by members. insuring that you receive the services you want as members. o Establish a corporate and foundations fundraising/devel- It will be an exciting year for all of us! While you are focus- opment program. ing on teaching every child you serve to read and write, the o Establish a national public relations program for Reading Council will be focusing on helping you do that very thing. As Recovery. always, we welcome your suggestions as to how we can better o Develop the government relations program beyond its serve your needs. Thank you for your continuing support. current capacity. o Establish and maintain a web site.
Announcements for your attention
Matching Gift Received school or calendar year. are revising the publication, removing The Council's new endowment fund Approximately one month before outdated articles and incorporating arti- will grow by $2000 as a result of a gift your membership is due to expire, the cles from more recent issues of The from a donor from Texas. The gift of Council will send you a membership Running Record Newsletter. Watch for an $500 will be matched on a three-to-one renewal notice. Unless there are extenu- announcement about the availability of basis by EXXON Corporation's ating circumstances, your membership the revised publication in future issues of Education Foundation through renewal date stays the same. If you send the Council's newsletters. EXXON'S Educational Matching Gift your dues early, you receive credit for Thank you for your cooperation in Program. The gift is designated for the the full twelve months following your this matter. Endowment Fund to support the long membership renewal date. If you send term growth of the Council and of your dues after your expiration date, Membership Meeting Reminder Reading Recovery in North America. your membership renewal date still goes Attend the Annual RRCNA The Council thanks this donor for her forward from your expiration date. Until Membership Meeting on Tuesday leadership in building for the future of you are delinquent in sending your dues morning, February 3, 1998, at 7:15 Reading Recovery. by more than three months following AM (Continental Breakfast) at the your expiration date, your membership Greater Columbus Convention Center Special Announcement: benefits continue. After that, you in Columbus, Ohio. The meeting is Membership Renewal receive a final notice and are subject to being held in conjunction with the The following information is provid- loss of membership benefits. Reading Recovery Conference and ed in response to many inquiries which If you have any questions about your National Institute. President Joetta we have regarding the Council's mem- membership, please contact the Council Beaver and Council Standing bership renewal process. at 614/292-7111 or by mail at Suite 100, Committee Chairpersons and staff will Each mailing which you receive from 1929 Kenny Road, Columbus OH brief the members on various Council the Council has your Council member- 43210-1069. Thank you. programs. Members will have an oppor- ship number and membership expiration tunity to participate in discussions and date on the address label. Membership Best of the raise issues for consideration by the expiration dates vary by individual so Running Record Board. that whatever time of year you join the The Best of the Running Record publi- Attend the 13th Annual Ohio Council, your membership renewal cation is out of print. Many individuals Reading Recovery Conference and always is due twelve months later. Many are using old membership applications National Institute including members mark this time by the Reading and order forms which still include this Preconference Institutes from January Recovery Conference which they attend publication as a purchase choice. 31 through February 3, 1998, at the where they joined the Council and rou- However, do not order it at this time! Greater Columbus Convention Center tinely renew their membership. Others The Council's Training Advisory in Columbus, Ohio. Keynote speakers mark it by the beginning or end of the Committee and Publications Committee are: continued on next page 100 Fall 1997 Connections 19
continued from previous page Council Sponsors Grassroots workshop with half the day focusing on Gay Su Pinnell, Dorothy Strickland, Advocacy and Fundraising grassroots advocacy for Reading David Rose, and Margaret Mooney. In Symposium Recovery and half the day focusing on addition, featured speakers include: The Council is sponsoring a two-day corporate and foundation fundraising Reading Recovery Trainers Jane grassroots advocacy and fundraising strategies. Case will provide a full day Ashdown, Diane De Ford, Mary Anne symposium on March 19 and 20, 1998, seminar on grant writing focusing on Doyle, Rose Mary Estice, Irene Fountas, in Charleston, South Carolina. The public and private funding sources. Each Mary Fried, Clifford Johnson, and Carol Symposium is being held in conjunctionday will be repeated so that anyone Lyons, and Teacher Leaders Joetta with the Reading Recovery Training attending the Symposium will be able to Beaver, Janet Richardson, and Sue Van Centers at Clemson University and the participate fully in both topics. Huerck. In addition, over 150 individualWatson School of Education at the sessions, including study sessions, will be The Symposium will be held at the University of North Carolina at Charleston Hilton Hotel in Charleston, offered. Contact First Class Conferences Wilmington. at (614)846-7932 for registration infor- South Carolina. Registration will be The Symposium will feature Scott mation. $150 for Council members and $175 for Himelstein, President of The William non-members. This includes continental Council Program Standing D. Lynch Foundation for Children and Committee Members are invited to breakfasts and lunches as well as copies Principal in Himelstein and Associates, of Case's grant writing handbook "From attend the first annual meeting of all and Betsy Case, Senior Program Idea to Funded Project: Grant Writing Program Standing Committees. The Director for Harcourt Brace Educational Fundamentals" and of the Council's meetings will be held following the Measurement Company. Both Grassroots Advocacy Handbook (in Conference from 3:00 PM till 10:00 PM Himelstein and Case were featured publication process). on Tuesday, February 3, 1997, at the speakers at the North American Hyatt Regency in Columbus, Ohio. For registration information, contact Leadership Academy in San Diego last the Council at 614/292-7111. Contact your Standing Committee summer. Chairperson for details. Himelstein will provide a full day
Supportingembers
The following list includes those members who have basic annualdues payment. If your name is incorrectly supported the Council with $100 duespayments listed or if itis omitted and you believe it should be between January 1 and October 21, 1997. Supporting included, piease contact Julie Reeves, Program members receive goldtone membership pins andare Coordinatorfor the RRCNA, at 614/292-1792. Thank recognized for their special financialsupport above the you to all ofthe supporting members.
Hattie (Pat) Adams Nancy Eberhart Noel Jones Phyllis Nicholson Judy Stone Billie Askew Gail Eck Douglass Kammerer Karen Norman Betty Straw-Amos Tammy Badger Noel Eichhom Christine Keller Richard Owen Julie Swander Jon Balke Nancy Fellrath Ophelia Kelley Karen Palividas Linda Tafel Polly Bartlett Shirley Fowlkes Deborah Kern Gay Pinnell Dianne Thebolt Joetta Beaver Dianne Frasier Laureen Knutsen Joanne Pitman Nancy Todd Karen Belew Janet Gaffney Debra Leach Francine Raffel Rebecca Todd Eloise Blanton Kent Gage Susan Leggitt Shirley Rhyne Raquel Torres Noel Bowling K. Geier Patricia Luchi Linda Rodenich Craig Urmston Vicki Brooks Mary Ellen Giacobbe William Lynch Sheila Roush Kathleen Vedder Hawley Brown Victor Gilson Ellen Lynch Lynn Salem Mary Vliek Jim Burns Sue Goodno Carol Lyons Maribeth Schmitt Sandra Ward Barbara Butler Brenda Greenhoe Mary Ann Marks Barbara Schubert T. Wax ley Kathryn Button Margaret Gwyther Jo An Martin Robert Schwartz Linda Wiezorek Mary Clark Frances Hansen Kathleen McDonough Lyndon Searfoss Beverly Wilhelm Jo Ann Clay Kelly Horak Becky McTague John Shreve Donna Williamson Anne Cooper Rosemary Howell Greg Michaels Lee Skandalaris Tullie Williamson Monette Davis Jacqueline Ivanko Kathleen Miller M. Smith-Burke Doris Willmann Janet Day Frederic Johnson Pat Montague Sarah Smither Stephanie Wooddell Cheryl Donica Clifford Johnson Jacqueline Moser Christopher Steinhauser Raymond Yuen Betty Dunn Peggy Jones Judith Neal Josie Stewart Joe Yukish
101 20Connections Fa111997
This column is designed to serve Classroom Connections Reading Recovery partners: the Beginning Readers and Chapter Books: classroom teachers who work together A Rite of Passage with Reading Recovery teachers to Melissa Wilson .teach children to read and write. [Melissa is an Early Literacy Learning Henry and Mudge books about the other read aloud sessions with the whole Initiative Coordinator in Columbus everyday adventures of Henry and his class, you explore chapter layouts, the Public Schools, OH.] big dog Mudge. Mr. Putter and Tabby numbering system on the contents page, "I want to learn to read chapter stories feature the relationships between and how chapter books encompass a books," Pheonia wrote when I asked her an elderly man, his cat and their neigh- variety of genres. to tell me what she wanted to do in sec- bors, Mrs. Teaberry and her dog Zeke. Of course, when you introduce a ond grade. Her response underlines the More recent are the books about chapter book to your guided reading importance that reading chapter books Poppleton the pig and his friends. The group for the first time, you will have to has for our beginning readers. That this Lionel series by Stephen Krensky focus go over many of these concepts again. is a rite of passage was not evident to meon the everyday life of Lionel and his Even after discussions of how contents until one day when I was working with afamily and friends. The Aunt Eater pages work, I have had confused stu- group of struggling third graders. series by Doug Cushman is about the dents try to convince me that the num- They had been reading single story mysteries encountered by an Agatha ber next to the chapter title tells us how little books in their guided reading Christie like anteater. many pages are in that chapter or that group. One day I brought in Mr. Putter The I Can Read Book series the whole chapter is on that one page. It and Tabby Pour the Tea by Cynthia (Harper Trophy) includes historical fic- is now possible, since each child has a Rylant (an easy chapter book) for them tion like The Golly Sisters Go West by copy of the book in hand, for students to to attempt. Before I could even begin Betsy Byars and George the Drummer Boy see that the chapter neither has 13 pages the lesson, all five children expressed by Nathaniel Bench ley as well as biogra- nor falls completely on page 13. surprise and enthusiasm about reading a phies such as Buffalo Bill and the Pony If you use a book with titled chap- "real" chapter book. As we looked Express by Eleanor Coen. The Hello ters, instead of numbered ones, students through the book, they sat up straighter, Reader series (Scholastic) also includes can begin to analyze how the chapter listened more carefully to the new book biographies (A Girl Named Helen Keller titles abbreviate the main ideas. They introduction, and read the first chapter and A Boy Named Boomer) as well as can compare the chapter titles to book more independently than ever before. informational books about tornadoes titles and the main idea statement in When they finished, they announced and hurricanes. Poetry selections like It's informational paragraphs. Finally,. during that they would go back to their seats, Thanksgiving by Jack Prelutsky are also each new chapter introduction, it is finish the book, and write responses in available for beginning chapter book essential that students revisit what they their Reading Logs. Although that had readers. have already read, not just the main idea not been my plan, who was I to argue? While the availability of books is of the whole book. Beginning readers I meekly agreed. not a challenge, plenty of other chal- must explicitly understand that each With this chapter book, these five lenges face beginning chapter book read- chapter must be seen in the context of struggling readers. suddenly saw them- ers. One of the first is understanding the the other chapters in the book, and selves as enfranchised members of the chapter format. As with many elements sometimes other books in a series. literacy community. They had been ini- of literacy, this can be addressed during a After young readers understand how tiated and survived the rite of passage. read aloud. As some students become the chapter format works, they often They knew what their new role was and ready to read chapter books, teachers encounter another challenge when read- took their responsibilities seriously. can read chapter books aloud to the ing the text. Chapter books use more For many years we have relied on whole class. You can discuss the concept descriptive language than texts with old favorites like the Frog and Toad of chapters, how the contents pages which the students have had previous series by Arnold Lobel and the Little work and how the story is told across all experience. This language challenges Bear series by Else Holmelund Minarik. the chapters. (I avoid using the Little young readers in a variety of ways. Nate the Great books by Sharmat and Bear and Frog and Toad books for these Sometimes they do not know what Weinman offered early forays into the introductions as they are collections of words mean. Sometimes they do not genre of mystery. Now, with many new, individual stories about the same charac- know how to pronounce the word. simply written chapter books, most chil- ters, not individual chapters telling one Sometimes they cannot decode a word. dren can begin to read this format by the"whole" story.) If the chapters are titled, In the new book introduction the end of first grade or early in second you can discuss how they help us predict teacher can help. grade. Cynthia Rylant has given us what is going to happen next. During New con- continued on next page Fall 1997 Connections21
continued from previous page use is the Post-it note record of ceptual vocabulary should be discussed reading aloud can help but perhaps with unknown words. When children before children attempt reading. For a twist. encounter a word they cannot pro- example, ways to celebrate New Year's For example, I did a read aloud ses- and making New Year's resolutions nounce or read, or if they find a word for sion with each guided reading group which they do not know the meaning, should be explored and understood by rather than with the whole class using they can write it on a post-it note in young readers before they attempt "The Who Killed Cock Robin? by Kevin their book. The teacher can then help New Year" in Lionel in Winter. O'Malley. The text is simply the nursery Sometimes the teacher needs to explain students problem-solve these words at rhyme of that title. However, an entirely the beginning of the next guided reading how students should attempt new words. different mystery about cock robin's In Mr. Putter and Tabby Bake the Cake, session. One student's Post-it note from faked death unfolds through the pic- Mr. Putter and Tabby Bake the Cake for instance, the first chapters are full of tures. In the smaller group setting stu- included the words "strange, coconuts," compound words (snowmen, snowdrifts, dents became detectives, searching the and "shakers". The word "strange" pre- wintertime, postman, fruitcake, pictures for clues to help them define sented difficulties because of the soft "g" popovers, flowerpot, cookbook, seaweed, the real crime and then solve it. This sound. "Coconuts" was a pronunciation Teaberry). In this instance, the teacher powerful picture book experience helped issue (the concept had been covered in needs to show children how compound prepare them to be readers of mysteries. words work. the new book introduction). "Shakers" They understood the concept of a mys- presented a conceptual problem. The Other difficult words may need to tery story. They learned terms like child pronounced the word accurately be problem solved by using analogy, "detective," "clues," and "solution." but did not reread the text "She liked looking for chunks left to right across Moreover, they became more active par- salt shakers" to make sense of the word's the word or reading ahead and then ticipants in solving the mystery because meaning. Using this device, students can rereading. For example, several students they understood what the game was all clarify meanings, explain their attempts had difficulty with the word "frowned" about and some of the ground rules. to problem-solve and see demonstrations in Lionel in Winter. The text reads: Without such an understanding of a new of strategies they can use on future genre, a chapter book that appears to be "It will be cold tonight," said Father. unknown words. at an appropriate level will be too diffi- "I can feel it in my bones." A final challenge for beginning cult to read. Lionel frowned. readers of chapter books "genre" is that Pheonia, a struggling reader and His bones didn't feel anything. not only do readers have to sort out the writer, defines her success as a second The picture provides no support. format of a chapter book and read more grader when she writes: "I want to learn Reading ahead does not help. Rereading complex language, they are often read- to read chapter books." She recognizes with frowned the second word ina two- ing an entirely unfamiliar type of story. the rite of passage. She wants to go for word sentence will not be productive. Initially, it is probably easiest to start it. My job as her teacher is simple Students need to look at this word for with narrative texts like the Henry and enough. I must move her through what they know that can help. With the Mudge series or the Lionel series. These "fm" chunk in the word "from" help increasingly difficult text until she is are simple stories told about daily life. able to tackle reading some simple chap- them? Will the "own" chunk remind The characters are life-like and the ter books. I need to familiarize her with them of "down"? Or do they see how action is predictable. the format of chapter books. When she much like "brown" this word is? This Eventually, however, beginning is ready, I must carefully plan her read- strategy of taking words apart, while it chapter book readers should try informa- ing of simple chapter books to support should be used sparingly, must be tional books, historical fiction, biogra- her reading level and her conceptual demonstrated and used in chapter books phy and mysteries. Relatively unfamiliar understandings. Pheonia has set before because of the descriptive language such to young readers, these books will pro- books use. me the challenge of thoughtful, obser- duce new challenges as readers grapple vant, and explicit teaching leading to her Another strategy that students may with the new types of story. Again, rite of passage: to read a chapter book.
Third International Reading Recovery Conference Deaarme July 5, 6, 7, 1998 Teachers/Teacher Leaders/Trainers for next te July 8, 1998 -- Free Day o Council Connections article #036 July 9, 10, 1998-- Trainers submissions is February 15, 1998! z,430, iost Submit to editor as listed on front page. ,t0)' Exact location, theme, tours and 1'4/. registration. informationinform will be mailed soon. Deadffine
103 22Connections Fa111997 Reading Recovery Council of North America Publications and Products February 1, 1997
Guidelines and Standards (GS1): This booklet presents the Leadership for Literacy: A Guidebook for School-Based national standards and guidelines for Reading Recovery train- Planning (Revised Edition) (SBP): Specifically designed for ing and site implementation adopted by the Reading Recoveryschools which are developing new approaches to Title I fund- Council of North America. Prepared by a representative com- ing and programming. Highlights ways to provide for Reading mittee of Reading Recovery educators and administrators, the Recovery programs under new Title I regulations. (Members Guidelines and Standards outline the following: selection and $5.00 single copy or $400.00 for 100 copies; Non-Members training of Reading Recovery teachers, teacher leaders, and $9.00 or $800.00 for 100 copies) trainers of teacher leaders; guidelines for trained Reading Recovery educators; and requirements for Reading Recovery International Reading Recovery Directory (DR97): sites. (Members $5.00; Non-Members $8.00) Alphabetical and geographical listings of addresses, phone numbers, fax numbers, and e-mail addresses for Reading Best of The Running Record (RR1): its Lund compi- Recovery teacher leaders, tutors, site coordinators, and trainers lation of articles fromthe tterfor in North America, Australia, Great Britain, and New Zealand. Reading Recoveryte 11 or theirapplica- (Members $20.00; Non-Members $30.00) bilit r Re R teaers. Selected articles from 19 slettr rs. (Members $6.00; Non-Members Descubriendo La Lectura Booklist (DLL): Spiral-bound, sixty-page document with books organized in separate sections by title, by level, and by publisher. Published in collaboration Executive Summary 1984-1996 (ES96): Annual report of with the Descubriendo La Lectura National Collaborative. Reading Recovery of North America. Organized to answer (Members $10.00; Non-Members $15.00) questions such as "What is Reading Recovery?", "Does Reading Recovery Work?", and "How Is Reading Recovery Reading Recovery Book List (BL97): Provides the titles, lev- Implemented?" Special sections on the Reading Recovery els, publishers, and some word counts for books that have been Council of North America, the Canadian Institute of Reading leveled for use in Reading Recovery. Revised in January 1997, Recovery, and Descubriendo La Lectura. (Members $5.00 sin- the Book List is a printed list including all titles selected for gle copy or $400.00 for 100 copies; Non-Members $9.00 or use in Reading Recovery, sorted by title, level, and publisher. $800.00 for 100 copies) (Back order for 1997 Summary.) New titles are designated by asterisk. Available only to trained Reading Recovery educators as a single copyrighted list or as a Research in Reading Recovery: A new publication by master with permission to duplicate. (BL97S: Single copy: Heinemann which includes the original Reading Recovery Members $20.00; Non-Members $25.00; BL97M: Single copy: research articles from the first three issues of the RRCNA pro- Members $100.00 includes permission to duplicate; Non- fessional journal Literacy, Teaching, and Learning. Available Members $125.00 includes permission to duplicate) only from Heinemann with royalties benefiting the RRCNA. RRCNA Promotional Items: Reading Recovery: A Review of Research (ER23): A publi- cation by Gay Su Pinnell which describes and analyzes avail- Coffee Mugs (MUG): Navy blue ceramic with white RRCNA able research in Reading Recovery. Includes a complete bibli- logo or white with navy logo. (Members $5.00; Non-Members ography. (Members $5.00; Non-Members $8.00) $6.00) Totebags (TOTE): Red or Green with black RRCNA logo. Site Coordinators Handbook (SCH): A "must have" for (Members $12.00; Non-Members $15.00) Reading Recovery site coordinators. Contains descriptions of Folders (FOLD): Black with white RRCNA logo. (Members Reading Recovery, the site coordinators' role, time lines and $1.00; Non-Members $1.50) issues for teacher leader training year, responsibilities and characteristics of teacher training sites, definition and calcula- Use the Order Form included in this newsletter to obtain any tion of full implementation, developing consortia, research of these items except as indicated. and evaluation responsibilities, and references and related readings. Over 100 pages in length and presented in a three- ring binder with dividers and room for expansion. (Members $25.00; Non-Members $35.00) BEST COPY AVAILABLE
104E Reading Recovery®Council of North America Publications/Products Order Form
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2 READING RECOVERY' COUNCIL OF NORTH AMERICA A Newsletter of the Reading Recovery Council of North America
In This Issue... President 1 Executive Director 2 1President'sMessage From the Editor 3 Joetta M. Beaver Thank You to Contributors3 Strategic Plan Is Approved 4 am glad to report that Reading Recovery continues to grow, and February Board Meeting 4 data on every child served continues to be collected and reported. Membership Meeting .. 4 1/Over the last thirteen years, 436,249 children have been served in RRCNA Vision, Mission Reading Recovery within the United States and the U. S. Depart- Purpose 5 ment of Defense Dependent Schools. Sixty percent of all children Standing Committees .. 6 served successfully discontinued from the program reading within 1998 Reading Recovery Conference 12 their class average band. During the 1996-1997 schoolyear, 109,879 children - over 10,000 Canada 13 more than in the previous year - were served in Reading Recovery. (2,924 of these children Deans Convene 11 were served in Descubriendo La Lectura - Reading Recovery in Spanish.) State & Province News .14 Once again sixty percent of all children served successfully discontinued from theprogram. Only Classroom Connections .. twelve percent of all children served did not "catch up" with theirpeers after a full program. Portfolios. 15 The remaining twenty eight percent of the children served didnot receive a full program of Advocacy Corner 17 sixty or more lessons due to moving, extended absences, or the end of the schoolyear. (For Book Corner 17 complete tables and further information, see the 1984-1997 Reading Recovery Executive Sum- New Publications mary.) and Products 18 Thanks to Publishers 18 Student Status 1996-97 One of the challenges we must RRCNA Publications address in the United States is how to and Products 19 increase the number of program stu- Call for Proposals 20 Not Discontinued: Not Full Program dents and decrease the number of Membership Form 23 28% children who do not receive a full Dates and Positions . 24 program. Irene Huggins and Dianne Stuart, Canadian trainers, report that Read- Editorial Board ing Recovery also continues to grow OJanet Bufalino, Editor, in Canada. The redevelopment of the Shippensburg University Reading Recovery program into [email protected] Not Discontinued: French, funded by the Ministry of o Mary Anne Doyle, Chair, Full Program Discontinued 60% RRCNA Publications 12% Education in the province of Nova Committee continued on next page [email protected] O Carol Miller, Associate Editor, Fox Chapel Area School Executive Director's Message District, Pittsburgh, PA Jean F. Bussell [email protected] o Patsy Rucker, Associate Edi- ne of the things I love about the job of Executive Director of tor, Fox Chapel Area School the Reading Recovery Council of North America is hearing all District, Pittsburgh, PA the stories that Reading Recovery professionals share about the ruck @chapel.fcasd.edu 0 children they teach. These stories are filled with joy, pride and humor o Jean Busse ll, Executive as well as genuine concern for children's future success in the classroom Director, RRCNA, or in the special programs to which they may be referred. bussell.4 @osu.edu After slightly more than two years as the Council's Executive Director, Iam beginning to collect my own set of stories about my experiences in Reading Recovery. Iwant to share a few Council Connections of them with you in this Message. © 1998 RRCNA, All rights reserved. continued on page 3
1 0:1 2 Connections Spring 1998
President's Message (continued) being served? Why are Reading Recov- membership. At its February meeting, Scotia, is just beginning. As a result of ery lessons missed? How do different sub- the Board of Directors adopted the their efforts and the efforts of the Des- groups respond to the Reading Recovery strategic plan for the Council as amend- cubriendo La Lectura Collaborative in program? ed by the program standing committees. the United States, French and Spanish The new scan forms were piloted in The plan clearly identifies our goals and speaking children who need Reading Ohio and Texas during the 1996-1997 provides direction for each committee, Recovery will have access to it. school year. Many of the revisions are Jean Bussell and staff, and the Board. It We do have much to celebrate! Our based on the feedback and suggestions truly reflects the dedicated efforts, continued growth both in the United from the Reading Recovery teachers, insights, and talents of Gay Su Pinnell, States and in Canada is due to the high teacher-leaders, trainers, and site coordi- the Strategic Planning Committee, the level of support and commitment of nators involved in the pilot. The revi- program standing committees' chairs, teachers, administrators, and parents of sion process was challenging and the and the initial work of the full Board. Reading Recovery students, as well as introduction to the new forms will need (For other actions taken by the Board, RRCNA partners - all working together to be handled with care, but the changes see RRCNA Board Highlights on page to make a difference in the lives of "at- and the additional information will be 4) risk" first graders. well worth our effort. After a very successful 13th Annual Even though Reading Recovery con- Data collected on the revised scan Ohio Reading Recovery Conference and tinues to expand and an ever-increasing forms will provide more accurate and National Institute in Columbus, Ohio, number of children are successfully useful information to monitor the impactthe RRCNA standing program commit- served by the program, our challengers inof Reading Recovery on all children tees met face to face for the first time. the United States seem to be more served and to detect implementation All who were able to attend felt the time vocal. One area of concern raised over problems at the school, district, and site was well spent. (See RRCNA committee the years has been the collection and levels as they occur. The information reports beginning on page 6) The Board reporting of data. In response to sugges- also will enable Reading Recovery teach-of Directors and I are most appreciative tions from within and outside of Readingers, as well as teacher leaders, site coordi- of ongoing work of the each of the com- Recovery, a committee under the leader- nators, and trainers, to identify strengths mittee chairs and committee members. ship of Billie Askew of Texas Woman's and weaknesses within the implementa- Without their support and commitment University and Carol Lyons of The Ohio tion and provide direction for future to the Council and its vision, mission, State University has worked over the decisions. The trainers and teacher and purpose, we would not be where we last two years with Angela Jaggar of New leaders will work with the new scan are today! Thank you one and all. If you York University to revise the Scan Form. forms at the June Teacher Leader Insti- would like to serve on a committee, The new forms will be easier to use, give tute in preparation for the transition to please let the chairperson, Jean Bussell, clearer definitions of the various cate- the new forms in the fall of 1998. or myself know of your interest, and as gories, and enable us to respond more # # # # # new members are needed, you will be contacted. effectively to questions we are frequently Ialso am happy to report that the asked, such as: What happens to Read- RRCNA is doing well. Our member- In closing, I want to thank you for ing Recovery students after they leave ship is nearly 8000 and continues to joining RRCNA and for all you do in the program? What percent of the first grow. Our organization continues to be your school, district, or site to help all graders who need Reading Recovery are more efficient and effective in serving its children become proficient readers and writers by the end of first grade.
Debra Pesich Leach (Supporting Member) Thank You to Contributors Amy Lindblom Aspecial thank you to our members and friends who The William D. Lynch Foundation for Children have made contributions to the Reading Recovery Tashia Morgridge Council since October, 1997. Car leen Walda (Supporting Member) Patricia Arnold Dianne Frasier Wesselhoft Sandra Bailey If you have made a financial contribution to the Council Nancy Fellrath between October 21, 1997 and March 1, 1998, and are not rec- Elaine Geeting (Supporting Member) ognized above, please contact Jean Bussell at 614/292-1795 Houston Area Reading Recovery Personnel in memory of immediately so that we can properly recognize your gift. Annie Kent Special Note: An envelope is included in this issue of the Patricia Kelly in memory of Rachel Koehn Chilbante newsletter for your use in contributing to the Council, honor- Marilyn Lavezzo (Supporting Member) ing your colleagues and friends, or in memory of a Reading Recovery supporter. Spring 1998 Connections
Executive Director's Message (continued) In my family's genealogical research, we have discovered a family of cousins Frohe whose lives represented their commit- tm EDITOR ment to early literacy and their sense of humor. With two second cousins (twice Janet Bufalino, Trainer, Shippensburg University of PA removed) born in 1877 whose parents named them "Reed" and "Wright," it his issue of Council Connections is focusing on the committees of the was inevitable that I would become RRCNA. You will find pieces from new and established committees which involved in early literacy efforts! w 11 give you information on how each committee affects you and the children Indeed, I remember reading and writing we service. Thanks to the committee chairs for consistently taking time to sum- at a very early age;I remember practic- marize the work of their respective committee for Council Connections. ing my writing - or rather my penman- Also in this issue you will find many changes forthcoming from the work of ship - to perfect my signature, and by the committees and governing body of the RRCNA. For example, in Joetta the fifth grade I had read every Hardy Beaver's article you will see a shift in the reporting of data from "program chil- Boys mystery that was ever written. dren" to a "children serviced" perspective. In Jean Bussell's piece there are stories More recently my stories have from the field about children who are always our focus. From Noel Jones, chair of focused on the recognition of Reading the Guidelines and Standards Committee, we learn of the huge undertaking of Recovery among my new colleagues in revising the document which guides the implementation of our program. These association management. As I introduce changes indicate the vitality of the Reading Recovery program and our contin- myself to others who manage associa- ued quest for providing the best for our children. tions of architects, steamroller manufac- Finally, I would like to thank Dr. Carol Miller for her commitment to Council turers, or social workers, I hear responses Connections as associate editor. She has been instrumental in providing the read- such as "Oh, my wife is a Reading ers with a clear, precise newsletter since its inception three years ago. Recovery teacher," or "My daughter-in- Thanks Carol. law teaches Reading Recovery," or "My son learned to read in Reading Recov- Reading Recovery in the pilot year in loaned it to us, we left the sweatshirt on ery." This makes the impact of Reading Ohio in 1984-85. Dante is now a the model as a gift to the loaner. Guess Recovery on children's and families' sophomore in college! Dante's uncle what? The shop owner's son is a Read- lives real to me. It is a remarkable trib- then introduced us to Dante's mother ing Recovery student in one of the ute to all of you who work so hard every who also was a member of the catering Columbus schools! day to create this impact. staff! They are interested in working Stories permeate our Reading Recov- The 13th Annual Ohio Reading with us to write an article about the ery network. Telling them is a way of Recovery Conference provided two impact that Reading Recovery has had affirming our experience and sharing our more incredible stories, both of which on their family! joy.I hope the information and reports fall into the "it's a small world" category. The other Ohio Conference related shared in this issue of Council Connec- At the Conference banquet, the cateringstory concerns the conference sweat- tions will become a part of the Council's staff member who was serving our table shirts (by the way, some still are avail- story for you.I welcome your stories and introduced himself to us as Dante's able if you wish to order them by mail!). will share them throughout the conti- uncle. Those of you who have been We had borrowed a bust mannequin on nent as I travel to meetings to recognize around Reading Recovery for a number which to display the sweatshirt (market- your contributions to early literacy. of years will remember Dante as one of ing, you know!). When we returned the the first students to discontinue from mannequin to the shop owner who had
Copyright Notice Expiration Date on Label Action by the Board of Directors at its February Check the label on this newsletter to determine when your mem- 1998 meeting requires that all publications of the bership in the Reading Recovery Council of North America expires. Reading Recovery Council of North America be Use the Membership Form on the inside back cover to renew. Copy copyrighted. This means that publications may not the Membership Form and give it to a friend - Reading Recovery be copied and used for general distribution. Permis- teacher, classroom teacher, principal, special services teacher, parent, sion to quote is granted for passages under 500 or anyone else who supports the work of Reading Recovery. Encourage words. Permission to photocopy is granted for non- others to be a part of this Reading Recovery network! profit, one-time classroom or library reserve use in Thanks. educational institutions. 109 4 Connections Spring 1998
Publications Strategic Plan Is Approved Development of the professiontraining, professional a bllowing the identification of a wide range of tasks, respon- development, and continuing contact sibilities, and timelines, as well as review by the Program University training center development and support Standing Committees, the Board of Directors has finalized the Research and evaluation Council's Strategic Plan. The plan includes the Council's Communication with the public Vision, Mission, and Purpose Statements, our Statement of Collaborations and agreements with groups and organiza- Beliefs and Values, and four broad goals and associated objec- tions tives and tasks. (See page five.) The plan is the Council's Organizational operations - Board and internal staff oper- guide for the next three years. Its values base will assist the ations Council in determining what projects and programs to initiate Registry - Licensure of university centers, teacher train- and which to delete from the Council's programming. ing sites, and individuals The Plan focuses attention on the four goals and on broad Funding and resources categories of tasks to achieve those goals. Task categories Technology for communication and development include the following: Membership development and expansion, management, Copies of the Plan are available upon request from services and benefits the Council's office.
February 1998 Board Meeting Highlights
Frie Council's Board of Directors held Development Committee. trademark of Reading Recovery. ts semi-annual meeting in Colum- Approved funding for hiring a full Authorized initial funds for design bus following the 1998 Reading Recov- time Director of Development for of a national follow up study of the ery Conference. A special feature of the the Council. effectiveness of Reading Recovery. meeting was the convening of many of Authorized development of a con- Accepted the audit report for the the Program Standing Committees prior tract for communication services fiscal year ending June 30, 1997. to the meeting. The Committees focusing on academic, public poli- Elected Marjorie Condon (Fall reviewed their assignments in the cy, and general publics. River, Massachusetts) as site coor- Strategic Plan and made recommenda- Approved continuation funding for dinator representative to the Board tions to the Board of Directors for revi- the Descubriendo La Lectura fol- to fill the unexpired term of Con- sions in the Plan. low-up study. nie Thomas who will be ineligible Actions taken by the Board of Direc- Requested the trainer representa- to serve in this category after June tors are summarized below: tives to communicate with the 30, 1998. Approved the contract with The trainers regarding the Board's inter- Formally established the Endow- Ohio State University for certain est in long range planning for ment Fund and the Annual Fund staff and support services and clari- future university training centers. as separate accounts in the Coun- fying use of the trademark. Approved definitions of confer- cil's financial reporting system Approved Lee Skandalaris and Bar- ences and related events for the Adopted the Strategic Plan. bara Schubert as co-chairs of the purpose of clarifying use of the Membership Meeting uncil President Joetta Beaver welcomed the members ofcommittee reports included in this newsletter for details. he Reading Recovery Council of North America to the Council Executive Director Jean Bussell introduced the annual membership meeting held in Columbus on Tuesday, Council staff members. She thanked the Board for their com- February 3, 1998. Joetta introduced the Board members pre- mitment and leadership. She described the four goals which sent and provided an opportunity for each to comment on will focus the staff's attention during the three years of the their responsibilities on the Board, including chairing Stand- strategic plan and encouraged members to provide ideas and ing Committees. information about the services they would like to have as Reports were provided by the chairs of the following com- members of the Council. mittees: Development, Publications and Communications, Joetta Beaver presented door prizes to ten members and Research, Membership, and Implementation. Please see these adjourned the meeting until next year. 110 Spring 1998 Connections
READING RECOVERY COUNCIL OF NORTH AMERICA
VISION The vision of RRCNA is that children will be proficient readers and writers by the end of first grade.
MISSION The mission of RRCNA is to ensure access to Reading Recovery for every child who needs its support.
PURPOSE The purpose of RRCNA is to sustain the integrity of Reading Recovery and expand its implementation by increasing the number of individuals who understand, support, and collaborate to achieve the mission of the Council.
STATEMENT OF BELIEFS AND VALUES 2. Membership diversity is a strength that shall be reflected in all of the Council's governing structures, policies, and Children and Learning actions. 1.Children, regardless of circumstances, have the right to a 3. The actions of the Council shall be directed toward quality education that assures they become independent achieving the Council's vision, mission, and purpose with readers and writers early in their school careers. quality and integrity. 2.Children deserve the opportunity to hear and to read a 4.Collaboration among Council members and with others wide variety of high quality texts that reflect the diversi- is essential for the achievement of the Council's vision, ty of our society. mission, and purpose. 3. Children have the right to skillfully and successfully use 5.Service to all members through communication, profes- the tools of literacy for a wide range of purposes related sional development, and research is a high priority in all to present and future life in our society. actions of the Council. 4. Reading Recovery is the right of every child who needs extra help during the first years of schooling to acquire GOALS the independent reading and writing skills necessary for further learning. Governance Goal: To ensure that the Council is structured and managed effec- Teachers and the Educational Context tively and efficiently. 1. Teachers and children deserve to work in well-managed, well-supplied educational environments and with admin- Membership Goal: istrators who support their efforts. To establish the Council as the viable vehicle for promoting 2.Professional development that is research-based, continu- Reading Recovery by the year 2002. ous, and high quality is central to achieving literacy suc- cess for all children. Implementation and institutionalization Goal: 3. Training and professional development are ongoing To position Reading Recovery and early literacy as a priority processes that are the basis for successful implementation in education. of the Reading Recovery program for children.
Research Goal: The Reading Recovery Council of North America and its Network To support, conduct, and disseminate research on Reading Recovery. 1.In order to support the goal of literacy for all children, the membership of the Council shall be open to all inter- ested individuals.
111 6 Connections Spring 1998
Standing Committee Focus This issue of Council Connections focuses on the work of ticipate. If you are interested in serving on any of the Com- the Program Standing Committees of the Council. These mittees, please contact the appropriate chairperson. committees are responsible for much of the work of the The Committees are focusing their attention on their Council. They are chaired by members of the Board of roles in implementing the Council's strategic plan. The Directors or other Council members who are appointed by plan has been under development for the past eighteen the Council's President. Committee memberships include months and is intended to guide the Council through the all categories of Council members - trainers, teacher leaders, next three years. The plan was created by the entire Board teachers, site coordinators, and partners. Memberships are of Directors with the guidance of the Strategic Planning approved by the Board of Directors and are rotating in orderCommittee. A related article on page 4 provides the details to provide opportunities for many Council members to par- of the plan for your information.
