I am in a district that has provided training and support for 2 Reading Recovery teachers - now starting the 11th year. I was hesitant to start the program (I was the only Title 1 reading support person at the time), because I, too thought 1 on 1 didn't sound very efficient. I also was under the belief that Reading Recovery was like a scripted program. I was wrong. There are certain expectations from that half hour - plenty of paperwork (which is why it is well-researched and continues to evolve), and lots of opportunity to help the neediest kids grow as readers and writers. Between 2 of us we officially see 16 - almost a third of the first graders. We talk with teachers and parents on a regular basis - to share what we get to see because of the 1 on 1 time, and we get to see kids blossom because someone took the time to find out how to reach them best, fix the holes, and watch them use what they know to learn what they don't know. Would those kids have made it on their own? Some of them would have eventually, several would have needed Title support as long as available and other support after that, and some would have landed in the more expensive Sp.Ed programs sooner than they did. We have made some changes in our schoolwide program through the years, changes that are in place to help each child succeed to the best of their ability, and to know they have a responsibility to themselves to continue to do that. Other kids see the growth our kids experience, so much so that they all want to come spend time reading and writing with us. "When do I get to come?" "I haven't been in your room for a long time, when are you calling me down?" These kind of statements make me feel we are on the right track.I think that Reading Recovery has helped get us there. (And those kids that are heading for Sp.Ed. - they have lots of data by the middle of the program. It doesn't take long in our school to get them more help if they need it.) And those kids that need more help because they have a behavior or attitude problem that get in the way? They don't have an opportunity to hide or be sneaky for a half hour every day (okay - so I go over sometimes, too) because they are too busy reading and writing. (And yes, I have had one staffed after 20 weeks because I couldn't find the key to crack the passive oppositional issues - but he could read and write on those days that he allowed himself out.)
By the way, I will have 4 RR kids at any one time during the year and then 6 group times with 2 to 4 kids/group, and a couple of one on one times for the older kids that need it. So I see about 20-24 kids a day. I think our average class size is 18-20. (Much better than the 45 I used to see for Title through the day). Just my two cents worth. If you are wondering about whether to get the training - observe a couple lessons, talk to some classroom teachers that have had it in the building for awhile (3 or more years), go to a behind the glass session to listen, observe and learn from discussions.... I don't think you would find anyone here that would think it has been a waste of money at our building. (In fact the board has to kick in because Title 1 funding is not enough to cover 2 of us anymore). Beth _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
