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About Us

The New Jersey Reading Recovery Network is an association of Teacher Leaders and Site Coordinators working in training sites throughout the state. The Network's primary goal is to help school districts plan for implementation of this early intervention and provide initial and on-going professional development for Reading Recovery teachers. In addition to being a New Jersey professional development provider, the Network is affiliated with both Rutgers,the State University Graduate School of Education, and New York University.

Basic Facts

Reading Recovery® is an early intervention for first graders who are at risk of failure in learning to read and write.  Reading Recovery provides short-term intensive one-on-one instruction for students who have failed to make adequate progress with literacy learning in their first year at school.The objective of Reading Recovery lessons is to promote accelerated learning so that students catch up to their peers, close the achievement gap as quickly as possible, and can benefit from classroom instruction without supplemental help. 
    Key elements of the intervention are: 
        (1) high-quality individual instruction for students; 
        (2) high-quality preparation for teachers delivered by university trained Teacher      
             Leaders affiliated with universities training centers; 
        (3) a set of professional materials and trade books for children;
        (4) continuing professional development for trained-teachers and teacher leaders and;
        (5) a system of monitoring, research and evaluation that ensures the long range effectiveness 
             of the intervention. 

Descubriendo la Lectura® is a reconstruction of Reading Recovery for Spanish-speaking children. It is a highly effective short-term intervention of one-to-one tutoring for low-achieving first graders in first-grade classrooms.The goal of Descubriendo la Lectura (DLL) is to dramatically reduce the number of bilingual first-grade students who have extreme difficulty learning to read and write in bilingual classrooms and to reduce the cost of these learners to educational systems.

Literacy Lessons® is a new professional development initiative which extends the reach of Reading Recovery theory and practice to a wider group of teachers and students. Literacy Lessons training prepares specialist teachers to provide effective literacy instruction to a wide range of elementary age students who need more intensive literacy instruction but do fit the age and grade constraints of Reading Recovery. These might be students who have been referred to any kind of special education services, or students who are learning English as a second language. 

Training and Ongoing Professional Development

Download the 2012-2013 application packet

NJ READING RECOVERY TRAINING SITES & CONTACTS

TIMELINE*

July 1, 2012                    Applications accepted

Summer/Fall 2012*         Observation Survey Training

September                     Course begins

* Each training site will determine specific dates.

Questions and applications should be directed to the Site Coordinator of the training site closest to your district.  In order to ensure quality instruction, teachers will be assigned to training sites by the New Jersey Reading Recovery Network when a need arises.

Selection process

1.       Principals or districts wishing to implement Reading Recovery, Descubriendo la Lectura or                      Literacy Lessons will submit one copy of the Implementation Plan and Application Form(s) for training one, or preferably two, teachers selected from their schools.

2.       The materials are submitted to the Training Site.  Teacher selection by a screening committee, in consultation with the Teacher Leader, may be arranged.

3.        Once the school/district application is accepted, the nominated teacher(s) will be accepted for the training class.

REQUIREMENTS FOR A SCHOOL TO PARTICIPATE in READING RECOVERY, DESCUBRIENDO LA LECTURA AND LITERACY LESSONS TRAINING

As outlined in the Standards and Guidelines of Reading Recovery in the United States, Sixth Edition  (http://www.readingrecovery.org/implementation/standards/index.asp) the requirements are:

  1. The Principal of the school must be prepared to give support to the teacher(s) enrolled in the training course and to work with the Teacher Leader and trainee(s) to establish an Early Literacy Team in the school.
  2. The teacher(s) selected should be experienced in primary (K-3) classroom teaching and/or reading instruction -- preferably classroom instruction. (See Qualifications for Reading Recovery Teachers).
  3. The teacher(s) in-training will participate in a one-week (30-hour) workshop on the administration of the Observation Survey and the selection of children - preferably before the program begins in September. 
  4. The training will require the teacher(s) to work individually with four children on a daily basis throughout the school year.  Each child receives a 30-minute lesson every day.  
    • In the training year, as well as in subsequent years, a minimum of 2½ hours per day is required for the Reading Recovery and DLL teaching. 
    • Literacy Lessons trainees work with two students individually each day requiring approximately 1¼ hours per day. 
    • The teacher assumes other responsibilities during the remaining half day (see section on staffing models).      
    5.  The Teacher Leader will visit teachers in-training in their schools periodically to monitor           
         instruction and to provide guidance and support regarding the implementation of Reading 
         Recovery for the school's early literacy support team.
    6. Principals must be willing to designate a small, quiet area within the school for the teachers-in-
        training to teach individual children and provide appropriate furniture (e.g. rectangular table, 
        shelves, chairs, etc.).
    7Teachers in-training will attend a weekly 2 to 2 ½ hour clinical class after school, at the Reading  
        Recovery Training Site.  Attendance at all sessions is required. At least two times during the 
        training year, teachers will teach Reading Recovery students behind the one-way     
        glass at the training site to provide live demonstration lessons for the members of the training 
        class.
    8. The Principal will facilitate arrangements to transport children to the training site when it is the     
        teacher(s)’ turn to teach live lessons.
    9.  Once the training has begun, its continuance must take precedence over all other claims on the 
        teacher’s timetable for the duration of the school year.
    10. The Principal will support and facilitate the data collection and testing required for the 
         monitoring and evaluation of the program.
    11.The District/Principal must be prepared to allocate funds for: 
    • purchase of books and materials used in Reading Recovery training and instruction; 
    • travel to and from the training site and for interschool visits (1 or 2) to other teachers in-training; 
    • travel, meals, lodging and registration at the Regional or National Reading Recovery Conference.
    12.The Principal will adhere to the Reading Recovery guidelines for student selection.

TEACHER ASSIGNMENT/STAFFING MODELS

A trained teacher serves the children who need Reading Recovery or DLL lessons across the grade one classrooms in a school. A Reading Recovery teacher works individually with four (4) Reading Recovery children one-half of each school day and in another role (e.g. Title I instruction, resource center teacher, classroom teaching staff development) for the other half of each day.

Literacy Lesson Trainees work with two students individually each day requiring approximately 1 ¼ hours per day. In subsequent years, they must continue to work individually with one “special population” student. The teacher assumes other responsibilities during the remaining half day.                       

A school can elect one of several staffing models.  The following are examples of staffing models:

a)      A first grade or reading teacher provides Reading Recovery instruction for one-half of each school day; for the rest of the day the teacher works with small groups of primary children in a literacy environment.

b)      A Title I teacher can be assigned to teach Reading Recovery one-half of each school day and provides Title I (BSIP) services for primary children the other half of the day.

c)       Teachers teach one-half of the school day in Reading Recovery and works the other half-day in the classroom.

In schools where there is a large population of grade one children who need Reading Recovery, it is recommended that teachers be trained in pairs, two per school.

Teacher participation should be voluntary.

2011-2012 READING RECOVERY TRAINING COSTS:

Professional Development Cost Breakdown and i3 Grant Assistance

Educational expenses directly related to Reading Recovery training, including training-related mileage, Jumpstart Kit, International Data Evaluation Center data submission fees, webinars, and attendance at a Reading Recovery conference.  

 Item     Cost i3 grant assistance
Rutgers Graduate Tuition and Fees  $4,450  $4,450
Professional Books, Student Books, Materials, Initial Instructional Supplies(easel, writing books, sentence strips, markers, etc.)  $3,550   $3,550
Educational expenses directly related to Reading Recovery training including: Teacher's training-related mileage, Jumpstart Kit, data submission fees, webinars, and attendance at a Reading Recovery conference, Teacher Leader consultations, travel expenses for school visits, collection, monitoring and reporting of data, duplication expenses, training site affiliation fee to university training site.  $6,400   $1,500
   stipend

All other monies must be provided by district                                                                                   

NOTE:   Participating districts agree to pay promptly the above fee to the appropriate Reading Recovery regional training site. In case of withdrawal by the Reading Recovery teacher in-training, there will be no refund at any time, for any reason.  After the signing and submission of the application, the school district is obligated to the commitment subject to the acceptance of the applicant to the program. Enrollment is limited to a maximum of twelve teachers per teacher leader and the fee structure assumes an enrollment of twelve students.