RRCNA 1997-98 Program Standing Committees Implementation 8.Provide mechanisms for collabora- be updated in the near future. tion with key constituents, both Clifford Johnson of Georgia State Committee inside and outside Reading Recov- University will chair a committee Billie J. Askew, ery. to accomplish this important task. Trainer, Texas 9.Assist in working within social and 5. The Implementation Committee Woman's Universi- political contexts affecting Reading generated a list of topics for articles ty, Denton TX, Recovery implementation. related to implementation to be Chairperson considered for The Network News Members of the These functions will continue to and Council Connections. Editors of Implementation evolve as we become familiar with the these publications will be informed Committee met Strategic Plan. of these suggestions. after the National Conference in Ohio The Implementation Committee has in February. During this meeting, a selected several priority tasks that relate In addition, committee members framework for the functions of this to these functions, some of which are agreed on several other priority tasks as Committee was refined to reflect the already under way: time and resources permit. These activi- goals and tasks of the Strategic Plan for 1. A new publication, The Best of the ties include the following: RRCNA. Functions of the Committee Network News, is currently under 1. The development of a brochure were defined as follows: review. Committee members have about Reading Recovery that would be available through 1.Initiate articles/publications about selected articles from previous Reading Recovery implementation. issues to be placed in a collection RRCNA. that will be available from 2. The creation of a sub-committee to 2.Serve as a clearinghouse for arti- identify ways of promoting aware- cles/publications about Reading RRCNA. Recovery implementation. 2.Plans are under way for the 1999 ness of Reading Recovery (i.e., identification of key conferences 3.Initiate activities/events related to Leadership Academy to be held in for awareness sessions). Reading Recovery implementation. San Antonio, Texas, in April. The success of the first Academy in San 3. The creation of self-study modules 4. Serve as a clearinghouse for activi- Diego in 1997 has provided the through which schools and sites ties/events related to Reading impetus for the second offering. could evaluate their own imple- Recovery implementation. 3. New scan forms will be available in mentation issues. 5.Initiate research activities related the fall of 1998 to be used across 4. The publication of one or more to Reading Recovery implementa- the United States. Several mem- monographs relating to implemen- tion. bers of the Implementation Com- tation of Reading Recovery. 6. Serve as a clearinghouse for mittee have worked with several 5. The creation of an ad hoc commit- research activities related to Read- members of the Research Commit- tee of trainers to consider the con- ing Recovery implementation. tee to revise the scan forms. New tent of leadership courses for 7.Participate in activities related to scan forms will provide implemen- teacher leaders in training (in order the use of the National Data Evalu- tation data that will be useful to all to meet the current issues of imple- ation Center to describe implemen- of us. mentation faced by all teacher tation factors. 4. The Site Coordinators Handbook will leaders). continued on next page 112 spring 1998 Connections Program Standing Committees Continued
Many other important ideas were gen-not powerful examples of texts for Read- Laurel DuBois-Sidor, Teacher, Myrtle Beach, SC, erated by the Committee during our Sue Duncan, Trainer, GSU - Early Childhood Ed, ing Recovery purposes, relevel some Atlanta, GA meeting. We will continue to communi- titles and recommend titles with tenta- Margaret Engisch, Teacher Leader, English Language cate with the membership as we progress tive levels. A new complete list will be Ctr., Scarborough, Ontario toward our goals. It is an exciting, while Irene Fountas (Chair), Trainer/Site Coordinator, Lesley published in January of 2000. College, 1815 Massachusetts Ave., Suite 378, Cam- challenging, time to considerimplemen- Teacher leaders should receive from bridge, MA, 02140, Phone: 617-349-8406, FAX: 617- tation issues. We need and welcome sug- their affiliated university training center 349.8490, Email: ifountasemaiLlesley.edu Mary Fried, Trainer, OSU - School of Teaching and gestions from the RRCNA membership a copy of the Resource Paper written by Learning, Columbus, OH as we formulate our formal commitments Mary Fried and her committee, titled Diana Geisler, Teacher Leader, University Park Elemen- related to the new RRCNA Strategic "Working Effectively with Reading tary, Denver, CO Margaret Gwyther, Teacher Leader, OSU Reading Plan. Recovery Teachers." Thank you to Mary Recovery, Columbus, OH Committee members are: and her team for their hard work and a Sue Hundley, Teacher Leader, Lesley College, Cam- Billie Askew (Chair), Trainer, Texas Woman's Universi- high quality resource. bridge, MA ty, Reading & Bilingual Educ, PO Box 425769, Denton, Susan Lynaugh, Teacher Leader, Lincoln Schl, St Johns- TX, Phone: 940-898-2443, FAX: 940-898-2229 The Training Advisory Committee bury, VT Rebecca Christian, Teacher, McCoy Elem., Carrollton, completed a review of videotapes gifted Patricia Martin, Teacher, Jamaica Plain, MA TX Iva McCants, Site Coordinator, Jackson Public Schools, Mary Jackson, Site Coordinator, Fort Bend ISD, Sugar- to the Council by the University of Illi- Jackson, MS land, TX nois. Teacher leaders will receive infor- Jeanette Methven, Teacher Leader, Lodi Unified School Clifford Johnson, Trainer/Site Coordinator, Georgia mation from RRCNA to order these for District, Stockton, CA State University, Atlanta, GA Judith Neal, Trainer/RR Editor, CSUSB, Fresno, CA Noel Jones, Trainer/Site Coordinator, UNC Wilming- use with teachers. Yvonne Rodriguez, Teacher Leader, Texas Woman's ton, Wilmington, NC The Training Advisory Committee in Univ, Denton, TX Carol Lyons, Trainer, OSU School of Teaching & collaboration with the trainers and the Maribeth Schmitt, Trainer/Joumal Editor, Purdue Uni- Learning, Columbus, OH versity, West Lafayette, IN Paula Moore, Trainer, University of Maine, Orono, ME RRCNA Board has completed a set of Nadine Pedron, Site Coordinator, Saint Marys College, clarifying descriptions of training ses- Moraga, CA Membership Committee Dalia Perez, Teacher Leader/DLL, Reading Recovery, sions, conferences and events held with Connie Thomas, Austin, TX the name "Reading Recovery". A processSite Coordinator, Gay Su Pinnell, Trainer, The Ohio State University, and guideline for scheduling events and Columbus, OH Anderson, IN, Yvonne Rodriguez, Teacher Leader, Texas Woman's applying for approval is forthcoming Chairperson Univ, Denton, TX from the Council. The Membership Bobbie Sievering, Teacher Leader, Mohawk School, Park Forest, IL The Committee is in the process of Committee met fol- M. Trika Smith-Burke, Trainer, NYU Dept. of Teaching recommending revisions for the new Best lowing the close of and Learning, New York, NY of the Running Record. the 13th Annual Dianne Stuart, Trainer/Site Coordinator, Canadian Institute of Reading Recovery, Toronto, Ontario The Technology Sub-Committee con- Reading Recovery Conference and tinues to pilot long distance learning andNational Institute in Columbus, Ohio. Training Advisory will complete a year end report to share The Membership Committee discussed Committee with Council members. ways to target additional groups for membership information and recruit- Irene Fountas, Please forward comments or sugges- Trainer, Lesley tions to our Advisory Committee c/o: ment efforts. They also discussed market- College, Cam- Irene Fountas ing and communication strategies for bridge, MA, Chair- Lesley College informing 50,000 individuals about person 1815 Massachusetts Avenue RRCNA and for recruiting new mem- bers. Julie Reeves, RRCNA Program The Training Suite 378 Coordinator, reported that, thanks to a Advisory Commit- Cambridge, MA 02140 new computer system and an excellent tee, including the Committee members are: chair of the Book Sub-Committee and Jane Ashdown, Trainer, NYU - Reading Recovery, New office staff, new memberships and the chair of the Technology Committee, York, NY renewals are now being handled in a Sheila Assad, Teacher Leader, Stone School, Fall River, met at the Ohio Reading Recovery Con- MA one-week turn around time! She also ference and National Institute to review Gail Bolte, Teacher, Shady Hill School, Cambridge, reported that telephone calls in response MA projects completed, discuss the Strategic to members' service requests are being Jim Bums, Trainer, Western Michigan University, Kala- handled in less than two days! Plan, and initiate projects for the coming mazoo, MI year to benefit the members and the mis- Christine Chase, Teacher, Walker School, Concord, Further goals for the Membership sion of the Council. NH Committee include: (1) establishing Kenneth Contreras, Teacher, Worcester Public School, The goal of the Book Sub-Committee Worcester, MA regional-affiliated areas for RRCNA; is to remove titles from the list that are Linda Dom, Trainer, U of Arkansas-Little Rock, Little Rock, AR continued on next page 113 8 Connections Spring 1998 Program Standing Committees Continued
(2) establishing routine communications Jill Richards, Teacher Leader, Region 8 ESC Reading lines) be used throughout the document Recovery Consortium, Ft. Wayne, IN with the Conference Liaisons and State Connie Williams, Teacher Leader, Sutter School, Long to clarify accountability. Field Representatives; (3) expanding the Beach USD, Long Beach, CA Please contact Committee members number of members who attend the or your trainers about any concerns you annual membership meeting; and(4) Guidelines and Standards have about any working changes in the conducting a membership satisfaction Committee draft document. Trainers will have that survey and using the data to develop Noel Jones, Trainer, document by the time this issue is new services and benefits. Look for the University of North received, and they are asked to distribute survey this fall! Carolina, Wilming- it to and discuss it with their teacher The next meeting of the RRCNA ton, NC, leaders. Membership Committee will be held fol- Chairperson Committee members are: lowing the Teacher Leader Institute in Six goals have Shelia Assad, Teacher Leader, Fall River, MA Karen Dormand, Reading Recovery Teacher, Dallas, TX, on Saturday evening, June 6, been established for Midwest/Central, Kirkersville, OH 1998. Committee members--mark your the Guidelines and Standards Commit- Kent Gage, Site Coordinator, Livonia, MI calendars! tee in the RRCNA Strategic Plan. Margaret Gleussner, Reading Recovery Teacher, Argyle, NY Committee members are: These are: Patricia Hubbard, Site Coordinator, Forest Hills Dis- Connie Thomas, (Chair) Site Coordinator, MSD trict, Cincinnati, OH Lawrence Township, Principal, Sunnyside ES, c/o Craig 1. Monitor the quality of the Reading Noel K. Jones, (Chair) Trainer, UNC, School of Educa- MS, 6501 Sunnyside Rd., Indianapolis, IN, 46236, Recovery implementation. tion/Curricular Studies, 601 S College Road, Wilming- Phone: 317-823-6805 x253, FAX: 317-823-5223, Email: ton, NC, 28403-3297, Phone: 910-962-3382, FAX: 910- [email protected] 2.Evaluate the impact of waivers. 962.3988, Email: [email protected] Craig Ausel, Teacher Leader, Smoketown Elementary, 3. Develop registry/licensure service. Yvonne Rodriguez, Teacher Leader and Trainer-in- Lancaster, PA 4. Revise and publish Guidelines and Training, Texas Woman's University, Denton, TX Lynne Brandenburg, Teacher Leader, Earl Hanson Dana Shannon, Teacher Leader, Fort Worth, TX School, Rock Island, IL Standards Document. Lee Skandalaris, University Trainer, Oakland Universi- Bengie Jaime-Morgan, Teacher Leader, Chula Vista Ele- 5. Create ethics Statement for ty, Rochester, MI mentary, Chula Vista, CA Dianne Stuart, University Trainer, Canadian Institute Linda MacKinnon, Governor, Canadian Institute of RRCNA. of Reading Recovery, Toronto, Ontario, Canada Reading Recovery, Kingston, Ontario 6. Work with Research Committee on Sherry Warren, Teacher Leader, Norfolk, VA Jill Richards, Teacher Leader, Region 8 ESC Reading Recovery Consortium, Ft. Wayne, IN projects related to Guidelines and Connie Williams, Teacher Leader, Long Beach CA Julie Teal, Teacher Leader, Orange County PS, Orlando, Standards issues. Garreth Zalud, University Trainer, University of South Dakota, Vermillion, SD FL Goals 1, 3, and 6 will involve other Car leen Walda, Reading Recovery Teacher, Adobe Bluffs Elementary, San Diego, CA committees besides Guidelines and Stan- Publications and In addition to those members listed dards. above, the Membership Committee also The Committee has been working Communications includes those individuals who serve as very hard on Goal 4, the revision of the Committee Conference Liaisons and State Field Guidelines and Standards document. A Mary Anne Doyle, Representatives. draft has been produced that will be dis- Trainer, University Conference Liaison Members: cussed in area teacher leader meetings of Connecticut, Craig Ausel, Teacher Leader, Smoketown Elementary, and site coordinators meetings this Storrs, CT, Lancaster, PA Chairperson Dianne Frasier, Trainer, Harris County Dept. Of Ed., spring. Following input from those Houston, TX groups, the trainers will discuss the draft The goals of the Glen Powell, Site Coordinator, University of Nebraska in early April. If possible, revisions based Publications and at Keamey, NE Karen Spencer, Reading Recovery Teacher, Wilson Ele- upon all of these conversations will be Communications mentary, Jeffersonville, IN incorporated into the document before Committee are to State Field Representatives: the Teacher Leader Institute, and further promote publication and communication Jean Andrews, Teacher Leader, Stafford School, Bristol, CT discussion of key issues will occur there. activities that support the goals of Craig Ausel, Teacher Leader, Smoketown Elementary, The Committee is very conscious of RRCNA, advance the work of other -Lancaster, PA program standing committees, and serve Ronald Binkney, Partner, North Andover, MA the impact of even small changes in this Lynne Brandenburg, Teacher Leader, Earl Hanson document. The Committee wants to the membership's needs for information School, Rock Island, IL assure that sufficient discussion and con- about the Council and the Reading Jo Anne Noble, Teacher Leader, Belle Hall Elementary, Recovery Program. Mt. Pleasant, SC sensus occur before any proposed Karen Ann Odegard, Teacher Leader, Parkway School, changes are presented to the Council's The Council's Strategic Plan identi- St. Paul, MN Board of Directors. One part of the revi- fies very specific tasks for the Commit- Glen Powell, Site Coordinator, University of Nebraska at Keamey, NE sion is a proposal that the title be tee. Those of high priority include: changed to Standards and Guidelines, and 1.Maintain high quality publications that these terms (standards and guide- for the continued on next page BEST COPY AVAILABLE 194 Spring 1998 Connections Program Standing Committees Continued membership. and program enhancement. The Running opment of The Best of the Network News 2.Publish information about changes Record, A Review of Theory and Practiceby the Implementation Committee. The in Reading Recovery as they occur. for Reading Recovery Teachers, edited Committee is also looking forward to 3.Publish conference proceedings as by Judith Neal, is designed to promote publishing this spring a document enti- appropriate. continuing education for Reading tled Reading Recovery Review: Under- 4. Disseminate relevant research find- Recovery teachers. standing, Outcomes, and Implications. ings to Reading Recovery sites. Our editors deserve special recogni- The members of our Committee are 5. Develop a World Wide Web site tion for their outstanding efforts, leader- listed below followed by the names and with interactive capability. ship, and expertise. They have published addresSes of our editors. We welcome 6. Develop and implement a media issues that meet our Committee's goals your participation and interest. If you relations program to foster dissemi- and are valued by our membership. wish to serve this Committee in any way, nation of information to public pol- Each editor welcomes contributions please contact me. Committee members are: icy makers and others. from the membership, and each editor strives to ensure that our publications Janet Bufalino, Trainer/CC Editor, Shippensburg Univ In an effort to ensure that this Com- Of PA, Shippensburg, PA mittee fulfills all priorities identified in reflect the interests of our diverse reader- Susan Burroughs,Teacher Leader/CIRR, Aylmer Elem, ship. We encourage your submissions; Ottawa, Canada the Strategic Plan, we have established Diane DeFord, Trainer, OSU School of Teaching & two subcommittees. Diane DeFord is the addresses of our editors are listed Learning, Columbus, OH below. Mary Anne Doyle (Chair), Trainer, University of Con- chairing a subcommittee charged with necticut, 249 Glenbrook Rd., Box U33, Storrs, CT, establishing a World Wide Web site for Also, the Committee is very pleased 06269.0233, Phone: 860-486-4114, FAX: 860.486- the Council and the appropriate proce- that the Reading Recovery research arti- 0210, Email: [email protected] cles published in the first three issues of Rose Mary Estice, Trainer, 051.1 School of Teaching & dures for maintaining and extending this Learning, Columbus, OH site. Her committee members are listed Literacy, Teaching and Learning are now Jeanne Evans, Teacher Leader, Townview, Trotwood, on page 16. The second subcommittee is compiled in one volume published by OH Heinemann. This publication is Research Dianne Frasier, Trainer/NN Editor, Harris County Dept. responsible for developing our public of Ed., Houston, TX relations program, and Gay Su Pinnell is in Reading Recovery, edited by S. Swartz Geraldine Haggard, Teacher Leader, Plano ISD, Plano, serving as chair. The membership of this and A. Klein. This opportunity ensures TX that the scholarly contributions of our Carlos Manrique, Partner/DLL, El Monte City SD, El subcommittee has not been finalized. Monte, CA In striving to meet the Council's journal authors are now available to the Judith Neal, Trainer/RR Editor, CSUSB,Fresno, CA objective of providing the membership wider education community. Maribeth Schmitt, Trainer/Joumal Editor, Purdue Uni- In support of other standing commit- versity, West Lafayette, IN with high quality publications, the Com- James Schnug, Journal Editor, Ashland University, Ash- mittee and editors of our periodic publi- tees, this Committee has assisted with land, OH the publishing of a range of documents. M. Trika Smith-Burke, Trainer, NYU Dept. of Teaching cations have established high standards. and Learning, New York, NY The Council Connections, edited by Janet A representative sample includes: The Bufalino, is designed to inform the mem- Site Coordinators' Handbook, compiled by Editor's Address: Council Connections bership of the Council activities and C. Johnson, N. Bowling, J. Gaffney, and Janet Bufalino, Trainer, Shippensburg University, 125 S. Paynter; Leadership for Literacy: A Horton Hall, 1871 Old Main Drive, Shippensburg, PA, meetings of the Board and to report 17257-9989, Phone 717-532-1166, FAX 717-530-4036, items of interest to the membership at Guidebook for School-Based Planning, E-mail [email protected] large. Literacy, Teaching and Learning: An compiled by S. Paynter; the Reading Recovery Booklist, compiled by the Book Editor's Address: Network News International Journal of Early Literacy, Dianne Frasier, Trainer, Texas Woman's University, 3715 edited by Maribeth Schmitt, is a scholar- Committee and coordinated by S. Hund- W. Pine Brook Way, Houston, TX 77059-3106, Phone ley; the Descubriendo La Lectura Booklist, 281-461-0190, FAX 281-461-6551, E-mail ly journal established to provide an [email protected] interdisciplinary forum on issues related compiled by the Collaborative for Read- to the acquisition of language, literacy ing Recovery in Spanish/Descubriendo Editor's Address: The Running Record La Lectura, an effort coordinated by Judith Neal,Trainer, California State University, Fresno, development, and instructional theory School of Education & Human Development, 5005 N. and practice. The Network News, a Raquel Mireles; and The Best of the Run- Maple, m/s 202, Fresno, CA 93740-8025, Phone 209- referred publication for Reading Recov- ning Record. 278-0223, FAX 209- 278.0376, E-mail [email protected] ery teacher leaders, site coordinators, A representative set of projects cur- and trainers in Canada and the United rently in progress include completion of Editor's Address: Literacy, Teaching, and Learning States, is edited by Dianne Frasier. This a Annotated Bibliography of Reading Maribeth Schmitt, Trainer, Purdue University, School of Education, 1442 Liberal Arts & Education Bldg, West publication provides both current infor- Recovery Research, a project of the Lafayette, IN 47907.1442, Phone 765-494-5683, FAX mation and substantive articles that Research Committee; a revision of The 765-496-1622, E-mail [email protected] address Reading Recovery implementa- Best of the Running Record by the Train- tion issues, program development issues ing Advisory Committee; and the devel- continued on next page
115 BEST COPY AVAILABLE 10Connections Spring 1998 Program Standing Committees Continued Research Committee requests from public policy makers, and respond to research manuscripts and Patricia Kelly, corporate leaders, and foundations to evaluate research proposals on topics Trainer, California in a timely and effective manner. related to Reading Recovery. We encour- State University, 10. Review, approve, and recommend age members of the Reading Recovery San Bernardino research findings for on-line publi- community to submit manuscripts about CA, Chairperson cations. Reading Recovery to our committee for The Research 11. Develop policies regarding the use review and input prior to publication. If Committee is com- of the National Data Evaluation you are interested in sending articles or posed of fifteen Center database. research proposals for review, please mail members, representing the various con- The Research Committee will be 3 copies of the manuscript or proposal stituents of RRCNA. undertaking several of the aforemen- and a self-addressed stamped envelop to A meeting of the Research Commit- tioned tasks in the coming months as Patricia R. Kelly, Reading Recovery Pro- tee was held on February 3, 1998, follow- well as supporting research. For example, gram, School of Education, CSUSB, ing the 13th Annual Ohio Reading plans are underway to develop an RFP 5500 University Parkway, San Bernardi- Recovery Conference and National for a large national study to evaluate the no, CA 92407. Institute. Committee members helped to long term effects of Reading Recovery Committee Members are: Billie Askew, Trainer, Texas Woman's University, Den- refine the eleven tasks designated in the on children. Members of the Research ton, TX Strategic Plan to be the primary respon- Committee also are working with the Wayne Brown, Teacher Leader, San Luis Coastal USD, sibility of the Research Committee in Implementation Committee in piloting Los Osos, CA Kathy Escamilla, Partner, University of Colorado-Den- collaboration with the other RRCNA the revised scan forms. It is expected ver, Denver, CO Committees. The tasks are as follows: that new scan forms will be available in Natalie Frankenberg, Teacher, Howard School/Cham- 1. Develop mechanisms to analyze, the coming year. Committee members paign Unit #4, Champaign, IL Janet Gaffney, Partner, Univ of Illinois at Urbana- critique, and respond to research are currently in the process of develop- Champaign, Champaign, IL and articles, and to synthesize ing policies about the use of the Nation- Sharan Gibson, Teacher Leader, Poway USD, Poway, research about Reading Recovery. al Database. Additionally, Committee CA John Kelley, Site Coordinator, Sch Dist of Oconee, 2.Provide financial support for members will be doing final editing with Walhalla, SC research; also commission new the Publications Committee for the Patricia Kelly (Chair), Trainer, CSU San Bernardino, School of Education, 4th FL, 5500 University Parkway, research on Reading Recovery's Annotated Bibliography of research and San Bernardino, CA, 92407.2397, Phone: 909 -880- impact. publications about Reading Recovery. In 5657, FAX: 909-880-7010,Email:[email protected] an attempt to share current results of Carol Lyons, Trainer, OSU School of Teaching & 3. Collaborate with trainers to design Learning, Columbus, OH and implement pilot studies. research on student outcomes with the Daryl Morrison, Teacher Leader, School District #17, 4. Monitor RRCNA-sponsored Reading Recovery community, a new Oromocto, New Brunswick, research column will be written for the Robert Schwartz, Trainer, Oakland University, research to completion and dissem- Rochester, MI ination. Network News by a member of our com- Thomas Sherwood, Site Coordinator/Asst Principal, 5. Help identify, support, and/or con- mittee, Wayne Brown. Rolling Acres Elem School, Littlestown, PA Sue Stadler, Teacher, Purdue University, W Lafayette, duct well-designed pilot studies of The Research Committee and IN proposed changes in Reading RRCNA are supporting the continua- Jane Wolz, Teacher Leader, Bellevue SD, Bellevue, WA Recovery implementation to assess tion of a DLL research study entitled An impact before incorporating into Examination of Sustaining Effects in Des- Development Committee practice. cubriendo La Lectura Programs funded by Lee Skandalaris, 6. Encourage and support specific RRCNA during 1997-98. Results of the Trainer, Oakland studies at a range of educational initial study indicate that DLL students University, MI, and Barbara levels. are faring well in bilingual education Schubert, Train - 7. Promote and support research classrooms in Spanish reading; the means of Spanish Text Level Reading for ;o er, St. Mary's activities of trainers and of other College, CA, Co- Council Committees. DLL students and standardized test results were at or above their random chairs 8.Provide assistance in developing sample counterparts in both 2nd and 3rd The primary data presentations for public policy grades. The study will be continued in goal of the Development Committee is makers, corporate leaders, and 1998-99 to determine if DLL students to develop specific goals and strategies foundations; present results in perform well in fourth grade. which may include: accessible manner for use in deci- 1.Hiring an in-house director of sion making. Sub-committees of the Research Committee have been formed to read development to strategize fund rais- 9. Develop responses to information ing in continued on next page Spring 1998 Connections11 Program Standing Committees Continued order to keep the Council economi-Descubriendo La Lectura A major accomplishment of the DLL cally healthy and vital. Committee Standing Committee was the achieve- 2.Exploring the use of a marketing ment of a permanent position for Des- expert to help place Reading Olivia Ruiz, Teacher cubriendo La Lectura on the RRCNA Recovery on the national agenda. Leader, Tucson, Board. This is an elected position which AZ, Chairperson 3. Developing a portfolio that could consists of a three-year term and includes The Descubrien- be used for fund-raising with larger the role of Chair for the DLL Standing do La Lectura foundations. Committee. As the first Descubriendo La Standing Commit- Lectura representative, I believe this 4.Identifying where/how people are tee was created to successful in tapping resources for position has created an awareness for represent Spanish other Reading Recovery sites about Des- Reading Recovery. Reading Recovery in the Reading 5.Developing a "talking paper" that cubriendo La Lectura and, more impor- Recovery Council of North America. tantly, has provided the support needed describes the purpose and function The Spanish reconstruction of Reading of Reading Recovery in layman's to refine the development of the pro- Recovery, which began its development gram in Spanish. terms. in 1988, had been working through a Currently, the goals for Descubriendo 6. Collecting and publishing success group consisting of trained Reading La Lectura include integrating the DLL stories and vignettes about Reading Recovery teachers, teacher leaders and Guidelines into the Reading Recovery Recovery for publication. bilingual educators known as the Collab- Guidelines and Standards; obtaining If you can contribute information in orative for Spanish Reading research on sustaining effects of Des- any of these areas, please contact Lee Recovery/Descubriendo La Lectura cubriendo La Lectura; and standardizing Skandalaris or Barbara Schubert. Look (DLL). Guided by Marie Clay, the Col- procedures and forms for implementa- for an update from this committee at the laborative focused on the development tion. This year we are looking forward to Teacher Leader Institute in Texas in and implementation of Descubriendo La the first elected representative and hope June, 1998! Lectura with the goal to maintain the that members take the time to vote and Committee members are: integrity of Reading Recovery while Billie Askew, Trainer, Texas Woman's University, Den- become involved in the RRCNA. embracing the current research and ton, TX Committee members are: Joetta Beaver, Teacher Leader/Site Coordinator, Bar- proven theory of Bilingual Education. Kathy Escamilla, Partner, University of Colorado-Den- rington Elementary, Upper Arlington, OH The creation of the DLL Standing Com- ver, Denver, CO Diane Dunn, RR Teacher, Eakin Rd. Elementary, Diana Geisler, Teacher Leader, University Park Elemen- Columbus, OH mittee provided the recognition, accep- tary, Denver, CO Clifford Johnson, Trainer/Site Coordinator, Georgia tance, and guardianship of Descubriendo Cristina Gomez-Valdez, Trainer, Mission Burgner Elem State University, Atlanta, GA La Lectura under The Ohio State Uni- School, Oceanside, CA Douglass Kammerer, Site Coordinator, Marion County Lorena Gregory, Teacher Leader, Roberto Clemente SD, Marion, OH versity trade mark given by Dr. Marie School, Newark, NJ Jeanne Lemire, Teacher Leader, Department of Defense Clay. Bengie Jaime-Morgan, Teacher Leader, Chula Vista Dependent Schools, APO, AP This Committee is made up of DLL Elem SD, Chula Vista, CA William Lynch, Partner, Lynch Foundation, Rancho Estelle Lam, Teacher, Farmers Branch Elementary, Santa Fe, CA teacher leaders, teachers and partners Farmers Branch, TX Gay Su Pinnell, Trainer, The Ohio State University, representing sites throughout the United Carlos Manrique, Partner/DLL, El Monte City SD, El Columbus, OH States. The DLL Standing Committee Monte, CA Barbara Schubert (Chair), Trainer, SC Co Ed Office, Yvonne Rodriguez, Teacher Leader, Texas Woman's Educational Development Center, 1290 Ridder Park Dr, serves as the liaison between the Univ, Denton, TX MC237, San Jose, CA, 95131-2398, Phone: 408 -453- RRCNA membership and the DLL Col- Olivia Ruiz (Chair), Teacher Leader, Tucson Unified 6737, FAX: 408-453-6905, Email: BCSchuberaaol.com School District, 4456 East Poe, Tucson, AZ, 85711, Lee Skandalaris (Chair), Trainer, Oakland University, laborative. In order to provide communi- Phone: 520-323-3043, FAX: 520-325-9537, SESH, 472 O'Dowd Hall, Rochester, MI, 48309.4401, cation of Descubriendo La Lectura on Email: [email protected] Phone: 248-370-3085, FAX: 248-370-4226, Email: other Reading Recovery Standing Com- Carol Sullivan, Teacher Leader, RR Center/Veazie skandala @oakland.edu Street Schl, Providence, RI M. Trika Smith-Burke, Trainer, NYU Dept. of Teaching mittees, each DLL Standing Committee and Learning, New York, NY member participates as a member of another RRCNA Standing Committee. This insures that Descubriendo La Lec- tura is included in the decisions and activities dealing with all aspects of Reading Recovery.
117 12Connections Fall 1996
4800 Attend 1998 Reading Recovery Conference Once again the Ohio Reading Recovery Conference has showed video displays of the brain and the different parts of posted record attendance numbers. One thousand the brain which react when looking at words, listening to more people attended the Conference this year than words, speaking words, and thinking of words. This combines last year. The Reading Recovery Council of North America, with the parts of the brain which recognize things, which The Ohio State University and the Ohio Department of Edu- determine our strategies for reacting, and which decide what is cation co-sponsored the Conference and welcomed attendees important. Then he demonstrated individual differences in from throughout the globe - Australia, New Zealand, Canada, these areas for different people and described the implications Japan, Germany, Alaska, Hawaii and many other states. for customizing the learning experience for each child. The attendees participated in four keynote speaker sessions (described below) and attended presentations and study groups Margaret Mooney, Teacher, Author, conducted by twelve featured'speakers. In addition, over 150 Researcher, and Consultant, closed the concurrent sessions were presented by individuals who Conference with her address entitled responded to the Call for Presentations and were selected by "Who Asks the Questions and Why the Conference Planning Committee. Over 1500 people Are They Asked?" She focused atten- attended the nine preconference institutes which preceded the dees on the questions we ask in teach- conference. ing and why we ask them. She asked if we are asking questions which reflect Gay Su Pinnell, Trainer at The our beliefs. She asked if we are asking Ohio State University, opened the questions which cause children to ask questions of themselves conference as the keynote speaker. Her and of their text. For example, are we asking "Were you message of "Enriching the Partnership" right?" versus "How did you know you were right?" She identi- focused participants' attention on liter- fied appropriate questions to ask for content, strategies, and acy and justice. She presented seven structure. She encouraged questions of what, why, how, and goals for literacy advocates focusing on when to help children find their own questions. the daily decisions we make in teach- ing which insure justice and literacy for each child. Her con- These powerful keynote presentations reminded us of the clusion is that teaching each child may be the most important connections between the work we do and the relationships thing we do because we do not know what this child will grow which are essential for us to be successful. Understanding the up to do. inherent justice of literacy for every child and adult connects us to the greater society of which we are a part. Understanding Dorothy Strickland, Professor of the challenges to what we do from the left and the right helps Reading at Rutgers University, provid- us to balance our educational strategies to insure that we are ed the banquet address entitled "Rein- meeting the individual learning needs of the children we venting Our Literacy Programs: Books, teach. Asking the right questions and constantly seeking ways Basics, Balance." She identified key to improve our knowledge, understanding, and teaching changes in literacy instruction and in means that we will remain fresh and proactive in our own pro- standardized testing .which have fessional development and in our teaching. occurred over the past decade as well Complementing the professional educational offerings on as problems associated with implemen- the program was the participation of forty-five exhibitors and tation of those changes. She emphasized that the trend is sponsors who provided opportunities for Conference attendees toward balancing skills and meaning emphases and that we to review new publications and products and to purchase them must reassure people that skills have not been abandoned but onsite. The Conference thanks these exhibitors and sponsors are being taught with a new and improved theoretical frame- for their participation. work. MARK YOUR CALENDAR NOW FOR THE 1999 David Rose, Co-Director of CAST CONFERENCE: THE NATIONAL READING and Lecturer at Harvard University, RECOVERY CONFERENCE IN COLUMBUS, addressed the Conference during Mon- OHIO, FEBRUARY 6.9, 1999. day's keynote session. He described learning in the electronic age, especial- COMPLETE THE CALL FOR PRESENTATIONS ly on the World Wide Web which is a INCLUDED IN THIS NEWSLETTER AND BE highly text based environment. He CONSIDERED TO BE A PART OF THE PRO- then presented brain research and GRAM. DEADLINE MAY 1, 1998. I 7a Fall 1996 Connections13 Reading Recovery in Canada Update Irene Huggins, Trainer/Coordinator Dianne Stuart, Trainer/Administrator
In 1993, the general Meeting the opinion was that we had to do something about Challenge: Read- the reading problems within the district and so a school coming up with a workable decision was made to train a Reading ing Recovery in timetable. Recovery Teacher Leader. Implementa- Labrador tion within the Labrador Site began One of the biggest challenges faced September, 1994. At that time there was getting teachers to Goose Bay for abrador is part of the province of were two school boards operating locally training. During the first year there was Newfoundland and Labrador. The and both boards awaited the opportunityonly one teacher who had to travel by ...--Sportion called Labrador makes up to have teachers trained. air to Goose Bay. In subsequent years most of the teachers-in-training have the larger land mass and joins the Que- Getting the teacher centre organized been from the coast which means air bec border. went rather well. Everything was ready travel. Travel in winter can be a bit The Labrador School Board, District to go with the exception of "chairs"! dicey. If it is too cold there may be #1, encompasses the communities from The initial challenge was getting mechanical problems with the planes or Nain in the North to Black Tickle in enough teachers for a training class. if snow storms arise the planes don't fly. the South, from Lake Melville in the After talking with the superintendent On occasion, the plane may only get to East to Labrador City in the West. This and meeting with the teachers, eight some of the communities. Hours can be is a large area, most of which is accessi- teachers were able to get involved if spent waiting at the airport for a plane ble only by plane in winter and boat or scheduling could be worked out with that is delayed. plane during the short summer. The one their administrators. Newfoundland As you can see, this is a group of road going from Goose Bay to Labrador school boards do not get extra staffing committed teachers who have learned to City is gravel and the trip by road is for new programming, so somehow each surpass a great many challenges. We long and tiring. Labrador winters are school had to work this into the existing wish all good luck. long, and summers are short. staffing system and they did it, each
Deans Convene Annual Meeting in Columbus
Deans from fourteen of the twenty-five university train- work of teachers, teacher trainers, and others in the education ing centers attended the annual meeting of deans dur- delivery system. ing the Reading Recovery Conference. The Deans dis- Discussion about the future for the training centers focused cussed a wide variety of issues and responded to reports from attention on the collaborations which are needed to insure Council leaders. Consistent issues across all training centers effective implementation; emphasis was placed on capacity included interests in political strategies to garner support for building for full implementation across the country. Ideas the program and inter-university collaboration and communi- included linkages among university site coordinators, involve- cation. ment of superintendents in speaking on behalf of Reading The Deans discussed the implications of the Reading Recovery, visibility at conferences and in publications which Recovery service statistics and the need for ways to conduct attract educational policy makers at the national, state, and research into the effectiveness of Reading Recovery over the local levels, and cross training among university faculty and long term. They also discussed pending changes in the scan administrators. form reports which will provide data to communicate about The Deans plan to meet again in 1999 to explore these the program in a more effective manner. In addition, the ideas further and to support the Council in its efforts to secure Deans expressed substantial interest in exploring what we full implementation. have learned in Reading Recovery which can inform the 14Connections spring 1998
State and Province News: Illinois pendent School District in San Antonio at the Texas Reading On November 6, 1997, teacher leader Barbara Lukas and Recovery Conference last fall. Also recognized was Tucson Reading Recovery teacher Bonnie Sartori from the Reading (Arizona) City Schools which started Reading Recovery at the Recovery Plainfield Consortium participated in a televised same time. In 1997-98 Texas Reading Recovery will serve interview concerning children's literacy and the Reading nearly 300 school districts involving 1167 schools. Over 2500 Recovery Program. The program was taped at the Tibbott Reading Recovery teachers and teachers in training will serve School in Bolingbrook, Illinois. It aired on "Shirley and over 20,000 Texas children this year. Nearly 400 new members Ramona" on WCFC-TV Channel 38. The five and a half joined the Council at the Conference. minute special clip addressed reading problems and the bene- New England fits of an early intervention program such as Reading Recov- ery. The program was seen throughout the greater Chicago New England supported the Council's growth and develop- area, Northwest Indiana, Southern Wisconsin, and parts of ment with the addition of 377 new members at the November Michigan reaching an audience of over ten million viewers. Reading Recovery Conference. Pennsylvania and Michigan Pennsylvania and Michigan contributed nearly 200 addi- tional new members to the Council during their annual con- ferences in November and January, respectively. South Carolina South Carolina distributed over $800,000 for Reading Recovery last year with an emphasis on the number of chil- dren served and the percent of implementation. Kentucky Kentucky selected Reading Recovery as a showcase program for early literacy. Education officials include Reading Recovery on their list of nationally available curricula and instructional programs which have demonstrated proof of their effectiveness The participants in the televised taping sharing the good news in fostering higher student achievement. about Reading Recovery: left to right: Barbara Lukas, Bonnie Sartori, Gina Rearden (Associate Producer), and Carol Wright California (Producer). California held its annual conference for the first time in Sacramento. Over 260 new members joined the Council, and Illinois held its annual conference in February in Chicago 136 members renewed their memberships at the conference. under the first-time sponsorship of National-Louis University. This makes California the state with the most RRCNA mem- Nearly 100 attendees joined or renewed their membership in bers. the Council. Manitoba Manitoba allocated $2.3 million for full implementation of Texas Reading Recovery over the next five years. Training and sup- .Texas celebrated the beginning of its tenth year in Reading port will be provided by the Western Canadian Institute for Recovery by recognizing representatives of the Richardson Reading Recovery. (Texas) Independent School District and the Northside Inde-
Deadhe for next Council Connections article submissions is June 15, 1998! neadEldne Spring1998 Connections 15
Classroom Connections This column is designed to serve Reading Portfolios: One District's Journey Recovery partners: the classroom teachers who work together with Reading Recovery Ms. Geraldine Haggard, Teacher Leader teachers to teach children to read and write. Plano ISD, Plano TX
Nine years ago the Reading for children comes when children based on running record observations. Recovery Program was imple- are busy interacting in a risk free mented in the Plano School environment as close as possible to Contents of the Portfolio District in Texas. Immediately Reading the real, natural environment The goal was to make the portfolio Recovery teachers, students, and parents around them. both a "show" and a "working" portfolio. became excited about what was happen- 4.Children need hands-on experi- The student was to have pride in his/her ing with first graders who were selected ences and social interaction around achievements and feel that pride as the for Reading Recovery. Then a startling the content. portfolio was shared with parents and thing happened. When report cards were 5. Children learn to read and write other audiences. Another goal was to given to Reading Recovery students and from many experiences with the use the portfolio as the basis for class parents, they were amazed to see failing rich world of the written word. planning. For several years the district grades in language arts. These parents 6.Paper and pencil assessments of had collected the results of diagnostic had observed Reading Recovery lessons young children tend to be inaccu- assessments during the first week of and were enthusiastic about their chil- rate. school and used this information to dren's progress. Now they were told that 7.Direct observation of children at organize reading groups and make deci- their child would fail. work gives more accurate informa- sions about placement of students in When asked, the classroom teachers tion about what a child has grasped special programs. An important expecta- responded, "Yes, your child has shown and can use. The assessment must tion which resulted from the implemen- great growth, but ... ." Reading Recov- match the type of instruction the tation of portfolios was the emphasis ery teachers were disappointed. Parents child knows. placed on the primary level teacher's were disappointed. District administra- 8.In the classroom, the teacher must responsibility for providing appropriate tors were disappointed. Our district real- spend a good part of the day not instruction for all students in her class- ized that they had a problem. How could talking, but watching and listening room. we help the classroom teacher recognize to children. (Bredekamp and Roe- This data collected early in the year the students as successful learners who grant, 1992) was to be revisited and added to during had to begin their journeys into literacy From this information, the district the year. The informal assessments at different points? decided to implement portfolios to meet included retellings of stories and non- The Curriculum Department of the the learning pace of each child. The fiction, oral language samples, letter district set forth to study books based on feeling was that with portfolios each knowledge tasks, handwriting samples, brain research and expectations for child would be evaluated by a set of running records, interest surveys, writing learning. Several instructional and standards appropriate for his or her stage samples, listening activity records, jour- assessment practices_ were determined to of development. nal entries, dictation samples, and ten be "developmentally appropriate". These minute word writing sprees. included: A Plan of Action Other types of work put in the portfo- 1.Learning must be appropriate to A small group of elementary princi- lio included dated written compositions, the individual child; it must take pals approached curriculum leaders and student records of books read throughout into account each child's develop- asked them to pilot portfolios in their the year, written reactions to books, ment, interests and background. schools. Another committee collected teacher observations kept on index cards 2.Because of differences in rates of informal assessment instruments from or sticky notes, writing done at the com- brain development, children can- commercial portfolio literature and from puter, records of work and work samples not be expected to learn the same records brought to the Plano district by from centers, records and evaluation of things in the same way or on the new students. Teachers studied these, child's performance at centers, and work same day. Children's learning fol- redesigned some, and wrote new ones. samples from the integrated curriculum lows individual paths based on In addition, Curriculum Coordinators used by the district for integrating con- individual and possibly unique trained all of the kindergarten, first, and tent areas into language arts. In summa- prior experiences. second grade teachers in the pilot pro- ry, the portfolio was seen as ongoing 3. Children are born with a strong gram to do running records. Many of thewith no end points. They were revisited natural impulse to investigate their items included in the portfolios were as children progressed through school. environment. The best learning continued on next page 12 16Connections Spring 1998
continued from previous page Board of Education as the program processes of reading and writing? Reporting Procedure began. The project now includes all thir- 4. Do you truly believe that all stu- The teacher held conferences with ty-three elementary schools in the dis- dents can grow? parents, or parents and the student, at trict. The Board of Education adopted 5. Do you believe acceleration is pos- least three times a year, at approximatelythe procedure as the district approved sible? If you do, whose responsibili- nine-week intervals. In the fourth reporting system for kindergarten ty is the process? reporting period, information via a par- through second grade. 6. Can you feel comfortable with the ent-student celebration or a written Throughout the project, now eight idea that all students may not need report was planned. years old, teachers continue to meet and the same activities and/or the same The fear that a portfolio system mightexplore ways to effectively gather and assignments on the same day? "water down" achievement has not been use the portfolio and its contents with a reality. In fact, parents saw that each parents, students, and other audiences. The journey into portfolio assessment child was provided with rigorous, high- Robert 'Tierney speaks of this task as "A is not an easy trek. However, this Texas quality opportunities to acquire knowl- shift from something you do to children district has found that if the journey is edge with specific subjects across subject to something you do with them or help carefully planned, well monitored, and boundaries. Although students did not them to do for themselves - a form of includes all interested parties, the jour- receive grades, they received constant leading from behind". (1998). ney can be joyful and rewarding. modeling of standards for quality work. The Task Force became convinced The students learned to use rubrics for that regular and frequent attention References evaluating and planning their own work. should be given to the portfolio by stu- Bredekamp, S. & Rosegrant, T. (edi- The emphasis on student self-reflection dents and teachers. The two audiences tors) (1992) Vol. 1 Reaching poten- on their work gradually developed with- work together as the students add, weed- tials: appropriate curriculum and in them the ability to be self-evaluators out, and analyze the contents of portfo- assessment for young children. ASCD of the quality or excellence of their lios. The collection belongs to the child. Caine, G. (1991) Making connections. work. The teacher serves as a consultant as the Alexandria, Va., Association for Every family received a Parent Hand- contents of the portfolio are assembled Supervision and Curriculum Devel- book that explained the portfolio and used. The process is ongoing. opment. process, provided sample forms of diag- Farr, R. & Tone, B. (1998) Portfolio nostic assessments used, and answered Shifts in Understanding Required for and performance assessment. New questions about what to expect at the Success In Portfolio Use York, N.Y., Harcourt Brace College parent conference. Running records Anyone considering the use of portfo- Publishers. were explained. A brief summary of lios needs to self-examine his under- Haggard, G. (1997) (Video Series) research findings about how learning standing of this type of assessment. The Guiding young readPrs and writers. takes place was included. The Parent following questions seem to be appropri- Plano Independent School District, Handbook and all of the portfolio com- ate: Plano, TX. ponents were made available in Spanish 1. Do you understand the reasons for Tierney, R. (1998) Literacy assessment for bilingual classroom teachers and stu- informal assessment versus averag- reform: shifting beliefs, principled dents. ing grades? possibilities, and emerging prac- 2. Can you find small blocks of time tices. The Reading Teacher, Vol. 51 District Support foi Portfolio for diagnostic teaching? The Portfolio Task Force asked for, No. 5, International Reading Asso- 3. Do you understand the relationship ciation, Newark, DE. and received, the support of the Plano between isolated skills and the
Pfife[balt9 ganseffon The committee members are: Susan Lewis, Teacher, Berkeley, CA Craig Ausel, Teacher Leader, Lancaster, PA Kathryn Lukas, Teacher, Milton, WI As Diane DeFord and the Website Janet Bufalino, Trainer/CC Editor, Ship- Mary Packwood, Teacher, Apple Valley, Subcommittee begin their work to help pensburg, PA MN the Council develop its website, we need Jeannie Davis, Teacher Leader, Glendale, Joelle Schlesinger, Teacher Leader, Joliet, AZ your suggestions for the content. IL Diane DeFord, Trainer, Columbus, OH Mary Fran Skovera, Contact/Administra- What features would you like to see James Gambardella, Site Coordinator, tive Aide, New York, NY in the website? Email them to the Providence, RI Linda Stoverink, Teacher, Carthage, IL Council in care of Julie Reeves at Nancy Kroll, Teacher, Menomonee Falls, Garreth Zalud, Trainer, Vermillion, SD [email protected]. Thanks for your ideas! WI Spring 1998 Connections17
THE ADVOCACY CORNER Scott Himelstein, Government Relations Consultant to RRCNA and President of the Lynch Foundation
The Reading Excellence Act (REA) passed the U.S. determine curriculum or to mandate any specific program. House of Representatives on November 8, 1997, and is Rather, each competitive grant proposal will be measured likely to be considered by the Senate this spring. REA, against the standards of reliable, replicable research." In addi- if passed without amendment by the Senate, will provide $210tion, Congressman Riggs states that under the House version million in grants for research, teacher training and individual of REA, "Any existing reading program may be part of the grants for primary and secondary reading instruction. One of application for funds under the Reading Excellence Act." the major objectives of REA will be to offer competitive I might add that Congressman Riggs has visited several grants for professional development of teachers using reliable, Reading Recovery sites in his Congressional district and has replicable, research in reading instruction that has been shownindicated support for those school districts opting to imple- to work. ment Reading Recovery. I urge you all to continue inviting A peer review panel will be comprised, at a minimum, of your elected representatives to your sites so that they may bet- representatives from the National Institute for Literacy, the ter understand the positive impact Reading Recovery has had National Research Council of the National Academy of Sci- in their schools and communities. ences, the National Institute of Child Health and Human S 1590, the Senate version of REA, has yet to be consid- Development, and the Secretary of Education. ered. Senator Dan Coats of Indiana is the Chairman of the There have been concerns expressed by some that this leg- Subcommittee on Children and Families, and it is in this com- islation was intended to exclude certain instructional strate- mittee that REA first will be heard. Senators will have the gies, including Reading Recovery from competing for these opportunity to amend or keep intact the House version of grants. In response to these concerns, I asked Congressman REA. Frank Riggs, Chairman of the Subcommittee on Early Child- Those of you wanting more information on S 1590 may hood, Youth and Families, and one of the principal architects contact the Subcommittee on Children and Families at 202- of REA for clarification. In a letter dated November 25, 1997, 224 -5800, or contact one of your United States Senators. Mr. Riggs states that, "It is not the intent of this legislation to
Book Corner his column reviews new children's books and explains ways that teach- Good Books, Good Times! ers and children are enjoying these titles in their classrooms. To recom- mend a title for review or to submit a review, write to Dr. Constance A. Constance A. Compton, Early Lit- Compton, 704 Stafford Drive, Arlington TX 76012. eracy Coordinator, Arlington, TX
Ruth Brown's Toad unaware. toad's eggs; or toad's eyes protruding Brown, Ruth. (1997). Toad. Dutton From end-page to end-page, Brown's from the mucky swamp waters. Turn the Children's Books: NY. gruesome illustrations are a catalyst for page and the question now becomes: ISBN 0-525-45757-7 lively conversation among the children. Whose footprints are those tramping USA $14.99 They will debate whether the end pages across the title page? Every turn of the CAN $21.75 are toad's warts and lumps and bumps; page provides for further debate and dis- coveries from the reader. In addition to the ominous illustra- Iam having a wonderful time sharing tions, Brown's rhythmic text delights the new books with young children. One children. Vocabulary such as "odorous, of our favorites is Ruth Brown's Toad. oozing, foul and filthy and dripping with Brown introduces us to a rather disgust- venomous fluid" or "bug-crunching, ing main character: a slimy toad; and we worm-munching" will roll off the chil- observe him throughout the day, in his dren's tongues and cleverly be woven natural habitat. Brown adds excitement into their day to day conversations. to the story by having a monster lurking about, waiting for the toad to be caught This is a must for your collection!
