Rubric for Assessing a School's
Operation of Reading Recovery
| Factors to Consider | Cost-effective | Fair | Poor |
|---|---|---|---|
| Adherence to Principles in the Child's Program | Selects the lowest children
Achieves 5 lessons per week Reading Recovery is something extra |
Selects lowest-some exclusions
Achieves 3 lessons per week RR serves as something extra |
Selects from 40% achievement
Achieves less than 3 lessons per week Reading Recovery is the child's only program |
| Level of Coverage | 100% needing help are served
Programs carried over if needed A special educator is Reading Recovery trained and picks up children not accelerating in 20 weeks |
1-2 children needing help left at year-end who do not get RR 1-2 children's programs carried over into second grade No special educator trained |
3 or more children needing help remain at the end of the year No children carried over No special educator trained |
| Efficiency of Operation | First-round children's
programs begin second week of September
Second-round children by January Reading Recovery teacher serves 8 or more children over the year |
First-round children's programs begin in the third week of September Second-round picked up in February Reading Recovery teacher serves 7 children over the school year |
First-round children's programs begin 4th week of September or later Second-round picked up in March Reading Recovery teacher serves 6 children over the school year |
| Use of Data | Collects & consistently uses
program evaluation data to make changes
Monitors Reading Recovery children's progress through fourth grade Presents data to school board and parents each year Data show consistent improvement in Reading Recovery operation |
Collects data but does not use it consistently to make changes Monitors Reading Recovery progress of children through 2nd grade only Does not present program evaluation data to school board or parents Data show some improvement |
Does collect Reading Recovery data but only for Teacher Leader Monitors Reading Recovery children's progress through end of first grade only Does not present data to school board or parents No change in data from year-to-year |
| School Team | Team has wide range of
members, including specialists and principal
School team meets regularly to evaluate operation of program and children's progress and problem-solves |
School team includes just 1st grade teacher, RR teacher, principal School team evaluates progress of children but not operation of Reading Recovery program |
No school team, Reading Recovery teacher makes all the decisions |
| Role of Reading Recovery is Understood | Reading Recovery is one of
several interventions school can use to ensure children achieve Learning
Results
Reading Recovery as pre-referral strategy Reading Recovery and Special Education programs work together |
Reading Recovery replaces Title I services Reading Recovery is sometimes used as a pre-referral strategy Reading Recovery & Special Education programs do not communicate |
Reading Recovery replaces Title I Reading Recovery is never used as a pre-referral strategy Reading Recovery & Special Education programs do not communicate
|
| Implementation Plan | The school has an explicit plan for the development & operation of Reading Recovery and this plan has been communicated to all levels in district | Reading Recovery teacher has experience with primary children, but not in the classroom Reading Recovery teacher attends come continuing contact sessions Reading Recovery teacher makes colleague visits only inside the school or district Reading Recovery teacher occasionally attends Maine conferences & institutes |
Reading Recovery is fully certified but was recruited from outside or is paid as ed. tech. Reading Recovery teacher has no experience with primary children Reading Recovery teacher attends few continuing contact sessions Reading Recovery teacher makes no colleague visits Reading Recovery teacher attends no conferences or institutes
|
| Reading Recovery Teacher Selection & On-going Reading Recovery Teacher Development | Reading Recovery teacher has
been part of senior staff & fully certified
Reading Recovery teacher has primary classroom experience Reading Recovery teacher attends all continuing contact sessions V teacher makes colleague visits outside the school Reading Recovery teacher attends all RR conferences & institutes in Maine & the northeast |
Principal understands the program, but superintendent is distant Principal sits in on team meetings but does not participate actively in decisions Some financial support for Reading Recovery teacher & materials is provided Principal sometimes works with parents |
Principal & superintendent view Reading Recovery as Title I program only Principal rarely attends team meetings Principal does not support Reading Recovery teacher financially Title I, rather than the principal and superintendent, defends the program to school board Principal does not work with Reading Recovery children's parents if needed |
| Administrative Support | Principal & superintendent
understand the program
Principal is active in team decision-making Superintendent & principal provide financial support as needed Principal works with parents, if needed Superintendent & principal can defend Reading Recovery to the school board and to administrators |
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ŠThis is an official publication of the
University of Maine |