TECHNICAL SUPPORT FEE (CONTINUING CONTACT): 

In order to effectively implement a comprehensive literacy plan which includes Reading Recovery, Descubriendo la Lectura and Literacy Lessons, an affiliation must be maintained with an approved Reading Recovery Training Site.  

Services will be provided by a Reading Recovery Teacher Leader and will include: 

·          Up to two (2) on-site school visitations per Reading Recovery teacher*

·          At least six (6) continuing contact sessions at the training site

·          Data collection & associated research costs

·          Communication expenses (telephone & mailings)

·          Duplication expenses (reports & resource materials)

·          Travel expenses to school sites

The Technical Support fee for trained Reading Recovery teachers will be $800 * per teacher as determined by the New Jersey Reading Recovery Network.  This fee will be payable to the site providing the support.

*  Should a need exist for more than two (2) on-site visits, an additional site visitation fee may be charged (at the rate of $200 per each ½ day or $350 per day).








Part II: TEACHER INFORMATION

QUALIFICATIONS FOR A READING RECOVERY TEACHER

Each teacher will:

  1. Hold a minimum of a Bachelor's Degree.
  2. Have at least three years of successful teaching experience in the primary grades (K-3) or in reading.  It is recommended that the teacher have recent experience in teaching children at the primary level.
  3. Have taken courses or attended workshops on language development, writing, and developmental approaches to early reading (e.g. guided reading, shared book experience, literature-based approaches to reading).
  4. Have the ability to communicate and work with other teachers, parents and administrators.
  5. Be well organized and skillful at record keeping.
  6. Have a commitment to self-reflection, learning and problem solving.
  7. Be able to teacher children who are bilingual. Bilingual ability may be considered appropriate for a district, but is not required.*
  8. Be willing to be assigned according to the needs of the Reading Recovery students and effective implementation of Reading Recovery.
*Descubriendo la Lectura must be able to speak, read and write in Spanish.

TEACHER-IN-TRAINING OBLIGATIONS

Training as a Reading Recovery, Descubriendo la Lectura and Literacy Lessons Teacher requires participation in university courses taught by a certified Teacher Leader for a full academic year.  The one-year training program also involves in-service course work, implementation of Reading Recovery in the school, attendance at a Reading Recovery conference, participation

YEAR I - TEACHER-IN-TRAINING YEAR REQUIREMENTS

1.       Participate in 30 hours of training on the administration of the Observation Survey and the selection of children for the program.

2.       Enroll in a full-year graduate course offered through Rutgers University, 3 graduate credits per semester, for a total of 6 credits for the year.  The course, Foundations of Reading Recovery, is a weekly three-hour clinical class (seminar and Behind the Glass sessions) taught by the Teacher Leader at the Reading Recovery Training Site.  The class requires Teachers-in-training apply their knowledge and skills in working with Reading Recovery children in their schools for half the day.  The field-based experience involves monitoring by the Teacher Leader who will visit each Reading Recovery teacher-in‑training four to six times during the year to provide guidance and clarification of appropriate procedures.

3.       Teach a Reading Recovery child Behind the Glass approximately two times during the year as part of the clinical class.

4.       Attend all class sessions and complete assignments and readings as required.

School implementation: observation, instruction and testing

1.       Administer Observation Survey to groups of children at the start of the school year to identify those most in need of Reading Recovery instruction.