1 94., 6 18Connections Spring 1998 New Publications and Products Are Available The Council is pleased to announce the availability of Beaver, Janet George, Colleen Griffiths, Mary Merrill, Linda three new publications and conference audiotapes. Mudre, Lynn Salem, Sandy Schroer, Carole Sebest, Josie Stew- art, and Melissa Wilson. Special thanks also go to reviewers of Volunteer Literacy Manual: The Council's commitment to the document who provided outstanding recommendations the involvement of volunteers (including parents and commu- from afar. nity members) in early literacy efforts is represented in this Manual. An advisory committee of Reading Recovery teachers, International Reading Recovery Directory for 1997.98 is teacher leaders, and reading specialists assisted in preparation now available. $20.00 for members and $30.00 for nonmem- of the Manual. The Manual is not a training manual for the bers. volunteer tutor. It is a manual to help the volunteer develop- ment and management effort. Specific training programs for Executive Summary of Reading Recovery 1984-1997 is volunteers can be tailored to meet a particular school's needs. now available. $5.00 for single copy to members or $400.00 for The Manual includes six sections on the following topics: 100 copies; $9.00 for single copy to non-members or $800.00 value of volunteers; volunteer roles; volunteer recruitment; for 100 copies. recruiting and training volunteers; volunteer recognition; risk management. In addition, there is a section on selected read- Audiotapes from the 13th Annual Reading Recovery Con- ings. The final resources section is provided as black and whiteference and National Institute are now available. Forty-eight masters supported by a Macintosh or PC computer diskette to sessions are recorded. A special order form is required. If inter- facilitate modification of forms to meet the individual school's ested, please call the RRCNA Products Department at circumstances. The Manual is available to Council members 614/292-2869 to request a copy of the order form and for price for $15.00 and to nonmembers for $25.00. Be sure to indicate information. whether you require a Macintosh or a PC diskette. The Council expresses its thanks to the Volunteer Literacy Watch your mail later this spring for the Council's new cat- Manual Advisory Committee whose members spent countless alog of publications and products. hours writing and refining the Manual. Our thanks to: Joetta
Thanks to Punsiers Special thanks to the publishers and distributors who have donated little books in 1998 to support the Council's Wanted° membership recruitment efforts. Look for the Council's membership table at the next Associate Editor Reading Recovery Conference. AKJ Educational Services, Inc. If you have had previous editing experience or would like Celebration Press to learn, please contact Janet Bufalino, Editor for more Dominie Press information. Kaeden Books McGraw-Hill Learning Materials Phone: 717.532.1166 Michaels Associates Fax: 717.530.4036 Modem Curriculum e-mail: [email protected] Reading Matters Richard C. Owen Publishers, Inc. Rigby Scholastic, Inc. Seedling Publications, Inc. Selection Book Fairs Sundance Troll School and Library Wright Group 124 Spring 1998 Connections 19
Reading Recovery Council of North America Publications and Products February 1, 1998
Volunteer Literacy Manual (VOLmac or VOLpc): Volunteer Leadership for Literacy: A Guidebook for School-Based Plan- management manual for schools and community organizations ning (Revised Edition) (SBP): Specifically designed for which are interested in developing or expanding existing liter- schools which are developing new approaches to Title I fund- acy programs. Provides information, resources, and materials ing and programming. Highlights ways to provide for Reading for understanding the value of volunteer service, defining vol- Recovery programs under new Title I regulations. (Members unteer roles, recruiting volunteers, training volunteers, recog- $5.00 single copy or $400.00 for 100 copies; Non-Members nizing volunteers, and managing the risks inherent in a volun- $9.00 or $800.00 for 100 copies) teer program. A list of selected readings is included. Black and white masters and computer diskettes for modifying the mas- International Reading Recovery Directory (DR98): Alpha- ters are included. Specify "VOLmac" for Macintosh diskette orbetical and geographical listings of addresses, phone numbers, "VOLpc" for IBM PC compatible diskette. (Members $15.00 fax numbers, and e-mail addresses for Reading Recovery single copy; Non-Members $25.00 for single copy) teacher leaders, tutors, site coordinators, and trainers in North America, Australia, Great Britain, and New Zealand. (Mem- Audiotapes from the 13th Annual Ohio Reading Recovery bers $20.00; Non-Members $30.00) Conference and National Institute: Contact the RRCNA Products Department at 614/292-2869 to request a special Descubriendo La Lectura Booklist (DLL): Spiral-bound, order form and price information. sixty-page document with books organized in separate sections by title, by level, and by publisher. Published in collaboration Executive Summary 1984.1997 (ES97): Annual report of with the Descubriendo La Lectura National Collaborative. Reading Recovery in North America. Organized to answer (Members $10.00; Non-Members $15.00) questions such as "What is Reading Recovery?", "Does Read- ing Recovery Work?", and "How Is Reading Recovery Imple- Reading Recovery Book List (BL97): Provides the titles, lev- mented?" Special sections on the Reading Recovery Council els, publishers, and some word counts for books that have been of North America, the Canadian Institute of Reading Recov- leveled for use in Reading Recovery. Revised in January 1997, ery, and Descubriendo La Lectura. (Members $5.00 single copy the Book List is a printed list including all titles selected for or $400.00 for 100 copies; Non-Members $9.00 or $800.00 for use in Reading Recovery, sorted by title, level, and publisher. 100 copies) New titles are designated by asterisk. Available only to trained Reading Recovery educators as a single copyrighted list or as a Research in Reading Recovery: A publication by Heinemann master with permission to duplicate. (BL97S: Single copy: which includes the original Reading Recovery research articles Members $20.00; Non-Members $25.00; BL97M: Single copy: from the first three issues of the RRCNA professional journal Members $100.00 includes permission to duplicate; Non- Literacy, Teaching, and Learning. Available only from Heine- Members $125.00 includes permission to duplicate) mann with royalties benefiting the RRCNA. RRCNA Promotional Items: Reading Recovery: A Review of Research (ER23): A publi- cation by Gay Su Pinnell which describes and analyzes avail- Coffee Mugs (MUG): Navy blue ceramic with white RRCNA able research in Reading Recovery. Includes a complete bibli- logo or white with navy logo. (Members $5.00; Non-Members ography. (Members $5.00; Non-Members $8.00) $6.00)
Site Coordinators Handbook (SCH): A "must have" for Folders (FOLD): Black with white RRCNA logo. (Members Reading Recovery site coordinators. Contains descriptions of $1.00; Non-Members $1.50) Reading Recovery, the site coordinators' role, time lines and issues for teacher leader training year, responsibilities and characteristics of teacher training sites, definition and calcula- Use the Membership/Order Form on the inside back cover tion of full implementation, developing consortia, research of this issue to obtain any of these items except as indicated. and evaluation responsibilities, and references and related readings. Over 100 pages in length and presented in a three- ring binder with dividers and room for expansion. (Members $25.00; Non-Members $35.00) 1 5 20Connections Spring 1998 CALL FOR PROPOSALS 1999 NATIONAL READffNG RECOVERY® CONFERENCE "Working Together for Literacy"
FEBRUARY 6-9, 1999Columbus, Ohio Sponsored by The Reading Recovery Council of North America
The National Reading Recovery Conference is sponsored by the Reading Recovery Council of North America, with support from The Ohio State University. The theme will be "Working Together for Literacy" reflecting the collaboration of Reading Recovery practitioners, classroom teachers, admin- istrators and site coordinators, researchers, child advocates, and children and families in implement- ing Reading Recovery and early literacy programs. The Council invites your prompt response to this Call for Proposals. Types of Presentations CONCURRENT SESSION STUDY SESSION
Single topic program in which presenter(s) share directlySingle topic program designed to allow participants to with a general audience in a more formal lecture-type share in an in-depth investigation directed by one or format. Audience participation generally is limited to more presenters. Presenters facilitate much interaction question and answer session(s) at the discretion of the among participants while providing direction for and presenter(s). Recommended audiences: summation to the topic explored. Audience is limited to: Reading Recovery practitioners Classroom teachers Reading Recovery teachers Administrators Reading Recovery teacher leaders Researchers Reading Recovery trainers of teacher leaders Descubriendo La Lectura General Audience
Program Proposal Guidelines
1. Complete the proposal form providing all the information requested, including anticipated audiovisual or other presentation needs. This information will be confirmed upon acceptance of your proposal. 2. Attach the completed proposal to a brief (no longer than one page) general description or outline of the presenta- tion. No proposals will be accepted without accompanying outline. 3. All information must be typewritten or CLEARLY printed. 4. Applications are read as part of a juried process by the Conference Planning Committee. Information may be edited for space and clarity. Applicants will be notified of the status of their proposals after the Committee has evaluated all proposals. It is the responsibility of the person submitting the proposal to notify all co-presenters. 5. All applications must be postmarked by May 1,1998. Send program proposals to:
Julie Reeves, Program Coordinator Reading Recovery Council of North America 1929 Kenny Road, Suite 100 Columbus; Ohio 43210-1069 614-292-1792 FAX: 614-292-4404 12 6 Spring 1998 Connections21
CALL FOR PROPOSALS 1999 NATIONAL READING RECOVERY® CONFERENCE FEBRUARY 6-9, 1999 "Working Together for Literacy"
PRIMARY PRESENTER INFORMATION Registration fee is complimentary for primary presenter only unless presentation is repeated. Chairs of pan- els are entitled to complimentary registration, but not members of panels.
Please do not use abbreviations in any of the following information (except state).
Name Job Title
School District/Organization (For teachers and administrators, please list only school district, NOT name of school or facility) School District City School District State Home Mailing Address City State Zip
Daytime Phone ( ) FAX ( ) Evening Phone ( )
CO-PRESENTER INFORMATION Co-presenters must pay the Conference registration fee. If the session is selected to be repeated, one co-presenter will be entitled to a complimentary registration. This complimenta- ry registration will be provided to the first person named below.
PRESENTATION TITLE (Please limit your title to 10 words or less)
Name Name Job Title Job Title School District School District City, State City, State
Name Name Job Title Job Title School District School District City, State City, State ABSTRACT (Write your abstract in narrative form as you wish it to appear in the conference program. Please limit your description to 50 words. Be as clear as possible about what the participantsmay expect from your session.) 22Connections Spring 1998 CALL FOR PROPOSALS
TYPE OF PRESENTATION: Study Session (Reading Recovery Only) Concurrent Session (includes panels)
PROPOSED AUDIENCE/STRAND Reading Recovery Practitioners Classroom Teachers (Primary) Administrators/Site Coordinators Descubriendo La Lectura Researchers
PRESENTATION PREFERENCES (An effort will be made to honor preferences, but program planners may make changes.)
Are you willing to repeat your session if it is selected? Yes No
Do you wish to have a presider assigned to your session? Yes No
Do you give permission for your session to be audio taped for distribution? Yes No If you checked YES for the question above, please complete this release:
hereby give permission to the Read- ing Recovery Council of North America to tape record my presentation at the 1999 National Reading Recovery Conference in order to make the tape available to attendees of the Con- ference.
Signature Date
DO YOU PLAN TO ATTEND THE FULL CONFERENCE? Yes No
If no, I plan to attend only on
AUDIO VISUAL NEEDS
A screen and overhead projector will be provided for all presentations. Other requests will be hon- ored only with advanced notice and within conference budgetary limits. Please be specific in listing your needs. No audio visual equipment requests or changes will be accepted after October 1, 1998.
ADDITIONAL AN REQUESTED Readong Recovevy Cmtinon of Morn ilmerrilca Benefits of membership in RRCNA include: (to- A one-yearsubscription to RRCNA newsletters Council Connections (3 issues) Running Record or Network News (2 issues each) 0- A one-year subscription to Literacy, Teaching and Learning research jounial(2 issues) co-Special member rates on other RRCNA publications Voted representation on the RRCNA Board of Directors A lapel pin and membership certificate for new members READING RECOVERY° o A network of colleagues throughout the Continent COUNCIL OF NORTH AMERICA Renewal1:1 New Name Employer Work Street Address Wk City Wk State/Province Wk Zip Code Wk Phone Wk FAX Wk E-Mail Home Street Address Hm City Hm State/Province Hm Zip Code Hm Phone Preferred Mailing Address: HomeEl Work
RR Teacher RR Site Coordinator 1:1 RR Teacher Leader RR Leader Trainer Partner: Specify 0 Classroom Teacher 0 Title 1 Teacher 0 Principal 0 Administrator 0 Parent 0 Volunteer I am associated with Descubriendo La Lectura. I am associated with Canadian/Western Institutes of Reading Recovery.
Please help the Council maintain an accurate Reading Recovery database by providing the following information:
If a Teacher Leader, list your affiliated university regional training center If Reading Recovery Teacher, list name of Teacher Leader If Reading Recovery Site Coordinator or Teacher Leader, list name of your site(s)
I was referred for membership by r I would like to pay annual membership dues of $40.00 per year. I would like to pay supporting membership dues of $100.00 per year. I would like to make an additional tax deductible charitable contribution to help support the Council's work.$ You may use this section to order additional RRCNA Products and Publications Code: Item Description: Quantity: Total: $ Code: Item Description: Quantity: Total: $ Code: Item Description: Quantity: Total: $ TOTAL AMOUNT OF MEMBERSHIP, CONTRIBUTION, PRODUCT ORDER $ L Please send completed form with your check, Visa or MasterCard Office Use Only credit card information, or purchase order Remittance Advice: RRCNA made out to RRCNA to the following address: Reading Recovery Council of North America Name 1929 Kenny Rd., Suite 100 Check # Expiration Date I mo. I yr. Columbus OH 43210-1069 Invoice # (614)292-7111 Date Signature: FAX (614)292-4404 Amount 129 aThe Reading Recovery® Non Profit Org. Council of North America U.S. Postage The Ohio State University PAID READING1929 Kenny Rd., Suite 100 Columbus, Ohio RECOVERY'Columbus, LOlunThus, uH 43210 Permit No. 711 COUNCIL OF NORTH AMERICA 1275-990273-361
...Serving Children in Canada
and t h e United States...
\Flo.cSI\
Hyatt Regency, Columbus, Ohio, Estimated Conference Regis- Important Dates tration Fee: $165 (Members), Estimated Preconference Institute Registration Fee: $85 (Members), Contact: Holly Bartholomew, 1998 Teacher Leader Institute 614/292-6934 June 3-7, 1998, Hyatt Regency Dallas Fort Worth Airport, Dallas, Texas, Contact: Holly Bartholomew, 614/292-6934 Second North American Leadership Academy April 7-10, 1999, Hyatt Regency on the River Walk, San Antonio, International Reading Recovery Institute Texas, Estimated Registration Fee: $350 (Members), Contact: July 5-8, 1998, Cairns, Australia, Contact: Australian Conference Jean Bussell, 614/292-1795 Venues & Destinations, http://www.linstar.com.au/auscon 1999 Teacher Leader Institute National Reading Recovery Conference June 2-5, 1999, Hyatt Regency, New Orleans LA, Estimated Regis- February 6-9, 1999, Greater Columbus Convention Center and tration Fee: $ 230, Contact: Holly Bartholomew, 614/292-6934
Reading Recovery Teacher Leader Positions Availablle Capitol Region Education Council to train teachers for a Connecti- cut Consortium of Schools. Contact Marcia Yulo, Site Coordina- Reading Recovery Teacher Leader tor, 111 Charter Oak Ave., Hartford, CT 06106, Austin Independent School District, Texas Phone: 860/524-4061 to request application materials. Prefers teacher certification, teacher leader certification, reading specialist certification. Send letter of interest for position,resume, Reading Recovery Trainer of Teacher Leaders and/or certification, and copies of transcripts to: Elma Berrones, Profes- Teacher Leader sional Personnel Coordinator, Austin ISD, 1111 West 6th Street, Oahu, Hawaii to support and expand existing program. Contact Austin, TX 78703-5399 Myron Brumaghim, Principal, Nanaikapono Elementary School, Reading Recovery Teacher Leader 89-195 Farrington Highway, Walanee HI, Phone 808/668-5800, Fax 808/668-1453 The Madison Metropolitan School District, Madison, Wisconsin Requires Wisconsin Department of Public Instruction certification. Reading Recovery Teacher Leader Reading Teacher (#316) or Reading Specialist (#317) preferred. Rio Rancho Public Schools in New Mexico has an opening for a Contact Department of Human Resources at 608/261-9020 to Teacher leader to train 13 teachers in the 1998-99 school year. request application materials. Contact Assistant Superintendent Walter Gibson. Phone: Reading Recovery Teacher Leader 505/896-0667, FAX 505/896-0662, Email: [email protected] Albuquerque NM Public Schools Establish Reading Recovery Program and Train Twelve Teachers. Reading Recovery Teacher/Teacher Leader Contact Russ Romans, APS Title 1 Program, 220 Monroe Street Moline School District No. 40, IL SE, Albuquerque NM 87108, 515/256-4248, Application, resume, and credentials to: William G. Lehman, Direc- E-mail: [email protected] tor of Personnel, Moline School District No. 40, 1619 Eleventh Avenue, Moline IL 61265, 309/736-2100 130 READING RECOVERY' COUNCIL OP NORTH AMERICA A Newsletter f the Reading Recovery. Council of North America In This Issue... President's Message President 1 Billie J. Askew Past President 1 Volunteer Literacy Manual 2 Executive Director 2 "The challenge of literacy improvement is 3 International Institute 4 Copyright Questions 6 fine-tuning programs that are already satisfactory Classroom Connections 9 to get better results." (Clay, 1998, p. 197) OBEY-PORTER 10 Smith-Burke Testifies 10 Canada 11 quote from Marie Clay's new book, By Different Paths to Common Outcomes, offers a Educational Opportunities challenge to all of us as members of the Reading Recovery Council of North America. Policy 12 It is certainly a challenge to Reading Recovery professionals to work towardeven better Thank You to Contributors 13 results within a successful program. It also providesa challenge to literacy partners who are Board of Directors Focus 14 seeking to fine-tune programs within comprehensive literacy initiatives. Role of Directors 14 In considering how my new role as President of the Reading Recovery Council of North Vision0Mission0Purpose 15 America matches my own daily professional role; I am reminded that RRCNA is the vehicle June '98 Highlights 15 that makes much of what I do possible! RRCNAwas created to provide a support system for Board Roster 16 From the Board Membersl7 Reading Recoveryto provide a structure for enhancingprogram implementation, ensuring Standing Committees 19 the integrity of the program through standards and guidelines, fostering research and evalua- RRCNA at IRA 19 tion, supporting publications for a wide variety of audiences, as wellas supporting the roles of Descubriendo La Lectura 20 trainers through the establishment of advisory committees. Annual Fund Reminder 20 RRCNA's sole purpose is to sustain the integrity of Reading Recovery andto expand its Special Events 21 implementation in order to ensure access to Reading Recovery forevery child who needs it. Publications 0 Products 22 We must increase the number of individuals who understand,support, and collaborate in order Membership Form 23 to accomplish our vision that children will be readers and writers by the end of first grade. Membership Meeting 24 RRCNA provides the structure to enhance the roles of all members in realizing State &Province News 24 our common goals. continued on next page Editorial Board Janet Bufalino, Editor, 125 Horton Hall Shippensburg University Past President's Message Shippensburg PA17257 Joetta M. Beaver phone: 717-532-1166 [email protected] ver the past year, it has been my privilege to serve as the third 0 Mary Anne Doyle, Chair, president of the Reading Recovery Council of North America, Publications Committee an organization committed to helping as many children as pos- [email protected] 0 0 Patricia Hubbard, Associate sible become proficient readers and writers by the end of first grade. I Editor, Forest Hills School want to thank each of the board members, committee chairs, and com- District, Cincinnati, OH mittee members for their commitment to RRCNA, their support throughout theyear, and [email protected] their efforts that enabled the Council to move forward with its strategic plan. 0 Patsy Rucker, Associate Editor, In the coming year, I will continue to serve on the Boardas chair of an ad hoc committee Fox Chapel Area School District, Pittsburgh, PA to lead the Board through a self-evaluation process as well as chair of the Nominating ruck @chapel.fcasd.edu Committee. If you would like to nominate one ofyour colleagues to serve on the Board as vice 0 Jean Bussell, Executive president, secretary, site coordinator, trainer, partner, teacher leader,or university training cen- Director, RRCNA, ter dean, please return the Nomination Form included in this issue by November 1st. bussell.4 @osu.edu In closing, I would like to encourage each of us not togrow weary in serving as advocates for the lowest achieving first graders within the schools, communities, states/provinces, and Council Connections © 1998 RRCNA countries in which we work and live. At the Teacher Leader Institute in Dallas this spring, Uri All rights reserved. continued on next page 1.31 2 Connections Fall 1998
President's Message Continued energetic, and committed membership ing toward those goals. I also wish to Iam amazed when I consider what and a knowledgeable and dedicated acknowledge the important roles and has been accomplished in just over threeBoard of Directors. I am reminded that responsibilities of the Board of Directors years by RRCNA. In addition to secur- our common mission, "to ensure access of RRCNA in directing and supporting ing an outstanding full -time staff to sup- to Reading Recovery for every child the goals of the Council and in seeking port the Council, members of the who needs its support," can only be resources for accomplishing those goals. Council have created a range of high- achieved by a collaborative group of The role of the Executive Director is quality publications, assumed leadership Reading Recovery professionals and sup- also critical in supporting the work of for a national conference and institute, portive partners. Together we can do so the Council. and initiated a Leadership Academy. much! Finally, let us collaborate and work Descubriendo La Lectura (DLL) has My dreams for the Council for the both within the organization and within become an integral part of the work of 1998-1999 academic year will require our own schools and systems to ensure RRCNA. the full commitment of all members. My literacy opportunities for all children in A major accomplishment has been first plea is for us to recruit all Reading the early years. Consider this final chal- the establishment of representative com-Recovery professionals for membership. lenge from Clay's new book as you begin mittees to address the work of the The Council is working for them. But, your new school year: Council in areas such as research, pro- let us also recruit our literacy partners It is time for us to institutionalize gram implementation, standards and classroom teachers, administrators, com- early preventative intervention guidelines, and training. Whenever we munity members, university faculty, etc. accessible to all children who need become overwhelmed by the magnitude We need a broad base of informed col- it, as part of the overall system of of the tasks ahead, we should remember laborators as we face current and future delivering education, and as the first how much we have accomplished as an challenges. step in a process of improvement of organization in a short time. Also, in order to accomplish the literacy learning at all levels of When considering the awesome ambitious goals of the Strategic Plan of schooling (Clay, 1998, p. 218). responsibility I face in my new role, I am the RRCNA, we will need to increase encouraged by the support of a talented, the number of active participants work-
Past President's Message Continued Triesman from the University of Texas Volunteer Literacy Manual at Austin shared in his closing com- Is Recognized ments to the teacher leaders that every time a child leaves Reading Recovery, At the national level, Carol his/her potential as a learner has been Hampton Rasco, Senior expanded. As educators, we often say Advisor to the United States our goal is to help each child achieve Secretary of Education and Director of his/her potential, but what a thrilling the America Reads Challenge, recently and awesome thought that we are able responded to the Council's new to expand children's potential. The low- Volunteer Literacy Manual. She writes, est achieving first graders truly need our "BRAVO! The volunteer manual is ter- support and the opportunity to partici- rific; thank you so much for sharing a pate in Reading Recovery in order to copy. I am often asked about use of vol- succeed in school. So this fall as we, unteers for tutoring in Reading Reading Recovery teachers, teacher Recovery schools - I will refer them leaders, trainers, and classroom teachers, now to the manual. Best wishes." start another year working with the low- (Personal Correspondence) est achievers, may we approach every At the local level, the Junior League interaction with them as an opportunity of Columbus has provided funding for to "extend potential." Have a great the Council to distribute without year! charge a limited number of copies of the Volunteer Literacy Manual to schools in Central Ohio. The Council is work- nership for Reading Recovery. ing with teacher leaders in Central Information about the Volunteer Deanne for next ussue Ohio to identify the most appropriate Literacy Manual is provided in the list of November 1,1998 schools. The Council welcomes this Publications and Products provided opportunity for a new community part- elsewhere in this newsletter.
132 Fall 1998 Connections Executive Director's Message Jean F. Bussell
summer I have been blessed ing the Council over the next two years. withTlis many opportunities in It helped us create mutual understand- Reading Recovery. Each causes ings of the role of the Council and of me to reflect on the incredible program our individual leadership roles. It was a with which I have the opportunity to be genuinely valuable use of our time and several trainers from other university associated. resources. training centers. It was three very The Annual Teacher Leader Institute The International Reading Recovery intense days of reflection, analysis, and in Dallas in June brought together all Institute certainly was the highlight of planning for the future. Once again I the teacher leaders in the United States my opportunities this summer. I was learned a tremendous amount of infor- for the first time in four years. This pow- honored to attend the Institute as the mation about the implementation of erful assemblage of teacher leaders and representative of the members of Reading Recovery. trainers focused on creative and ener- RRCNA. I particularly enjoyed the As fall approaches, I am looking for- getic strategies for the enhancement of opportunity to participate with the ward to the continuation of such bless- teaching, learning, and leading. Over administrators' strand. Here I learned ings. The opportunities to meet many 800 individuals participated. Reading enormous amounts of information about Council members through the state and Recovery is strong! the implementation of Reading regional conferences will be the high- The RRCNA Board of Directors Recovery in New Zealand and Australia, light of the fall. Winter brings the meeting held in Dallas following the and deepened my understanding of the National Reading Recovery and Institute reinforced our collective com- implementation in Canada. Following Descubriendo La Lectura Conference mitment to the success of the RRCNA the Institute, I traveled to Sydney, in Columbus, Ohio. I hope many of you on behalf of Reading Recovery through- Australia, and to Auckland, New will be able to attend. And spring will out North America. The actions taken Zealand, where I had more opportunities bring the Second North American and the plans created resulted from the to discuss Reading Recovery implemen- Leadership Academy in San Antonio thoughtful and sincere participation of tation with trainers and tutors and to where we will be joined once again by all Board members in the deliberations observe teaching sessions. Reading Marie Clay to assist us in which occurred over the two days of the Recovery is Reading Recovery through- "Strengthening the Implementation of meeting. The Council is tremendously out the world. The accents and colloqui- Reading Recovery in North America." fortunate to have the caliber of leader- alisms are different, but the lessons are Between each of these events, we will ship it has had over the past four years. the same! be busy working to implement the Please enjoy the special focus section on Finally, I had the opportunity to Council's priorities as identified in the the Board of Directors contained in this observe the implementation visit by strategic plans developed by the Board issue of Council Connections. Marie Clay to Ohio. Since Ohio is the of Directors over the past two years. The national organization for associa-first location of Reading Recovery in Another busy year is ahead of us, for tion management provided an opportu- North America and is a fourteen year- there are many children who need nity for RRCNA President Billie Askew, old implementation, the opportunity to Reading Recovery as a blessing in their RRCNA President Elect Mary Anne participate was splendid. The visit lives. Keep focused on this thought, and Doyle, and me to participate in a semi- brought together Reading Recovery the daily work will be rewarded with lit- nar on "Leading Together" in San trainers, teacher leaders, teachers, site erate children leaving Reading Recovery Antonio. The seminar focused our coordinators, and partners from through- to be successful in their classrooms. attention on our respective roles in lead-out the state and was observed by
Expiration Date on Label Spring 1998 issues of The Running Record, Check the label on this newsletter to determine whenyour Network News (site coordinators and teacher membership in the Reading Recovery Council of North America leaders only) and Literacy Teaching and Learning: expires. Use the Membership Form on the inside back cover to An International Journal of Reading and Writing renew. Copy the Membership Form and give it to a friend - were mailed in late June to your designated mail- Reading Recovery teacher, classroom teacher, principal, specialser- ing address. If you have not received these publi- vices teacher, parent, or anyone else who supports the work of cations at home or at school, depending on your Reading Recovery. Encourage others to be a part of this Reading designated address, please contact the Council at Recovery network! 614/292-1792.
1 :1 4 Connections Fall 1998 International Reading Recovery Institute Convenes in Cairns, Australia he Cairns Convention Center was the site of the third International ,rReading Recovery Institute held July 5-7, 1998, in Cairns, Australia. Over 400 Reading Recovery trainers, teacher leaders (tutors), teachers, site coordina- tors, and administrators gathered to share ideas and learn from the international Reading Recovery leadership team. Dame Marie Clay, creator of Reading Recovery, opened the Institute with an address focusing on her most recent con- siderations regarding the good things about Reading Recovery, the things we are working on and/or being challenged by, and the things to focus on for the future. Billie Askew, RRCNA President and Trainer at Texas Woman's University, pre- sented the second keynote address and focused on teachers' attention to the The International Reading Recovery Leadership Team pauses for a photograph. From the left: Gay Su Pinnell, Billie Askew, Marie Clay, and Barbara Watson. Pinnell, behaviors of active learners and how teach-Askew, and Watson have been elected by their peers in the International Reading ers can build upon those behaviors to assistRecovery Trainers Group to collaborate with Dr. Clay on future planning for Reading children in working from their strengths. Recovery throughout the world. Barbara Watson, Director of the New Zealand Reading Recovery Program, led attendees through an exploration of teach- ing for strategies and an examination of teaching issues which a teacher addresses in order to assist each child in developing literacy competency. Gay Su Pinnell, RRCNA Past President and Trainer at The Ohio State University, focused on the lan- guage foundation for Reading Recovery and elaborated on four themes: reading and writing as language processes, language as a support for learning conversations, lan- guage as creator of our discourse communi- ty, and language as used to construct net- works of community and support. In addition to these keynote presenta- tions, Ken Rowe, Professor at the University of Melbourne in Victoria, Administrators from four Reading Recovery countries pause for a photograph Australia, addressed the assemblage on the following three days of discussion. Front row from left: Cheryl McKinley, topic of "What's So Good About Reading Queensland Department of Education, Australia; Tony Hall, Queensland Department of Education, Australia; Marilyn Peters, Site Coordinator, Recovery?" Bridie Raban, Professor at the Michigan, USA; Jeanne Cheney, Site Coordinator, National-Louis Univerity, University of Melbourne in Victoria, USA; Back row from left: Alan Rice, New South Wales Department of Australia, explored the topic of "Language Education, Australia; Ann Power, Nova Scotia Department of Education, and Literacy: Implications for Teaching." Canada; Frank Braithwaite, Site Coordinator, York School District, Ontario, Stuart McNaughton, Professor at the Canada; M. Trika Smith-Burke, Trainer, New York University, USA; Jean University of Auckland in Auckland, New Bussell, Reading Recovery Council of North America; and Glenda Strong, Victoria Department of Education, Australia. continued on next page 134 Fall 1998 Connections
International Reading Recovery Institute-Continued
continued from previous page
Zealand, presented a discussion of "Developmental Diversity and Literacy Instruction." Participants also participated in response group sessions following each keynote address and in seminars and workshops. Administrators convened in sessions facilitated by M. Trika Smith-Burke, Trainer at New York University, to discuss implementation issues and to explore keynote topics in greater detail with the keynote pre- senters, including Marie Clay.
Canadian (plus one) Reading Recovery "tourists" visited the Auckland Reading Recovery Teachers' Centre in Auckland, New Zealand, following the International Institute. The tourists were treated to observing lessons behind the glass as well as continu- ing contact and inservice sessions. Pictured here from the left are: Phyllis Deering, Teacher Leader in Grand Falls-Windsor, Newfoundland, Canada; Patricia Kelly, Trainer at California State University in San Bernardino; Pam Jones and Hazel Dick, Teacher Leaders in York, Ontario, Canada; Janet Bright, Teacher Leader in Halifax, Nova Scotia, Canada; Anne MacQuarrie, Reading Recovery Teacher in Dartmouth, Nova Scotia, Canada; Karen Powell, Teacher Leader in Vancouver Island, Victoria, British Columbia, Canada; Christine Cole, Reading Recovery Teacher in Grand Falls-Windsor, Newfoundland, Canada; and Joe Ritchie, Teacher Leader in Truro, Nova Scotia, Canada. In addition to this visit, the Reading Recovery Trainer and Tutors in Sydney, Australia, hosted these same tourists during their visit in Sydney.
