ERIC ED436727: Council Connections: A Newsletter of the Reading Recovery Council of North America, 1996-1999.

198 Pages·1999·6.3 MB·English

by  ERIC

DOCUMENT RESUME
ED 436 727
CS 013 778
TITLE
Council Connections: A Newsletter of the Reading Recovery
Council of North America, 1996-1999.
INSTITUTION
Reading Recovery Council of North America, Columbus, OH.
PUBDATE
1999-00-00
NOTE
196p.; See CS 013 779 for a special issue of this newsletter
on the North American Leadership Academy.
AVAILABLE FROM
Reading Recovery Council of North America, Inc., Suite
100,
1929 Kenny Road, Columbus, OH 43210-1069. Tel: [phone].
Website: <http://www.readingrecovery.org>.
PUB TYPE
Collected Works - Serials (022)
JOURNAL CIT
Council Connections; v2-4 1996-1999
EDRS PRICE
MF01/PC08 Plus Postage.
DESCRIPTORS
Copyrights; *Early Intervention; Foreign Countries; High
Risk Students; Inservice Teacher Education; *Instructional
Effectiveness; Journal Writing; Portfolios (Background
Materials); Primary Education; *Reading Difficulties;
*Remedial Reading; Spelling; Teacher Education
IDENTIFIERS
*Reading Recovery Projects
ABSTRACT
This document consists of three years' worth (8 issues) of
"Council Connections," the newsletter of the Reading
Recovery Council of
North America. Each issue offers brief articles, updates of
Reading Recovery
programs in various countries, messages from the organization's president,
past president, and/or the executive director, updates
on the organization's
committee actions, and a regular column (Classroom Connections)
designed to
serve Reading Recovery partners--the classroom teachers who work together
with Reading Recovery teachers to teach children to read
and write. The
Summer 1996 issue includes "The Importance of Membership in the
Reading
Recovery Council of North America" (Deborah R. Dillon) and "Trainers
from
around the World Meet" (Rose Mary Estice). The Fall
1996 issue includes
"Using an ABC Center to Help Children Learn about
Letters, Sounds, Words, and
How They Work" (Gay Su Pinnell). The Spring 1997 issue includes
"Conquering
the Spelling Frontier" (Vicki Fairchild Crain). The
Summer 1997 issue
includes "Life Stories: An Easy Way to Promote Journal Writing"
(Cheri
Slinger). The Fall 1997 issue reports on the First North
American Leadership
Academy held in San Diego, California, from July 30
through August 2, 1997.
The Spring 1998 issue includes "Portfolios: One District's
Journey"
(Geraldine Haggard). The Fall 1998 issue includes "Copyright
Questions--Ethical Responses: Understanding Copyright
Issues" (Mary Anne
Doyle) and "Kindergarten Drama Based
on the Book 'Lilly's Purple Plastic
Purse' by Bruce Henkes" (Sherlyn Porter). The Winter
1999 issue presents
brief accounts of implementation of Reading
Recovery in Canada, Department of
Defense Schools; Queensland, Japan, New Zealand, and
the United Kingdom; and
"Effective Literacy Programs (Gay Su Pinnell). The Spring
1999 issue includes
"Descubriendo la Lectura: An Overview" (Yvonne Rodriguez)
and "Answers to
Frequently Asked Questions about Interactive Writing"
(Justina Henry and
Barbara Joan Wiley).
(RS)
Reproductions supplied by EDRS
are the best that can be made
from the original document.
COUNCIL C ONNEC TION S
A Newsletter of the Reading Recovery Council
of North America
1996-1999
PERMISSION TO REPRODUCE AND
U.S. DEPARTMENT OF
EDUCATION
DISSEMINATE THIS MATERIAL HAS
Office of Educational Research
and Improvement
BEEN GRANTED BY
EDUCATIONAL RESOURCES
INFORMATION
CENTER (ERIC)
This document has been
reproduced as
received from the person
or organization
originating it.
Minor changes have been
made to
improve reproduction quality.
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
Points of view or opinions
stated in this
document do not necessarily
represent
official OERI position
or policy.