2.       Work individually for 30 minutes with four (4) children on a daily basis.  The school will allocate 2 ½ hours per day for teaching four (4) students and record keeping, selection of books for instruction, etc.  In the first year, Reading Recovery teachers-in-training can be expected to service a total of six to eight children.

3.       Keep careful records on each child (e.g., daily lesson plans, running records, weekly book level, record of writing vocabulary, etc.) 

4.       Administer Observation Survey and make recommendation for the ending of children’s individual lessons taught by other teachers.

5.       Monitor progress of children after they end their individual lessons. Observe children during classroom reading instruction to ensure transfer.

6.       Administer Observation Survey and other required assessments (data collection) to current children, discontinued children and random sample children according to guidelines established for the evaluation to be conducted by New York University and The Ohio State University. 

7.       Submit data to the teacher leader by designated date(s).

Communication and Collaboration:

 1. Initiate and maintain active communication with parents of Reading Recovery children.  Conduct personal interviews especially for entering and discontinuing children.  Arrange for a parent to observe a lesson.  Encourage students' attendance at school and support the reading of books at home.  Secure permission and make arrangements for parent and child travel to training site for Behind ­the Glass sessions.

2. Communicate with first grade teachers of Reading Recovery children.  Initiate and plan regular conferences. Respond to classroom teachers’ questions about children's progress and observe the child working in the classroom especially towards the end of the lesson series.

3. Encourage teachers to observe lessons and ask questions about Reading Recovery teaching procedures.

4. Communicate with other school personnel.  Maintain communication to inform principal of progress.  Cooperate in planning school faculty meetings regarding Reading Recovery.  Serve as a faculty resource on reading and writing.  Consult with librarian on selection of books for school acquisition.

5. Receive visits and discuss program with Teacher Leaders in-training, New York University Reading Recovery project faculty and visitors from other sites.

6. Receive and make visits to other teachers-in-training during the year.

7. Attend Reading Recovery professional development sessions at a Regional or National Reading Recovery Conference.

8. Complete an end-of-year report with Reading Recovery colleagues reporting on the operation of the intervention in the school and the outcomes and on-going monitoring of Reading Recovery students.

On-going Professional Development (Following Training Year)

  1.          Continue to carry out the responsibilities of a trained Reading Recovery teacher as described above.

  2.          Attend a minimum of six in-service sessions at the training site, which will be provided annually for trained Reading Recovery teachers.  These are designed to continue to refine and improve Reading Recovery theory and practice based on current research.

  3.          Assist with discontinuing and end-of-year testing of children taught by other Reading Recovery teachers if needed.

  4.          Teach Behind the Glass one or two times each year if needed.

  5.          Conduct in-service sessions on aspects of Reading Recovery for teachers or specialists in the school if requested.

  6.          Receive and make two (2) colleague visits to Reading Recovery teachers.

  7.          Initiate communication with the Teacher Leader as appropriate to collaborate on implementation issues.

  8.          Attend the Reading Recovery professional development sessions at either the three-day mid-year conferences held in Columbus, Ohio or Northeast Regional Conference, where feasible (to be funded by local district).

  9.          Adhere to Technical Support fee structure.  (See above)




Stuff of Interest

  • September*- Course begins * Each training site will determine specific dates.Questions and applications should be directed to the Site Coordinator of the training site closest to your district.  In order to ensure quality ...
    Posted Jun 5, 2012, 8:06 AM by jllaureano@dceo.rutgers.edu
  • July 1,2012 - Application process begins Please download a copy of the application packet below. 
    Posted Jun 5, 2012, 8:07 AM by jllaureano@dceo.rutgers.edu
  • Summer/Fall 2012 - Observation Survey Training * Each training site will determine specific dates.Questions and applications should be directed to the Site Coordinator of the training site closest to your district.  In order to ensure quality ...
    Posted Jun 5, 2012, 8:05 AM by jllaureano@dceo.rutgers.edu
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