( JULY, 2001-Fourth International Reading The National Reading Recovery Centre in Auckland, New Zealand, hosted visitors to the Centre following the Recovery Institute- International Institute. Pictured here from the left are Christine Boocock, New Zealand Reading Recovery Trainer; Vancouver Barbara Watson, Director of the New Zealand Reading Recovery Program; Patricia Kelly, Reading Recovery Trainer British Columbia at California State University at San Bernardino, California; Dianne Stuart, Reading Recovery Trainer at the Canadian Canada. Institute of Reading Recovery, Toronto, Ontario; and Blair Koefoed, New Zealand Reading Recovery Trainer. 6 Connections FaIl 1998
Copyright Questions-Ethical Responses: Understanding Copyright Issues Mary Anne Doyle
Es it appropriate to photocopy issues oftice was an appropriate means of sharing owner is either the individual(s) who the periodicals (Council Connections, information at a time preceding devel- created the work, or a publisher who has The Running Record, Network News) opment of more formal publications. secured the copyright ownership from published by the Reading Recovery Early communiqués became our first the creator. Indication of the copyright Council of North America (RRCNA) newsletters, including The Running owner is found in the copyright notice for colleagues who do not receive these Record and the Network News. appearing in the publication. For exam- publications? Is it permissible to photo- At this point in our history, our net- ple, the notation, © 1998, Reading copy one article from Literacy, Teaching work of Reading Recovery educators has Recovery Council of North America. All and Learning: An International Journal of become an international, professional rights reserved., identifies RRCNA as the Early Reading and Writing to use with society of nearly 8,000 members. The copyright owner of all original materials Reading Recovery training classes each newsletters of earlier years have become presented in the specific publication. year? Suppose an article, appearing in a bona fide publications that are directed This notice will appear in all RRCNA publication received in a given week, by editors, reviewed stringently by edito- publications. dovetails the topic of the training ses- rial review boards, and produced profes- Copyright protection extends to all sion of the same week, is it fair to photo-sionally. These publications present our forms of creative works. In our context, copy this article for distribution to the voice, our development, and our these include journals, periodicals, class immediately without the copyright research to the academic community at- newsletters, books, monographs, book- owner's permission? Are publications large. Both the authorship and the read- lists (English and Spanish), training available from RRCNA via the Internet ership are international and multifac- materials, manuals, videotapes, audio- limited by any copyright restrictions? eted. They extend beyond our national tapes, computer software, World Wide (Please note that RRCNA plans to have cadre of Reading Recovery educators. Web pages, and any publications trans- World Wide Web capacity established In meeting the challenge of produc- mitted via the Internet. during the 1998-1999 academic year.) ing quality publications for the academic The law grants copyright owners Does copyright law allow an individual community, the organization must exclusive rights to control their works. to provide published articles to others assume all related responsibilities, These rights include the freedom to via the Internet without restrictions? including regulations established by fed- modify, reproduce, display or distribute These questions represent issues eral law. Briefly, RRCNA's responsibili- the work as well as the authority to give posed by our membership in relation to ties entail submitting all publications to or deny others permission to modify, the range of publications available from the Library of Congress, registering our reproduce, display, or distribute the work RRCNA. The responses vary and publications with the U.S. Copyright (Circular 21). In essence, the law serves require exploration of copyright proce- Registry Office, and adhering to the to protect the property owner's rights by dures established by federal law. The U.S. Copyright Law. The RRCNA limiting the use of protected materials purpose of this article is to clarify the Board and the Publications Committee without permission. Copyright Law and provide understand- also wish to help members understand While the law appears to suggest that ings that serve as a guide for making the nuances of this law so that every- a user of copyright-protected material appropriate, ethical decisions in regard one's practices reflect integrity. The must secure permission from the owner to photocopying and/or disseminating practice of photocopying freely is not before any use of the material (e.g. pho- RRCNA copyright-protected publica- always appropriate, and members need tocopying and/or distributing), this is tions. to understand their responsibilities and not always the case. The law does allow their rights regarding all uses of copy- the use of portions of a copyrighted work Historical Context righted materials. The ensuing discus- without the copyright owner's permis- In the early implementation phase of sion reviews implications of the law. sion for purposes of criticism, comment, Reading Recovery nationally, one means teaching, scholarship, or research of disseminating information to Reading The Copyright Law (Section 107, Title 17, United States Recovery educators efficiently was by The purpose of the Copyright Law is Code). This user-privilege is referred to sending materials to teacher leaders and to protect the rights of individual pro- as fair use. asking them to photocopy and distribute perty owners in cases where the property Fair use doctrine is complex and diffi- such materials to Reading Recovery is a creative work, referred to as intellec- cult to interpret as the original law does teachers or site coordinators. This prac- tual property. Most often, the copyright not give explicit guidelines. continued on next page 136 Fall 1998 Connections continued from previous page than 2,500 words, or an excerpt of not rion of quantity). Compliance with Consequently, educators rely on a set of more than 1,000 words, or 10% of the these factors tends to diminish the congressionally endorsed standards, work, whichever is less. The guideline potential effect on the market value of Agreement on Guidelines for Classroom for illustrations is a limit of one chart, the copyrighted work (the effect criteri- Copying in Not-For-Profit Educational graph, diagram, etc., per book or periodi-on). Institutions With Respect to Books and cal. If the material is a special work that It is difficult to streamline the guide- Periodicals, to guide decisions of fair use presents text and illustrations (e.g., a lines. In general, users should judge their (Cate, et. al, 1998). These are reviewed piece of children's literature) and the practices on the criteria of brevity, spon- below. entire text is less than 2,500 words, an taneity, and effect; modify practices on excerpt of no more than two pages con- the basis of private versus public uses; Educational Fair Use: taining no more than 10% of the text provide notification of copyright on all Guidelines for Copying may be reproduced without permission materials; and request permission to use (Circular 21). a particular article repeatedly. Educational fair use of copyright-pro- The spontaneity condition for copy- tected materials is regulated by four ing without permission specifies that the Internet Uses, Distance standards presented in the Copyright use of the material is not preplanned. Act. Stated briefly, these include the Learning, and Issues of Rather, the decision to share the work is purpose of the copying, the nature of the spontaneous and results in insufficient Copyright copyrighted work, the amount of the time to secure permission before the While this discussion has focused on copyrighted original being used, and the material is needed to support one's print media, U.S. Copyright Law applies effect of the use on the potential mar- teaching. with equal force to all forms of electron- ket, or value, of the copyrighted work The third condition, cumulative ic communications systems and to all (Circular 21). Therefore, the amount of effect, specifies that the copying of the forms of distance learning (Rubiales, et. copyrighted material an educator can material is for only one course and that al, 1998). Therefore, the appropriate photocopy and/or distribute without per- the amount of copying is limited during uses of copyrighted materials and the mission is determined by the use of the a class term. No more than one com- applications of fair use principles dis- material; the criteria differ for personal plete work or two excerpts may be cussed previously are applicable and nec- versus classroom applications. copied from the same author, and no essary in these contexts. More specifically, if an instructor is more than three short articles, or securing material for use in his/her excerpts, from the same periodical vol- Permission to Use research, or in preparation for teaching a ume may be copied during one term. In class, fair use doctrine allows a single Copyrighted Materials total, there should be no more than nine copy of any of the following: One chap- Perhaps because the fair use guide- instances of multiple copying for one ter of a book, one article from a periodi- lines are somewhat confusing, it is com- course during one class term (Circular cal; one short story, essay, or poem; or, mon practice for publishers of educa- 21). one chart, graph, diagram, drawing, or tional journals to detail the specific per- Even when all conditions for copying picture from a book, periodical, or news- missions granted to readers/users for without permission are met, the copying paper (Circular 21). quoting, reprinting, or photocopying should not substitute for securing pub- Multiple copies, equaling the number materials within the periodical. Such lished anthologies or collected works of students in a class, may be made with- directions have been presented in the and should not include consumable out permission if the photocopying RRCNA journal, Literacy Teaching and materials. Furthermore, while reproduc- and/or distribution meet the tests of Learning: An International Journal of ing a single, copyrighted article may be brevity, spontaneity, and cumulative Reading and Writing and will be included appropriate without permission once, effects. These three factors must be con- in future issues of other periodicals. repeated use of the same material term sidered simultaneously in each instance Likewise, if permission to photocopy is after term requires permission. Finally, (Circular 21). needed and expected for various training the copyright notice should be displayed Brevity pertains to the length of the materials published by RRCNA, the on all materials copied (Circular 21). material copied, and suggested limits dif- appropriate permission will be displayed fer for poetry, prose, and illustrations. A Fair Use Summary in the publication (e.g., reproducing and complete poem if less than 250 words, or distributing the booklists). an excerpt from a long poem of not If the use of a copyrighted work is In other instances when one wishes more than 250 words, may be copied fair, the copyright owner's permission to to photocopy or distribute multiple without permission. If the material is reproduce and/or distribute it are not copies of RRCNA materials, including prose, the condition of brevity is met by required. The guidelines include educa- distribution of information via the limiting the copied portion to a com- tional, nonprofit uses (the purpose crite- Internet, permission must be requested plete work (article, story, essay) of less rion) of published information (nature in writing from the RRCNA Executive criterion) in limited amounts (the crite- continued on next page 8.Connections Fall 1998 continued from previous page from the RRCNA Executive Director. forthcoming from the Reading Recovery Director's office. Occasionally, a fee may The proposed use will be reviewed by Council of North America. It is antici- be collected in connection with securing the Publications Committee, and it is pated that many uses of RRCNA publi- permission to photocopy or distribute more than likely that permission will be cations will be fair without permission. RRCNA publications. However, in mostgranted. In any instances when permission for cases fees will not be charged to Suppose an article, appearing in a reproduction and distribution is sought, RRCNA members. publication received in a given the request will be reviewed with posi- An alternative suggestion for securing week, dovetails the topic of the tive intentions. Seeking permission is multiple copies of published materials training class of the same week; is acting with integrity and respect. used repeatedly in training classes is to it fair to photocopy this article for Granting permission is the organization's order compendiums of articles selected distribution to the class without the way of supporting academic, intellectual from a range of issues. Currently, a col- copyright owner's permission? endeavors related to Reading Recovery. lection of Reading Recovery research Yes. An immediate, one-time use of To secure permission to use RRCNA articles, originally published in the such an article appears to meet the fair copyrighted materials, submit a written RRCNA journal, appears in Research in use doctrine's criteria for brevity (one request to Jean Bussell, Executive Reading Recovery, published by article), spontaneity (needed immediate- Director, RRCNA. Identify the material Heinemann. Two other collections to be ly), and effect (one article, used once). and detail the specific use proposed, published in the near future by RRCNA Are publications available from including a course name and institution are The Best of the Running Record and RRCNA via the Internet limited where the material will be used, the The Best of the Network News. Securing by any copyright restrictions? number of copies to be made, the meth- these publications for class members pre- Yes. Any RRCNA publication avail- ods of copying and distributing the cludes concern for interpreting fair use able via the Internet is copyright-pro- material, and the time period during or seeking permission. tected (A copyright notice will be visi- which the material will be made avail- ble). Therefore, the principles guiding able. Finally, it will be most important Answering the protection of intellectual property and to allow four to six weeks for the pro- Questions fair use apply. cessing of your request. Does copyright law allow an indi- Let's return to the questions posed at References the beginning of this article and apply vidual to provide published articles Circular 21 (1995). Reproduction of the Copyright Law, including fair use to others via the Internet without copyrighted works by educators and guidelines, to determine appropriate restrictions? librarians. Washington, D.C.: U. S. responses. No, not without restrictions. Because Copyright Office. Is it appropriate to photocopy such materials are copyrighted, all fair Cate, F H.; Gumport, P. J.; Hauser, R. issues of the periodicals (e.g., use guidelines for distribution apply. It K.; Richardson, J. T.; Wexman, V.; Council Connections, The Running would be necessary to meet the condi- Alger, J. R.; Smith, M. E (1998). Record, Network News) published tions of brevity, spontaneity, and effect; Copyright issues in colleges and uni- by the RRCNA for colleagues who or, apply in writing for permission to use versities. Academe, 84, (3), pp. 39-45. do not receive these publications? the material in this way. Rubiales, D.; Steely, M. T.; Wolliner, C. The answer to this question is no; Conclusion E.; Richardson, J. T; Smith, M. E this does not meet the spirit of fair use. (1998). Distance learning. Academe, Whether for one colleague or a class of The purpose of this article is to 84 (3), pp. 30-38. teachers in training, the question enhance readers' understandings of the implies that the issues would be copied Copyright Law and its application to in their entirety and that the distribu- their uses of the many publications tion is preplanned. These factors violate the fair use doctrine of brevity, spon- taneity, and effect. Copyright Notice Is it permissible to photocopy one Action by the Board of Directors at its February 1998 meeting article from Literacy Teaching and requires that all publications of the Reading Recovery Council of Learning: An International Journal North America be copyrighted. This means that publications may of Early Reading and Writing to use with Reading Recovery training not be copied and used for general distribution. Permission to quote classes each year? is granted for passages under 500 words. Permission to photocopy is This practice is not allowed without granted for nonprofit, one-time classroom or library reserve use in permission from the copyright owner. educational institutions. Therefore, request permission in writing
136 ,BEST COPY AVAILABLE Fall 1998 errniffillitill11611I aeaDam Connscdon Kindergarten Drama Based on the book This column is designed to serve Reading Recovery partners: the Lilly's Purple Plastic Purse by Bruce Henkes classroom teachers who work together with Reading Recovery teachers to Sherlyn Porter teach children to read and write. } (Sherlyn is a kindergarten teacher in read part of the story rather than the was really fairy dust collected when the the Upper Arlington City Schools in entire story like we usually do. We stopped tooth fairy visited my bedroom; the ring Ohio.) at the place where Lilly wrote the note. had magic powers and the crystal necklace Since this was our first drama experi- was my wishing necklace. We passed the Story Overview: ence for the year, I thought it would be items around and then carefully placed Lilly loves to go to school. She espe- important to discuss what drama is and thethem in the purse. I talked about how cially loves her teacher Mr. Slinger. He is rules for playing the game. We established much I used to like Ms. Porter, but now I a cool dresser and serves great snacks. One that drama was pretending and that we didn't. I introduced the concept of "not day Lilly brings her new purple plastic might be thinking about important ideas fair." As expected, this initiated a lot of purse to school to share with her class- while pretending. We also discussed that talk. I asked the children to help me by mates. She is very insistent that she share we would shut our eyes and count to three writing a note to Ms. Porter and putting it her purse during inappropriate classroom in order to begin the drama and that I in her lunch box. I asked that they not put times. Mr. Slinger becomes frustrated and would clap my hands twice to get out of or their name on the note. The children takes her purse. Lilly is very angry and end the drama. We practiced several times drew pictures and had a helping parent writes Mr. Slinger a nasty note. She puts so that I was sure the children understood write words. They placed their notes in the note in his briefcase. On her way the rules. the lunch box. All but one student was home she finds that he has slipped a nice I then discussed what parts we would able to express anger in the note. This note in her purse. She has to figure out play. I explained that I would be Lilly and child put a heart on the paper with no how to make up for what she has done to they would be Lilly's friends. The teacher note. Mr. Slinger. Ms. Porter would be out of the room for a Day Two Drama Plan: few moments. The children would find that Lilly had a problem. We reviewed the drama rules. The chil- The teacher assumes the role of Lilly. dren were most anxious to find out what The children in the class find the teacher I used a blue jeweled purse filled with a vile of colored sugar crystals, a jeweled happened to their notes. I told them that crying. They are invited to ask why the on my way home I had discovered a note teacher (Lilly) is crying. She explains that ring and a beaded necklace. These repre- sented Lilly's treasures. I chose a purse that from Ms. Porter. I showed the children the she has written the teacher a nasty note note which said: because he took her purse. Now she has was not purple because I wanted to estab- lish that although the basis for the drama Dear Lilly, found his nice note and wants to figure I am sorry that you didn't get a out how to make it up to him. The was Lilly's Purple Plastic Purse, the drama would be somewhat different than the chance to share your purse today. I teacher acts as scribe as the children gen- know that you must have been very erate suggestions. They also may be invit- book. The children were quite excited to know about the purse and what was inside. disappointed and thought that I was ed to draw their suggestions. being unfair. Next time you need to (This is a tentative.plan which can be That made for a positive beginning to the drama. wait until sharing time. Tomorrow altered according to the needs of the stu- we will share your purse first thing. dents by the classroom teacher.) Another prop was a lunch box. I told the children that this was Ms. Porter's I thought some of my special snack The Drama: lunch box. This was placed on my desk. might make you feel better. I extended the drama beyond 10 min- Ms. Porter Day One utes because I have had some experience P.S. I think your purse is doing drama in my classroom and I felt it When the children came into the REALLY special. would be appropriate. room, I told them that we were beginning At this point I gave all the children our drama. I sat on the meeting rug with some of Ms. Porter's special curly snacks. Set-up the purse and pretended to cry. The chil- We talked about what Lilly was going to I began by reminding the children dren gathered around and asked what was do to make Ms. Porter feel better after we about the book Lilly's Purple Plastic Purse. the matter. I said that Ms. Porter had said had all sent those notes. I asked if every- After talking about the book, I told them she would take my purse after she returned one had written a note. Then I said that I that I would be telling part of the story to to class. I explained that all of my best heard that one person had put a nice note them while browsing through the pictures. treasures were in the purse and that all I in Ms. Porter's lunch bag. I wanted to They wanted me to read the story so I did. had wanted to do was share them with the know who did that and why. The child I made sure that they knew we would only class. I showed the children the contents, said that she had still liked Ms. Porter so explaining that the vile of colored crystals continued on page 13 135 10Connections Fall 1998
OBEY-PORTER Comprehensive School Reform Demonstration Act ongress has passed the Obey - laboration with the Education Slavin and Fashola, in Show Me the Porter Comprehensive School Commission of the States) the Catalog of Evidence! Proven and Promising Reform Demonstration (CSRD) School Reform Models. This Catalog con- Programs for America's Schools, iden- Act. The Act provides for grants of at tains Reading Recovery as a Skill- and tify Reading Recovery as a curricu- least $50,000 per year per selected Content-Based Reform Model for lum-specific program for early child- school. While Reading Recovery is not Reading/Language Arts. hood. They present evidence of considered a comprehensive school The Catalog is available from the Reading Recovery's effectiveness as reform model in this legislation, ReadingNorthwest Regional Educational determined by researchers internal Recovery can be an important part of a Laboratory, Suite 500, 101 S. W. Main to and external from Reading comprehensive reform model. Reading Street, Portland OR 97204-3297, Recovery program implementation. Recovery exemplifies all of the other Phone 503/275-9500, Herman and Stringfield, in the ERS eight essential elements which are part FAX 503/275-9584, Monograph Ten Promising Programs of the requirements of the Obey-Porter Web Site http://www.nwrel.org/scpd/nat- for Educating AU Children: Evidence legislation. More specifically Reading spec/catalog. of Impact, describe Reading Recovery Recovery includes: Contact your local or state coordina- as an externally developed, targeted effective, research-based, replica- tor of federal funding for more informa- program and present evidence of ble methods and strategies, tion. Many schools and states are con- Reading Recovery's effectiveness as professional development, tacting the Reading Recovery Council well as several case studies from measurable goals and bench- of North America for information about implementation. marks, Reading Recovery, so hopefully this support within the school, means new funding for many programs. References parental and community involve- Also note that a variety of publica- Herman, R. & Stringfield, S. (1997). ment, tions recently have identified Reading Ten Promising Programs for Educating external technical support and Recovery as a program which supports All Children: Evidence of Impact. assistance, comprehensive school reform. Arlington, VA: Educational Research evaluation strategies, and Wang, Haertal, and Walberg, in an Service. coordination of resources. article in the April 1998 issue of Slavin, R. E. & Fashola, 0. S. (1998). Therefore it is very appropriate to Educational Leadership, list Reading Show Me the Evidence! Proven and include Reading Recovery in a compre- Recovery as a curricular reform Promising Programs for America's hensive school plan. Funds are available model which "offers one-to-one Schools. Thousand Oaks, CA: Corwin to local school districts through state tutoring to early readers with read- Press, Inc. departments of education. ing problems." (p.67) The authors' Wang, M. C., Haertal, G. D., & The US Department of Education Figure 1 presents a comparison of a Walberg, H. J. (1998). Models of contracted with the Northwest Regional variety of programs in relation to 25 Reform: A Comparative Guide. Educational Laboratory to create (in col- program practices (p. 69). Educational Leadership, 55, (7), pp. 66-71. Smith-Burke Testifies Before the National Reading Panel the Panel. The purpose of the Panel is New York, and Jackson, Mississippi, the National to identify research-based best practices Panel gathered ideas and information Reading on how to teach children to read and to from many interested constituents, Panel was estab- disseminate these findings to a wide including Reading Recovery profession- lished as a result audience. als and friends who attended the hear- of Congressional The National Reading Panel mem- ings in each city. action requesting bers include parents, teachers, adminis- In June 1998, M. Trika Smith-Burke, the Director of trators, researchers, policy makers, and Reading Recovery Trainer from New the National other education and child development York University and Chairperson of the Institute of leaders. Their focus is to move from RRCNA's Implementation Committee, Child Health research to innovation in practice. presented testimony before the Panel on and Human Development (NICHD) Through its public hearings held this behalf of the RRCNA. Smith-Burke and the Secretary of Education to create summer in Chicago, Portland, Houston, stressed the research base from which continued on next page Fall 1998 Connections11
continued from previous page mon misconceptions about the program. Consistent, research-based instruc- Dr. Marie Clay created Reading She emphasized that: tion matched to learners' needs; Recovery as well as the research base Reading Recovery is not a classroom Ongoing, multi-level staff develop- which continues to inform the practice program, ment; and and implementation of Reading Reading Recovery is not done in Continuous monitoring of student Recovery. groups, outcomes to inform instruction and Smith-Burke took the opportunity to Reading Recovery is not aligned staff development and to evaluate detail the goal of Reading Recovery to with any particular classroom litera- the program. reduce the number of lowest achieving cy program, and Upon completion of its work, the first grade children needing specialist Reading Recovery, a supplemental Panel will report its key findings in a assistance at the end of the year and program, is not designed to over- manner which moves beyond research. how this is accomplished through indi- come all the problems associated Its focus will be upon the best applica- vidual, supplemental, daily instruction with poor classroom teaching. tions and upon how parents, teachers, by highly trained teachers. The two pos- Smith-Burke reviewed current school administrators, leaders in teacher itive outcomes of Reading Recovery are research on the theoretical shifts in education, and textbook and curriculum 1) successfully discontinuing children learning theory and early literacy devel- developers can work to improve reading from the program or 2) recommending a opment, as well as research on the teaching and learning in a significant small number of children for further importance of teacher training and on- manner. The Panel's report is expected assessment after a period of diagnostic going staff development. In her conclud- early in 1999. teaching, with appropriate school per- ing remarks, Smith-Burke emphasized The Council thanks those members sonnel collaborating with parents to that to reach children in all their diver- and friends who attended the Panel's plarifuture learning for the children. sity takes: hearings around the country and provid- Smith-Burke also clarified some corn- Comprehensive short and long term ed feedback after each hearing. planning; Reading Recovery in Canada Update Dianne Stuart, Trainer/Administrator I READING RECOVERY EXPANDS IN CANADA prince Edward Island, Canada's cial governments and smallest province and home of the local school districts Anne of Green Gables, will begin which will allow each of implementing Reading Recovery in the these provinces to reach Island's schools beginning September full implementation by 1998. This is the ninth province in the year 2001. Canada to implement the program. The Dame Marie Clay provincial Department of Education has has given the Canadian entered into a partnership with the local Institute of Reading school districts to cost-share the train- Recovery and the province Services, has provided funding for this ing of Reading Recovery teachers. The of Nova Scotia permission to begin the project to date. In addition to this work, Department also is funding the training redevelopment of Reading Recovery in the government of Canada, through the of a Teacher Leader. As a result of this the French language. Presently, work is Heritage Minister, the Honourable partnership, the Island will be able to being done on An Observation Survey of Sheila Copps, has provided the financial reach full implementation within 4 Early Literacy Achievement (1993). resources to train the first Francophone years, which means every child who Certain chapters of the Observation Trainer in the world, Gisele Bourque needs Reading Recovery will have Survey have already been translated intofrom Nova Scotia. Presently Gisele is access to the program. French while others are being devel- training in New Zealand with Dr Prince Edward Island joins the oped. This is the first step in the Barbara Watson and will return to provinces of Manitoba and Nova Scotia process. The Nova Scotia Department Canada in January as the first along with the Yukon Territory in form- of Education under the leadership of Francophone Reading Recovery Trainer ing a partnership between their provin- Ann Power, Director of Student in the world.
LP I 12Connections Fall 1998 Educational Opportunities Policy Over the past year the RRCNA minimum the application must include experience designed by trainers using Board of Directors has worked the name, date, and location of the pro- experts in the field for the develop- with the North American posed event; the sponsor's name, ment of expertise among participants Reading Recovery Trainers Group to address, and phone number of the indi- in order to provide leadership and develop a policy to provide structure to vidual or organizational representative; implement change in their own sys- the many educational opportunities the agenda for the event including con- tems using the tools created in the which are offered throughout North tent and presenter; presenter's or presen- Academy. America in the name of Reading ters' credentials; and any other informa- Advanced Training: Intensive, in- Recovery®. Because Reading Recovery tion which the sponsor deems to be use- depth study on an area of focus over is a trademarked name and the name ful to the RRCNA in processing the an extended period of time. This is describes a program which depends on application. planned by trainers and teacher lead- quality control to maintain its integrity The policy includes a set of defini- ers that are currently connected to a and effectiveness in serving children tions which specify what is included and university training center. It is creat- who are at risk of not learning how to what entity may sponsor a particular ed for teachers and teacher leaders read and write, this policy is necessary to opportunity. The definitions are as follows: within the training center's geograph- protect the public, including Reading Continuing Contact: Six training ic region. Recovery trained professionals, from sessions provided by teacher leaders Conference: Comprised of a variety promoters of educational programs for trained teachers, four of which of sessions that include professional which are not sanctioned by the include two Behind the Glass lessons. development, business issues, imple- Reading Recovery network. Professional Development: Training mentation or awareness for Reading The policy provides that any confer- sessions scheduled and provided by Recovery personnel and early literacy ence held in a state or region with more university training centers for trained educators or those interested in such than one training center must be a col- teacher leaders that include Behind topics. Planning for conferences must laboration among all of the university the Glass teaching sessions and/or be done by a trainer'rainer or a group of training centers in the state or region. A study to refine and advance leader- teacher leaders in conjunction with conference held out of the state in ship, implementation, research, and other university training centers in which the university training center theoretical understandings of literacy the same geographic area (or with resides will require approval of the (four to six full days per year). whom the teacher leaders are affiliat- North American Trainers Group. A Meeting: The convening of personnel ed) and with teacher leaders, teach- national conference in the United for a variety of business planning ers, and administrators from the state States can only be organized and issues related to Reading Recovery or region. A trainer must have the planned by the Board of RRCNA. A training and the implementation of major responsibility for assuring the national conference in Canada can only Reading Recovery/Descubriendo La quality and the financial integrity of be organized and planned by the Board Lectura. the program and for insuring that all of the Canadian Institute of Reading Teacher Leader Institute: An annual aspects of the conference are consis- Recovery. three/four day intensive, advanced tent with the use of the Reading Any individual or organization not training for trained teacher leaders Recovery trademark. associated with the Reading Recovery that includes sessions related to work- Awareness Session: An introductory Council of North America (RRCNA) or ing with children, working with session providing information about with any of the Reading Recovery teachers, and addressing implementa- Reading Recovery, including a teacher leader university training centers tion issues. It is planned by trainers in description of the goals of the pro- must apply to the RRCNA for permis- conjunction with teacher leaders. gram, its research base, the training sion to present and promote an educa- Seminar/Institute/Symposium: A program, and factors related to its tional offering as defined in the associat- one/two day event focused on a implementation. It is provided by ed definitions. Such application must be theme or topic based on an identified trainers, teacher leaders, and/or site made prior to any publicity or promo- need, organized and planned by train- coordinators. tion of the offering to the public, includ- er(s) for Reading Recovery / If you are planning such an event, please ing Reading Recovery professionals. Descubriendo La Lectura profession- contact the RRCNA. If you are invited RRCNA will respond to such applica- als (e.g., trained and in-training to an event that indicates that it will tions within thirty (30) calendar days. teacher leaders and teachers) and include Reading Recovery topics but is Application must be made in writing other stakeholders (e.g., site coordi- not sponsored by the Council or a uni- versity training center, please contact the to the RRCNA in care of the Executive nators, administrators, state depart- Council to determine if the event is Director at 1929 Kenny Road, Suite ments). approved for Reading Recovery. 100, Columbus OH 43210-1069. At a Academy: A one to five day planned Reading Recovery Council of North America Nominations Form 1999-2000 Board of Directors Instructions:
All members of the Reading Recovery Council of North Americaare eligible to nominate one person for each of the positions listed on this form. The nominator must providea statement of recommendation for each individual nom- inated. The nominee must indicate his or her willingness to serve by providing biographical data anda position state- ment concerning his or her interest in the Board of Directors position. Nominees must have beena member of the Council for one year prior to taking office. Non-members will not be placedon the ballot. Elections will be held dur- ing March 1999. Elected officers and Board members take office on July 1, 1999, andserve a three-year term (except the Secretary who serves a one-year term). Members are asked to attend at least two meetings eachyear in various locations. Travel expenses must be covered by the Board member. A list of the current Board members and theirterms of office appears below. All current members are eligible for re-election. If you wish to make a nomination in more than one category, pleasecopy this form and submit one form for each category for which you are nominating an individual. PLEASE RETURN THE NOMINATIONS FORM NO LATER THAN NOVEMBER 1, 1998. Positions for which nominations are requested are as follows: Vice President (becomes President after serving an additional yearas President-Elect) Site Coordinator (three-year term) Secretary (one-year term) Trainer (three-year term) Teacher Leader (three-year term) Partner (three-year term) University Training Center Dean(three-year term)
Complete the form on the reverse side. 1998-99 Reading Recovery Council of North America Board of Directors
President: Billie Askew, Trainer, Texas Woman's University, Site Coordinator Representative: Patricia Hubbard, Site Denton TX (Term expires: 6/30/2000) Coordinator, Forest Hills SD, Cincinnati OH (Term expires: President-Elect: Mary Anne Doyle, Trainer, University of 6/30/2000) Connecticut, Storrs CT (Term expires: 6/30/2001) Partner Representative: William Lynch, Partner, Lynch Vice President: Clifford Johnson, Trainer/Site Coordinator, Foundation, Rancho Santa Fe CA (Term expires: 6/30/2001) Georgia State University, Atlanta GA (Term expires: 6/30/2002) Partner Representative: David Moriarty, Partner, Medford Public Past-President: Joetta Beaver, Teacher Leader/Site Coordinator, Schools, Medford MA (Term expires: 6/30/1999) Upper Arlington OH (Term expires: 6/30/1999) Canadian Institute of Reading Recovery Representative/CIRR Secretary: Maribeth Schmitt, Trainer, Purdue University, West President: Paul Addie, Site Coordinator, Scarborough BOE, Lafayette IN (Term expires: 6/30/1999) Scarborough Ontario Treasurer: Mary Jackson, Site Coordinator, Sugar land TX (term Descubriendo La Lectura Representative: Yvonne Rodriguez, expires 6/30/99) Trainer, Texas Woman's University, Denton TX (Term expires: 6/30/2001) Teacher Representative: Diane Dunn, Reading Recovery Teacher, Eakin Rd. Elementary, Columbus OH (Term expires: 6/30/2000) Training Advisory Committee Chair: Irene Fountas, Trainer/Site Teacher Representative: Diane Grant, Reading Recovery Teacher, Coordinator, Lesley College, Cambridge MA (Term expires: Lacy Township BOE, Lanoka Harbor NJ (Term expires: 6/30/1999) 6/30/2001) RRI Representative: Carol Lyons, Trainer, The Ohio State Teacher Leader Representative: Wayne Brown, Teacher Leader, University, Columbus OH San Luis Coastal USD, Los Osos CA (Term expires: 6/30/2000) RRI Representative: Daryl Siedentop, Interim Dean, College of Teacher Leader Representative: Geraldine Haggard, Teacher Education, The Ohio State University, Columbus OH Leader, Plano ISD, Plano TX (Term expires: 6/30/1999) President's Appointment: Connie Williams, Teacher Leader, Long Trainer Representative: Mary Fried, Trainer, The Ohio State Beach USD, Long Beach CA (Term expires 6/30/1999) University, Columbus OH (Term expires: 6/30/2001) President's Appointment: Connie Thomas, Principal, Sunnyside Elementary School, Indianapolis IN (Term expires 6/30/1999) Trainer Representative: Dianne Stuart, Trainer/Site Coordinator, Canadian Institute of Reading Recovery, Toronto Ontario (Term President's Appointment: Cindy Elliott, Teacher Leader, expires: 6/30/1999) Southeastern Louisiana University, Hammond LA (Term expires Site Coordinator Representative: Marge Condon, Site Coordinator, 6/30/1999) Fall River Public Schools, Fall River MA (Term expires: President's Appointment: Doreen Blackburn, Teacher Leader, 6/30/1999) Sioux Falls School District, Sioux Falls SD (Term expires 6/30/1999)
14: Reading Recovery Council of North America Nominations Form 1999-2000 Board of Directors (See instructions on the reverse side.)
Nominee Name: School District: Office Street Address: City: State/Province: Zip Code: Office Telephone: FAX: ( Home Street Address: City: State/Province: Zip Code: Home Telephone: ( e-mail: Preferred Mailing Address: Home Office Position for which Nominee Is Recommended: Vice President Secretary Trainer Teacher Leader Site Coordinator Partner Dean
Nominator's Statement of Recommendation:
Nominee's Biographical Statement of Experience in Reading Recovery, early literacy, program development, other: (Limit 30 words)
Vision and Position Statement for the Reading Recovery Council of North America: (Limit 50 words)
Nominee's Signature: I have been a member of RRCNA for at least one year in the membership category of and currently am a member: Yes No
SUBMITTED BY: Name: MAIL TO: Joetta Beaver, Past President Nominating Committee Chairperson Position: Reading Recovery Council of North America Street Address: 1929 Kenny Road - Suite 100 City: State/Province: Zip Code: Columbus OH 43210-1069 FAX 614/292-4404 Work Telephone: ( ) Home Telephone: ( MUST BE RECEIVED NO LATER THAN Signature: NOVEMBER 1, 1998 144 Fall 1998 Connections13 Thank You to Contributors special thank you to our mem- Hillary Ferguson Judy McDonald (Supporting bers and friends who have made Susan C. Gallant Member) contributions to the Reading G. Victor Gilson (Supporting Elizabeth A. Meckley Recovery Council between the period of Member) David Moriarty (Endowment Fund) March 1, 1998, and July 31, 1998. Andra Jean Dukes Goldsby Gay Su Pinnell (Endowment Fund) If you have made a financial contribu- (Supporting Member) Joanne Pitman (Supporting tion to the Council between March 1, Hazeline T. Harris Member) 1998, and July 31, 1998, and are not rec- Susan Hutchison (Supporting Kenneth Poe (Supporting Member) ognized below, please contact Jean Member) Olivia Ruiz (Endowment Fund) Bussell at 614/292-1795. Thank you. Mary and P. C. Jackson Kathy Seger (Supporting Member) Claudia Anderson (Supporting (Endowment Fund) Gail Sherman Member) Angela Jaggar (Supporting Member) Lee Skandalaris (Endowment Fund) Alejandro Aquino (Supporting Jannie Jensen (Supporting Member) Denise Sontag (Supporting Member) Noel Jones (Supporting Member) Member) Joetta Beaver (Endowment Fund) Junior League of Columbus Diane Szalka (Supporting Member) Barbara Bodkin (Supporting Doug Kammerer (Endowment Jane Taliak Member) Fund) Connie Thomas (Endowment Fund) Vicki Brooks (Supporting Member) Jane Kornfeind (Supporting Carleen Walda (Supporting Barbara Butler (Supporting Member) Member) Member) Darlene Kszyminski (Supporting Susan Smith White (Supporting Debra Charma (in honor of Joetta Member) Member) Beaver and all of her years of work Anne LaPlant (Supporting Member) Connie Williams (Endowment helping teachers and children learn Bob Leathers (Supporting Member) Fund) and grow) Suzette Lee (Supporting Member) Bob Wright (Supporting Member) Linda Dorn (Supporting Member) William D. Lynch Foundation for Joe Yukish (Supporting Member) Liza Elliott (Supporting Member) Children (Endowment Fund) Barbara Zarow (Supporting Rose Mary Estice (Supporting Carol A. Lyons (Endowment Fund) Member) Member) Joyce McCorvey (Supporting Nancy Fellrath Member) continued from page 9 had to be fairly directive as far as giving a much more meaningful, memorable way. she didn't want to write something "bad." ideas. Over the years some of the best, most "It might hurt Ms. Porter's feelings." That We culminated the activity by writing motivated writings have been connected was a perfect lead in for me (Lilly) to talk a note or drawing another nice picture for with drama. I can anticipate future bene- about how it felt for my feelings to be hurt Ms. Porter. I chose to do this so that all fits when the children are creating their by Ms. Porter. I asked if the children had the children could feel a sense of resolu- own stories because they have been ever had their feelings hurt by a parent or tion. I didn't want them to feel uncom- encouraged to think in a multidimensional teacher when they were disciplined for fortable with sending their teacher an way. something. I got some very interesting uncomplimentary note. I would describe my role in the drama responses. Needless to say a lively discus- as more supportive than teacher directive. Reflections: sion occurred. Then I asked the children I do feel that modeling is an important for help in making up to Ms. Porter. We All of the children enjoyed the activi- component of achieving student indepen- generated a class list which is now hang- ty. Rich discussion occurred about issues dence. I believe that the teacher needs to ing on the wall. Among the suggestions that are important to classroom life. be involved in the drama in, such a way were: Children had the opportunity to be that she has some control over the direc- 1) Say you are sorry involved with the project through art and tion the drama moves. That's not to say 2) Bring her food were also given the opportunity to write. that the drama is scripted or that the 3) Clean the water table for her Introduction of tableau gave the children teacher knows exactly where the drama 4) Give her your purse a chance to use their bodies to express an will lead. I think that the teacher needs to 5) Write her a nice note idea. be a skilled listener who can pick up on I called groups of four up to the front of I had a great time with the drama. It what the children are thinking and which the class to demonstrate their idea in inspired me to plan more of my literature direction would be the most valuable to tableau. We chose several of the ideas. experiences around drama. The experience the children. Since this was the first time for tableau, I allowed the children to enter the story in
.11 4 5 14 Connections Fall 1998
Board of Directors Focus 'he last issue of Council Connections (Spring 1998) fea- The appointed positions are: tured a special focus section on the Standing Treasurer Committees of the Reading Recovery Council of North Training Advisory Committee Chairperson America. The section provided detailed descriptions of the At-large Directors (no more than four individuals may Program Standing Committees prepared by their respective be appointed by the President with the Board's chairpersons as well as listings of Committee memberships. approval). This issue features a special focus on the Council's Board The designated positions are: of Directors: its role, its membership, and its priorities. The Canadian Institute of Reading Recovery (one position Council's Board of Directors is elected by the Council's as designated by the Institute, the Canadian trademark members with six additional appointments by the President holder for Reading Recovery) and three positions designated by affiliated entities. The Reading Recovery, Inc. (two positions as designated by Board's membership is a total of not more than 26 individu- The Ohio State University, the United States trade- als. mark holder for Reading. Recovery) The elected positions are: All Board members serve without compensation and .pay O Vice President, who in turn becomes their own expenses to attend meetings of the Board and its ® President-Elect, who in turn becomes committees. In addition, individuals who chair standing o President, who in turn becomes committees but are not elected or appointed members of the O Past President Board regularly attend Board meetings to provide for infor- Secretary mation exchange; they pay their own expenses as well. The Dean of a university training center Board meets at least twice each year. Descubriendo La Lectura Representative The Nominating Committee generally slates multiple and two representatives from each of the individuals for each position so that RRCNA members have following membership categories: several excellent choices for leadership of the organization. Trainer Officers serve one year in the position to which they have Teacher Leader been elected and proceed through the Presidential chairs 'in © Reading Recovery Teacher the case of the Vice President. All other Board members © Site Coordinator serve three-year terms and may be re-elected 'for one addi- 0 Partner tional three-year term prior to retirement from the Board.
Role of the Board of Directors
The Board of Directors of a not- Promote Reading Recovery pro- tion and determines that contributions for-profit, charitable corporation grams to educators while fostering to the organization may be considered to such as RRCNA exercises the outreach, communication and be charitable (tax deductible) by the primary role of trustee of the organiza- research at Reading Recovery donors. tion. This means that the Board must sites affiliated with The Ohio As a special kind of charitable corpo- uphold the purposes for which the cor- State University [the United ration - a membership association - the poration is created and must serve as States trademark holder for Board of Directors carries an additional steward of the corporation's resources. Reading Recovery]. responsibility - that of serving the mem- RRCNA's Articles of Incorporation As the Board of Directors establishes bers and representing their interests in state that the corporation is formed its operating policies and procedures its decisions and in the programs devel- exclusively for charitable purposes and (such as the policy described in the arti- oped by the Standing Committees and that in furtherance of these charitable cle entitled "Board Establishes the staff team. The Board must find out purposes, the corporation shall: Educational Opportunities Policy" else- what really matters to the members of Preserve the integrity of the where in this newsletter), it holds these the association and develop plans and Reading Recovery program and charitable purposes as its highest ethical programs which respond to those inter- improve its effectiveness; guideline. Each program developed by ests and needs both now and in the Expand Reading Recovery pro- the Council must be in support of these future. grams throughout the United purposes. It is these purposes and the In pursuit of fulfilling its responsibili- associated programs upon which the ties, the Board of Directors has devel- States [and Canada]; . Provide high quality literacy edu- United States Government grants chari- oped the organization's strategic plan for cation for all children; and table, tax-exempt status for the organiza- continued on next page
146 BEST COPY AVAILABLE Fall 1998 Connections 15 Board of Directors Focus Continued continued from previous page the next three years. Details of this plan have been presented in VISION previous issues of Council Connections. Anchoring the plan are The vision of RRCNA is that children will be profi- the organizational Vision, Mission, and Purpose Statements. cient readers and writers by the end of first grade. The four Goals provide the framework for all programs and ser- MISSION vices to be developed and implemented by the Council. The The mission of RRCNA is to ensure access to Reading consistency of these Statements and the Goals with the charita- Recovery for every child who needs its support. , PURPOSE ble purposes contained in the Articles of Incorporation reflects the Board's attention to its ethical and corporate responsibili- The purpose of RRCNA is to sustain the integrity of ties. Reading Recovery and expand its implementation by The Strategic Plan itself identifies the services and outcomes increasing the number of individuals who understand, which the Board expects to achieve. In addition, the Plan support, and collaborate to achieve the mission of the includes the Board's commitment to securing the resources nec- Council. GOALS essary to provide its program of services and to ensuring that those resources are used effectively and efficiently. The Plan Governance Goal: To ensure that the Council is struc- tured and managed effectively and efficiently. obligates the Board of Directors to evaluate its progress toward achieving the desired outcomes. Membership Goal: To establish the Council as the In addition to the Strategic Plan, the Board has established viable vehicle for promoting Reading Recovery by the its own operating policies and procedures which guide the year 2002. Board's decision-making process in areas such as resource alloca- Implementation and Institutionalization Goal: To tion through the annual budgeting and reporting process, position Reading Recovery and early literacy as a prior- ity in education. employment of the Executive Director and evaluation of the Research Goal: To support, conduct, and disseminate Executive Director, self-evaluation of the Board's performance in meeting its responsibilities, Standing Committee operations, research on Reading Recovery. and other similar functions. June 1998 Board Meeting Highlights
Examples of many of the actions relationship with regional and state with an outside public relations which the Board of Directors takes conferences. firm. in order to fulfill its corporate Created an ad hoc committee to Approved the 1998.99 Budget. obligations are included in these high- develop the extension of the Board's Approved changes to the Code of lights of the June 1988 meeting of the existing Affiliation Guidelines to Regulations and the Board Handbook Board of Directors. define geographic and other remain- of Policies and Procedures. Established an ad hoc committee to ing issues involved in the approval Expanded the Board of Directors to guide the Board through a Board and operation of Affiliate a maximum of 26 to provide a posi- self-evaluation process. Membership Organizations. tion for a Dean of a university Established an ad hoc committee to Deferred action on the Mid- which sponsors a university training draft a letter to teacher leaders and Atlantic Reading Recovery Council center.
, site coordinators regarding the use and the New Jersey Reading Engaged the accounting firm of of electronic data processing mecha- Recovery Council until the report Hausser+Taylor as the auditor for nisms and programs in conjunction of this committee. the 1998 fiscal year ending June 30, with the scan form process, as well Appointed Janet Bufalino, Trainer 1998. as a notice regarding the copyright at Shippensburg University, to a Approved appointments of the and trademark protections. second three-year term as Editor of incoming President. Requested Noel Jones to contact a the Council Connections newsletter. Approved the schedule for 1998-99 colleague for input regarding the Approved a contract with Gay Su meetings. Code of Ethics. Pinnell to spend one day a week Recognized Board members whose Created an ad hoc committee to working for the Council as the terms of membership expired on study and report to the Board on Council's spokesperson to the acad- June 30, 1998. the future of the National emic community as well as broader Recognized Joetta Beaver for her Conference, its location, its man- communities as time allows. Presidential leadership of the agement and leadership, and its Approved negotiation of a contract Council during the 1997-98 year.