BEST COPY
AVAILABLE
2
Summer 1996
No. 1
Volume 2
0
READING
RECOVERY'
COUNCIL
OF NORTH AMERICA
A Newsletter of the Reading Recovery Council of North America
In Thls Issue...
Is Reading Recovery Aligned
Is Reading Recovery Aligned
with a Specific Approach?
with a Specific Approach?
Past President's Report
. 1
.
President's Message
2
Marie Clay's response to this question.
.
.
.
Executive Director's
would want to see occurring in quality class-
Reading Recovery aims to bring a high
Message
3
rooms. A classroom program must be more
proportion of the lowest achievers to
Importance of Membership 4
extensive, more varied, with stimulating
average band performance in their
activities to meet the needs of the whole vari-
classrooms in both reading and writing, get-
We've Moved!
5
ety of talent found in classrooms.
ting them off to a good start in literacy learn-
1997 Conference
5
ing. Even critical reviewers of the program
No classroom program in the first year of
acknowledge that such changes occur.
instruction will be adequate for all children
Marie Clay to Keynote
Children can enter Reading Recovery from
Leadership Academy
because those who fail have problem diag-
7
any program and return to any program.
noses that differ one from another. Therefore,
Committee UPDATES
7
Reading Recovery does not require classroom
there are two problems for an education sys-
Update of Reading
programs to change. However, some things
tem to solve: how to deliver good first
Recovery i n Canada
11
make it harder for Reading Recovery children
instruction in literacy, and what kind of sup-
.
.
to continue to improve after discontinuing,
plementary opportunity to provide for chil-
Trainers From Around
and these things include a weak classroom
dren who are low achieving in the classroom's
the World Meet
12
program or one with low achievement out-
good instructional program.
Becoming A University
comes.
Reading Recovery professionals are trained
Training Site
12
The Reading Recovery program cannot be
specifically to assist the lowest achievers in a
Code of Regulations
13
compared with any classroom program or any
program targeted only to that group. Their
teaching method. It is designed to take the
first priority is to bring the Reading Recovery
RRCNA Board Highlights
15
children who become the lowest achievers in
program to full implementation. Reading
Editorial Board
any classroom program and were taught by
Recovery personnel also have roles as con-
° Janet Bufalino, Trainer,
any teaching method and provide them with
tributing members of school teams aimed at
Shippensburg University
a series of lessons supplementary to that pro-
improving classroom programs.
[email protected]
gram.
Reading Recovery also functions as a pre-
° Mary Ann Doyle, Chair,
Good classroom programs will not arise
referral program offered prior to referral to
RRCNA PublicationS
from a supplementary program like Reading
special education.
Committee
Recovery. They would exclude many things I
[email protected]
° Carol Miller, Site Coordina-
Past President's Report
tor, Fox Chapel Area School
District, Pittsburgh, PA
Gay Su Pinnell
[email protected]
° Patsy Rucker, Teacher Leader,
"I'm building a
There is an often-told story about a man
Fox Chapel Area School
.
cathedral."
who explores a construction site. One
District, Pittsburgh, PA
by one, he approaches workers and
For the last two
° Jean Bussell, Executive
asks what they are doing. The first worker
years we have been
Director, RRCNA,
stops and says, "Sawing wood." The second
immersed in the con-
[email protected]
says, "Making a door frame." The third men-
state.edu
struction of the RRCNA. Nothing worth:-
tions sharpening tools, and so it goes. Finally,
while is created without digging in and doing
The Council Connections
the interviewer approaches a worker who
the hard work, without meeting challenges,
or
newsletter is published by
answers the question differently.
without solving problems. Our first member-
Reading Recovery Council of
"What are you doing?"
