Huron-Superior Catholic DSB Expands Reading Recovery to Schools In White River, Wawa, Chapleau, Hornepayne, etc
Amanda McCabe Reading Recovery Lead Teacher, Patti Roberge Learning Resource Teacher(LRT) St. Joseph Wawa, Laurie MacEachern, Principal Holy Name of Jesus Hornepayne, Kathleen Proulx Principal St. Basil's White River. Photo HSCDSB
Amanda McCabe with Our Ladyof Fatima Grade 1 Teacher Lina Dipasquale. Photo HSCDSB
The Huron-Superior Catholic District School Board has expanded the reach of its Reading Recovery program for the 2012-2013 school year. The Reading Recovery program was implemented in Sault Ste. Marie schools last year and the response has been very positive. This year the program has arrived at H-SCDSB schools in Elliot Lake, Blind River, Espanola, Massey, Wawa, Chapleau, White River and Hornepayne.
Reading Recovery is a highly effective short-term intervention of one-to-one tutoring for grade one students who struggle with the complex set of concepts that make reading and writing possible. The intervention is most effective when it is available to all students who need it and is used as a supplement to good classroom teaching.
“This initiative has already made an impact. The teachers are seeing positive results and based on parent feedback we feel Reading Recovery was the right program to put in place in our schools. Last year’s roll out of the program was a huge success and we are confident it will be of great benefit for our district schools as it pertains to short term and long term student success,” said Superintendent of Education Maria Esposito.
In Reading Recovery, individual students receive a half-hour lesson each school day for 12 to 20 weeks with a specially trained Reading Recovery teacher. As soon as students can meet grade-level expectations and demonstrate that they can continue to work independently in the classroom, their lessons are discontinued, and new students begin individual instruction.
Professional development is an essential part of Reading Recovery, utilizing a three-tiered approach that includes teachers, teacher leaders, and trainers. Professional development for all Reading Recovery teacher leaders begins with an academic year of graduate-level study and continues in subsequent years. With the support of the teacher leader, Reading Recovery teachers develop observational skills and a repertoire of intervention procedures tailored to meet the individual needs of at-risk students.
“The teachers involved last year were very pleased with how this initiative was implemented. There was comprehensive training and follow up throughout the school year by Reading Recovery Lead Teacher Amanda McCabe. It made the entire process easy to comprehend and put into action,” said Elementary Curriculum Co-coordinator Denise Colizza.
There are two positive outcomes for students participating in Reading Recovery. Approximately 75% of students who complete the full 12 to 20-week intervention can meet grade-level expectations in reading and writing. Students who are still having difficulty after a complete intervention are recommended for further evaluation. Recommendations may be made for future classroom support, resource support or referral to an individual education plan.
“This program is giving Board administrators, teachers and parents, the tools to play an integral part in the future success of these young learners. Student literacy is what we all strive for and Reading Recovery is showing that it allows for that goal to be achieved, said Esposito.
The goal of Reading Recovery is to dramatically reduce the number of first-grade students who have extreme difficulty learning to read and write, to reduce the cost of these learners to the education system and to ensure student success from an early age.
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