1 4 '1 16Connections FaIl 1998 Board of Directors Focus Continued 1998 Board of Directors Introducing the 1998-99 Board of Partner Representative: William RRI Representative: Carol Lyons, Directors: Lynch, Lynch Foundation, Rancho Trainer, The Ohio State University, The following individuals are serving Santa Fe CA (Term expires: Columbus OH as the Board of Directors of the Reading 6/30/2001) RRI Representative: Daryl Siedentop, Recovery Council of North America for Partner Representative: David Interim Dean, College of Education, The Ohio State University, Columbus 1998-99. Moriarty, Medford Public Schools, Medford MA (Term expires: OH President: Billie Askew, Trainer, President's Appointment: Connie Texas Woman's University, Denton 6/30/1999) Canadian Institute of Reading Williams, Teacher Leader, Long Beach TX (Term expires: 6/30/2000) USD, Long Beach CA (Term expires President-Elect: Mary Anne Doyle, Recovery Representative/CIRR President: Paul Addie, Scarborough 6/30/1999) Trainer, University of Connecticut, President's Appointment: Connie Storrs CT (Term expires: 6/30/2001) BOE, Scarborough Ontario Descubriendo La Lectura Thomas, Principal, Sunnyside Vice President: Clifford Johnson, Elementary School, Indianapolis IN Trainer/Site Coordinator, Georgia Representative: Yvonne Rodriguez, Trainer, Texas Woman's University, (Term expires 6/30/1999) State University, Atlanta GA (Term President's Appointment: Cindy Denton TX (Term expires: 6/30/2001) expires: 6/30/2002) Elliott, Teacher Leader, Southeastern Training Advisory Committee Chair: Past-President: Joetta Beaver, Louisiana University, Hammond LA Irene Fountas, Trainer/Site Teacher Leader/Site Coordinator, (Term expires 6/30/1999) Coordinator, Lesley College, Upper Arlington OH (Term expires: President's Appointment: Doreen Cambridge MA (Term expires: 6/30/1999) Blackburn, Teacher Leader, Sioux Falls Secretary: Maribeth Schmitt, Trainer, 6/30/1999) School District, Sioux Falls SD (Term Purdue University, West Lafayette IN expires 6/30/1999) (Term expires: 6/30/1999) Treasurer: Mary Jackson, Site Coordinator, Sugar land TX (term RRCNA Board of Directors expires 6/30/99) Teacher Representative: Diane Dunn, Eakin Rd. Elementary, Columbus OH (Term expires: 6/30/2000) Teacher Representative: Diane Grant, Lacy Township BOE, Lanoka Harbor NJ (Term expires: 6/30/2001) Teacher Leader Representative: Wayne Brown, San Luis Coastal USD, Los Osos CA (Term expires: 6/30/2000) Teacher Leader Representative: Geraldine Haggard, Plano ISD, Plano TX (Term expires: 6/30/1999) Trainer Representative: Mary Fried, The Ohio State University, Columbus OH (Term expires: 6/30/2001) Trainer Representative: Dianne Seated left to right: Connie Thomas, Marjorie Condon, Yvonne Rodriguez, Olivia Ruiz, Stuart, Canadian Institute of Reading Dianne Stuart. Middle row left to right: Gay Su Pinnell, Patricia Hubbard, Mary Fried, Recovery, Toronto Ontario (Term Mary Anne Doyle, Carol Lyons, Maribeth Schmitt, Connie Williams, Barbara Schubert, expires: 6/30/1999) Joetta Beaver, and Trika Smith-Burke. Back row left to right: Mike Prokopich (repre- senting the Canadian Institute of Reading Recovery), David Moriarty, Clifford I. Site Coordinator Representative: Johnson, Patricia Kelly, Bill Lynch, Billie Askew, Diane Grant, Wayne Brown, and Mary Marge Condon, Fall River Public Jackson. Not available for the picture were Board members Doug Kammerer (outgo- Schools, Fall River MA (Term expires: ing Treasurer), Diane Dunn, Paul Addie, Geraldine Haggard, Carlos Manrique (Past 6/30/1999) Presidential appointee), Car leen Walda (Past Teacher Representative), Nancy Site Coordinator Representative: Zimpher (Past Reading Recovery, Inc. representative), Daryl Siedentop, Cindy Elliott, Patricia Hubbard, Forest Hills SD, and Doreen Blackburn; and Standards and Guidelines Standing Committee Cincinnati OH (Term expires: Chairperson Noel Jones. 6/30/2000) 48 Fall 1998 Connections17 Board of Directors Focus Continued From the Board Members ouncil Connections invited the ten member of the RRCNA Board. It has through active participation in RRCNA. people who are elected by the been exciting to see the Code of I never imagined when we started the membership to serve as member- Regulations and Board Handbook pilot project of 14 Reading Recovery ship categorical representatives on the become realities because of teamwork teachers, three teacher leaders and one Board to comment on their perspectives and hours of dedicated work by members trainer in 1984 in Columbus, Ohio, that about Board membership and responsi- of the Board. I have a brand new under- we would become an international orga- bilities. Their remarks are shared here. standing of the importance of all who nization working vigorously to make work at the university level, district Reading Recovery available to every stu- level, and as an advocator of Reading dent who is struggling to learn to read Recovery, and who help make the pro- and write. gram a reality for students. My desire is Sometimes our job is difficult but is to support the role of teacher leaders in important to keep our goals in mind. Wayne Brown, this teamwork. This quote from Walt Whitman is locat- Teacher Leader, San ed in a handy spot in my office: "It is Luis Coastal USD, provided in the essence of things that Los Osos, CA from any fruition of success, no matter During my training year I remember what, shall come forth something to thinking, "There's nothing boring about Mary Fried, Trainer make a greater struggle necessary." Reading Recovery!" As I look back on of Teacher Leaders, RRCNA is our network of support as we my first full year as one of two teacher The Ohio State continue to work together. leader representatives on the Board of University, Directors of RRCNA, I'm reminded of Columbus, OH that initial impression. The level of As a newly elected member of the commitment demonstrated by Board RRCNA Board, I am anxious to become Dianne Stuart, members representing Reading Recovery actively involved in working for the Trainer of Teacher teachers, teacher leaders, site coordina- goals that RRCNA has set to support Leaders, Canadian tors, trainers and partners, is truly amaz- the integrity and the expansion of Institute of Reading ing and inspiring. RRCNA exists to sup- Reading Recovery. Although Ohio was Recovery, Toronto, port the operation of Reading Recovery the first state to begin the implementa- Ontario in North America, and the Board of tion of Reading Recovery in 1985, only As Trainer representative on the Directors serves to shape that support. I about one-third of Ohio school districts RRCNA Board it is my responsibility to count it a privilege to work with so have Reading Recovery available to present the views of the North many talented individuals. My role is to serve the lowest achieving students. American Trainers Group, to monitor represent teacher leaders; to represent When we know we can make a differ- Board decisions, particularly those relat- the unique viewpoint we bring to ence, we have renewed determination to ing to programme and implementation RRCNA as well as to communicate yourwork harder to get academic, political, issues, and to promote the vision of the specific input regarding issues relevant to and financial support for Reading RRCNA. our role. I look forward to building a Recovery. We still have a big job ahead We are most fortunate to have such a stronger representative network in the of us in Ohio and throughout the Unitedfine staff at RRCNA headquarters with coming year. States and Canada. whom to work. As a Board member it is I was elected to the RRCNA Board asvery exciting to work along side such a representative from the group of 40 competent professionals as we move trainers. I not only serve as a liaison toward fulfilling our Mission which is to between the Trainers Group and the ensure access to Reading Recovery for Board, but also after working three years every child who needs its support. as a teacher leader, bring the perspective It is a privilege to represent the work Geraldine Haggard, of the school district based teacher of the Trainers and to be part of a net- Teacher Leader, leader. work of individuals who are so commit- Plano ISD, Plano, TX I think it is critical for trainers and ted to supporting the integrity of It has been rewarding and challenging teacher leaders to work together to sup- Reading Recovery. to serve as a Reading Recovery Teacher port the efforts of Reading Recovery Leader and to represent my peers as a continued on next page 145 18Connections Fa 11 1998 Board of Directors Focus Continued continued from previous page members, encourage them to join!I am vision of what it would be like has been proud to be your teacher representative, greatly expanded. I discovered that this and I look forward to another exciting board is a working Board! No one is year. "just" on the Board. All of us work on Diane Grant, Committees (and some are on several) Reading Recovery on which many other members also Teacher, Lacey work. The Committees accomplish Township BOE, much of the work which helps Reading Lakota Harbor, NJ Marjorie Condon, Recovery expand. As a new Board Member representing Site Coordinator, Much of the Board's discussion the largest group of Reading Recovery Fall River Public revolves around ensuring that Reading personnel, I hope to find a way for the Schools, Fall River, Recovery has a strong financial base Reading Recovery teachers to better MA from which to accomplish its work. communicate with each other. This will I am delighted to be serving as Site Another important discussion point is enable me to be the voice of Reading Coordinator Representative on the deciding how to spread the Reading Recover teachers concerning all issues asReading Recovery Council of North Recovery message so that it will have the Board works to guide the program America Board of Directors. My first the most impact, using correct informa- forward. I came away from my first Board meeting, in Dallas in June, was a tion and the extensive data that has Board of Directors meeting feeling quite wonderful opportunity to work with ded- been collected, to indicate the positive overwhelmed! Overwhelmed by the icated individuals from all over the effects of the program. Additionally, level of expertise, which can only be country who are committed to the suc- much time is spent working to see that surpassed by the level of commitment. cess of Reading Recovery. As a former Reading Recovery continues to be con- We should all feel secure knowing that reading teacher, I have a great interest sistent in its standards, training, and knowledgeable, dedicated people are in the philosophy and instructional delivery of services to children. making important decisions that affect practices of Reading Recovery as carried Committee and Board meetings have all of us involved in the Reading out at the lesson, classroom, and school been intense; packed with important Recovery Program both today and in thelevels. As a present assistant superinten- ideas, concerns, and questions for which tomorrows which lie ahead. dent, however, I believe that I can con- we all search for the best possible tribute most to the Board by addressing answers, in order to enable Reading the district administrator's role in the Recovery to continue to grow in helping ongoing successful implementation of 1/4,, first graders across North America learn Reading Recovery. District administra- to read. Diane Dunn, tors are a step removed from viewing the Reading Recovery day-to-day successes of Reading Teacher, Columbus Recovery, and yet they are involved in Public Schools, making decisions about budget, compet- William D. Lynch, Columbus, OH ing programs, and testing and account- Partner, The William I am looking forward to my 28th year ability. As a Board member, I would like D. Lynch of teaching, knowing that I have some- to support efforts that help district Foundation for thing in my "little black bag," as you do, administrators understand the rationale Children, Rancho that can help those students who need' of Reading Recovery's guidelines and Santa Fe, CA something extra to solve the reading standards, to give credit to the power of Itis an honor and privilege to serve puzzle. That is Reading Recovery train- the program's research, and to appreciate on the Board of the Reading Recovery ing. My training was in 1984 by Marie its tremendous cost effectiveness. Council of North America as a represen- Clay and Barbara Watson. We were 14 - tative of all Reading Recovery "part- now we are 16,000. What a difference ners." we have made in the lives of so many In my four years on the Board, I have children! seen the RRCNA grow from an unin- The future of Reading Recovery is Patricia Hubbard, corporated concept to a dynamic, well the RRCNA. We, as teachers, need to Site Coordinator, structured national organization. promote memberships among our col- Forest Hills School Our Foundation for Children became leagues to ensure quality, growth, and District, Cincinnati, committed to Reading Recovery seven strength at every site. If you know OH years ago when it was introduced in Reading Recovery teachers who are not Wow! As I review my first year on the Board of Directors, I can say that my continued on next page 150 Fall 1998 Connections19 Board of Directors Focus Continued continued from previous page California. We believe that literacy is 1998-99 Standing Committee Chairpersons the foundation of democracy and essen- Administrative Committee: Billie Askew tial for the success of the individual. In Bylaws Committee: Geraldine Haggard teaching reading to at-risk children, it Descubriendo La Lectura Committee: Yvonne Rodriguez became clear to us that an ounce of Development Committee: Co-Chairpersons: Barbara Schubert and Lee intervention is worth a pound of reme- Skandalaris diation. We believe Reading Recovery is Elections Committee: Clifford I. Johnson the best researched and most effectively Executive Committee: Billie Askew implemented early intervention pro- Implementation Committee: M. Trika Smith-Burke gram. Membership Committee: Connie Thomas We are proud to join with all those Nominating Committee: Joetta Beaver who believe in supporting the vital work Publications and Communications Committee: Mary Anne Doyle of the Reading Recovery Council of Research Committee: Patricia Kelly North America. Standards and Guidelines Committee: Noel Jones Training Advisory Committee: Irene Fountas
David Moriarty, Council Co-Sponsors Session at IRA Partner, Medford The RRCNA co-sponsored its first session at the International Reading Public Schools, Association's Annual Conference in Orlando in April, 1988. Past Medford, MA President Joetta Beaver convened the session which provided an Integrity. When I think of my role overview for attendees regarding the RRCNA, membership, programs, and ser- within RRCNA as a Board member, a vices. primary goal is to protect and maintain In addition, RRCNA staff Program Coordinator Julie Reeves attended the the integrity of Reading Recovery, its Conference and coordinated the Council's information booth in the Exhibit content and delivery, as designed by Hall. Julie was gratefully assisted by Orlando-based Reading Recovery teachers Marie Clay. However, I also see an whose participation was coordinated by teacher leader Julie Teal, member of the expanding client base to be served by Council's Membership Committee. the RRCNA Board, from teacher leaders Many thanks to Julie Teal and the teachers who answered questions from and Reading Recovery teachers to first hundreds of Conference attendees about Reading Recovery. graders, their parents and teachers and to the community at large. In addition, I am committed to helping to facilitate the "scaling up" of Reading Recovery in the United States, to move it to the national agenda, to educate both the legislatures of individual states and the U.S. Congress so that Reading Recovery is no longer perceived as just another educational "add on," but instead as an integral, expected component of all K- 12 educational institutions in America.
'
Pictured here following the co-sponsored session are Council Board members (left to right): Irene Fountas (Lesley College), Gay Su Pinnell (The Ohio State University), Connie Williams (Long Beach Independent School District), Joetta Beaver (Upper Arlington, Ohio, City Schools), Mary Anne Doyle (University of Connecticut), and Carol Lyons (The Ohio State University).
151 20Connections Fall 1998 Descubriendo La Lectura Collaborative Meeting and Institute Held in Arizona Bengie Jaime-Morgan, Reading Recovery / Descubriendo La Lectura Teacher Leader
fter a decade the Descubriendo Bussell, Executive Director of RRCNA, Policy and Applied Linguistics, La Lectura program is stronger gave an overview on the Council's oper- California State University at Fullerton, than ever in the United States ation and activities. The Descubriendo and Yvonne Rodriguez, Trainer from and it continues to grow. On April 23- La Lectura roster was updated for all Texas. Topics ranged from 25, 1998, the Descubriendo La Lectura teachers, teacher leaders, and teachers- "Strengthening Visual Processing with Western Collaborative Meeting and in-training who were present. Efforts to DLL Students" to "Las Unidades Institute was held at the Double Tree update the database of personnel was Linguisticas del Espanol." Thank you to Hotel in Tucson, Arizona. Attendance requested by the Council. RRCNA teacher leaders, Rosa Garcia and was at its highest with 150 members pre-membership brochures were available Lorena A. Rodriguez (Pascol WA), sent. and Ms. Bussell encouraged everyone to Diana Geisler (Boulder CO), Dr. Lance The Descubriendo La Lectura join the Council. She reminded every- Gentile (San Francisco CA), Bengie Collaborative meeting convened on one that their memberships not only Jaime-Morgan (Chula Vista CA), Thursday with teacher leaders Olivia entitle them to high-quality publica- Raquel Mireles (Los Angeles CA), Ruiz and Irma Romero welcoming the tions, but also link them to a growing Birdie Munoz (Sacramento CA), participants. The focus of the meeting network of professionals and advocates Helena Sabala (San Diego CA), Irma was to involve the group in discussions worldwide. Sanchez and Connie Smith (Fresno concerning challenges and strengths of The Institute was held on Friday and CA), and Olivia Ruiz and Irma the program. Committee representatives Saturday with a General Session and Romero (Tucson AZ) for the break out reported on Assessment, Descubriendo small break out sessions. Participants sessions. La Lectura Forms, book list, research, were provided with opportunities to A special acknowledgment goes to and communications. expand on theoretical and practical the planning committee and to all the Two of the many speakers who pre- issues relative to responsibilities as participants for their commitment and sented at the meeting were: Yvonne Descubriendo La Lectura teachers and leadership in the Reading Recovery / Rodriguez, Reading Recovery / teacher leaders. Keynote speakers for the Descubriendo La Lectura Program. Descubriendo La Lectura Trainer from Institute were Dr. Kathy Escamilla, The 1999 Descubriendo La Lectura Texas Woman's University who present- Associate Professor, University of Collaborative Meetings are scheduled in ed an update on the Reading Recovery Colorado at Denver; Dr. Jerry Dallas, Texas (November); Columbus, Council of North America (RRCNA) McMenamin, Profesor de Linguistica, Ohio (February 7, 1999); and Anaheim, current guidelines and standards for the University of California at Fresno; Dr. California at the Disneyland Hotel Descubriendo La Lectura Program; Jean Maria Montano - Harmon, Educational (February).
Annual Fund Reminder The Council's Annual Fund has attracted contri- contributions to the Annual Fund are deductible as butions from nearly fifty individuals! This is an excel- charitable contributions for tax purposes. Contact lent beginning to build the financial base of the orga- your accountant with any questions you may have nization from non-dues revenue. about the deductibility of contributions for your own The purpose of the "Annual Fund for Reading tax returns. Recovery" is to provide support for the Council's The envelope provided in this issue of Council ongoing projects and for new projects. The Fund's Connections is for your convenience in making a success will assist the Council in keeping membership contribution. You may make a contribution at any dues at the current level for the foreseeable future. time, including in conjunction with your annual dues Since the Council is recognized by the United payment. States Government as a charitable organization under Thank you for your support. Section 501( c ) 3 of the Internal Revenue Code, Fall 1998 Connections 21
SAVE THESE DATES FOR TWO SPECIAL EVENTS February 6 - 9, 1999 April 7 - 10, 1999
THE NATIONAL READING RECOVERY AND THE SECOND NORTH AMERICAN LEADER- DESCUBRIENDO LA LECTURA CONFERENCE SHIP ACADEMY"STRENGTHENING THE OPERATION OF READING RECOVERY" Greater Columbus Convention Center and Hyatt Regency Columbus, Ohio SPONSORED BY THE READING RECOVERY COUNCIL OF NORTH AMERICA Be a part of history in the making: Attend the first National Reading Recovery Conference!!! Hyatt Regency San Antonio Celebrate 14 years of Reading Recovery at what would On the Riverwalk at Paseo del Alamo San Antonio, Texas have been the 14th Annual Ohio Reading Recovery Conference and National Institute and now is the KEYNOTE SPEAKERS National Reading Recovery Conference! MARIE CLAY, founder of Reading Recovery PETER HILL, Director of the Center for Applied Confirmed Speakers: Educational Research, University of Melbourne URI TREISMAN, Director of the Dana Center, University of Richard Allington, Mary Fried, Celia Genishi, Rose Mary Texas at Austin Estice, Diane De Ford, Carol Lyons, Linda Dorn, Noel Jones, Dixie Lee Spiegel, Lee Skandalaris, Ruby Brown, The academy is designed especially for superintendents, Katie Button, Karin Dahl, Pat Scharer, Judith Neal. administrators, school board members, site coordinators and trained Reading Recovery professionals. These individuals are PLUS: Twelve Confirmed Preconference Institutes encouraged to participate as teams. (On Saturday, February 6) featuring: FOUR TOPICAL STRANDS WILL BE PRESENTED: Gay Su Pinnell and Irene Fountas, Maribeth Schmitt and Tammy Younts, Katie Button and Peg Gwyther, Rose Mary Estice with IMPLEMENTATION: RESEARCH: Synda Slegeski and Mary Anne Doyle, Ida Patacca and Andrea Rationales National questions and data Mc Carrier, Diane De Ford with Libby Larabee and Mary Ann Coverage Answering local questions McBride, Joetta Beaver with Lee Skandalaris and Emily Rodgers, Cost-Benefit Creating information from data Mary Fried with Judith Neal and Jeanne Evans and Ruby Brown, School Teams Presentations to decision makers Carol Lyons and Linda Dorn, Noel Jones and others, Mary Poster Session Merrill, and many more! BUILDING OWNERSHIP: COMMUNICATIONS: Over 180 Concurrent and Study Sessions READING RECOVERY IN A Working with the Media COMPREHENSIVE LITERACYInfluencing Public Policy Makers PLAN Focusing on School Special Features: Strands for Administrators and Elements of the Comprehensive Administrators and School Researchers. Plan Boards Special Meetings: RRCNA Membership; Factors to Support the Plan Grant Writing as Advocacy RRCNA Standing Committees; Case Studies ABC's of Advocacy Eastern Collaborative of Descubriendo La Lectura. Constructing Your Plan
Registration Materials will be mailed in late August 1998. Registration materials will be available in September 1998.
For more information, contact the Reading Recovery Council of North America Suite 100, 1929 Kenny Road Columbus, Ohio 43210.1069 614/292-7111 or fax 614/292-4404.
Mrs 22Connections Fall 1998
eading /7' ecovery Council of North AmericOrt ublications and Prod acts FaH 1998 Videotape: "Enriching the Partnership" featuring Gaylyzes available research in Reading Recovery. Includes a Su Pinnell (VT: PINNELL): New Item!! This video- complete bibliography. (Members $5.00; Non-Members tape features Gay Su Pinnell's keynote address at the $8.00) 1998 Ohio Reading Recovery Conference and National Site Coordinators Handbook (SCH): A "must have" Institute. Pinnell presents seven goals for literacy advo- for Reading Recovery site coordinators. Contains cates and focuses on the daily decisions teachers make descriptions of Reading Recovery, the site coordinators' in teaching which insure justice and literacy for each role, time lines and issues for teacher leader training child. Her conclusion is that teaching each child may year, responsibilities and characteristics of teacher train- be the most important thing teachers do because no oneing sites, definition and calculation of full implementa- knows what each child will grow up to do. (Members tion, developing consortia, research and evaluation $25.00; Non-Members $35.00) responsibilities, and references and related readings. Volunteer Literacy Manual (VOLmac or VOLpc): Over 100 pages in length and presented in a three-ring Volunteer management manual for schools and commu-binder with dividers and room for expansion. (Members nity organizations which are interested in developing or$25.00; Non-Members $35.00) expanding existing literacy programs. Provides informa- Leadership for Literacy: A Guidebook for School- tion, resources, and materials for understanding the Based Planning (Revised Edition) (SBP): Specifically value of volunteer service, defining volunteer roles, designed for schools which are developing new recruiting volunteers, training volunteers, recognizing approaches to Title I funding and programming. volunteers, and managing the risks inherent in a volun- Highlights ways to provide for Reading Recovery pro- teer program. A list of selected readings is included. grams under new Title I regulations. (Members $5.00 Black and white masters and computer diskettes for single copy or $400.00 for 100 copies; Non-Members modifying the masters are included. Specify "VOLmac" $9.00 or $800.00 for 100 copies) for Macintosh diskette or "VOLpc" for IBM PC com- patible diskette. (Members $15.00 single copy; Non- International Reading Recovery Directory (DR98): Members $25.00 for single copy) Alphabetical and geographical listings of addresses, phone numbers, fax numbers, and e-mail addresses for Audiotapes from the 13th Annual Ohio Reading Reading Recovery teacher leaders, tutors, site coordina- Recovery Conference and National Institute: Contact tors, and trainers in North America, Australia, Great the RRCNA Products Department at 614/292-2869 to Britain, and New Zealand. (Members $20.00; Non- request a special order form and price information. Members $30.00) Executive Summary 1984-1997 (ES97): Annual RRCNA Promotional Items: report of Reading Recovery in North America. Organized to answer questions such as "What is Timers (TIMERS): New Item!! 30 minute timers to Reading Recovery?", "Does Reading Recovery Work?", help manage your lessons. Features large digital display and "How Is Reading Recovery Implemented?" Special and comes in white with the Reading Recovery logo sections on the Reading Recovery Council of North and RRCNA printed in black. (Members $12.00; Non- America, the Canadian Institute of Reading Recovery, Members $15.00) and Descubriendo La Lectura. (Members $5.00 single Coffee Mugs (MUG): Navy blue ceramic with white copy or $400.00 for 100 copies; Non-Members $9.00 or RRCNA logo or white with navy logo. (Members $800.00 for 100 copies) $5.00; Non-Members $6.00) Reading Recovery: A Review of Research (ER23): A Folders (FOLD): Black with white RRCNA logo. publication by Gay Su Pinnell which describes and ana-(Members $1.00; Non-Members $1.50)
Use the Membership/Order Form on the inside back cover of this issue to obtain any of these items except as indicated.
154 J7- Needling Recovery CouncH North Amerrice Benefits of membership in RRCNA include: a- A one-year subscription to RRCNA newsletters Council Connections (3 issues) Running Record or Network News (2 issues each) ta- A one-year subscription to Literacy, Teaching and Learning research journal(2 issues) Special member rates on other RRCNA publications (a-Voted representation on the RRCNA Board of Directors o- A lapel pin and membership certificate for new members READING RECOVERY° a- A network of colleagues throughout the Continent COUNCIL OF NORTH AMERICA Renewal New Name Employer Work Street Address Wk City Wk State/Province Wk Zip Code Wk Phone . Wk FAX Wk E-Mail Home Street Address Hm City Hm State/Province Hm Zip Code Hm Phone Preferred Mailing Address: Home Work
RR Teacher RR Site Coordinator RR Teacher Leader LI RR Leader Trainer Partner: Specify 0 Classroom Teacher 0 Title 1 Teacher 0 Principal 0 Administrator 0 Parent 0 Volunteer I am associated with Descubriendo La Lectura. I am associated with Canadian/Western Institutes of Reading Recovery. Please help the Council maintain an accurate Reading Recovery database by providing the following information: If a Teacher Leader, list your affiliated university regional training center If Reading Recovery Teacher, list name of Teacher Leader If Reading Recovery Site Coordinator or Teacher Leader, list name of your site(s)
I was referred for membership by r I would like to pay annual membership dues of $40.00 per year. I would like to pay supporting membership dues of $100.00 per year. I would like to make an additional tax deductible charitable contribution to help support the Council's work.$ You may use this section to order additional RRCNA Products and Publications Code: Item Description: Quantity: Total: $ Code: Item Description: Quantity: Total: $ Code: Item Description: Quantity: Total: $ TOTAL AMOUNT OF MEMBERSHIP, CONTRIBUTION, PRODUCT ORDER $
Please send completed form with your check, Visa or MasterCard Office Use Only credit card information, or purchase order Remittance Advice: RRCNA made out to RRCNA to the following address: Reading Recovery Council of North America Name 1929 Kenny Rd., Suite 100 Check # Expiration Date I mo. I yr. Columbus OH 43210-1069 Invoice # (614)292-7111 Date Signature: FAX (614)292-4404 Amount 155 laThe Reading Recovery® Non Profit Org. Council of North America U.S. Postage The Ohio State University PAID 1929 Kenny Rd., Suite 100 Columbus, Ohio READING RECOVERY' Columbus, OH 43210 Permit No. 711 F,22.NaL, 1275 - 990273 -361
...Serving Children in Canada a n d t h e United States ...
Board of Directors Announces 1999 Membership Meeting The Board of Directors is responsible for convening an annual meeting of the membership of the Reading Recovery Council of North America. The 1999 Annual Membership Meeting will be held as follows: Monday, February 8, 1999 in conjunction with the National Reading Recovery and Descubrieruk, La Lectura Conference, 5:00 PM to 6:00 PM, Delaware Rooms, Hyatt Regency Hotel, 350 North High Street, Columbus, Ohio The Board looks forward to your participation. State and Province News: IMPORTANT DATES
News from the States is a regular featureTexas Arkansas of Council Connections. Please submit November 11-14, 1998, Dallas TX, March 4-5, 1999, Little Rock AR, items of interest from your state to the Contact Colleen Ferguson, Contact Janita Hoskyn, 501/569-3479 editor in care of the Council. This issue 940/898-3408 West Coast provides in chronological order the dates Southeast March 4-7, 1999, Anaheim CA, Contact and locations for the state and regional January 15-16, 1999, Greensboro NC, Adria Klein, 909/880-5605, or Reading Recovery and early literacy con- Contact Kathy Harrell, 919/758-5788 Judith Neal, 209/278-0223 ferences held in conjunction with univer-Michigan North American Leadership Academy: sity training centers and the Council. January 22-23, 1999, Dearborn MI, Strengthening the Implementation of Northeast Contact Jeff Holbrook, 517/733-2301 Reading Recovery October 15-17, 1998, Lowell MA, NOTE: RRCNA Approval Pending Sponsored by RRCNA Contact Karen Travelo, 617/349.8163 National Reading Recovery and April 7-10, 1999, San Antonio TX, Western Descubriendo La Lectura Conference Contact Jean Bussell, 614/292-1795 October 22-24, 1998, Portland OR, and Pre-Conference Institutes Rocky Mountain Contact Patty Braunger, 503/239-7277 Sponsored by RRCNA April 22-23, 1999, Casper, WY, NOTE: RRCNA Approval Pending February 6-9, 1999, Columbus OH, Contact Nancy Lauderback or Elva South Dakota, Contact Holly Bartholomew, Hannahan, 307/261-6896 October 23-24, 1999, Vermillion SD, 614/846-7932 Canadian Institute of Contact Maurine Richardson, Iowa Reading Recovery 605/677-6221 February 19-20, 1999, Des Moines IA, April 23-24, 1999, Toronto, Ontario, Pennsylvania Contact Cheryl Cox, 515/271-2183 Canada, Contact Dianne Stuart, November 8-10, 1998, Harrisburg PA, Illinois 416/494-1445 Contact Janet Bufalino, 717/532-1166 February 21-23, 1999, Chicago IL, Teacher Leader Institute South Carolina Contact Mary Ann Esler, 847/465-0575 June 2-5, 1999, New Orleans LA, November 12-13, 1998, Columbia SC, Contact Holly Bartholomew, Contact Ruby Brown, 864/656-5101 614/292-6934 156 Winter 1999 ouncil. Voltime 4 No. 2 READING RECOVERY' COUNCIL OF NORTH AMERICA onnectionsA Newsletter of the Reading RecoveryCouncil of North America In This Issue... An International Look at An International Look 1 President 1 Marie Clay Receives Reading Recovery Honorary Degree 2 Executive Director 3 Janet Bufalino, Editor Reading Recovery International . 4 Queensland 4 United Kingdom 4 Featured in this issue is the implementation of Reading European Implementation 5 Recovery across the globe. Pieces are included from Japan 6 teacher/teacher leader training sites from Canada, DODDS Canadian Institute 7 New Zealand 7 (Department of Defense Schools), Queensland, Japan, New Zealand, and the United Kingdom. New Staff Joins Council 8 What the authors of these pieces bring to the readership is the How's, Who's and Where's of Classroom Connections Effective Literacy Programs ...9 Reading Recovery from different.perspectives. I hope that information from these sites will Start the New Year Right 11 provide you with an interesting look at our program. State & Conferences 12 Marie Clay Visits Pennsylvania ...12 New Publications 13 1999 Membership Meeting 13 Publications and Products 14 President's Message Register for Special Event 14 www.readingrecovery.org 14 Billie J. Askew Membership Form 15 Thank You to Contributors 16 Two new RRCNA publications, the Reading Recovery Review Editorial Board and the Standards and Guidelines revision, offer us an opportu- nity to revisit our understandings and commitments to our own Janet Bufalino, Editor, roles in making Reading Recovery successful for children across North 125 Horton Hall America. New scan forms for collecting data this year will also help us Shippensburg University Shippensburg PA17257 to renew our commitments to successful programs for children. phone: 717-532-1166 I have selected a few points from the new publications to highlight below. Please highlight [email protected] your own points as you study these new publications that will be very important to Reading Recovery's success in your schools. Mary Anne Doyle, Chair, Systems have two problems to solve: how to deliver good classroom literacy instruction Publications Committee and what kind of "safety net" to provide for children who are low achieving even in good [email protected] classroom programs. Reading Recovery is that "safety net." Patricia Hubbard, Associate The goal of Reading Recovery is "to dramatically reduce the number of learners who Editor, Forest Hills School have extreme difficulty with literacy learning and the cost of these learners to District, Cincinnati, OH educational systems." [email protected] Reading Recovery has two outcomes for children and they are both positive! Children may be discontinued or recommended for additional assessment and action. Both out- Patsy Rucker, Associate Editor, Fox Chapel Area School comes represent positive actions on behalf of children. District, Pittsburgh, PA Well-planned implementation determines the success of Reading Recovery. Have you [email protected] evaluated your school or system relative to the level of coverage, ownership by all stake- holders, administrative vision and support, quality of teaching and ongoing training, out- Jean Bussell, Executive comes for children, etc.? Director, RRCNA, Reading Recovery is not aligned with any classroom approach and is not a program for bussell.4 @osu.edu classrooms or groups. Council Connections Reading Recovery teachers DO teach about letters, sounds, and words. Published by RRCNA Reading Recovery is for the LOWEST achieving children. 1929 Kenny Rd., Suite 100 Reading Recovery comes from a strong research base and has evaluation data to support Columbus, OH 43210 www.readingrecovery.org the effectiveness of the program and the subsequent gains of children following the inter- 0 1999 RRCNA vention. Allrights reserved. continued on next page / 157 2 Connections Winter 1999
(President'sMessage Continued Standards and guidelines exist for of program implementation. There are many benefits of Reading your protection -- to ensure the Many other points could be made, but Recovery in schools. Explore the quality of your program and to pro- you all have copies of these publications. Reading Recovery Review for a dis- mote the best results possible. This is an important time in literacy edu- cussion of costs and benefits. Consider the rationales for these cation. We must be informed in order to Reading Recovery represents a standards and guidelines as you make sound decisions on behalf of chil- partnershipa united effort in read your revised edition. dren. Please accept the challenge of which teachers, administrators, par- New scan forms will provide many reading each document carefully and ents, and policy makers work new possibilities for studying the revisiting your role in making Reading together to change the status of programboth through student Recovery strong in your school and your low-achieving children. outcomes and through the quality district. Marie Clay Receives Honorary Degree
150,000 children worldwide and was introduced in the United States in 1984-85 when Clay was a Distinguished Visiting Professor in Ohio State's College of Education. Her book Reading Recovery: Guidelines for Teachers in Training has sold worldwide, and her books The Patterning of Complex Behavior and its later edition, Becoming Literate: The Construction of Inner Control, are considered classics in the literature on learning. She is the recipient of the David H. Russell Award from the National Council of Teachers of English and the International Citation of Merit from the International Reading Association, and she is a Dame Commander of the British Empire. She served as president of the International Reading Association in 1992-93, and was the first non-American to hold that office.
The citation on her degree reads as follows:
The Ohio State 'University salutes Marie M Clay.