ship drive gathered
North America. continued on next page
Summer 1996
Connections
2
continued from previous page
worked to clarify relationships with
group and confirmed, through a con-
300 members and me hoped for 2,000 by
The Ohio State University so that
sensus process involving teacher leaders,
the next year. Instead, our membership
RRCNA can be a not-for-profit cor-
teachers, and site coordinators:
swelled to close to 5,000; it was clear
poration;
Sustain the quality of RR through
that people interested in Reading
filed papers for incorporation and
the years
Recovery wanted a professional organi-
nonprofit status; and
Expand RR to national scale
zation. The numbers overwhelmed our
created 13 functioning national
Broaden the vision by building
skeleton staff; we wanted to focus on the
committees, each of which has its
partnerships in school contexts and
exciting business of organizing and cre-
own impressive list of accomplish-
supporting the work of classroom
ating for the future and we did, but we
ments and goals for the future:
teachers
had many everyday problems to solve,
Implementation, Elections, Devel-
Engage in inquiry and contribute
for example, membership materials and
opment and Membership, Training,
to teacher education.
mailing. Our list of accomplishments
Research, Bylaws, Book, Guidelines
As we move into the future, we have
since summer, 1993, reads like a "to do"
and Standards, Finance, Adminis-
a viable, working organization to support
list. For example, together, we:
trative, Descubriendo La Lectura,
teachers and others who have the goal
created forms, documents, applica-
Nominating, and Publications.
of early literacy for every child. We will
tions;
All those tasks represent many hours
continue to work toward the goals iden-
solicited memberships at every
of work by many different people who
tified, to redefine them, and to find new
Reading Recovery conference;
volunteered their time and expertise. I
ways for their accomplishment. RRCNA
sent out ballots for two elections;
especially want to thank members of the
supports the renewing process that is an
held five meetings for the hard-
first Coordinating Board and the nation-
integral part of Reading Recovery. To
working members of the first Coor-
al committee chairs. Every person
remain a high quality program, Reading
dinating Board;
involved in RRCNA has made a contri-
Recovery must continually change as we
bution of both time and personal
published The Best of the Running
learn more through advances in
resources. They have stuffed envelopes,
Record, 3 issues of Council Connec-
research. RRCNA will bring us togeth-
typed, made calls, attended many meet-
tions, 3 issues of The Running Record,
er in these efforts through communicat-
ings, and worked late at night and early
and 2 issues of Network News, 3
ing and sharing, providing professional
in the morning. The "to do" list still
issues of Literacy, Teaching and
development, and supporting research. It
exists and continues to expand, but the
Learning, Leadership for Literacy, and
was not and will not be built overnight;
a handbook for site coordinators (in
source of energy for this work comes
neither is a cathedral. RRCNA will be
from the certainty that we are building a
press);
the product of the next year's effort, and,
community of friends to support the
advertised for and selected an Exec-
the next, and so on. We can sustain a
work of Reading Recovery and to secure
utive Director;
high work effort if it is worth doing.
the advantage of literacy to every child.
employed a small staff;
Our work makes a difference for teach-
From the summer of 1993, we have
ers, for children, and we now knowfor
acquired an office and furnished it;
worked toward the four vision state-
policy direction in education.
wrote bylaws and created a gover-
ments created by that representative
nance structure;
President's Message
Carol A. Lyons
and they connect us to this organization.
he char-
North America's influence in the wider
Meanwhile, in all that we do, our pri-
acter of
educational, academic, political and
mary goal is to help the lowest achieving
the Read-
business community continues to
students learn how to read and write so
expand. We have managed to survive
ing Recovery
that they can participate fully in first
Council of
and grow throughout the years because
grade classroom experiences. Last year
North America
you have been there to support us in this
nearly 82,000 children reached that goal
(RRCNA) was established two years ago
endeavor. We have established an iden-
due to the dedication and quality teach-
a fierce pride in our organization, a
tity, a character, a commitment to teach
ing of 12,642 Reading Recovery teachers
focus on making the Reading Recovery
low achieving children, and a high set of
and teacher leaders. As the Reading
program available to every child who
standards that are unique in education.
Recovery Council of North America's
needs it, and an intense fervor to dissem-
Members of the RRCNA have played a
new president, I am committed to con-
inate the program throughout North
tremendous role in that achievement.
tinue working toward that goal.
