What Have We Learned?
Nationally and internationally, large body of research on Reading Recovery with mixed evidence
Locally, although some RR students in some schools have success during and after the program, results over time show no consistent positive effects at a systems level
What do these findings mean for interventions overall and for Reading Recovery?
In General for Interventions:
Review current interventions on a cycle that is commensurate with core curriculum review
Central office will provide guidance and support to schools as they select interventions based on student needs
Tighten up system of documentation for all interventions (Oasys)
Continue to identify effective research based interventions that may meet the needs of more students
Continue with our expanded and enhanced professional development model as it is a comprehensive training model that supports coherent instruction
Specific to Reading Recovery:
Based on capacity to implement with fidelity, history of student success, and alignment with School Improvement
Plan, principals have discretion to offer Reading Recovery within their multi-tiered system of supports
Fits with district belief of flexibility within clear parameters
Keeps schools at the center of decision-making because they know their students and staff best
Title 1 schools are no longer required to have Reading Recovery as an intervention
Title 1 schools will not lose any funding if they choose not to implement Reading Recovery
2014 Madison Schools’ Reading Recovery Evaluation (PDF).
Notes and links on Reading Recovery.
Madison’s long term disastrous reading results.