Because of the innovative work of Marie M Clay, children throughout the world. today possess the joy Marie Clay receives degree from The Ohio State University President William E. Kirwan. of lifelong learning that comes with understanding the written word 9-ler research with young people at Marie Clay was among the six leaders in the fields of the very start of their schooling has had a profound science, business, higher education and psychology who were recognized with special honors during The influence on the field of literacy, and her ability to Ohio State University's summer quarter commencement in disseminate the theory and practice of Reading September, 1998, in Columbus, Ohio. Recovery to a global community of educators has Clay was honored with the Doctor of Humane Letters ensured countless children a better opportunity to degree. Clay is professor emerita at the University of Auckland in New Zealand and a fellow of the Royal Society of New succeed. In recognition of these outstanding achieve- Zealand, the New Zealand Psychological Society and the New ments, he Ohio State 'University confers upon her Zealand Educational Institute. the degree of Doctor of Humane Letters. gionoris A former Senior Fulbright Scholar in Residence at Ohio causa September 3, 1998. State in 1991, Clay taught primary and special classes and worked as a clinical child psychologist during her career in the New Zealand education system. Her interest in child develop- In addition to this degree, Clay has received an honorary ment and clinical problems resulted in a program of interven- doctorate in humane letters from Lesley College in Cambridge, tion to help children at risk for literacy problems. The pro- Massachusetts, and has been named an honorary faculty mem- gram, Reading Recovery, is now being delivered to some ber at Texas Woman's University in Denton, Texas. 158 Winter 1999 Connections Executive Director's Message Jean F Bussell
Julie Reeves, the Council's Shaper": This member wants to be Membership Services Coordinator, active and involved in shaping associa- and I always are looking for new tion policy. For her, RRCNA provides ways to think about our members' needs the opportunity to serve on eight differ- for services from the Council. Her work ent standing committees (currently near- in keeping the membership data base up ly 150 members do) or on the Board of to date and in responding to your Directors (26 members do). In addition, oped in the future) will provide valida- inquiries for information and services RRCNA provides opportunities to make tion of the teacher leader's initial train- becomes more time consuming every presentations at the National Conference ing and ongoing professional develop- day as our membership continues to and to write articles for the newsletters ment and serve as a resource to external grow. and the journal. entities that are interested in the quality Recently I read a publication which CompShopper®: This member com- of the Reading Recovery program imple- presented a new way for associations to pares RRCNA to other organizations mentation. consider their members' interests and each time the membership renewal Altruistic ®: This member shares the needs. I want to share it with you so that request comes in the mail. He looks at values of the association. She believes in you can think about why you are a mem- what he is getting for his dues money the vision, mission, and purpose of the ber and why some of your colleagues and compares that with other organiza- organization. RRCNA provides opportu- who are not current members might be tions vying for his membership. RRCNAnities for her to participate in special interested in becoming members. The seeks to keep the membership dues as projects (especially those coordinated by source of this categorization is Dale low as possible and to provide as much standing committees), to support the Paulson; the citation is provided at the membership service and concrete bene- fundraising efforts of the association, end of this Message. fits as possible. RRCNA keeps its focus and to add her voice through lobbying Paulson suggests that members on Reading Recovery as its primary and letter writing on behalf of Reading have many reasons for being members interest and thus distinguishes itself from Recovery. and that these reasons often are overlap- other organizations which serve a broad- The last two categories are ping. He also suggests that reasons for er set of interests among their members. Doubters® and Non-relevants®. For these membership vary over time. His reasons, Cognoscenti ®: This member focuses individuals, membership is highly tenu- or categories, of members are as follows: her attention on adding to her fund of ous. Doubters resist change and new ini- Mailboxer": This member is busy. knowledge. She wants information that tiatives, and Non-relevants have moved She seeks involvement through the mail is up to date and accurate. RRCNA pro- on to another place in their lives without or the computer. She wants information vides her with newsletters and journals, Reading Recovery and no longer support provided by mail, fax, or website so that with the website, and with a wide varietythe program. Obviously, RRCNA can no she has it whenever she decides to use it. of additional publications focusing on longer meet their needs. RRCNA provides newsletters and the teaching and learning in Reading Wherever you fall in this catego- journal by mail and has just started its Recovery. rizationand it is likely that you will website service for these members. Status Conscious ®: Despite the ini- fall into more than one categoryplease Relevant Participant®: This member tial negative reaction you may have to know that RRCNA expects to meet your attends all the conferences and seminars this label, this member is primarily con- needs. We hope you will continue to he canif they are relevant to his needs cerned with improving the professional communicate your interests and needs to in Reading Recovery and early literacy! image of association membersin this us so that we can continue to develop He thrives on information, networking, case the professional image of Reading programs and services to ensure your and socializing. RRCNA provides the Recovery professionals. He looks to the continued support and membership. National Conference, the Leadership association to support the profession and Reference the program offered by the professionals. Academy, the Teacher Leader Institute, Paulson, D.G. (1998). Allegiance ®: and special seminars and educational RRCNA's new development of the Fulfilling the promise of one-to-one Teacher Leader Registry serves this opportunities for this member. He also marketing for associations. Washington member's needs. The Teacher Leader wants the information provided in DC: American Society of Association newsletters and journals, but really likes Registry (and the Reading Recovery Executives. RRCNA conferences and institutes. Teacher Registry which may be devel-
RRCNA Copyright Notice: Permission to quote from Council Connections is granted for passages under 500 words. Permission to photocopy is granted for nonprofit, one-time classroom or library reserve use in educational institutions. 1 4 Connections Winter 1999
INTERNATIONAL PERSPECTIVE FOCUS Reading Recovery in Queensland Susan Burroughs-Lange, Trainer
ueensland (for those who aren't relocates to a town with a teaching cen- ers, one-on-one teaching procedures do quite sure!) is on the right hand tre for the training year and then returns not travel unmodified to large group side of the Australian continent, to his/her remote school to operate the learning contexts. hal up. We have about 40,000 chil- Reading Recovery program. We're hav- As we are such a new and rapidly dren aged 6-7 years spread throughout ing to think creatively about 'continuing growing implementation in Queensland, more than a thousand primary schools. contact' support patterns in those cases. a disproportionate percentage of our data They are dispersed across an area The funding for teacher and teacher is drawn from teachers in their training approximately one fifth of the size of the leader (tutor) employment in Reading year. Nevertheless approximately 80% of North American continent, with a con- Recovery, their training, and mainte- those children who enter Reading centration along the coastal strip and nance of the centres is all administered Recovery are successfully discontinued Southeast corner. from the Central State Office, which is within the year or after being carried In 1994, Reading Recovery began in then delegated to local educational over to the next. With the goal of reach- Toowoomba, a country town inland from District Directors to implement. ing 20% of children, we reached a little the state capital of Brisbane. By 1996 The State Reading Recovery Centre under 5% of the total 6 year old popula- teacher training was taking place in four was established at Queensland tion in 1997. centres, which expanded to 11 in 1997. University of Technology, Brisbane, at Queensland is the land of perpetual In 1998, 16 centres are training Reading the beginning of 1997 and to date, 16 sunshine and a laid-back lifestyle that is Recovery teachers. One new centre is (Tutors) Teacher Leaders have been not always at one with intensive effort planned for 1999 and our (Tutor) trained, or will shortly complete their and attention to schooling. But enthusi- Teacher Leader team will number 28. training, in the Queensland context. In asm for the success of the program runs Some of our teachers drive across to 1998, 380 teachers will have offered high here, enhanced by the holding of the next suburb, others travel thousands Reading Recovery programs to approxi- the 3rd International Reading Recovery of kilometers to reach their in-service mately 3700 children. We suspect the Institute in Cairns this year. The profes- sessions. When children are brought in influence on understanding early literacy sionalism and dedication of our Teacher to teach from these distant locations a development and effective teaching is Leader (Tutor) team and our teachers is charter flight is the only option, or, in also filtering more widely than their being recognized and commented upon some cases, one or more ferry trips from Reading Recovery teaching roles. But widely. We are pleased to benefit from island to island. We are trialing a 'host- we continue to caution that, whilst these being part of a worldwide community. ing' system this year, whereby a teacher insights are powerful ones for all teach-
Reading Recovery in the United Kingdom Julia Doutil, Jean Prance, Trainers Angela Hobsbaum, National Coordinator
The Development of Zealand came to England to train a fur- spread throughout the United Kingdom, Reading Recovery in the ther seven tutors and a National imple- and in September 1998 Reading United Kingdom mentation was born. Recovery was available in 25 Local In 1992 the Department for Education Authorities across England inthe late 1980's Marie Clay spent Education in England funded a three- and Wales, throughout Jersey, across all some time working in the United year pilot project, through which the pro-five Education and Library Boards in Kingdom, as a result of which an gramme was implemented in 20 Local Northern Ireland, and at one training site experienced practitioner went out to Education Authorities and London in Scotland. Slowly but surely, the pro- New Zealand to train as a Reading Boroughs. A further six Education gramme is becoming an integral part of Recovery Tutor. She returned to the Authorities were able to draw upon the literacy provision which more and United Kingdom in 1990 and began expertise within the project and began to more primary schools can offer. training the first groups of teachers in implement Reading Recovery without 1990. In 1991 a small team from New government funding. The programme continued on next page
1G0 Winter 1999 Connections
INTERNATIONAL PERSPECTIVE FOCUS (continued)
Achievements in the having developed sufficient strategies to and its careful attention to each child's United Kingdom enable them to continue to consolidate strengths ensures that children with their literacy learning within the class- English as an additional language are Between 1990 and 1998, over 1,500 room and to be able to access the main- generally successful and despite often educators were trained as Reading stream curriculum alongside their peers. starting with very limited literacy skills Recovery teachers. However, by 1998 Given that about half the children who they make rapid progress. only about 900 of them were still work- receive Reading Recovery in the United The Reading Recovery National ing as Reading Recovery teachers on a Kingdom come from disadvantaged Network produces annual reports based daily basis; many of the others had been backgrounds and receive free school upon information about every teacher promoted to new jobs and were no meals, this represents an impressive and child involved in the programme that longer able to work with individual chil- achievement in the face of considerable year, and many Local Education dren on a daily basis although their pro- adversity. However, it is a tiny propor- Authorities have carried out their own fessional training is still seen as a valu- tion of the annual national cohort of six evaluations of the programme in their able asset to their schools. About half the year olds (400,000 in England alone) area. In 1993 the Schools' Curriculum teachers who do currently work in and many children who need this inten- and Assessment Authority (SCAA) fund- Reading Recovery combine this work sive help do not receive it. ed an evaluation into the longer-term with offering learning support elsewhere Although nationally only about 15% effectiveness of the programme (Hurry in the school, often to older pupils. of the children who receive Reading & Sylva, published 1995 and 1998), About one quarter combine Reading Recovery have English as an additional which found that Reading Recovery was Recovery teaching with class responsi- language, in some areas the proportions the most effective intervention for those bilities. are considerably higher, reflecting the children from socially disadvantaged At present, about 5,000 six-year local situation. Not surprisingly, bifin- backgrounds and those who, after a year olds receive the programme every year. gual learners take slightly longer than at school, had not made a start in read- Over the last four years of national mon- those do with English as a first language ing. itoring, the success rate has risen steadi- to reach a successful outcome. However, ly, and in 1998, 78% of the children who the individual nature of the programme left the programme were regarded as European Implementation of Reading Recovery Julie Wittenburg, Teacher Leader
could shooting geysers, and Julie Wittenberg work in seven dif- Europe. The teachers who are within dri- Whatbubbling mud pots, action ferent countries supporting 70 Reading ving distance to a training facility attend packed bull fights, historic Recovery teachers in 30 different continuing contact sessions once a medieval castles, spewing volcanoes, schools. month. The teaching concerns expressed and the Queen of England all have in The teachers have all been trained are comparable to those that come up common with Reading Recovery? These either in the DoDDS system or in the regardless of where you teach. are the sites you could see if you trav- United States. Since the teachers have However, the continuing contact eled to the Reading Recovery schools in been trained at different sites, our con- sessions for the teachers at remote sites the Department of Defense Dependent tinuing contact sessions confirm the fact such as Spain and Iceland may look a Schools(DoDDS). Spanning from that no matter where a teacher is trained, little different. The teacher leader must Iceland in the north, to Sicily in the the common goal of teaching children travel quite a distance to make school south, DoDDS-Europe is geographically remains. If you entered any of the visits. Because of the extra costs of air- the largest Reading Recovery site in the DoDDS Reading Recovery schools and fare, visits to the remote schools are world. Other DoDDS Reading Recovery asked to see a Reading Recovery lesson, never just for one day. The teachers in schools in Europe can be found in Italy, you would feel as though you never left these remote areas usually get several Spain, Belgium, Germany, England and the states. The children are typical days of theory and practice with the the Azores. American children. teacher leader. Occasionally, it is the Reading Recovery has been a part If you attended a continuing contact Reading Recovery teachers who must do of the overseas military school system session, you would also feel as though the traveling to attend the continuing for the past six years. In the DoDDS- you were back in the U.S. There are contact sessions. The extended use of e- Europe site, Janice Hines, Joneva Loper, two-way mirrors located throughout mail, telephones and fax machines helps continued on next page
1E.3 6 Connections Winter 1999
INTERNATIONAL PERSPECTIVE FOCUS(continued)
to facilitate consistent communication similar to that of a large urban district in Despite the unique challenges that among all involved with Reading the states. Additionally, if there is an confront the Reading Recovery program Recovery. extended family emergency in the states, within the DoDDS system, children and In the DoDDS system, there are sev- the family and child may be gone for teachers continue to be successful in eral unique circumstances that provide several weeks. Many times children are Reading Recovery. Parents, local princi- additional challenges for Reading dealing with the absence of a parent due pals, and area administrators continue to Recovery. Children arrive overseas with to the military member being deployed support the efforts of the Reading a military parent and remain in our for duty in another area, such as Bosnia Recovery teachers and teacher leaders. school for a typical tour of two or three or Hungary, for an extended period of years. The rate of mobility in DoDDS is time. Japan's Reading Recovery Programme by Jeanne Lemire, Teacher Leader
What do chopsticks and rice location, you know that it looks the sameships in the Persian Gulf. We experience have to do with Reading wherever it is taught; however, there are high mobility rates with our clientele, Recovery? Well, if you live in unusual circumstances surrounding the emergency leave (families from here Asia, you might use chopsticks to point delivery of Continuing Contact sessions return to the U.S. to deal with family ill- with when doing a minimal book orien- for some of the teachers in the ness or other emergencies), security tation and you might use a rice tray Department of Defense Schools. Several issues, extended vacations, long term instead of, or in addition to, a sand tray. of the Teacher Leaders fly to other coun- deployments of the military sponsor(s), Reading Recovery has been inplace tries to observe teachers working with and distance to the training site for some on Okinawa for six school years and we students, to have Continuing Contact teachers. have had full implementation since year sessions and to conduct colleague visits. Planes, trains, and automobiles, as two. We have approximately nine thou- We also work with individual districts well as different money, languages, and sand five hundred children in twelve and our headquarters in Arlington, cultures keep us all on our toes wherever schools. Reading Recovery services are Virginia, to have teachers from outlying Reading Recovery is taught overseas. provided to children in seven schools on areas come to the training site as well as These differences help make school vis- the island. Our children and teachers are to participate in more colleague visits its and our lives interesting and fun, but of varied and diverse ethnic back- and in the Behind the Glass training ses- it is also demanding when it can take a grounds. sions. The logistics can get complicated! day or longer to get from one place to This school year (1998-1999) In Asia, we have forty-three trained another. Reading Recovery is in place in two Reading Recovery teachers that have The teacher leaders are in constant countries: Japan (Okinawa) and Korea, many job combinations. We have teach- communication with each other and with and one U.S. territory, Guam. Currently, ers who teach Kindergarten, first, sec- colleagues in the United States, using e- we have Reading Recovery in three dis- ond, and third grades with Reading mail, fax, and phone. Whenever we have tricts and ten schools. The teachers in Recovery, as well as some who teach the opportunity, the teacher leaders are outlying areas are already trained and English as a Second Language (ESL), always planning and looking ahead to have come from various training sites, in Special Education (Inclusion services, the future of Reading Recovery in the the United States, as well as from our Preschool, and Speech), Compensatory Department of Defense Dependent own schools in Europe and the Pacific Education (similar to Title I), and Schools by communicating with princi- areas. Okinawa has the only training site Reading Improvement Specialists pals, superintendents, (our) headquarters, in the Pacific Region, which consists of (RIS/LARS). teachers and parents. I believe our sys- Guam, Korea, Okinawa and Mainland Some of the issues that we deal with tem thinks of Reading Recovery as a Japan. Presently, there are nine teachers on a daily basis are different than those successful early intervention program in training. We have constant teacher that others in Reading Recovery might focused on the prevention of early read- turnover, due to retirements, marriage, experience. In our area, the Air Force ing difficulties for students regardless of and transfers from Okinawa to other troops deploy to Saudi Arabia on a regu- where they or their families may end up areas, thus allowing training classes to lar basis for three to four months at a in later years. be conducted every year. time, and with the current situation in If you have ever had the opportunity the Middle East, many more troops to observe Reading Recovery in another (Navy and Marines) than usual are on
G2 Winter 1999 Connections
INTERNATIONAL PERSPECTIVE FOCUS (continued) Canadian Institute of Reading Recovery Dianne Stuart, Trainer/Director CIRR
anada is a vast country, stretchingCanadian Corporations Act. Its Board of munities whereby the teachers, children from the Atlantic to the Pacific Governors is responsible for the appoint- and teacher leaders need to fly into the and from the North Pole to the ment of staff, the preparation and man- training centers. The success of the pro- latitude of Rome. It is the second largest agement of fiscal matters and ensuring gram to date is much the result of great country in the world with a small popu- standards and quality control are main- commitment, flexibility and vision by lation of approximately 31 million peo- tained across the county. people involved. ple. Great tracks of Canada are sparsely To protect the standards and ensure Most recently, the Canadian inhabited as approximately ninety per- quality control, Dame Marie Clay, grant- Institute and the Ministry of Education cent of the population lives within 150 ed the CIRR the right to the trademark and Culture in Nova Scotia with support kilometers of the United States border. of Reading RecoveryTM in Canada. In from the Canadian government and the Canada is a spectrum of cultures, but 1996, the Western Canadian Institute of French Language School Board in Nova acknowledges the founding nations with Reading RecoveryTM opened and began Scotia have been granted the right to two official languagesEnglish and training teacher leaders. develop Reading Recovery in French by French. This vast land is divided into ten Presently there are two English- Dr. Clay. Work has begun on the rede- provinces and two territories. speaking trainers in Canada and the first velopment of the Observation Survey of Reading Recovery began in Canada Francophone trainer completed her train- Early Literacy Achievement. in 1989 with the first class of teachers ing in New Zealand in December, 1998. The Reading Recovery program was being trained in Scarborough, Ontario. The expansion of Reading Recovery tracked on a national basis for the first In 1992, a partnership was formed in Canada has been rapid. Since 1993, time in 1995-96. To ensure standards are between the Scarborough Board of sixty-six teacher leaders have been maintained, national data is collected Education and University of Toronto in trained in Canada. Presently the program annually from each site and a report order to train Teacher Leaders. This part-is in 9 of our 10 provinces and Yukon written for each province as well as a nership is known as the Canadian Territory. The governments of Nova national report. Institute of Reading RecoveryTM Scotia, Manitoba, Prince Edward Island We are pleased that more than 6000 (CIRR). In 1993, the first class of and the Yukon have all taken the pro- Canadian children benefited from teacher leaders was trained at the gram on as a provincial initiative. Reading RecoveryTM in 1996-97. Canadian Institute. Prior to that time, Within this diverse country, Reading Although we are pleased with our: training took place at The Ohio State Recovery has developed rapidly. In results, the challenges of upholding the University or the National Reading 1996-97, the Canadian implementation high quality teaching and-training are Recovery Centre in New Zealand. grew by 89% over the previous year. ongoing. The CIRR is a non-profit organiza- The program is being delivered in large tion registered as a charity under the urban districts as well as in small corn- New Zealand's Reading Recovery Programme by National Reading Recovery Training and Coordination Team (NZ)
New Zealand is a small country Dame Marie Clay developed Reading ing of a further 50 Auckland teachers in with a population of approxi- Recovery in Auckland, New Zealand. 1980 and expansion to a second urban mately three and a half million. Following a two-year development centre in 1981. A major move occurred Just over two thousand schools serve phase in 1976-77 the programme was in 1983 when the programme became children in the first five years of school trialled in five Auckland schools in 1978 national, operating in each of the ten with more than half of these schools and replicated in a further 48 schools the administrative districts in New Zealand. having a roll of less than 150 children. next year. The accelerated rates of In 1984 a national data collection and In 1997 71% of these schools were oper-progress made by the children receiving monitoring procedure was established by ating a Reading Recovery programme the novel intervention quickly attracted the then Department, now Ministry, of accounting for 87% of the six-year-olds. the attention of senior educational Education. This national monitoring of It is more than twenty years since administrators who supported the train- continued on next page
1G3 8 Connections, Winter 1999
INTERATIONAL PERSPECTIVE FOCUS(continued) programme delivery and outcomes for all to be allocated on an annual basis mainly carried over to complete the programme schools is reported each year in Research to allow schools to train teachers, but in the following school year. A very Division Bulletins from the Ministry of also to support trained teachers. small number (1.69% of the six year old Education in Wellington, New Zealand. In 1983, there were 3,200 children cohort in 1997) are identified as needing To support the teacher training pro- out of the 49,574 in the six-year old age further assistance. gramme a government funded Tutor group receiving the programme. The six- Fifteen years of gathering national (Teacher Leader) training and co-ordina- year-old population remained stable monitoring data demonstrates that tion programme was established in while the proportion of children receiv- Reading Recovery has continued to oper- Auckland (now attached to the Auckland ing the programme rose steadily from ate very effectively in New Zealand. This College of Education) with provision for 6.45% in 1984 to 21% in 1989. The pro- is so despite radical changes in the orga- groups of Tutors to be trained on a bi- gramme has continued to serve around nization and administration of schools annual basis, or as required, to support 20% of six-year-olds each year. The since 1989, funding constraints, and an the expanding intervention. most recent figures on the national cov- increasingly competitive educational The implementation of Reading erage of the programme are for the 1997 environment. Challenges are posed by Recovery in New Zealand received a fur-school year (February to December). In the large number of small, often remote, ther boost in 1984 when a new govern- that year 13,416 children received the rural schools in New Zealand, increasing ment introduced the first phase of a programme out of the birth cohort of social and educational inequalities, and a planned 1:20 staffing ratio for the first 59,739. rise in the six year old population since three years of school. This policy, which There are only two possible out- 1995. was designed to enable schools to use comes for children in Reading Recovery, The results have been very pleasing. staff in flexible ways to meet individual to be discontinued or to be referred for However the ongoing challenge is to learning needs, was never fully actioned further specialist help or long term litera- continue the delivery of very high quali- but continues to be a primary source of cy support. Figures indicate that the vast ty teaching and training to enable all staffing for the delivery of Reading majority of children entering the pro- lowest performing children throughout Recovery in schools with the ratio now gramme are discontinued either in the New Zealand to become successful read- changed to 1:23. At the same time the year of entry or in the following year. ers and writers. government established a pool of full Children who enter the programme late time teacher equivalents, which continue in the school year in New Zealand are Fourth International Reading Recovery Institute ,1,012001 Vancouver, British Columbia, Canada. JUDY200i
Karen Ann Smith has become the New Staff Join the Council Membership Assistant. She will assist Julie Reeves in all ways necessary to We are pleased to introduce two new staff members to you. keep the membership services area rolling smoothly. She is learning the Karen Bell has become Executive intimate details of our membership Assistant to the Executive Director. software and helping manage the daily Her responsibilities include assisting membership information flow of the Director in various capacities: renewals, new members, changes in scheduling, communications, travel status and address, etc. She will be instrumental in maintaining arrangements, resource and materials the Teacher Leader Registry and in responding to member organization, and a wide variety of inquiries by phone, fax, e-mail or ordinary correspondence. special projects. She already has proven to be very valuable in complet- In addition, Wannesse Beckley and Courtney Slauter are ing projects that have been waiting for someone with time! students funded in part by federal work study funds. Each of Karen comes from The Ohio State University, College of them works ten to fifteen hours per week and supports the Education and is learning our language very quickly! membership services function and other functions as needed. We welcome these new staff members and students and hope you will appreciate the service they provide on your behalf.
1 u 4 BEST COPYAVAILABLE Winter 1999 Connections
Classroom Connections This column is designed to serve Reading Recovery partners: the class- Effective literacy programs room teachers who work together with Reading Recovery teachers to teach Gay Su Pinnell children to read and write. The Ohio State University
Effective literacy programs involve silently to themselves. They read simul- reading power through experiencing a a wide range of reading and writ- taneously but not in chorus. During read-wide variety of texts. ing activities, all of which are ing the teacher observes behavior and necessary and which support learning in interacts with individuals. Afterwards, Starting a Leveled different ways. Reading instruction, for the teacher makes several teaching Collection example, involves making rich texts points based on observation. All of the A leveled collection may be con- available to children through reading instructional interactions are based on structed simply by gathering a large col- aloud to them. As they hear written lan- knowledge of where the children are and lection of books and working with col- guage read aloud, they internalize new where they need to go in their learning. leagues to discuss the characteristics of ways of using language, become familiar Successful implementation for guided the texts. Using your experiences in with more complex syntactic structures, reading depends on selecting appropriate teaching children, you will find that you and learn new vocabulary. Children also texts day after day. If you are beginning can place books along a continuum of need opportunities to share books with to use small group reading instruction in difficulty. Of course, your beginning cat- other children through buddy reading or your classroom, you will find it very egorizations should be tested with chil- partner reading and to have the time to helpful to have books organized in a gra- dren over a period of time. Gradually, choose and read or look at books for dient of difficulty. Having a leveled categories will become more stable. themselves. book collection does not take the place Many groups of teachers have worked An essential part of the language arts of text selection, but it does make it easi- with their collections over several years, er. curriculum involves direct instruction in periodically coming together to discuss reading. Helping readers develop inde- the books, revise levels, and add new pendent, effective strategies, involves A Leveled Book books. As you have conversations about engaging them in reading texts that offer Collection books, you will discover that you are just the right level of support and chal- A leveled book collection is a large talking about more than the texts. You lenge as well as providing skillful teach- set of books that is organized in levels ofwill be talking about the children and ing. When books are matched to readers, difficulty from the very easy books that their reading behavior. These conversa- then teaching can be powerful because an emergent reader might begin on to tions can be very rich. we are engaging the young reader in the longer, complex books that advanced It will speed up the process to use a successful processing that builds the readers in intermediate grades will read. leveled book list as a starting point, self-extending system, a network of In some schools, the collection is housedalthough there is no substitute for work- understandings that work together to in a central area. There are multiple ing with the texts yourself. The book list help the reader extend his or her skill. copies of many books; there might be we present in Guided Reading: Good Guided Reading about 10 levels for grades K-1, and threeFirst Teaching for All Children. (Fountas or four more levels for each grade after & Pinnell, 1996) was based on several Many teachers are beginning to teach that. A leveled book set has several years of teachers' work with a set of reading in small groups, a process called advantages, including the following:, books leveled for classroom use. This guided reading. Children in the groups An organized set of books makes it list has been recently revised (Fountas & are similar in their reading behavior at a easier to select books for groups of Pinnell, 1999). A process such as that particular point in time, and as they children. previously described helped us to begin learn, the membership of these flexible Having a gradient of text provides the collection on which the list is based. groups changes. It makes sense to teach a way to assess children's progress We do not advise using the Reading the children as a group because they are over time. Recovery book list for several reasons. reading text at about the same level of A book collection can be established First, books on that list were selected for difficulty. The teacher selects a text that that does not need to be replaced but readers who are having difficulty; the is just about right for the group and fine simply revised and expanded over time. general classroom population can learn tunes the text selection with a brief As the book collection expands, the from a wider variety of text than those introduction. Then, members of the variety of text will provide many oppor- on the Reading Recovery list. Second, group read the whole text softly or tunities for children to increase their continued on next page
1G5 10Connections Winter 1999
Effective literacyprograms (continued)
the levels for Reading Recovery are very way, you can use good teaching to refine book, binding, and layout play in finely drawn because very small steps in text selection and help individual read- text interpretation? level are needed to support the progress ers, through their reading, to move for- Subject of young readers who are having ward in the development of a reading Are the concepts or topics familiar extreme difficulty. When you teach chil- process. A key to supporting reading is to most children or less likely to be dren in classroom groups, broader levels the selection of books that are not too known? are needed for efficiency in selection and easy, yet not too hard, and that offer a How many different ideas, topics, in storage. Most children do not need the variety of challenges to help readers characters, or events are included in narrowly defined levels that have been become flexible problem-solvers. the book? created for Reading Recovery. Third, Good readers employ a wide range of Structure and Organization of the variety is needed in levels of books word solving strategies, including analy- Text designed for classroom practice. You are sis of letter-sound relationships and word Are there repeating episodes that selecting books, day after day, that will parts, but they must deal with words that help the reader predict what will challenge and engage several children at are embedded in different kinds of texts happen in the story? once. In Reading Recovery, teachers that are organized in different ways. A Is there repetitive language in the select books for a specific reader; they variety of reading experience is essential text that present children with the have very detailed information in mind. if they are to go beyond the reading of same words and phrases over and In small groups in the classroom, you individual words to interpret language over? will be finding characteristics that meet and capture the subtle meanings of many How are events and information the needs of a broader range of readers. different kinds of texts. organized (chronologically or While the children in the group are simi- other)? lar, they will be noticing different Factors to Consider in How are characters thoughts and aspects of a text on their level and learn- Leveling Books actions presented (directly or ing in different ways. through inference)? Another way to start a leveled collec- No one aspect or characteristic of text can be used to determine the level of How many sections or chapters are tion is to begin with any set of books challenge and support a particular book presented in the book? from one publisher that you have found or shorter story presents to readers. In Are there titles, headings, or side to be pretty reliable in the gradient of placing a text along a gradient of diffi- headings that readers must learn to difficulty they present. Don't hesitate to culty, many factors are considered. A use in order to get information? re-level some books if, in your judgment, Illustrations the book would better match the children sample list is presented below. Length To what degree do the pictures pro- you teach. Then, add books from other How many words does the book vide clear information to help read- publishers to the levels. Soon, you will ers understand the text? have the beginnings of a leveled set. No have? How many lines of text are on each How much picture support is there one publisher can provide the variety throughout the text? needed for a leveled book collection for page? Do illustrations raise questions in guided reading. How long is the book? Layout readers' minds to help them inter- What is the size of the print? pret the text or go beyond it? Supporting Children's Words Reading To what degree are there clear spaces between words and between What is the variety of words in the In teaching children in guided read- lines? text (for example, cried, exclaimed, ing, you are constantly balancing the dif- How are print and pictures placed or replied for said)? ficulty of the text with the way you sup- to convey meaning? Are there many multisyllable words port children in reading it. A text is Is text laid out with sentences or that are infrequently used in oral selected for a small group of children beginning on the left or does it language? who are similar in their reading behav- wrap around so that punctuation Are there many high frequency iors at a particular point in time. In gen- between sentences must be noticed words in the text? eral, the text is about right for children in and used? Phrases, Sentences, Paragraphs the group. You introduce the story to the Is print in standard, predictable Are there complex sentences joined group, support individuals through brief places on the pages or used in cre- by conjunctions (and or but)? interactions while they read, and guide ative ways that require the reader's Are there complex sentences with them to talk together afterwards about flexibility? embedded clauses? the ideas and words in the text. In this What roles do size and shape of continued on next page Winter 1999 Connections 11
Effective literacy programs(continued)
Are sentences organized into para- that they can quickly and automatically You may want to include all of the graphs so that readers notice lead recognize, work with print in a variety above types of booksand morein sentences and main ideas? of layouts, and engage with interesting your collection so that your readers have Punctuation and varied texts. variety and develop flexibility. What is the variety of punctuation As the levels increase in difficulty, used in the text? there is a wider variety of text. Within a Using Leveled Books To what degree must punctuation given level, several different kinds of with Readers text material may be encountered. At be used to understand the syntax of Factors such as those listed above are first glance, it may seem strange to have the text? considered when assigning a level to a picture books, short informational To what degree must punctuation text. But, the real test is in using the text books, and longer chapter books within be used to understand the meaning with young readers. Factors outside a the same level. But, we have to think of of the text? text include, for example: the challenges and supports to the read- Literary Features The reader's prior knowledge of er. Longer stories and chapter books What must readers understand the topic, including vocabulary and may be mostly narrative, that present about characters and how they concepts, as well as the reader's increasingly complex plots and memo- develop and change? knowledge of particular words. rable characters. These longer selections What must readers understand The reader's prior experience in provide an opportunity for readers to about the setting and plot of the encountering texts with features sustain their efforts over time, remem- text? like this one. bering details and getting to know char- Are there literary devices, such as The way the text is introduced. acters as they develop. flashbacks or stories within stories The supportive interactions Informational books present a differ- that add complexity and challenge between the teacher and children ent challenges. They may have complex to the text? during reading. ideas and technical language so that, Does the writer use metaphor or As mentioned above, it is important even though they have less text and other literary devices to make the to have variety within each level. When more pictures than the chapter books, text more interesting, and, there- working with groups in classroom read- they present a different kind of chal- fore, more difficult for the readers? ing, a broad base of text is needed. lenge. Students will need to discuss the Readers who experience only one kind ideas and information and perhaps go Variety within Levels in of book may develop only a narrow beyond the text to perform research. the Collection range of strategies for processing text. These books provide an opportunity to The first levels of the gradient intro- guide children in gaining information Other Resources duce children to reading print. While from books. Readers may want to refer to the fol- reading these beginning levels, children Another type of text that may be used learn to match word by word, reading in guided reading is a more advanced lowing resources for descriptions of guided reading as well as more books left to right, and to begin to check on and difficult picture book. Literary texts, themselves as readers. For example, they presented as complex pictures books, for each level: learn that there is valuable information provide an opportunity to expand vocab- Fountas, Irene, and Pinnell, G.S. (1996). in the pictures, that they have to think ulary, to interpret stories, and to analyze Guided Reading: Good First about the meaning of the story, and that illustrations and their contribution to the Teaching for All Children. it also helps to use visual aspects of expression of meaning. For advanced Portsmouth, NH: Heinemann. print. At first, they may simply be notic- readers, difficult picture books provide ing a few letters or words, but as they something like the short storya piece Fountas, Irene, and Pinnell, G.S. (1999). Matching Books to Readers: A Book gain experience (and with good teach- of complex reading that does not take List for Guided Reading, K-3. ing) they learn and use phonics skills, several days to complete but that can be develop a core of high frequency words the basis for discussion and analysis. Start the Hew Year Right, Make a financial contribution to the Annual Fund of the Council's resources for providing new and improved services Reading Recovery Council of North America! to our members. Help keep dues at the same low level. Help Your donation along with your dues renewal, or in the keep the prices of special publications reasonable for all envelope included in this newsletter, will help build the members. You'll be happy you did! Thank you.
1 0,-; -a- 0 12Connections Winter 1999 State and Regional Conferences
State and Regional Conferences have value of Reading Recovery, includ- the Council booth has been staffed by an provided numerous opportunities for ing its research base. RRCNA representative. Forty-eight peo- Reading Recovery personnel to gather in Find ways to support site coordina- ple joined or renewed their member- support of RRCNA over the fall. tors in helping teacher leaders with ships, and dozens visited the booth for In Lowell, Massachusetts, at the the implementation of Reading information on Council services. The Northeast Reading Recovery Recovery. RRCNA staff looks forward to the Conference, RRCNA President Billie In addition, RRCNA welcomed a Western Conference as an annual mem- Askew greeted members to a lunchtime total of 593 new and renewed members bership event. gathering which featured opportunities at the conference. Membership Services Committee for members to meet and ask questions. In Dallas, Texas, at the Texas Member Craig Ausel represented Trika Smith-Burke, Chairperson of the Reading Recovery Conference, once RRCNA at the Pennsylvania Reading Implementation Committee; Irene again RRCNA President Billie Askew Recovery Conference in Harrisburg, Fountas, Chairperson of the Training convened a late afternoon gathering of Pennsylvania. Fifty-nine Conference Advisory Committee; and Mary Anne RRCNA members. This time other attendees stopped by the booth to join or Doyle, Chairperson of the Publications standing committee chairpersons were renew their memberships. and Communication Committee each present and made reports for their com- Fourteen attendees joined or renewed reported on the projects underway by mittees. Yvonne Rodriguez reported for their memberships at the South Carolina their respective committees. Council Descubriendo La Lectura; Trika Smith- Reading Recovery Conference, held in Executive Director Jean Bussell providedBurke reported for the Implementation Columbia, South Carolina. Membership information from other standing commit- Committee; Geraldine Haggard reported Services Committee Member Joanne tees. Members present made the follow- for the Bylaws Committee; Mary Noble represented the Council, and was ing suggestions for Council services: Jackson reported for the Finance assisted by Adrienne Lauder. Both are Establish a job bank in conjunction Committee; and Irene Fountas reported teacher leaders from Mt. Pleasant, SC. with the website. for the Training Advisory Committee. The Council was represented at the Provide a membership card to RRCNA welcomed 354 new members Minnesota Reading Recovery assist members in having their and 312 renewed members for a total of Conference by Membership Services membership number and knowing 666 at the Conference. Committee Member Karen Odegard. their membership expiration date. Membership Services Coordinator Twenty-nine new members joined Explore more ways for members to Julie Reeves represented RRCNA at the RRCNA at the Conference, which was participate given distances and Western Reading Recovery Conference held in St. Paul, Minnesota in early time. in Portland, Oregon. This year's November. Publicize to administrators the Western Conference marked the first that
Pennsylvania:A Visit by Marie Clay The Pennsylvania Reading Recovery Community was thrilled to welcome Dr. Marie Clay to Harrisburg, PA for a 3-day visit in August. The visit focused on the implementation of Reading Recovery. Administrators from school districts across Pennsylvania, Maryland, Virginia, and West Virginia participated in the discussions which seemed to take them in three directions: Levels of Implementation, Selection of Children, and Research. A highlight of the visit was the presenting of a Distinguished Educator Award to Dr. Clay by Mr. Jim Sheffer, president of the National Association of State Title 1 Directors. Mr. Sheffer has been an advocate of the Reading Recovery program in Pennsylvania since 1989 and continues to support the program. Educators across Pennsylvania thank Mr. Sheffer for his support and congratulate Dr. Clay on the award. Winter 1999 Connections13 RRCNA Announces New Publications
The Council is pleased to announce Very special thanks go from the lines by trainers, teacher leaders, site coor- the availability of four new publica- Council and the entire Reading Recovery dinators, and teachers in Reading tions. Each may be ordered using community to the authors of this publica- Recovery. Copies of the Standards and the Order Form portion of the Membership tion: Billie Askew (Texas Woman's Guidelines are available to RRCNA mem- Application at the end of this issue. University), Irene Fountas (Lesley bers for $5.00 per copy and to non-mem- College), Carol Lyons (The Ohio State bers for $8.00 per copy. Best of the Running Record is a University), Gay Su Pinnell (The Ohio revised edition of articles frequently State University), and Maribeth Schmitt The Advocacy Handbook has been requested from past issues of The Running (Purdue University). completed and is available to RRCNA Record Newsletter. The new edition members and non-members. The includes 23 articles selected from issues Standards and Guidelines of the Handbook provides a basic education for published between March 1989 and Spring Reading Recovery Council of North would-be advocates for Reading Recovery. 1998. The articles are arranged by subject America (Third Edition: Fall 1998) have The Handbook defines advocacy from the matter to assist the reader in finding arti- been published as adopted in fall 1998 by perspective of the individual advocate and cles which address a particular point of the North American Trainers' Group and as a collaborative effort. It describes the interest. The topics are: the RRCNA Board of Directors. The book- basic policy making process at state and let describes: federal levels including both the executive Historical Perspective; or administrative process and the legisla- Research and Rationales; standards and guidelines for training Reading Recovery Training; tive process. The heart of the Handbook is and implementation of Reading a detailed discussion of advocacy strategies Teaching for Diversity; and Recovery related to: selection and for educating public policy makers. This Teaching and Learning in Reading training of Reading Recovery teach- includes letter writing, telephoning, faxing, Recovery. ers, teacher leaders, and trainers; emailing, visiting, and testifying. In addi- The price for members is $10.00 guidelines for trained Reading tion, it includes working in coalitions, (including shipping and handling costs) Recovery educators; and $15.00 for non-members. requirements for Reading Recovery keeping on top of legislation, organizing sites and university training centers; visits to your program, working with the Reading Recovery Review: designation of teacher leader special- media, and many other suggestions for Understandings, Outcomes and ists by university training centers; advocates. Resources which are included Implications has been mailed to all mem- policy for exemption; and are a sample fact sheet, sample letters and bers. Additional copies are available at the codes of ethics for Reading Recovery news releases, a work sheet for organizing nominal cost of $2.00 per copy. The pur- university training centers and your effort, a directory of federal and state pose of Reading Recovery Review is to RRCNA Board and committee mem- capitals, and a review of state legislation provide information to Reading Recovery bers. for Reading Recovery. The Handbook is constituents and other interested individu- The revised Standards and Guidelines available to RRCNA members for $15.00 als and organizations about Reading are the result of several years of considera- per copy and to non-members for $25.00 Recovery. tion of the previous standards and guide- per copy.
Attend the 1999 MembeeshipMeeting The Board of Directors is responsible for conveningan annual meeting of the membership of the Reading Recovery Council of North America. The 1999 AnnualMembership Meeting will be heldas follows: Monday, February 8, 1999 in conjunction withthe National Reading Recovery and DesCubriendoLa Lectura Conference, 5:00 PM to 6:00 PM, Delaware Rooms, HyattRegency Hotel, 350 North High Street, Columbus, Ohio
The Board looks forward toyour participation.
Deadline for next issue: February 159 1999
.11) 14 Connections Winter 1999
REGISTER NOW FOR SPECIAL EVENT www.readingrecovery.org April 7 - 10, 1999 The Reading Recovery Council of North THE SECOND NORTH AMERICAN LEADERSHIP ACADEMY America has established its web site. The site "STRENGTHENING THE OPERATION OF READING RECOVERY" begins with the home page from which you will access multiple areas of interest. Hyatt Regency On the Riverwalk at Paseo del Alamo, San Antonio, Texas The Council thanks Diane DeFord, Reading Recovery Trainer at The Ohio State University, KEYNOTE SPEAKERS for her leadership in working with the Council's staff and the web site subcommittee to bring the MARIE CLAY, PETER HILL, URI TREISMAN web site to this point. We welcome your com- ments and suggestions for changes and improve- The academy is designed especially for superintendents, administrators, school board ments to the site. Enjoy! members, site coordinators and trained Reading Recovery professionals. These indi- viduals are encouraged to participate as teams.
FOUR TOPICAL STRANDS: IMPLEMENTATION, RESEARCH, COMMUNICATIONS, and BUILDING OWNERSHIP: READING RECOVERY IN A COMPREHENSIVE LITERACY PLAN
Deadline: March 15, 1999. For more information, contact the Reading Recovery Council of North America Suite 100, 1929 Kenny Road Columbus, Ohio 43210-1069 614/292-7111 or fax 614/292-4404.
Reading Recovery Council of North America Publications and ProductsWinter1999 Advocacy Handbook (ADVHBK): The International Reading Recovery Directory dren. Includes an extensive Reference essential handbook for everyone who is inter- (DR98): (Members $20.00; Non-Members Section. (Single copies available for $2.00) ested in advocacy for Reading Recovery! $30.00) Contains over fifty pages of information, Site Coordinators Handbook (SCH): Leadership for Literacy: A Guidebook for (Members $25.00; Non-Members $35.00) ideas, and strategies for advocating for School-Based Planning (Revised Edition) Reading Recovery and the children served by Standards and Guidelines (GS2): This (SBP): (Members $5.00 single copy or Reading Recovery. Learn what you need to booklet presents the revised national stan- $400.00 for 100 copies; Non-Members $9.00 know to be an effective advocate at local, dards and guidelines as adopted in fall 1998 or $800.00 for 100 copies) state, and national levels. Benefit from by the North American Trainers' Group and resources such as advocacy outlines, sample Reading Recovery: A Review of Research the RRCNA Board of Directors. Describes fact sheets and letters, and directories of state (ER23): (Members $5.00; Non-Members standards and guidelines for training and and federal officials. (Members $15.00 per $8.00) implementation of Reading Recovery related copy; Non-Members $25.00 per copy) Reading Recovery Review (RRRAT): to: selection and training of Reading Recovery teachers, teacher leaders, and train- Best of the Running Record (BORR2E): 68-page monograph addresses the current ers;guidelines for trained Reading Recovery The newly revised publication contains arti- understandings, outcomes, and implications educators; and requirements for Reading cles frequently requested from past issues of of Reading Recovery. Provides essential Recovery sites and university training cen- the Running Record Newsletter. Includes information about Reading Recoverywhat ters. (Members $5.00; Non-Members $8.00) selections from March 1989 through Spring Reading Recovery is and is not, its goal, its 1998. Articles are arranged by subject matter, role in professional development, its research Volunteer Literacy Manual (VOLmac or including Historical Perspective; Research base and data collection and reporting proce- VOLpc): (Members $15.00 single copy; and Rationales; Reading Recovery Training; dures, its two positive outcomes, its imple- Non-Members $25.00 for single copy) Teaching for Diversity; and Teaching and mentation factors, and its trademark and RRCNA Promotional Items: Learning in Reading Recovery. A total of 23 licensing procedures. Provides clarifications Timers (TIMERS): (Members $12.00; Non- articles are included in this 110-page publica- to common misconceptions about Reading Members $15.00) tion. (Members $10.00 for single copy; Non- Recovery. Presents a review of research and Members $15.00 for single copy) evaluation related to Reading Recovery. Coffee Mugs (MUG): (Members $5.00; Contains responses to major challenges to Non-Members $6.00) Executive Summary 1984-1998 (ES98): Reading Recovery. Addresses the collabora- Folders (FOLD): (Members $1.00; Non- (Members $5.00 single copy or $400.00 for tive mission of Reading Recovery in helping 100 copies; Non-Members $9.00 or $800.00 Members $1.50) to insure literacy opportunities for all chil- for 100 copies) Use the Membership/Order Form on the inside back cover of this issueto obtain any of these items except as indicated. 170 Readin ecover tundi INrah 'r ca Benefits of membership in RRCNA include: so- A one-year subscription to RRCNA newsletters Council Connections (3 issues) Running Record or Network News (2 issues each) ar A one-year subscription to Literacy, Teaching and Learning research journal(2 issues) Go- Special member rates on other RRCNA publications PC7' Voted representation on the RRCNA Board of Directors vo. A lapel pin and membership certificate for new members READING RECOVERY° cr A network of colleagues throughout the Continent COUNCIL OF NORTH AMERICA Renewal New Name Employer Work Street Address Wk City Wk State/Province Wk Zip Code Wk Phone Wk FAX Wk E-Mail Home Street Address Hm City Hm State/Province Hm Zip Code Hm Phone Preferred Mailing Address: Home Work
0 RR Teacher RR Site Coordinator RR Teacher Leader RR Leader Trainer U Partner: Specify 0 Classroom Teacher 0 Title 1 Teacher 0 Principal 0 Administrator 0 Parent 0 Volunteer U I am associated with Descubriendo La Lectura. I am associated with Canadian/Westem Institutes of Reading Recovery.
Please help the Council maintain an accurate Reading Recovery database by providing the following information: If a Teacher Leader, list your affiliated university regional training center If Reading Recovery Teacher, list name of Teacher Leader If Reading Recovery Site Coordinator or Teacher Leader, list name of your site(s)
I was referred for membership by r I would like to pay annual membership dues of $40.00 per year. I would like to pay supporting membership dues of $100.00 per year. I would like to make an additional tax deductible charitable contribution to help support the Council's work.$ You may use this section to order additional RRCNA Products and Publications Code: Item Description: Quantity: Total: $ Code: Item Description: Quantity: Total: $ Code: Item Description: Quantity: Total: $ TOTAL AMOUNT OF MEMBERSHIP, CONTRIBUTION, PRODUCT ORDER
Please send completed form with your check, Visa or MasterCard Office Use Only credit card information, or purchase order Remittance Advice: RRCNA made out to RRCNA to the following address: Reading Recovery Council of North America Name 1929 Kenny Rd., Suite 100 Check # Expiration Date I mo. I yr. Columbus OH 43210-1069 Invoice # (614)292-7111 Date Signature: FAX (614)292-4404 Amount 171 The Reading Recovery® Council of North America Non Profit Org. U.S. Postage The Ohio State University PAID 1929 Kenny Rd., Suite 100 Columbus, Ohio READING Columbus, OH 43210 RECOVERY' Permit No. 711 COUNCIL www.readingrecovery.org OF NORTN AMERICA 1275-990273-361
... ServingChildren in Canada
and the United States ...
