i3 Reading Recovery
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Our Reading Recovery Partners
Saint Mary's College of California
University of North Carolina at Wilmington
Our External Evaluator
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i3 Reading Recovery teachers currently
(includes attrition):
1,165
Reading Recovery students to be taught by the end of 2012:
11,608
Other children to be taught by i3-trained teachers in classrooms outside of Reading Recovery by the end of 2012:
52,236
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Reading Recovery
Scaling Up What Works
The purpose of this program is to provide competitive grants to applicants with a record of improving student achievement and attainment in order to expand the implementation of, and investment in, innovative practices that are demonstrated to have an impact on improving student achievement or student growth, closing achievement gaps, decreasing dropout rates, increasing high school graduation rates, or increasing college enrollment and completion rates.
Scaling Up Accelerates for i3 Reading Recovery Professional Development
January, 2012
With the start of the school year this past September, 878 teachers across the nation enrolled in Reading Recovery’s year-long professional development, a cohort of 143 teachers more than anticipated. With this new cohort, Reading Recovery: Scaling Up What Works has now provided funding toward the professional development costs of more than 1,170 teachers enrolled in certified Reading Recovery teacher training programs since the grant’s roll-out in October, 2010.
Given the late start of the i3 grant award in October, 2010, grant directors Drs. Jerry D’Agostino and Emily Rodgers of The Ohio State University report that the grant’s scale-up goals are on track.
Reading Recovery is a targeted approach to school reform focusing on first grade students experiencing the greatest difficulty learning to read and write, typically the lowest 20% of the class. The overarching goal of the i3 grant is to scale-up the intensive, long-term professional development for 3,690 teachers. These teachers will provide one-to-one, short-term, 30 minute lessons each day with first graders in order to accelerate their learning such that they catch up with their peers and close the achievement gap.
By the end of the grant period, it is expected that over 88,700 children will have received the evidenced-based intervention. In addition the i3 teachers will work with approximately 396,330 children in other literacy instructional settings.
With the addition of four new grant partners at the start of this school year, all active Reading Recovery university training centers in the United States continue scaling-up Reading Recovery’s professional development. Led by The Ohio State University, partner universities are Clemson University, Emporia State (Kansas), Georgia State, Lesley University (Massachusetts), National-Louis University (Illinois), New York University, Oakland University (Michigan), St. Mary’s College of California, San Diego State, Shippensburg University (Pennsylvania), Texas Woman’s University, University of Arkansas – Little Rock, University of Connecticut, University of Kentucky, University of Maine, University of North Carolina at Wilmington, University of Northern Iowa, and the University of South Dakota.
A rigorous, external evaluation plan was approved by the United States Department of Education for roll-out during 2011-2012. Dr. Henry May from the University of Pennsylvania leads the evaluation that will focus on estimating the fidelity of implementation and impact of Reading Recovery through quantitative and qualitative methods.