Thank You to Contributors and Supporting Members
Aspecial thank you to our Annual Fund Contributors Supporting Members members and friends who Ann Boley Billie J. Askew have made contributions to Judith Kelly Carlson Diana G. Barns the Reading Recovery Council of Ann E. DeWald Barbara A. Blalack North America between the period Nancy Fellrath Mary A. Boehnlein of August 1, 1998, and November Fort Bend TX ISD Reading Sally DeVore 30, 1998. If you have made financial Recovery Teachers and Staff Karen S. Dorman contribution to the Council during Clifford Johnson Mary Anne Doyle this period and are not listed below, Alicia C. Lang Janese Engram please contact Jean Bussell at Janice M. Milkovich Rosetta M. Ford 614/292-1795. Thank you. Sandra F. Rivers Carolyn S. Guza Kay Roberts Ellen Haas Gwen Hairabedian Beverly M. Hoffman Betty Hooker Memorial Contributions Arlinda Holzwarth Adrienne Jensen During the past several months the Diane Holum Donna Krause Council has received memorial contri- Maureen Hurlow Beverly Ann Lang butions in honor of Andrea "Andy" Sandra M. Kangas Greg Michaels Smith, a teacher leader from Pierre, Marylou and Jim LaGreca Lori Miller South Dakota. A very special thank Kathryn Mitchell-Boe Polly Nelson you to those individuals who have Sheryl Nielson Mary A. Purcell acknowledged Andrea with a financial Connie Palmer Janet Roepe tribute: Lois L. Russell Donna Rudolf Karon L. Schaak M. Trika Smith-Burke Karla Abernathy Beverly Searls Rebecca Tan Cindy L. Bengs Dianne Seltzer and Research and Linda Trice Doreen Blackburn Training Associates, Inc. Mary Crawford and the Stephanie Smith Endowment Contributor Buchanan School Thomas W. Sogaard Margaret Ellefson Roxanne Thielen Andrew A. Dunn in honor of Diane Dunn
172 Spring 1999 it Volume 4 No. 3 READING RECOVERY' COUNCIL OF NORTH AMERICA letter of the ReadinRecovery° Council of North American AN In This Issue ... President's Message President 1 Descubriendo La Lectura 1 Billie J. Askew Executive Director 2 Affiliate Membership 2 Board Meeting Highlights 3 ongratulations! Because of your commitment and efforts, the 1999 National Conference Report 4 membership of the Reading Recovery Council of North Clay to Keynote Nat. Conf. 2000 6 Deans Meet at Nat. Conf 6 America is rapidly approaching 10,000! In addition, approxi- Membership Meeting Report 7 mately 5,000 dedicated professionals participated in the 1999 National New Membership Cards 7 0 What's Hot & What's Not 7 Reading Recovery Conference sponsored by RRCNA. Reading Excellence Act: 8 Hard-working Council committees are producing new publications, proposing and planning Council Membership Tops 9000 ... 9 important research designs, planning Council events, seeking external funding to expand the Spring Membership Focus. 9 www.readingrecovery.org 9 functions of the Council, promoting advocacy for Council goals, and the list goes on! It is an Development Director Is Hired. ..10 exciting year for RRCNA. We have learned from each other and experienced our collective Advocacy for Reading Recovery .. 10 Job Opportunities 10 energy and enthusiasm while seeking to accomplish our shared mission. What an exciting mis- Classroom Connections sion it is! Interactive Writing 11 News From the States 14 At the National Reading Recovery Conference in Columbus, Richard Allington reminded us Program Standing Committees . 15 that with a membership approaching 10,000 educators and partners, we have a strong voice and Work Hard / Play Hard 21 Reading Recovery in the Yukon 22 an obligation to be heard. Members of the Reading Recovery Council of North America are Publications and Products 22 making a difference at local, state, and national levels. Membership Form 23 Please help as we expand our influence by promoting Council membership, participating in Supporting Members and Contributors 24 Council functions, contributing to and using Council publications to support your work, letting the Council Board know what you need to accomplish our mission, serving on committees, and sharing your ideas and 'success stories.' Together we can make a difference -- because we all accept the challenge of finding answers Editorial Board Janet Bufalino,Editor, for children, as expressed by Florence Sabin: "If I didn't believe the answer could be found, I 125 Horton Hall wouldn't be working on it." Thanks to all of you who are working to accomplish RRCNA's Shippensburg University mission to ensure access to Reading Recovery for every child who needs its support. Shippensburg PAI7257 phone: 717-532-1166 jmbufa@wharf. ship.edu Mary Anne Doyle,Chair, Descubriendo La Lectura: Publications Committee University of Connecticut Storrs, CT An Overview [email protected] Patricia Hubbard,Associate Yvonne Rodriguez Editor, Forest Hills School District, Cincinnati, OH [email protected] escubriendo La Lectura (DLL) is the reconstruction of Reading Patsy Rucker,Associate Editor, Recovery for Spanish-speaking students. It operates within the Fox Chapel Area School District, same theoretical framework as that of Reading Recovery. The Pittsburgh, PA primary difference between Reading Recovery and Descubriendo La Lectura lies with proce- [email protected] Jean Bussell,Executive dural issues due to the fact that the English language and Spanish language function differently. Director, RRCNA, Therefore, specific training is required to ensure the most effective literacy support is being Columbus, OH bussell.4 @osu.edu provided to the Spanish-speaking students identified as being at-risk of not learning how to read and write. The specific standards and guidelines needed to implement DLL can be found Council Connections Published by RRCNA in the Standards and Guidelines of the Reading Recovery Council of North America. 1929 Kenny Rd., Suite 100 This year marks the ten year anniversary for Descubriendo La Lectura. This initiative began Columbus, OH 43210 in Tucson, Arizona, and now includes sites in California, Connecticut, Illinois, Massachusetts, www.readingrecovery.org New Jersey, New York, Texas, and Washington. In addition, there has been DLL representation @ 1999 RRCNA All rights reserved. on the RRCNA board for the past four years. The DLL representative continued on page 20 173 2 Connections Spring 1999
Executive Director's Message Jean F Bussell n working with Editor Janet Bufalino The Board of Directors works on in preparing this issue of Council behalf of all members. Whether they are Connections, I once again am elected to represent a particular group amazed at the breadth and depth of the within Reading Recovery or whether involvement of the RRCNA in a wide they are elected or appointed at large, theactivity for the rest of the year. You can variety of issues which affect our mem- members of the Board come together to be a part of this activity by contacting bers. As you read the articles in this consider all issues which affect the orga- the committee chairperson of the com- issue, I think you will reach the same nization of the Council and the operation mittee that interests you the most. conclusion. of Reading Recovery in North America. This issue of Council Connections Of greatest interest to me is the In this capacity they are collaborators also reports on activities of staff on work of our standing committee struc- with the North American Trainers Group behalf of Reading Recovery, on federal ture. The individual committee members and with The Ohio State University and legislative issues of interest to you, and contribute enormously to the work of the the Canadian Institute of Reading on future events in Reading Recovery. Council. They generate the ideas for Recovery (holders of the Reading We intend that all this activity will sup- what we should do based on their own Recovery trademarks in North America). port you in your daily work with chil- experience in Reading Recovery and on As you will read the committees anddren, teachers, administrators, parents your suggestions and requests. Then they the Board have been extremely active and community members. Your response do the work that they generate for them- over the past year. The opportunity for to the membership survey mailed in selves from these terrific ideas! These the committees and the Board to meet March will help us know how we are are the kinds of committees that help to face-to-face at the National Reading doing. Please respond and let us know ensure the success of the Council. Recovery Conference stimulates much what else we can do to support you. Affiliate Membership Organizations Approved
The RRCNA Board of Directors tive with its incorporation. MARRC will Recovery sites in the state, to promote has approved the establishment of serve RRCNA members residing in training and knowledge of teachers in three affiliate membership organi- Pennsylvania, Virginia, West Virginia, early literacy, and to provide extended zations. This action was taken after a and Maryland. The anticipated activities professional development of Reading thorough review and amendment of the of MARRC are: 1) facilitating a regional Recovery teachers through a strand at the Council's "Guidelines for Affiliation of conference, 2) publishing an annual New Jersey Reading Recovery Network Membership Organizations." newsletter, 3) providing and supporting Early Reading and Writing Conference. The Guidelines require that RRCNA professional development opportunities The Reading Recovery Council of members petition the Council for recog- for Reading Recovery professionals at allMichigan (RRCM) was approved with nition as an affiliate and that criteria con- levels, and 4) promoting research related the agreement that RRCM will align its tained in the Guidelines are met by the to Reading Recovery implementation governance and membership structure to petitioning group of members. Key crite- and early literacy. All activities will be match RRCNA requirements within four ria include: 1) members of the affiliate facilitated with the direct support of uni- years. This waiver of RRCNA must be members of RRCNA; 2) the versity trainers. Guidelines was deemed appropriate affiliate maintains its own corporate sta- The New Jersey Reading Recovery because the Michigan Council actually tus with responsibility for its own fiscal Network was approved effective immedi- predates RRCNA in existence. The pur- and contractual obligations; and 3) the ately since it incorporated as a part of its poses of RRCM are: 1) to encourage the affiliate receives the right to use the organizational process. Its goals are to full implementation of Reading Reading Recovery trademark in its name,advocate for Reading Recovery and early Recovery, 2) to promote early literacy publications, conferences, logo, and literacy, to organize a statewide confer- events, conferences, meetings, and/or other related programs and services. ence, to promote awareness of Reading institutes which support Reading The Mid-Atlantic Reading Recovery Recovery and early literacy, to promote Recovery, 3) to promote dialogue with Council (MARRC) was approved effec- cooperation among the Reading educators and administrators, and 4) to continued on page 3
RRCNA Copyright Notice: Permission to quote from Council Connections is granted for passages under 500 words. Permissionto photocopy is granted for nonprofit, one-time classroom or library reserve use in educational institutions.
174 Spring 1999 Connections Board Meeting Highlights
Tihe RRCNA Board of Directors 6. Approved the establishment of a to a set of questions to be developed met on February 9 and 10, 1999. fulltime Director of Conferences by a group of trainers identified by The meeting completed a variety and Events as well as a fulltime the NATG for this purpose. A writ- of projects identified by the Board at its position for Conference ten summary of these reports will be June, 1998 meeting. The following Assistant. presented by the trainer representa- points highlight the actions taken. 7. Approved the National tives to the RRCNA Board at its Additional articles in this newsletter Conference Committee as a regular meeting in February, 2000. cover certain actions in greater depth. standing committee of RRCNA. Recommended to the NATG that the Reviewed Board evaluation commit- 8. Voted to promote the visibility of NATG establish a committee of tee survey results and determined the National Conference as a trainers to develop policies, proce- appropriate follow up foci for a membership event through the dures, and structures for implement- board development workshop in nominating process, the newslet- ing, monitoring, and granting excep- conjunction with the June, 1999 ters, and publicity at Council tions to the standards and guidelines Board meeting. events. as contained in the new third edition Accepted the audit for the period Amended the Affiliation Guidelines of the Standards and Guidelines of ending June 30, 1998. (Unqualified for Membership Affiliations as rec- the Reading Recovery Council of opinion was received; copies of ommended by the Ad Hoc North America published in Fall, audit are available from the Council Committee, including approval of 1998. The proposal developed by office upon request.) three affiliates. (See related article the committee of trainers will be Approved recommendations of the on page 2.) reviewed by the RRCNA Standards National Conference Ad Hoc Established the Teacher Leader and Guidelines Committee, the Committee as follows: Registry as a part of the Directory of RRCNA Implementation 1. Voted to continue revenue shar- Reading Recovery. Established a fee Committee, and by the NATG prior ing at the rate of 10% of net pro- of $25 per year for inclusion in the to coming to the RRCNA Board of ceeds with the Ohio Reading. Teacher Leader Registry with the Directors for final consideration. Recovery Governing Board, to fee to be waived for 1999 and col- Accepted responsibility for serving be revisited if the Conference is lected for 2000-2001 as a part of the as fiscal agent for the 2001 moved out of Ohio. Teacher Leader Institute registration International Reading Recovery 2. Authorized the Executive fee. Institute to be held at the Hyatt Director to negotiate and execute Approved in concept four research Regency in Vancouver, British contracts with the Columbus OH proposals from the Research Columbia, July 20-27, 2001, and hotels and convention center for Committee with budget considera- required that a committee be con- the National Conferences for tions to be addressed as a part of the vened to: develop policies regarding 2001, 2002, and 2003. 1999-2000 budget process. the responsibilities of RRCNA and 3. Voted to collaborate with several Approved the Policy on the International Institute committee regional conferences and the Confidentiality and Protection of members, to develop policies Canadian Institute to explore Human Subjects (to be approved by regarding the budget including over- possibilities fOr the National The Ohio State University). head to RRCNA, and to develop Conference beginning in 2004. Extended the contract with the policies regarding the allocation of 4. Established the National WidmeyerBaker Group for an addi- net revenue from the conference. Conference Chairperson as the tional five months to provide for the Such policies shall be presented to individuals in the Presidential completion of the vehicles for com- the Board at its June, 1999 meeting. line with programmatic responsi- municating the messages developed during phase one of the contract and bilities for the conference in the Affiliate Continued year of their presidency. for continuation of critical contacts advocate the purposes of Reading 5. Created the National Conference in Washington. Recovery with the business community, Committee to be composed of Recommended to the North political entities, and the media in the the categorically elected repre- American Trainers Group (NATG) State of Michigan. sentatives to the Board as well as that each university training center The Council welcomes these three a minimum of three representa- for Reading Recovery teacher lead- affiliates and looks forward to developing tives from the host state or ers conduct a self-evaluation of the cooperative ventures with each of them. region and other appointees as status of its center, to include, desired by the Chairperson. among other considerations, answers
175 4 Connections Spring 1999 1999 National Conference Report
early 5,000 attendees celebrated must strive for excellence and utilize schools need to be 20% more effective Reading Recovery and early lit- programs in schools which accelerate today to maintain historic levels of per- eracy classroom programs at the children's learning to read and write. Sheformance and address the problems of First National Reading Recovery challenged Reading Recovery to evolve children arriving at the schools today. Conference held in Columbus, Ohio, as a part of a larger program for early lit- Allington encouraged Conference February 6-9, 1999. Attendees came eracy and thus help ensure that children attendees to read publications by Jerry from 35 states plus Washington DC, will be reading at or above grade level Bracey and Robert Rothstein to gain a DoDDS (Department of Defense by third grade. greater understanding of performance of Dependents Schools), and Canada. schools in relation to changing expecta- Nearly 1700 participants attended twelve tions. Allington also cautioned reading preconference institutes offered on Allington Keynotes professionals to challenge arguments that Saturday prior to the start of the Conference schools aren't working and to raise their Conference on Sunday. professional voices in support of teach- Participants attended a selection of ers' professional decision making in 181 concurrent sessions, study groups, teaching children to read and write. He and keynote lectures plus four keynote encouraged teachers to read You Can sessions and twenty sessions presented Make A Difference by Keresty, O'Leary, by ten featured speakers. Exhibitors and Wortley. from 50 companies filled 92 booths in Allington concluded with the fol- the exhibit hall. The Wright Group, lowing challenge: "Don't get defensive. Seedling Publications, and Dominie Get proactive. It's you who must do it. If Press provided special support for the not you, who? If not now, when?" Conference through their sponsorships of special events and the Conference Richard Allington, Professor of Scharer and Dahl Program. The Council thanks all partici- Education and Chair of the Department pants, exhibitors, sponsors, and presen- of Reading, State University of New Present Research ters for their special contributions to the York at Albany, presented the keynote Findings Conference's success. address "The Hard Work Ahead." He traced the history of "disinformation" Smith Welcomes Conferencecampaigns in reading philosophies Participants and efforts to influence public policy. He stated that no other program has as much data on effectiveness as a Reading Recovery. But Reading Recovery is not a vaccine and does not provide lifelong protection. Reading Recovery is more like peni- cillin; it works now but it cannot guarantee protection for years in the future. Twelve to fifteen weeks can- not do it alone; what happens in the Pat Scharer and Karin Dahl, Associate classroom in subsequent years matters, Professors, The Ohio State University, too. reported the results of their research into Rosa Smith, Superintendent of the Allington reported that despite pres- the teaching of phonics in whole language Columbus Public Schools, welcomed sures from the 1980s and 1990s cam- classrooms, "Phonics Teaching and Conference attendees to Columbus, paigns against public education, children Learning in Whole Language First Grade where Reading Recovery began in North continue to perform at levels similar to Classrooms: A Report of Federally-Funded America. She acknowledged that "read- the past twenty-five years. This truly is Research." Their research was intended to ing is key" and that "reading is the foun- remarkable in that the past twenty-five answer four questions: dation for learning." She asked the ques- years have seen children become the 1. What do whole language teachers tion "why?" we do what we do and most poor and diverse group in our teach? answered that we must ask questions country (rather than senior citizens). In 2. Where do they teach it? that challenge the status quo. We must fact, the Rand Corporation says that 3. How was instruction conducted? be satisfied with "good enough." We continued on next page Spring 1999 Connections
1999 National Conference Report (Continued)
4. What do the children learn? Encourage the child to read. Take the "What School Boards and School Using two phonics and whole lan- lowest children. We cannot predict who Administrators Need to Know about guage experts to monitor and advise their will succeed. Reading Recovery." She divided her research, Scharer and Dahl reported that For administrators, remember that comments into three sections. First, she foundation concepts of phonological small group instruction does not meet presented overall suggestions for how awareness, phonemic awareness, and the needs of the lowest children. Work literacy programs in the schools should phonemic segmentation constituted one- for full coverage so that all children can be guided by those who are experts in third of the instruction. Strategy instruction be served and so that the classroom and literacy. She suggested that teachers, included orthographic instruction, sequen- school will receive the full benefit of administrators, and school board mem- tial analysis, and miscues and how to deal what Reading Recovery contributes to bers should be guided by experts in liter- with them. the early literacy program. acy, not by outside interference. They Secondly, they reported that phonics For all of us, remember that should know the research and the instruction spread across the curriculum, Reading Recovery cannot be successful sources of data. They should nurture occurring at the point of use55% of the alone. Communicate with classroom their own personnel and know their own time in reading and 45% of the time in teachers. Show them the lessons and "liftlimitations and the benefits and limita- writing. They found that instruction hap- that mysterious cloud" from what tions of Reading Recovery and other lit- pened at the point where the child is most Reading Recovery does with children. eracy programs in the schools. deeply engaged, at the point of use rather Form a multilevel literacy team for Second, Spiegel discussed guide- than in isolation. Reading Recovery in your school. lines for determining the quality of inter- Scharer and Dahl concluded that Document the progress of the program vention programs. Here she emphasized phonics instruction in whole language with success stories, monitoring, assess- early attention by the best teachers for classrooms was instruction tailor-made for ment of beginning year scores, and full the most at-risk children. She character- the child rather than factory made for the implementation. Work to maximize time ized intervention as supplementary to, class. in lessons, including lessons in the class- not supplanting, the classroom program. room. Make sure you keep asking,. "are She encouraged student and teacher dri- literacy problems decreasing?" and prob- ven curriculum rather than materials-dri-' Fried Addresses lem-solving if they are not. ven curriculum for individualized Parental Concerns Keep the vision of what could be: instruction. teachers working together, instruction Third, Spiegel enumerated guide- making a difference, and children disap- lines for identifying and supporting pearing among the average. effective literacy programs throughout the schools. Characteristics of effective programs include the following: nit 4 Spiegel Provides Guidelines Children are spending time reading. Children are learning strategies and how to transfer those strategies to new situations. Children are working at their instructional level. Mary Fried, Trainer of Teacher Direct instruction is part of the pro- Leaders at The Ohio State University, gram. told a story of "The Other Side of Children's attempts to make mean- Reading Recovery." ing of text are monitored and rein- Taking on a parent's perspective, forced. Fried asked that teachers be encouraging Writing is an integral part of the in their conversations with parents. Be reading program. positive. Assure the parents of the oppor- Beginning reading has phonemic tunity for extra time for getting help Dixie Spiegel, Professor of awareness as part of the curriculum. which Reading Recovery provides. Education and Assistant Dean of Reading instruction focuses on com- For conversations with the children, Students, at the University of North prehension of connected text, not remember that Marie Clay says that the Carolina at Chapel Hill, addressed the the fragmented study of isolated child is the first to realize he is learning. Conference attendees on the topic of skills. 6 Connections Spring 1999 Clay to Keynote National Conference 2000
ark your calendar pioneers of Reading Columbus, Ohio, through the year 2003. now! The 2000 Recovery in New Zealand Here are the dates for your extended cal- National Reading and North America also endar: Recovery and Descubriendo will be featured. La Lectura Conference will Saturday, February 10 through 4 Registration materials will be held February 58, be mailed in early Tuesday, February 13, 2001 2000, in Columbus, Ohio. September. Saturday, February 9 through The theme will be The Call for Tuesday, February 12, 2002 "Partnerships for Literacy: Presentations for the 2000 Ensuring the Best First." Conference has been Saturday, February 8 through The Conference will be a mailed to all members. The Tuesday, February 11, 2003 celebration of fifteen years response deadline is May of Reading Recovery in North America. 14, 1999, so plan ahead and think about Watch for the Summer 1999 issue In honor of this fifteenth anniver- what you would like to contribute to the of Council Connections for a complete sary, Dr. Marie Clay has agreed to Conference program. list of Reading Recovery Conferences honor the Council by providing the And for really planning ahead: The for 1999-2000 as well as more details keynote address. Council Board of Directors has voted to about the 2000 National Reading In addition to Dr. Clay, other early keep the National Conference in Recovery Conference.
Deans Meet at National Conference
eans and their representatives national student and site data forms and North American Leadership Academy, from eight university training the implications of the information col- continued attention to visibility at other centers met in Columbus in con- lected on these forms for the manage- national conferences, further develop- junction with the National Reading ment of Reading Recovery programs in ment of public information programs, Recovery Conference. Interim Dean the United States. and linkages between the RRCNA web Daryl Siedentop, The Ohio State RRCNA Past President Carol Lyons site and the university training centers' University, College of Education, con- presented the national data for the year web sites. vened the meeting. ending June 30, 1998. The data shows The deans discussed continuing RRCNA President Billie Askew pro- continuous growth in Reading Recovery challenges to Reading Recovery at the vided an update of actions taken by the in service to children, number of chil- university level. These include expan- Council since last year's meeting. One dren whose programs are discontinued, sion and replacement of training centers such action is the amendment of the number of sites, number of teacher lead- and trainers as needed to support the Council's Code of Regulations to pro- ers, and number of teachers. Only the larger implementation of Reading vide for the election of a dean to serve as number of university trainers decreased Recovery; building capacity to keep the a member of the RRCNA Board of in 1997-98. With five new trainers being program strong and to maintain it as per- Directors. Linda Tafel, Dean of the trained in the current year, these num- sonnel change; exploring distance learn- National College of Education at bers will improve in 1999-2000. ing options while maintaining program National-Louis University has agreed to RRCNA Executive Director Jean quality and integrity; budget modeling serve in this capacity. Askew also report-Bussell updated the deans on the from one university to another; and con- ed on the publication of the Reading Council's increase in membership, its nections between Reading Recovery and Recovery Review and the new Standards efforts to be more visible at national the rest of the university's educational and Guidelines for University Training conferences of school policy decision curriculum. Centers. She led the deans through an makers, its initiation of the web site, and extensive discussion of changes in the plans for 1999. Plans include the Second Spring 1999 Connections Membership Meeting Report The 1999 RRCNA Membership Paul Addie_from the Canadian Institute with the North American Trainers Group Meeting was held on Monday, of Reading Recovery updated the mem- to develop plans for the continuation of February 8, 1999, in Columbus, bers on the progress of Reading existing university training centers and Ohio, in conjunction with the National Recovery in Canada. for the development of new ones. The Reading Recovery Conference. RRCNA Executive Director Jean Bussell members also discussed the political sit- President Billie Askew conducted the introduced the Council staff and urged uations at the local, state and national meeting. She welcomed all the members members to contact the Council office levels and how we all can work together who attended and encouraged them to whenever they have questions or need to share information and to advocate on continue to support the Council's work assistance with Reading Recovery or behalf of Reading Recovery and the through their dues, their volunteer ser- membership issues. children and families served by Reading vice on committees, and their good work Members raised a number of issues Recovery. with children. about the future of Reading Recovery. The meeting closed with a raffle of Standing Committee chairpersons For instance, how are future university Reading Recovery mugs and auto- were introduced and made brief presen- training centers to be selected and how graphed copies of Becoming Literate and tations about the work of their respective will trainers who may retire in the next By Different Paths to Common committees. (See the Committee Reports several years be replaced? President Outcomes. Section of this newsletter.) In addition, Askew indicated that RRCNA works
Look for Your New RRCNA Membership Card Soon
Beginning this spring, all RRCNA the Council's address, phone and FAX ply be peeled off and affixed to the members will receive an "offi- numbers, as well as the RRCNA's web- membership card. cial" membership card. The wal- site address. Now, in order to receive your mem- let-sized card is made of a thin, durable Rather than re-issuing new cards each bership discount when ordering RRCNA plastic that will feature the member's year, all who renew their memberships products and registering for name, membership number, and renewal will receive an updated renewal date Conferences, your membership number date on the front. The back of the card sticker with their annual renewal is as close as your back pocket. Don't will serve as a quick-reference, including acknowledgment. The sticker may sim- leave home without it!
What's Hot and What's Not: Membership Services Staff Wants to Know
Do you have an idea on how the your thoughts on RRCNA membership with the RRCNA membership staff, you RRCNA staff can better serve benefitswhat you most like about yourdon't have to wait for future member- you as a member? By now, all membership as well as ways in which ship questionnaires to arrivejust call, RRCNA members should have received you would like to see services improved. FAX or email your comments and ideas their membership satisfaction surveys. Please return your questionnaires by to Julie Reeves, Membership Services The survey is an important tool for help- April 30, so that your input can be Coordinator, anytime! ing the Council staff evaluate specific included in the survey summaryto be Phone: 614/292-1792 membership benefits and services. So if featured in the summer 1999 Council FAX: 614/292-4404 you haven't returned your survey, please Connections. E-mail: [email protected] take this opportunity to communicate Note: If you'd like to communicate
179 8 Connections Spring 1999 Reading Excellence Act: Opportunities for Reading Recovery he Reading Excellence Act is a improvement status. difficulties; and $260 million federal grant pro- Districts with the highest or sec- (B)shall include research that gram with awards to be granted to ond highest percentages of (i)employs systematic, empirical various states on a competitive basis. poverty in the state. methods that draw on observa- The Act is designed to: Districts with the highest or sec- tion or experiment; Provide children with the readiness ond highest number of poor chil- (ii) involves rigorous data analyses skills and support they need in early dren in the state. that are adequate to test the childhood to learn to read once they Districts that are located in an stated hypotheses and justify enter school. empowerment zone or enterprise the general conclusions drawn; Teach every child to read by the end community. (iii) relies on measurements or of the third grade. Grant applications from the states observational methods that pro- Use research-based methods to will be submitted to the United States vide valid data across evalua- improve the instructional practices Department of Education in early May. tors and observers and across of teachers and other instructional Funds to local educational agencies will multiple measurements and staff. be available as early as July, 1999 observations; and The Act supports professional devel- depending on the state's application (iv) has been accepted by a peer- opment programs, transition programs process. reviewed journal or approved for kindergartners, family literacy pro- The Act defines "reading" as fol- by a panel of independent jects, and tutoring programs. The Act lows: a complex system of deriving experts through a comparably requires broad-based partnerships that meaning from print that requires all of rigorous, objective, and scien- include, but are not limited to, parents, the following: tific review. teachers, family literacy providers, and (A) the skills and knowledge to under- These definitions challenge all read- professional development providers. stand how phonemes, or speech ing programs to demonstrate that their Grants will be awarded to states that sounds, are connected to print. research base is theory-driven and that have established statewide reading part- (B) the ability to decode unfamiliar their research is replicable. Certainly the nerships. The state educational agencies words. implementation of Reading Recovery then will run two grant competitions: (C) the ability to read fluently. demonstrates the replicability of the pro- 1) Local Reading Improvement Grants (D) sufficient background information gram across all environments. It now is with three eligible recipient types: and vocabulary to foster reading incumbent upon Reading Recovery pro- Local districts that have at least comprehension. fessionals to demonstrate the scientific one school in Title I school (E) the development of appropriate and base of the program itself. The Council improvement status. active strategies to construct mean- will be working with the university train- Districts with the highest or sec- ing from print. ers over the next several months to ond highest percentages of (F) the development and maintenance develop this information. poverty in the state. of a motivation to read. If you are interested in more informa- Districts with the highest or sec- In the Act "scientifically based read- tion about the Reading Excellence Act, ond highest number of poor chil- ing research" contact your state educational agency dren in the state. (A) means the application of rigorous, and/or visit the USDE web site at 2) Tutorial assistance grants with four systematic, and objective proce- www.ed.gov/inits/FY99/index.html or eligible recipient types: dures to obtain valid knowledge www.ed.gov and select "New Local districts that have at least relevant to reading development, Initiatives." one school in Title I school reading instruction, and reading
Deadline for next issue is ,ll.illly 1999.
180 Spring 1999 Connections Council, Membership Tops 9000! Staff Projects 10,000 by year 2000
OnJanuary 31, the ranks of of a Reading Recovery professional who the Council website at RRCNA membership reached an has not taken the opportunity to join the www.readingrecovery.orgor calling all-time high of 9,311 members. Council, please encourage him or her to RRCNA's Membership Services As a result, the first seven months of thisdo so. Joining is as easy as pulling up Department directly at 614-292-1792. fiscal year were the busiest in RRCNA's history. From July, 1998 through RRCNA Membership Growth January, 1999, Council membership staff July-January, 1996-1999 mailed 2,463 new membership packets and processed 4,351 renewals. 10000 If membership continues to grow at 9000 its current rate, RRCNA's staff projects a 8000 total membership of over 10,000 by the 7000 12 6000 end of the 1999 calendar year. What a 5 5000 way to bring in the new millennium! 2 4000 New Members This growth can only happen, however, 3000 Renewals O Total Members if members are willing to continue their 2000 1000 support of the Council in two ways: 0 1.) by renewing their memberships and July July July 2.) helping to recruit those Reading 1996 1997 1998 - Jan. - Jan. - Jan. Recovery professionals and advocates 1997 1998 1999 within their communities. If you know
Spring Membership Focus: Teacher Leaders and Site Coordinators
'though RRCNA membership for communication will include a letter RRCNA staff will utilize the rosters by numbers are steadily on the from RRCNA Board members and site transposing the names and addresses of increase, nearly two-thirds of the coordinators Mary Jackson and Patty all non-members into the Council's more than 18,000 active Reading Hubbard, sample Council newsletters, "prospective member" database. Recovery teachers in North America and a membership brochure. The teacher Subsequently, the Council's fall mem- have yet to join the Council. Likewise, leader mailing will consist of an infor- bership campaign will focus on these of the 629 active Reading Recovery site mative update on the Council's activities new Reading Recovery teachers as well coordinators, only slightly more than with regard to Reading Recovery advo- as the approximately 10,000 established fifty percent are Council members. In cacy on the local, state and national lev- Reading Recovery teachers in North light of these statistics, the primary els. America who have yet to join the focus of the Council's spring member- Another purpose of this mailing will Council. Thank you in advance to ship effort will be to bring these be to solicit the assistance of teacher teacher leaders for helping the member- prospective members on board. leaders by again asking that they provide ship recruitment effort by providing the Beginning in early April, two mail- the Council with teacher training class Council with teacher training class ros- ings will be launched. The site coordina- rosters. During the summer months, ters.
Web Site Updatewww.readingrecovery.org The Council's web site updates to the Standing Committees' www.readingrecovery.orgcon- Section are underway. tinues to add new features. Now Keep watching the site for new infor- you can order all the Council's printed mation and ideas about Reading Recovery. products through the web site's secured Add your suggestions via email to the credit card process. Council. We welcome your participation New articles have been added to the in making the site provide the information Reading Recovery section of the site, and and functions you want and need. 18i 10Connections Spring 1999 Development Director Is Hired Vary Keating, Ed.D., sultant to schools in opment of the individual donor base for joined the Reading Florida and community the Council. Recovery Council cultural programs on Long Mary's work will help to extend the of North America staff on Island. programs and services of the Council on March 15, 1999. Mary comes In her role as Director behalf of members. With the Board's to the Council with a breadth of Development with commitment to maintain dues at the of experience in education. RRCNA, Mary will work same level as they have been since the She has taught elementary with the Board of Council was established, the Director of school music, served as a dis- Directors and the Board's Development will help to provide trict level administrator, and Development Committee resources for program expansion without directed programs at the collegiate level. to establish a fundraising program for dues increases. More recently she served as a develop- the Council. She will focus on programs Watch for Mary's communications in ment officer at Dowling College, that can be funded through corporate future issues of Council Connections. Oakdale, NY, and as an educational con- and government grants as well as devel- Advocacy for Reading Recovery The Council's Grassroots Advocacyof Reading Recovery at the national Handbook is an excellent accom- level. Past President Gay Su Pinnell and paniment to the Reading Recovery Executive Director Jean Bussell have Review. The Reading Recovery Review been visiting policy makers and policy provides the information you need to influencers in Washington over the past advocate for Reading Recovery and to several months. Meetings have been held answer frequently asked questions about with representatives of Senator Kennedy, Reading Recovery. The Grassroots the team leader at the Department of Advocacy Handbook provides informa- Education for the Reading Excellence tion about how to get the word out to the Act, representatives of the National people who make decisions about Institute for Literacy, and a representa- Reading Recovery at the local school tive of the National Institute for Child board level, at the state education agency Health and Development. In addition, and legislative level, and at the federal the Council has provided copies of the department of education and congres- Reading Recovery Review to members of sional level. the National Reading Panel, to all partic- The Council will continue this work The Council is using some of the ipants of the National Reading Summit, on behalf of Reading Recovery at the strategies described in the Grassroots and to all state governors and chief state national level and will assist you at the Advocacy Handbook to work on behalf school officers. state level as needed.
Job Opportunities: Also at www.readingrecovery.org/es/positions.htm Teacher Leader Teacher Leader and Teacher Teacher Leader Fairfax County Public Schools Hampshire Educational Collaborative Capital Region Education Council Fairfax, VA Northampton, MA Hartford, CT Contact: Stephanie Bisson - 703-846-8641 Contact: Jone Messmer - (413) 586-4900 Contact: Marie DeAngelis - 860-524-4040 Teacher Leader Teacher Leader Teacher Leader Anne Arundel County Public Schools Northwest Vermont Consortium Buena Vista Elementary School Annapolis, MD St. Albans, Vermont Walnut Creek, CA Contact: Dr. Leigh Reid Contact: Dr. Daniel Kueij - 802-524-4321 Contact: Pat Garrett, Principal 410-222-5061 or 800-538-8258 Teacher Leader 925-934-8498 Iowa City Community School District Email: PGarrett @bve.wcsd.kl2.ca.us Iowa City, IA Contact: Ann Seldmahn - 319-339-6800
132 Spring 1999 Connections11 C ESZTEDOErn Con-lecia OnS This column is designed to serve Answers to Frequently Asked Reading Recovery partners: the class- room teachers who work together with Questions About Interactive Writing Reading Recovery teachers to teach Justina Henry and Barbara Joan Wiley children to read and write. Literacy Collaborative, The Ohio State University
The Literacy Collaborative is a ence, the teacher and students jointly teacher can easily grab what she needs, long-term professional develop- compose and write a message. The pur- or point to and touch a chart she wants ment program designed to pro- pose is to develop children's understand- to use as a resource. vide a comprehensive school-wide ing of the writing process, concepts The children sit on a rug facing the approach to literacy instruction in the about print, and functions of written lan- teacher who is sitting in a chair next to primary grades. The Literacy guage. Interactive writing also helps an easel that is wide enough to hold a Collaborative developers emerging readers and writers learn aboutlarge piece of chart paper. This wide provide a framework for literacy letters and how words work. paper offers enough room for children to lessons that build connections write three or four words on one line of between reading and writing, What happens during the text. This reinforces the learning of the support local capacity by training a interactive writing early literacy behaviors of left-to-right building-level literacy coordinator, experience? directionality, one-to-one matching, and and The children and teacher discuss a return sweep. If the paper is too narrow require that the safety net of shared classroom experience and then and only two words fit on a line, then Reading Recovery be available for determine a purpose for writing. For the children might think that the writing children in the first grade who are instance, after listening to a rereading of is laid out more like a list rather than a at-risk of reading failure. a familiar story, the class may decide to line of print across one page. The Literacy Collaborative frame- retell the story in a class-made book. The teacher has black, pointed mark- work consists of eight elements. Four of The teacher and children gather close to ers that are easier for children to see and the elements focus on reading: reading an easel, discuss their ideas, negotiate use than colored ones with angled tips. aloud to children, shared reading, guided the text, and share the pen to write a few She has materials that she can use for reading, and independent reading. Also, sentences on chart paper. With a clear demonstrating such things as proper let- there are four contexts for writing: view of the print, the children are able to ter formation, analogies in spelling, and shared writing, interactive writing, writ- notice and discuss features of the letters checking to see which word looks right. ing workshop, and independent writing. and words as the text is written. The She may prefer to use whiteboards and Interactive writing is a term coined writing of a single text may take a few dry erase markers, a Magna Doodle, by a research group of faculty members days. miniature chalkboards and chalk, or from The Ohio State University and During the lesson, the teacher and wipe-off boards and wax crayons. She teachers from Columbus Public Schools, children engage in a discussion of the has fix-it tape to use to correct errors. Ohio. The group examined Moira content of the text and how to write the Nearby, within arms' reach, are a McKenzie's (1985) work in shared writ- words. The teacher responds to the chil- variety of reference charts the teacher ing and enthusiastically adopted the dren's instructional needs by taking and the children can use. For example, approach as having power in helping opportunities to teach letter formation, the teacher may have a name chart of the children understand the writing process. writing and reading vocabulary, and children's names listed in alphabetic They varied the approach with a "share strategies for hearing sounds in words. order, an alphabet chart with pictures of the pen" technique that involved chil- The teacher often demonstrates the items that begin with the corresponding dren in contributing individual letters teaching points on a white-board or initial letter, and a pocket chart filled and words to the group writing. As more Magna-Doodle. with high frequency words. She has and more teachers have tried the tech- pointers of various lengths to use when nique in their classrooms, they have gen- What do I need rereading texts or when searching for erated a plethora of questions that they to get started? letters, words, and punctuation. want answered. Hopefully, this article Interactive writing takes place in an As the children change in their ability will address their needs. area that is as well engineered as the as writers, the teacher's tools will vary dashboard of an expensive automobile. as well. For example, the charts will What is interactive writing? Everything that could possibly be need- look different. Name charts in class- During an interactive writing experi- ed during a lesson is at hand. The rooms with emerging writers will have continued on next page 183 12Connections Winter 1999
first names only. As their writing devel- Are the children's feelings Cody? ops, they will need name charts with hurt when fix-it tape is used Cody: It's not right down here. first and last names so that they can to correct their errors? Esswein: Oh, you were thinking that line learn to make more connections to more should go down to the bottom. chunks and blends. The evaluation of products as being Brian, can we try? He's wor- right or wrong is a learned behavior. ried that that line needs to go Why do capital letters Classrooms that look at learning as a down to the bottom. Would appear in the middle of problem-solving process believe that that be OK? Let's help Brian words in some interactive learning occurs when children are mak- fix it up. Start right here and writing products? ing mistakes as well as when children go clear down there. Great. are producing accurate work. In these You made it touch here. Can Emergent writers are more familiar classrooms, fix-it tape is a helpful tool with capital letters. Maybe because these you make it touch up there? that writers neednot something that Thanks. are the letters they see more frequently covers up an embarrassment. How teach- in the environmental print which sur- ers sensitively respond to errors shapes How does the teacher rounds themadvertisement marquees, how children evaluate their products. For headlines in newspapers, book titles, and decide who will share the example, Kindergarten teacher, Sharon pen? products in the grocery store. Also, their Esswein, and her students wrote a parents or their pre-school teachers may retelling of the folktale, Henny Penny. In Teachers observe their students as teach them to write their names in all this story a hen is hit on the head with an they are reading and writing and take capital letters because lines are easier to acorn. She thinks that the sky is falling notes so that they will remember what is make than curves and circles. and goes to tell the king. On her way she easy for their students and what presents Consequently, some children come to meets many animals who join her. The a problem. They assess their students school knowing just capital letters. Their foolish animals are eventually joined by periodically so that they will know what teachers accept and build on these a fox who leads them to his den and their children control and what their chil- strengths. For instance, Robert may cooks them for his family's dinner. dren need to learn next. In this sense, come up to the easel and write a capital The following example illustrates that teachers select children to share the pen R in the word tuRtle because he knows the teacher (Esswein) has conveyed to during an interactive writing lesson for a R from his name. The teacher will cele- the children that their role is to be prob- variety of reasons. Their objective may brate his contribution which encourages lem-finders and problem-solvers. be to reinforce the learning a child is engagement and risk-taking, supporting Noticing one's errors and fixing them are taking on, to solidify some new learning further learning. However, when childrenintegral parts of their learning together. that a child has almost mastered, or to begin to notice more features of letters Cody (student) notices that the letter for- get feedback on their teaching. What a while reading lots of little books, then mation of the N a classmate has written child does while writing allows the the teacher's expectations will change is not quite right. teacher to see whether she needs to and she will encourage them to make the reteach, or confirm and praise a particu- shift to lowercase letters within words in Cody: I'm worried about something. lar skill or strategy. For a example, see their writing. Esswein: What are you worried about, the section entitled, Building a Snowman. In this statement, Esswein Interactive Writing in Kindergarten: reflects on how she used her knowledge Taking Care of Classroom Pets of individual students' strengths and needs to make powerful teaching deci- Sharon Esswein sions. She had designed a task for the In Sharon Esswein's kindergarten classroom, She then pointed to Tonia's name on the name group as a whole, but within that, she Etna Road School, Whitehall, Ohio, the students chart hanging nearby. The children were accus- was thinking about individual learners. wrote a list of rules for taking care of the class- tomed to using their classmates' names listed on Esswein's story illustrates the multilevel room pet turtles. One rule the children wanted to the chart to make links from what they know to learning that is possible in the interactive writewas Don't turn the turtles upside down. what they were trying to spell and write. The When it was time to write the wordDon't, next word,thewas a known word and was writ- writing context. In the context of writing Sharon prompted the children to say the word ten very quickly by one student. a meaningful message, she was able to: slowly and analyze the sounds they heard. They Engagement in interactive writing offers chil- Provide a model and practice for heard theDand one child was invited to the dren many opportunities to learn to spell and Tiffany in establishing word-by- easel to write the letter. They were able to hear write high frequency words. Many of Sharon's thetwhen they saiddon'tslowly a few times. kindergartners learnedthe, I, we,and other core word matching in reading. Sharon filled in the other letters. words during the first weeks of school. Sharon Engage Megan in the task of writ- Sharon helped the children learn to make and her students finished writing the sentence, ing. connections by linking the next word,turn, toa talking about how to spell and write the words Support letter learning for Wesley, student's name. She said, "Sayturnslowly. while simultaneously thinking about the meaning Turn...Tonia.They begin the same, don't they?" of the message they were creating. Tiffany, and Cody. continued on next page 184 Winter1999 Connections13
Support learning of high frequency words for Joey_ BUILDING A SNOWMAN Teacher Decision Making: Extend the learning about how Acting on Student Knowledge words work for Jessica and Katy. Sharon Esswein Help Antone develop the concept of Sharon Esswein describes her thinking come up to write the t. Wesley is working really using space between words. process during an interactive writing lesson with hard on letter identification and during his guid- It is obvious that the experience, lev- her kindergartens. ed reading lesson the previous day we had els, and needs of members of her class I would like to talk with you today about a worked on the letter t. We had read Huggle's Breakfast and we had worked on the t in tele-' were different; yet, the activity was one piece of interactive writing that we did in my kindergarten class. We are in mid-January in phone. I said, "Wesley, come on up. We're in which they all participated. Members Columbus, Ohio, so we are sort of in the middle going to make that t we worked on yesterday." I of the group had a chance to learn appro- of a lot of cold weather. We have been reading tried to make that link for him. I asked him, priate skills during the instructional con- lots of books related to snow. We have been "Wesley do you remember when we made that word that started with a t? Remember what versation of the lesson. writing directions about how to make a snow- man. We had already written three directions. So Huggles ate?" He said, "The telephone." "You far we had written: remember the t ?" I asked. He thought he did. How can I extend the word He put the first stick down and then went on to study that emerges in inter- I. First make a big ball. make something that looked more like an E so, 2. Then you make a medium ball. we used the correction tape. At this point, I active writing lessons to 3. Make a small ball for the head. knew that he needed a little more support so I other parts of my program? said, "Wesley you already have the stick down, Today we were going to write the fourth good job. Now all we need to do is put a cross To promote further learning, the direction. So we started the lesson by rereading on it." He was able to do that. I told him, "You teacher can extend the study about words the directions we had written on previous days. make a t." Then I asked, "Wesley, what did you to the literacy centers. For example, in I choose a boy named Brandon to point to just make?" He said, "A t." What's important Esswein's classroom the children dis- the text as the class read it together with him in here is that I'm getting him to say the letter as a shared reading activity. I picked Brandon well as to write it. cussed the ing chunk as they wrote about because I knew he would be a good model. He I had Jessica make the word two. Jessica is what they wanted to do when their third could easily point to the words as we read them. a high progress student who is working on some grade buddies came for a visit. I also knew that it was important for us to beginning words. When I asked about the word Esswein's mini-teaching point helped the remember what we had written so far so we two somebody spelled T-0. So we talked about the different ways to write the word two. I children notice how ing can be used in could think about what might logically be the next step in making a snowman. choose Jessica because I knew it would be valu- looking, going, and reading. As they I then choose a little girl named Tiffany to able for her to be able to write the word that talked, she wrote these words on chart do the one-to-one pointing as the text was read a says two and to talk about all of the three ways paper. Later that day, Esswein transport- second time. I choose her because she was a to write that wordT-0, T-0-0, and T -W -O. new girl in our class, and after observing her for Before we wrote the word sticks I asked ed the chart to the ABC center and the a week, I didn't think she had one-to-one match- the class, "Did Jessica leave a space on her own children used it as a resource as they ing. But because she was very eager to try I because she didn't have anybody come up and made two or three ing words with mag- decided this would be a good time for me to help her make one?" One little boy, Antone, netic letters at center time. The next day assess her on this early strategy. When I put the said, "No, I don't think she did." So I asked pointer stick in her hand I could tell by her body Antone to come and put in the next space with she placed it in the writing center and language that she really wanted to do it by her- his hand. Before he did I asked him to show me the children used it as a resource as they self. But, as she began pointing, I realized that where Jessica had left a space. I said, "Put your wrote invitations to their buddies. she was moving all over the page. That was hand in there. Now, you put the next space." when I gave her the additional support she need- That stretched Antone with what he needed to How can I learn more about ed by guiding her hand with mine. know as far as the need for spacing between We then began talking about what we words. interactive writing? needed to do next to make a snowman. I said, For the next word, sticks, I choose Katy. To learn more about interactive writ- "What needs to go next? We have the three balls Katy was working on word endings. After she had written the first part of the word, I said, ing, see: now." The first person I called on said we need- ed to add sticks for the arms. I got a lot of other "Katy what else do you hear?" She didn't hear Button, K, Johnson, M. J., & Furgerson, ideas from children who had their hands raised. anything. So, I asked her to say the word sticks P. (1996). Interactive writing in a pri- I was trying to engage everyone in the group by slowly and listen for the sound at the end. She mary classroom. The Reading calling on as many children as time and interest still didn't hear anything. So, I said, "Listen for Teacher, 49(6), 446-454. would allow. The last little girl I picked was the sound at the end as I say the word slowly. Megan. Megan is a child I need to pull in to a Then I said the word and stressed the last sound. McKenzie, M. G. (1985). Shared writ- lesson right away. If I don't she loses interest in Katy said, "I hear an s." My prompts became ing: Apprenticeship in writing. the task at hand. She said, "What about the more and more specific until she was able to Literacy Matters (1 & 2). ENG.: Idea boots?" I told her to keep that idea in her head. I hear that final sound. So, with Katy, we were Center for Language in Primary want her to know that it was an important idea working with word endings. and that we'd need that sometime in our writing. I had Kristen who was working on known Education. The text that we decided to write was: words write the word for. At the same time I had Pinnell, G. S., & McCarrier, A. (1994). Tiffany come back up and show me the two f's Interactive writing: A transition tool 4. Put two sticks for the arms. in her name on the name chart. At the same time for assisting children in learning to Kristen was writing a word, I was reinforcing For the first word put, I choose Wesley to for Tiffany the names of the letters in her name read and write. In E. Hiebert and B. continued on page 20
185 BEST COPY AVAILABLE 14 Connections Spring 1999 News From the States Council Members Gather at Conferences
Reading Recovery Council mem- Little Rock. This was the first time that Recovery for some of the costs of a bers joined together to discuss the Council staff had participated in the teacher leader site, some of the costs for Council activities in conjunction Arkansas Conference. A very warm wel- the university training center, and some with state and regional conferences dur- come was received. of the local school district costs. ing the winter of 1999. In California Massachusetts: $1 million In Greensboro, North Carolina, at the President Billie Askew, per year funds grants to Southeast Regional Past President Joetta cities, towns, or Recovery Conference, Beaver, Secretary regional school dis- Council Board mem- Maribeth Schmitt, and tricts for early intervention bers met with two Executive Director Jean individual tutorial literacy programs dozen members to dis- Bussell updated Council members designed as a pre-special education cuss a wide variety of con- at the annual meeting of Reading referral, short-term intervention for chil- cernsand interests. Topics Recovery Council members held in con- dren who are at risk of failing to read in included development of new junction with the West Coast Reading the first grade, provided that said pro- texts for testing for discontinuation of Recovery Conference. grams are research-based with proven students (a long term but potential pro- long-term results, identify students in ject!), development of a sponsored chat State Legislatures need of additional help no later than room on the web site for discussion of mid-first grade, train and provide ongo- issues of interest to Council members, Provide Resources ing training and support to program Reading Recovery as a prereferral alter- for Reading Recovery teachers, and include ongoing documen- native, the twenty week limit on Reading tation and evaluation of results. Recovery lessons, and Reading Several states have continued their tradi- Recovery and English as a Second tion of funding for Reading Recovery or Nebraska: Funds Language results. have initiated new funding. The follow- are allocated for ing list is provided for your information. Reading Recovery At the Michigan Please update the Council office if your by the state from Reading Recovery state funds Reading Recovery and is not Goals 2000 ($168,000 Conference, Council repre- listed below. per year) and from Educate America sentatives met with representa- Grant ($298,000 over three years). tives of the Michigan Council Indiana: Early intervention to clarify misunderstandings reading programs are funded Ohio: Line Item 200-551 Reading about the Michigan Council's member- at $8 million for the bienni- Improvement Fund is used ship and governance structure. This um, and use Reading to support the Reading meeting led to the RRCNA Board's Recovery as an example of Recovery training net- approval of the Michigan Council as an one exemplary early inter- work and grants for other affiliate membership organization. vention program. pilot reading programs. Twenty per cent of the Kentucky: Recent legisla- In Illinois, Executive funds are used to continue and/or expand tion provides $100,000 Director Jean Bussell, Vice the phonics demonstration project. for training a trainer President Cliff Johnson, and ($1,666,133 per fiscal year.) Secretary Maribeth Schmitt for University of addressed the conference Kentucky and $75,000 for three existing South Carolina: attendees at the Monday lun- teacher training sites to expand their $980,000 in state funds cheon. They provided updates training capacity; establishes a is available to support for Council activities and invited atten- Collaborative Center for Literacy statewide planning and dees to join or renew their memberships Development at the University of administration, the state's in the Council. Kentucky; creates a program of "Early university training center, and Reading Incentive Grants." teacher training sites for training teacher The Council was rep- leaders and teachers as well as for site Maine: $800,000 to $1.6 resented by Executive operating expenses. Director Jean Bussell at million per year, depending the Arkansas Reading on a variety of education Recovery Conference in variables, funds Reading 186 Winter 1999 Connections 15 RRCNA 1998-99 Program Standing Committees Training Advisory Committee Members: RRCNA Board on strategies and proce- Nancy Anderson, Texas Woman's dures for monitoring the implementation Committee University, Denton, TX of standards and guidelines. The Irene Fountas, Chair Sheila A. Assad, Stone School, Fall River, Standards and Guidelines Committee Lesley College MA will be working in collaboration with the Kenny Contreras, Worcester Public Center for Reading Recovery Implementation Committee of RRCNA The Training Advisory Committee Schools, Shrewsbury, MA Linda Dorn, University of Arkansas, and the North American Trainers Group met at the National Reading Recovery on this issue. One vehicle that is being Conference to discuss projects and Little Rock, AR Laurel Dubois-Sidor, Daisy Elem. Schl., seriously considered is self-report on issues referred to the Committee. Loris, SC compliance with standards and guide- Discussion topics included the need for Sue Duncan, New Zealand lines as part of each site's annual report. specific videotapes in English and in Margaret Engisch, Toronto DSB, Other tasks of the Committee over the Spanish for use by teacher leaders. Scarborough, ONT coming year will include: (1) collabora- Members have requested that the Irene Fountas, (Chair) Trainer/Site tion with the trainers in the development trainers and the Research Committee Coord, Lesley College, Center for of a teacher leader registry; (2) adoption review the testing packet in terms of its Reading Recovery, 1815 Massachusetts Ave., Suite 378, Cambridge, MA 02140- of a code of ethics for all Reading use in discontinuing Reading Recovery Recovery personnel similar to the service to children and in collecting data. 1444, phone: 617-349-8424 e-mail: [email protected] RRCNA code of ethics appended to the Effective monitoring programs for Mary D. Fried, The Ohio State Standards and Guidelines; (3) work with children who are discontinued is a con- University, Columbus, OH Research Committee on research pro- cern, and the committee is advocating Diana Geis ler, Denver PS, Denver, CO jects related to standards and guidelines for specific individuals to write about Margaret Peg Gwyther, The Ohio State issues; and (4) service as a clearinghouse their models for Council publications. University, Columbus, OH for standards and guidelines issues, col- Irene Huggins, Western Canadian Several issues regarding training were lecting comments and issues and refer- referred to the trainers for further discus- Institute of Reading Recovery, Winnipeg, MB ring these to the Trainers Group and/or sion: the RRCNA Board of Directors along hardest to teach children Sue Hundley, Lesley College, Cambridge, MA with any recommendations of the com- linking sound sequence to letter Susan Lynaugh, East Central VT mittee. sequence Consortium, Saint Johnsbury, VT Committee Members: familiar reading as it changes over Patricia Martin, Jamaica Plain, MA Mary Boehnlein, John Muir Elementiry, time Jeanette Methven, California State Univ., Berkeley, CA using records to inform teaching Fresno, CA Karen Dormand, Kirkersville, OH Technology Subcommittee Paula Moore, University of Maine, Rose Mary Estice, The Ohio State Peg Gwyther is turning over her Orono, ME University, Columbus, OH chairperson responsibilities to Craig Judith Neal, California State University, Margaret Gleussner, Argyle, New York Ausel, teacher leader from Lancaster, Fresno, Fresno, CA Patricia Hubbard, Forest Hills Maribeth Schmitt, Purdue University, Pennsylvania. Cincinnati, OH West Lafayette, IN Noel K. Jones, (Chair) Trainer, UNC, Book Subcommittee Joe F. Yukish, Clemson University, School of Education/Curricular Studies, In English, the primary goal is to Clemson, SC 601 S College Road, Wilmington, NC, purge the list of inappropriate selections 28403-3297, Phone: 910-962-3382, and relevel books as needed. A new set Standards and Guidelines FAX: 910-962-3988, of books is under review for both Committee Email: [email protected] English and Spanish for a new list in Harriet Morgan, Tift County, GA 2000. You are reminded that the book Noel Jones, Chair Yvonne Rodriguez, Texas Woman's list is only a guide and that you should University of University, Denton, TX North Carolina- make use of new books with careful Lee Skandalaris, Oakland University, Wilmington Rochester, MI assessment of supports and challenges at The revised M. Trika Smith-Burke, New York a level. Standards and University, NY You are encouraged to submit sugges- Guidelines docu- Dianne Stuart, Canadian Institute of tions or issues for discussion to the ment has been Reading Recovery, Toronto, ONT Training Advisory Committee care of Nancy Todd, Caribou, ME, printed and distributed. The next task of Irene Fountas. (See Address in middle of Sherry Warren, Norfolk, VA the Committee is to advise the North next column). Ellie Washington, Grand Prairie, TX, American Trainers Group and the continued on next page 18" 16Connections Winter 1999
RRCNA 1998-99 Program Standing Committees (Continued) Garreth Zalud, University of South Douglass Kammerer, Marion, OH Recovery on the achievement profile of Dakota, Vermilion, SD Jeanne Lemire, DoDDS, Okinawa a school? This study will examine the Former members and many continu- William Lynch, Rancho Santa Fe CA achievement effects on schools that have ing members of this Committee deserve Gay Su Pinnell, The Ohio State comprehensive Reading Recovery of great credit for their hard work in com- University, Columbus, OH Barbara C. Schubert, Leader Trainer, high quality and adequate classroom pleting the revision of the Standards and instruction, as well as schools that have Guidelines. SC Co. Ed. Office, Educational Development Center, 1290 Ridder Park dropped Reading Recovery. Development Committee Dr., MC237, SAN JOSE, CA 95131 Study 4National Data Collection Phone 925-631-4690 From New Scan Forms. A variety of Lee Skandalaris, Co-Chair, Oakland [email protected] questions are being developed from the University, and Barbara Schubert, Lee Skandalaris, Leader Trainer, Oakland new scan forms including some of the Co-Chair, St Mary's College University, 2485 Worcester, Orchard following: How are achievement gains The Lake, MI 48323-3276 linked to characteristics of students and Development Phone 248-370-3057 level of teacher experience? What char- Committee met [email protected] acterizes sites that are getting the great- in Columbus, Cheri Slinger, Upper Arlington, OH est gains and the weakest gains? What Ohio on M. Trika Smith-Burke, New York University, NY teacher and teacher leader factors result February 7, Sybil Yastrow, Scottsdale, AZ in the most effective programs? 1999. Needs In addition to these four studies, and issues were Research Committee Chuck Achilles is proceeding with the discussed and included such things as Patricia Kelly, Chair, synthesis of several small longitudinal public relations, dealing with changes in California State studies that have been collected from administrations, criticisms that need to University-San sites throughout the United States. It is be dealt with, collaboration among Bernardino expected that several manuscripts may Reading Recovery teachers and class- On September 23, result from the synthesis. The Research room teachers, and the need to develop 1998 members of the Committee will have final approval on "sound bytes" for Use by Reading Research Committee, manuscripts before they are submitted Recovery personnel. with M. Trika Smith- for publication. It was agreed that there is a need to Burke, Gay Su Pinnell, and Maribeth Members of the Research Committee publish longitudinal research on children Schmitt met with Tony Bryk and David were involved in reviewing poster ses- who were in Reading Recovery and how Kerbow of the University of Chicago to sion proposals for the Leadership they performed on standardized tests. discuss ideas for research studies at the Academy in San Antonio in April 7-10, There should be packets of "ready- national level. Four broad studies were 1999. Several districts shared the results made" overheads, statistics, and personal outlined during the discussions and will of research regarding their implementa- stories of Reading Recovery success sto- be undertaken in the near future. tion of Reading Recovery. ries, along with current thinking and Study 1Effects of Reading Development of guidelines for self- research on Reading Recovery itself. Recovery Instruction for Grade 1 evaluation of local programs is under- Political forces and the military are Students. This study will address the way in order to assist districts in evaluat- major factors to consider when looking question: What is the effect of Reading ing their Reading Recovery programs. at the place of Reading Recovery in an Recovery instruction on the literacy Billie Askew is working with a commit- educational system. It is hoped that with learning of the lowest achieving students tee to develop guidelines for districts to the Director of Development in place for in the Grade 1 cohort? use in the evaluation process. The out- RRCNA the planning done by the Study 2 Benefits Study. The ques- come of this committee's work will be Development Committee can pave the tion addressed in this study is: What are the preparation of a handout for teacher way for the expansion, the extension, the long term benefits (cost benefits and leaders at the Teacher Leader Institute in and the continued success of Reading other benefits) of Reading Recovery? June. Recovery nationwide. This study will examine factors such as The 1998-99 Research Committee is Committee Members: retention rates, special education refer- composed of fourteen members, repre- Billie J. Askew, Texas Woman's rals and special education placements for senting the various constituents of the University, Denton, TX schools with Reading Recovery imple- Joetta Beaver, Upper Arlington, OH Reading Recovery Council of North mented at varying levels. Diane Dunn, Columbus, OH America. Jannie Jensen, Falls Church, VA Study 3Effect on Achievement Clifford Johnson, Georgia State Profile. The question asked in this study University, Atlanta, GA is: What is the effect of Reading continued on next page 133 Winter 1999 Connections17
RRCNA 1998-99 Program Standing Committees (Continued) Committee Members: PUBLICATIONS AND research in each issue of Council Billie J. Askew, Texas Woman's Connections. Research Committee mem- University, Denton, TX COMMUNICATIONS ber, Wayne Brown, a Teacher Leader Wayne Brown, San Luis Coast USD, Los COMMITTEE from California, has offered to write this Osos, CA MaryAnne Doyle, column. This is a valued contribution. Marjorie Condon, Site Coordinator, Fall Chair, University The Committee's efforts to support River PS, Fall River, MA the work of other RRCNA standing com- Kathy Escamilla, University Of of Connecticut Colorado-Denver, Denver, CO At this year's mittees and to publish informative docu- Janet Gaffney, Univ of Illinois at annual Committee ments to advance understanding of Urbana-Champaign, Champaign, IL meeting, participat- Reading Recovery have resulted in the Sharan Gibson, Poway USD, Poway, CA ing members publication of four monographs. Reading John Kelley, School Dist. of Oconee reviewed the status Recovery Review: Understandings, County, Walhalla, SC of our efforts rela- Outcomes, and Implications has been Patricia Kelly, Chair, CSU San tive to the Council's Strategic Plan in distributed to all RRCNA members. We Bernardino, School of Education, 4th relation to maintaining high quality pub- sincerely thank the five authors who pro- Floor, 5500 University Parkway, SAN duced this valuable monograph. They BERNARDINO, CA 92407-2397 lications for the RRCNA membership, to include Billie Askew (Texas Woman's Phone: 909-880-5657 supporting the publishing efforts of other [email protected] standing committees, and to developing University), Irene Fountas (Lesley Carol Lyons, The Ohio State University, our World Wide Web site. Both current College), Carol Lyons (The Ohio State Columbus, OH accomplishments and future directions University), Gay Su Pinnell (The Ohio Gay Su Pinnell, (ad hoc) The Ohio State were discussed. State University), and Maribeth Schmitt University, Columbus, OH In regard to our four periodic publica- (Purdue University). Because this mono- Emily M. Rodgers, The Ohio State tions, each editor shared a description of graph is so helpful in detailing essential University, Columbus, OH her goals relative to the respective publi- information about Reading Recovery, in Robert M. Schwartz, Oakland clarifying misconceptions about the pro- University, Rochester, MI cation. Primary concerns are publishing M. Trika Smith-Burke, (ad hoc) New informative issues reflecting the interests gram, in reviewing relevant research, York University, New York, NY of all constituent groups within RRCNA and in responding to major challenges, it Sue Stadler, Purdue University, West (e.g., DLL members, Canadian Institute is anticipated that it will serve as a valu- Lafayette, IN members, partners, etc.) and maintaining able public relations tool for communi- Patti Zuniga Starnes, Smalley Academy, high quality products. cating effectively to all interested parties. New Britain, CT The Committee is pleased that these A second publication is Best of the Leslie Yerington, Johnson Schl., El publications are highly regarded by our Running Record, a revised edition offer- Cajon, CA membership. Specifically noted was the ing informative and valued articles from We want to thank the following retir- well received article, "Keeping the past issues of The Running Record. In ing Research Committee members for Processing Easy at Higher Levels of total, 23 articles are included and are their service to this committee during the Text Reading" by P. R. Kelly and J. C. organized in the following five topics: past three years: Natalie Frankenberg Neal in the Fall 1998 The Running Historical Perspective, Research and of Champaign, Illinois, Daryl Morrison Record. Likewise, the Committee is very Rationales, Reading Recovery Training, of New Brunswick, Canada, Thomas excited that our journal, Literacy Teaching for Diversity, and Teaching and Sherwood of Littlestown, Pennsylvania, Teaching and Learning: An International Learning in Reading Recovery. and Jan Wolz of Bellvue, Washington. Journal of Early Reading and Writing Other publications include a has benefitted from both the strength of Volunteer Literacy Manual, a manual to an extensive, scholarly Editorial Review guide volunteer efforts, and The Board and the submission of articles Grassroots Advocacy Handbook, a docu- from a wide range of researchers and ment detailing both administrative and authors. All of these developments are legislative processes and advocacy due to the outstanding efforts of our edi- strategies. tors. Future efforts of this Committee Our discussion of future directions include support to the Training focused on ways to secure submissions Committee as it prepares an updated of articles from a broader range of Book List and support to the RRCNA members. One exciting recom- Implementation Committee in publishing mendation from the Research Committee a revised Site Coordinator's Handbook. is to include a column sharing relevant continued on next page
185 18Connections Winter 1999
RRCNA 1998-99 Program Standing Committees(Continued) Additional materials are expected from Phone: 717-532-1166, ny the letter that asks for a renewal; a our other committees. Fax 717-530-4036 membership card; and a postcard with a The Committee thanks Diane De Ford Email: [email protected] dated sticker that should be attached to for her leadership in developing Network News Dianne Frasier, Trainer, the membership card after the yearly Harris County Dept. of Ed., RRCNA's World Wide Web site. Visit renewal is complete. It was suggested our site at www.readingrecovery.org. 6300 Irvington Blvd. Houston, TX 77022-5618 that the back of the membership card The discussion of ongoing development Phone: 713-694-6300 x312, should remind members of the services of our site included the suggestion to Fax: 713-696-0736 that RRCNA provides on a regular basis. post job opportunities for Reading Email: [email protected] It was also suggested that a column enti- Recovery teachers and teacher leaders, The Running Record Judith Neal, tled "Legislative Update" should be and this is being implemented. The Trainer, CSUF, Central CA RR Project, included in all regular publications. This Committee also discussed extending our 5005 N. Maple Ave. #202, Rm. 25 would make members aware of what service by establishing a Reading Fresno CA 93740-8025 RRCNA is doing for the membership as Recovery teacher list serve. This exciting Phone: 209-278-0224, Fax: 209-278-0376 far as advocacy is concerned. RRCNA option will be investigated. Email: [email protected] staff members are planning a spring In closing, I list the members of our Literacy Teaching and Learning membership recruitment mailing to Committee and the names and addresses Maribeth Schmitt, Trainer, Purdue teacher leaders. This mailing's primary of our editors. We welcome your partici- University School of Education purpose is to recruit teachers-in-training pation and interest. If you wish to serve 1442 Liberal Arts & Educ. Bldg. for RRCNA membership. this Committee in any way, please con- West Lafayette, IN 47907-1442 IRA CONFERENCE: RRCNA again tact me. Phone: 765-494-5683, will have a booth in the exhibit hall at Committee Members: Fax: 765-496-1622 the International Reading Association Email: [email protected]. Doreen Blackburn, Sioux Falls, SD Conference in San Diego. Teacher lead- Janet Bufalino, CC Editor, Shippensburg Membership Committee ers in the San Diego area will help orga- University of PA, Shippensburg, PA nize that effort. Joetta Beaver will con- Susan Burroughs, Aylmer Elem, Ottawa, Connie Thomas, Chair, Sunnyside duct a Reading Recovery awareness ses- Canada Elementary School, Indianapolis, IN. Diane De Ford, Chair, Web The Membership sion at the conference. Gay Su Pinnell Subcommittee, The Ohio State Committee of the will speak at the Council's Co-sponsored University, Columbus, OH Reading Recovery meeting. Mary Anne Doyle, Chair, Council of North WEBSITE: The Membership University of Connecticut America met on Committee discussed ideas for further 249 Glenbrook Road Box U development of our website. Suggestions Storrs, CT 06269-0233 Sunday, February 7, 1999. The member- included members being able to "look Phone: 860-486-4114 up" when their memberships expire, FAX: 860-486-0210 ship committee dis- members being able to change their E-mail: [email protected] cussed (1) current membership statistics, Rose Mary Estice, The Ohio State (2) the membership satisfaction survey, addresses, sites, etc., via e-mail on the University, Columbus, OH (3) membership retention / spring mem- website. Jeanne Evans, Centerville, OH bership drive, (4) the IRA conference in The next RRCNA Membership Dianne Frasier, NN Editor, Harris San Diego, and, (5) the RRCNA Committee meeting is scheduled for County Dept. of Ed., Houston, TX Website. Saturday, June 5, 1999, from 6:00-8:00 Diane Grant, Lanoka Harbor, NJ PM following the Teacher Leader Geraldine Haggard, Plano, TX MEMBERSHIP ISSUES: Julie Reeves reported that RRCNA has 9,311 Institute in New Orleans, LA. Committee Mary K. Lose, RR Center of Iowa, Des members should mark their calendars! Moines, IA members paid and current as of January Committee Members: Judith Neal, RR Editor, CSUF, Fresno, 31, 1999. The Membership Committee CA discussed the Membership Satisfaction Craig Ansel, Smoketown Elem., Helena R. Saba la, San Diego, CA Lancaster, PA Survey that will be mailed to 9300+ Lynne B. Brandenburg, Teacher, Earl Maribeth Schmitt, Journal Editor, Purdue members in the next few weeks. This Hanson, Rock Island, IL University, West Lafayette, IN survey will provide valuable information Harry Brown, Scarborough, ONT, James Schnug, Ashland University, for addressing future membership needs. Canada Ashland, OH EDITORS: The Membership Committee brain- Jill Richards, Huntertown Elementary, Council Connections Janet Bufalino, stormed ideas for retaining current Huntertown, IN Julia Teal, Orlando, FL Trainer, Shippensburg University of PA, RRCNA members. Suggestions included 125 Horton Hall, 1871 Old Main Drive, the following promotional items: an Shippensburg, PA, 17257-2299, RRCNA bookmark that would accompa- continued on next page 190 Winter 1999 Connections 19
RRCNA 1998-99 Program Standing Committees (Continued) Connie E. Thomas, Chair/Partner, C) An article on the impact of research activities related to Reading Sunnyside Elem Sch, 6345 Sunnyside Project Read on Reading Recovery in Recovery implementation. Rd, Indianapolis, IN 46236 New York City has been solicited and A) Several members of the Phone 317-823-3417 recently submitted to Network News for Implementation Committee took part in Fax: 317-823-3418 publication. In addition, articles for case a meeting of the Research Committee E-mail: [email protected] with Tony Bryck and David Kerbow to Carleen Walda, Poway USD, San Diego, studies will hopefully be forthcoming CA from some of the poster sessions from design research modules which can be the Leadership Academy in April. used by schools and/districts implement- IMPLEMENTATION 3. Initiate activities/events related to ing Reading Recovery to examine the Reading Recovery implementation. effectiveness of their implementation of COMMITTEE A) The Second North American Reading Recovery. When completed M. Trika Smith- Leadership Academy features three these modules will be made available Burke, Chair, keynote speakers: Marie Clay, through RRCNA. New York Researcher and Educator, Professor B) Peter Hill will conduct a session University Emeritus University of Auckland, New for the trainers discussing his perspec- This implemen- Zealand; Uri Treisman, Professor and tives about research on Reading tation report is Director of the Charles A. Dana Center Recovery on Thursday evening of the organized accord- for Educational Innovation at the Leadership Academy. He will address ing to the goals and University of Texas at Austin; and Peter issues of design, methodology and tasks of the Hill, Professor of Education and Directoranalysis. Strategic Plan for of the Centre for Applied Educational 8 & 9 (8) Provide mechanisms for RRCNA that describe the functions of Research, The University of Melbourne, collaboration with key constituents, both the Committee. Victoria, Australia. Four workshop inside and outside Reading Recovery. (9) 1. &2. (1) Initiate articles/publications strands focus on a) implementation, b) Assist in working within social and polit- about Reading Recovery research, c) building ownership, and d) ical contexts affecting Reading Recovery Implementation. (2) Serve as a clearing communication. Throughout the implementation. house for articles/publications about Academy participants will work to pro- A) M. Trika Smith-Burke testified on Reading Recovery implementation. duce a Reading Recovery implementa- behalf of RRCNA before a panel of rep- A) A new publication which had been tion action plan for their home schools resentatives from the National Reading anticipated, The Best of the Network and/or districts. Panel, held in New York City, and an News, has been put on temporary hold so B) Cliff Johnson is continuing to expanded paper was submitted. that it can be considered further by the work on revising the Site Coordinators' B) In the fall a representative of committee. The publication was to RRCNA attended the America Reads include reprints from past issues of Handbook with the assistance of Mary Jackson. Conference in Washington D.C. which Network News presents a challenge. 4 & 7 (4)Serve as a clearing house launched the publication Preventing Since a great deal of the thinking about Reading Difficulties in Young Children, implementation has changed in the last for activities/events related to Reading the report from the Committee on the few years, the question is: Are there Recovery implementation. (7) Participate in activities related to the usePrevention of Reading Difficulties in enough quality articles which fit with the Young Children, National Research revisions of implementation policy as of the National Data Evaluation Center Council, chaired by Catherine Snow articulated by Clay to create a new pub- to describe implementation factors. (Harvard University), sponsored by the lication? This was reviewed and dis- Members of the Implementation Committee have worked on the commit- National Academy of Sciences. cussed at the Implementation C,frunittee C) An initiative to determine what the meeting in February as well as by the tee which has developed the new scan most pressing implementation issues Chair of the Publications Committee. form. The new form will provide valu- able information on topics such as across the country are will take place B) Marie Clay was approached to see missed instructional time, retention and next year with several focus groups of if she might be willing to publish a col- teacher leaders from different parts of lection of her articles on implementation referrals to special education. This infor- the country. in a monograph to be published and dis- mation will be presented both at the Leadership Academy and the Teacher Committee Members: tributed by RRCNA. She has tentatively Billie J. Askew, Texas Woman's said she would be willing to discuss this Leader Institute. 5 & 6 Initiate research activities University, Denton, TX possibility. The Committee discussed Rebecca L Christian, McCoy Elem., this topic at the Implementation related to Reading Recovery implemen- tation (6) Serve as a clearing house for Carrolton, TX Committee Meeting in February. continued on next page
131 20Connections Winter 1999
RRCNA 1998-99 Program Standing Committees(Continued) Cynthia B. Elliott, Teacher Leader, Carol Lyons, The Ohio State University, Dept. of Teaching and Learning Southeastern Louisiana Univ., Columbus, OH 239 Greene Street, Rm 206 Hammond, LA Jean Moore, Moore & Selby Consulting, 200 East Building Mary Jackson, Fort Bend ISD, Vancouver, BC NEW YORK, NY 10003 Sugar land, TX Gay Su Pinnell, The Ohio State Phone: 212-998-5408 Clifford I. Johnson, GSU Early University, Columbus, OH Fax: 212-995-4049 Childhood , Atlanta, GA Yvonne Rodriguez, Texas Woman's Univ, E-mail: [email protected] Noel K. Jones, Ex Officio, UNC- Denton, TX Dianne M. Stuart, Canadian Institute of Wilmington, Wilmington, NC M. Trika Smith-Burke, (Chair) NYU - Reading Recovery, Toronto, Canada
Descubriendo La Lectura An Overview(continued) on the RRCNA board also serves as the does not have a DLL trainer, (d) what Committee Members: chair of the DLL Standing Committee. the bridging framework should encom- Kathy Escamilla, University Of Members of the DLL Standing pass, and (e) developing training materi- Colorado-Denver, CO Committee also participate on other als. Diana Geisler, Denver PS, Denver, CO Standing Committees. This year DLL will be involved with Lorena Gregory, Roberto Clemente This past February, the DLL Standing two research projects. One of the School, Newark, NJ E. Bengie Jaime-Morgan, Chula Vista Committee met at the National Reading research projects pertains to the sustain- Elementary, Chula Vista, CA Recovery Conference held in Columbus, ing effects of former DLL students now Estelle Lara, Farmers Branch Elementary, Ohio. The conversations that occurred in third and fourth grade. This project is Farmers Branch, TX among the committee members centered being directed by Kathy Escamilla. The Yvonne Rodriguez, Texas Woman's Univ, around implementation, training, and second research project deals with the 6900 Catalpa Trail, P.O. Box 23029, research. The implementation issues reading texts used for assessment. Patti PLANO, TX , 75023 dealt with including DLL in the Site Starnes will be coordinating this venture. 940-898-2443 Coordinator's Handbook and dialoguing This summer Texas Woman's [email protected] with trainers regarding language of University will be offering a "Bridging Irma C. Romero, Tucson Unified Sch Dist., Tucson, AZ instruction issues (immersion programs, from Reading Recovery to Descubriendo Helena R. Sabala, San Diego USD, CA dual language programs, etc.). Training La Lectura" course. The course will take Patti Zuniga Starnes, Smalley Academy, concerns dealt with (a) who can train place during June 8 through June 18, New Britain, CT DLL teacher leaders and teachers, (b) 1999. For additional information, contact Carol M Sullivan, Veazie St School, application requirements, (c) who pro- Yvonne Rodriguez at (940) 898-2444 or Providence, RI vides professional development for DLL write to P.O. Box 425769, Denton, Texas Ed Vara, ESC Region 20, San Antonio, teacher leaders when the training center 76204-5769. TX
Classroom Connections Continued from page13 Taylor (Eds.), Getting reading right from that she is working on learning. name so I wanted to extend him even further the start: Effective early literacy inter- Next, I asked the class who could write to a new letter name. I asked him to come up ventions. Needham Heights, MA: Allyn the word the for me. I know that quite a few to the easel to write the m for us. Then I &Bacon. could already do it but that some are still asked him if he knew what the letter m looked working on it. Joey eagerly raised his hand. I Wiley, Barbara Joan, (1999). The how and like. He didn't so I guided him with verbal knew this would be something to work on prompts as I wrote an m on the Magna why of interactive writing. In I. Fountas with Joey. In my head, I didn't think he quite Doodle. A Magna Doodle is a small magnetic & G. S. Pinnell (Eds.), Voices on word knew the yet. But, I thought that he might chalkboard. I said, "We need to go down up, matters. Portsmouth, NH: Heinemann. know a few of the letters and that he might and down up, and down." So not only could get them switched around. This was a good he see it visually but I was also talking him Authors' note time for me to do some on-the-run assess- through it as he successfully wrote the m. He ment. Joey came up and successfully wrote was really proud of that. We would like to thank Sharon Esswein, the word the. That was a lot of knowledge for That is just a quick summary of some of kindergarten teacher and literacy coordina- me that Joey could write the little word the the teaching decisions I made during the writ- tor at Etna Road Elementary School in with no help. ing of one sentence. These are by no means I choose Cody to make the m in the all of the decisions I made but just some that Whitehall, Ohio, for providing the exam- word arms. Cody is working on letter identifi- stuck out in my mind that I thought would be ples used in our article. cation. He already knows the letters in his valuable to share.
132 BEST COPY AVAILABLE Winter 1999 Connections21 Work Hard / Play Hard The National Conference was not all business and education. The Sunday evening party, sponsored in part by The Wright Group, featured a '50's "Rock `n' Roll" theme with the dance hall set up like a high school gym, a soda parlor, and visits from James Dean, Marilyn Monroe, and Elvis.
t,
Right: National Conference atten- dees visited the RRCNA Membership Information Table for enrolling, renewing, and gathering information about RRCNA.
-411cgio.' NATIONAL READINGRECOVERY CCRIEEREKCE ..,12999
Above: Welcome signs greet Conference participants into the keynote sessions.
Above: Debbie Richardson, Reading Recovery Teacher, and Rebecca Musgrove, Special Education Teacher, from Spring ISD in Texas enjoy the '50's Sock Hop theme for the Sunday evening party. Thanks to Debbie Magoulick, Teacher Leader in Spring ISD, Above: Phil Dirt and the Dozers performed live at the Sock Hop for supporting these bobby sockers! and transported the dancers down memory lane.
133 BEST COPYAVAILABLE 22 Connections Spring 1999 Reading Recovery in CanadaUpdate Aileen McCorkell and Glenda Eberlein, Teacher Leaders Reading Recovery in the Yukon
Canada's Yukon territory borders The Yukon Reading the province of British Columbia Recovery Centre is located in and the state of Alaska. It is a Whitehorse and this year a land of rugged mountains, endless mead- satellite training centre was ows filled with wild flowers and temper-established in Carmacks, a atures ranging from -75 F in January to community 180 kilometers 72 F in July. One time famous for the north of Whitehorse, in order to great gold rushes, today Yukon is gain- make it easier to train teachers in ing fame for its Reading Recovery pro- the northern area. When teachers to teachers, presentations to staffs, gram. from the northern area are teaching school councils and administrators. Reading Recovery was first imple- lessons, the inservice sessions are held inTravel for teacher visits to any commu- mented in Whitehorse in 1996 with the Carmacks. When teachers from nity outside of Whitehorse requires one training of the first teacher leader. Whitehorse and Watson Lake are teach- full day, and often two, so with two Although the human population of the ing lessons, the inservice sessions are teacher leaders less teaching time is lost. Yukon is small, the area it covers is held in Whitehorse. This helps to share Working together as a team is most huge. Although the majority of the popu- the travel and reduces the distance that advantageous in planning inservice ses- lation lives in or near Whitehorse, the students coming to the session need to sions and continuing contact as well as Government is committed to providing drive. It makes the longest one-way jour- for professional development. Both the program to all Yukon children who ney a mere four and a half hours. teacher leaders see this as an opportunity need this intervention. Due to the size of Teacher leaders Aileen McCorkell to build on each others' strengths as they the territory it was necessary to train a and Grenda Eberlein, work together to move forward in implementing Reading second teacher leader last year. cover the training of new teachers, visits Recovery in Canada's north. r-Reading Recovery Council of North America Publicationsand Products Spring 1999 Advocacy Handbook (ADVHBK): The Leadership for Literacy: A Guidebook Standards and Guidelines (GS2): This essential handbook for everyone who is for School-Based Planning (Revised booklet presents the revised national interested in advocacy for Reading Edition) (SBP): (Members $5.00 single standards and guidelines effective in fall Recovery! (Members $15.00 per copy; copy or $400.00 for 100 copies; Non- 1998. (Members $5.00; Non-Members Non-Members $25.00 per copy) Members $9.00 or $800.00 for 100 $8.00) copies) Best of the Running Record Volunteer Literacy Manual (VOLmac (BORR2E): The newly revised publica- Reading Recovery: A Review of or VOLpc): (Members $15.00 single tion contains articles frequently request- Research (ER23): (Members $5.00; copy; Non-Members $25.00 for single ed from past issues of The Running Non-Members $8.00) copy) Record newsletter. (Members $10.00 for Reading Recovery Review (RRRAT): RRCNA Promotional Items: single copy; Non-Members $15.00 for 68-page monograph addresses the cur- single copy) Timers (TIMERS): (Members $12.00; rent understandings, outcomes, and Non-Members $15.00) Executive Summary 1984-1998 implications of Reading Recovery. (ES98): (Members $5.00 single copy or Includes an extensive Reference Section. Coffee Mugs (MUG): (Members $5.00; $400.00 for 100 copies; Non-Members (Single copies available for $2.00) Non-Members $6.00) $9.00 or $800.00 for 100 copies) Site Coordinators Handbook (SCH): (Members $25.00; Non-Members $35.00) Use the Membership/Order Form on the inside backcover of this issue to obtain any of these items except as indicated. 1J4 Bast Eing Recovery Coma] of North Amerrice Benefits of membership in RRCNA include: 00- A one-year subscription to RRCNA newsletters Council Connections (3 issues) Running Record or Network News (2 issues each) (o- A one-year subscription to Literacy, Teaching and Learning research journal(2 issues) (o-Special member rates on other RRCNA publications Voted representation on the RRCNA Board of Directors eT A lapel pin and membership certificate for new members READING RECOVERY° fC7' A network of colleagues throughout the Continent COUNCIL OF NORTH AMERICA Renewal New Name Employer Work Street Address Wk City Wk State/Province Wk Zip Code Wk Phone Wk FAX Wk E-Mail Home Street Address Hm City Hm State/Province Hm Zip Code Hm Phone Preferred Mailing Address: Home Work
RR Teacher RR Site Coordinator RR Teacher Leader RR Leader Trainer Partner: Specify 0 Classroom Teacher 0 Title 1 Teacher 0 Principal 0 Administrator 0 Parent 0 Volunteer I am associated with Descubriendo La Lectura. I am associated with Canadian/Western Institutes of Reading Recovery.
Please help the Council maintain an accurate Reading Recovery database by providing the following information: If a Teacher Leader. list your affiliated university regional training center If Reading Recovery Teacher, list name of Teacher Leader If Reading Recovery Site Coordinator or Teacher Leader, list name of your site(s)
I was referred for membership by r I would like to pay annual membership dues of $40.00 per year. I would like to pay supporting membership dues of $100.00 per year. I would like to make an additional tax deductible charitable contribution to help support the Council's work.$ You may use this section to order additional RRCNA Products and Publications Code: Item Description: Quantity: Total: $ Code: Item Description: Quantity: Total: $ Code: Item Description: Quantity: Total: $ TOTAL AMOUNT OF MEMBERSHIP, CONTRIBUTION, PRODUCT ORDER $ L J Please send completed form with your check, Visa or MasterCard Office Use Only credit card information, or purchase order Remittance Advice: RRCNA made out to RRCNA to the following address: Reading Recovery Council of North America Name 1929 Kenny Rd., Suite 100 Check # Expiration Date I mo. I yr. Columbus OH 43210-1069 Invoice # (614)292-7111 Date Signature: FAX (614)292-4404 Amount
RPCT rtIPY AVAILABLE 135 The Reading Recovery® Council of North America Non Profit Org. The Ohio State University U.S. Postage 1929 Kenny Rd., Suite 100 PAID READING Columbus, OH 43210 Columbus, Ohio RECOVERY' Permit No. 711 COUNCIL www.readingrecovery.org OF NORTN AMERICA 1275- 990273 -361
... Serving Children in Canada and the United States...
Supporting Members and Contributors REAIDOM RECOVERY The Council continues to appreciate the contributions of our members to the annual operating fund (budget) of the Council as COUNCOLOF well as the contribution of individuals who select the supporting membership category. Each of the following individuals made NOM AMEIRIC such contributions during the period of December 1, 1998, through February 28, 1999. If you made a contribution during this time and your name is not listed below, please contact Jean VISION Bussell at 614/292-1795 or [email protected]. The vision of RRCNA is that Supporting Members Annual Fund Contributors children will be proficient readers Sandra Breitenbucher Carl Aegler and writers by the end of first grade. Kent Brown Judy Bailey Sally K. DeVore Jacqueline F. Cage Gail A. Eck Karen A. Denker Rose Mary Estice Cheryl Finnegan MISSION Kimberly Glass Elaine K. Geeting The mission of RRCNA is to ensure Carol Gould Susan G. Gallant Carolyn Hansen Bettie Gilbert access to Reading Recovery for Kari Howitt Margaret Griffin every child who needs its support. Karen Hunt Kris Gingras Sarah A. Johnson Nancy P. Hogewood Patricia Kelly Stephanie Judson PURPOSE Adria Klein Susan Mayer in honor of Marilyn Lavezzo Margaret Toner with wishes The purpose of RRCNA is to sus- Donna Lee for a happy and healthy tain the integrity of Reading Tashia F. Morgridge 1999 Judith Neal Judith McCans Recovery and expand its implemen- Lisa Norris tation by increasing the number of Virginia O'Donnell Joyce Romano individuals who understand, sup- Brian Smith port, and collaborate to achieve the Gail Westergren Annie M. Wright mission of the Council.
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