America. These traits identify the Read-
We owe a great deal of gratitude to
ing Recovery Council of North America,
The Reading Recovery Council of
continued on next page
Summer 1996
Connections
continued from previous page
administrators, and parents our organiza-
variety of ways. I am delighted to rep-
those of you teachers, teacher leaders,
tion represents and serves.
resent such a committed group of indi-
trainers, site coordinators and partners
There isn't any problem we can't
viduals. The many challenges of tomor-
who have provided start-up funding for
solve if enough people care. The Read-
row are here today. Any thoughts you
our organization. Our strength comes
ing Recovery Council of North America
might have to respond to these chal-
from your support. Members of our orga-
is a special organization because it is
lenges will be appreciated. Thank
you
nization are making a positive impact on
made up of so many dedicated individu-
for your continued support!
the lives of the many children, teachers,
als who care enough to support it in
a
Executive Director's Message
Jean Bussell
The Triple I Model of change focus-
t seems impos-
cess factor is technical assistance: The
es on the three stages of change: Initia-
sible that six
Reading Recovery network of teachers,
months have
tion, Implementation, and Institutional-
teacher leaders, site coordinators, train-
ization. In the Initiation Stage,
passed since I
ers, and partners creates the most effec-
became the Execu- Matthew Miles has identified four fac-
tive technical assistance network imag-
tive Director of the Reading Recovery
tors which lead to success. One is that
inable. And fifth rewards: schools and
Council of North America. It has been
the change must be linked to high need:
families and the children we teach share
an invigorating and stimulating six
we know that Reading Recovery
the reward of learning to read and
months. The opportunity to meet
addresses a high need for literacy educa-
many
increasing literacy in our communities.
of you as I have traveled to California,
tion among young children. Another is
In the Institutionalization Stage,
Illinois, Texas, and Pennsylvania and to
the presentation of a clear model: Read-
five more factors contribute to the
suc-
talk with you in many other locations
ing Recovery's model is well defined,
cess of programs which lead to change
by phone has confirmed for me the
well established, and well researched
in a system. First is embedding: making
excitement and commitment of Read-
plus demonstrably effective for the vast
Reading Recovery an integral part of
ing Recovery professionals and advo-
majority of program participants. The
school and district and state
programs
cates which I observed in my very earli-
third success factor is having a strong
so that it is deemed essential to a full
est experiences with the Council.
advocate: certainly teachers, teacher
range of literacy programs. Second is
One of the most significant new
leaders, site coordinators, trainers, and
links to instruction: helping Reading
understandings for me has been the role
partners form an expert team of advo-
Recovery to be a part of a total early
of Reading Recovery in changing the
cates. Active initiation is the fourth fac-
learning literacy program which begins
lives of the students we teach and the
tor: schools must volunteer and commit
in pre-kindergarten and extends into
systems in which we work. Over the
resources to Reading Recovery and
the middle years' classrooms. A change
past several months, a great deal of
Reading Recovery programs get teach-
is institutionalized when it has wide-
attention has been given to full imple-
ing underway while the support system
spread use: only when Reading Recovery
mentation of Reading Recovery as the
is still being organized.
is fully implemented will the benefits
to
primary goal of the Council. In order to
In the Implementation Stage, Read-
the entire educational system be real-
achieve this goal, the Council must
ing Recovery is underway and children
ized fully. The fourth
success factor is
work with each of you to support the
are learning to read. Five factors influ-
removal of competing priorities: Reading
changes you are making at the school,
ence successful implementation. First is
Recovery can reduce competition with
district, and system levels of education.
orchestration: Reading Recovery advo-
other priorities through collaboration,
During the Teacher Leader Institutes,
cates organize collaborations and plan
through continuing performance evalu-
there was the opportunity to explore
our approaches and responses for maxi-
ation and research, through dissemina-
the change process with the assistance
mum opportunity for implementation.
tion of new information through train-
of Carol Rolheiser and Andrew Harg-
Second is shared control: making the
ing and awareness, and through keeping
reaves, professors at the University of
Reading Recovery Program everyone's
our focus on the program and the chil-
Toronto. They led discussions of the
program, not just ours. Third is pressure
dren we serve. And fifth, continuing
stages of change and of change forces
and support: making sure the right
peo-
assistance: the Reading Recovery net-
which must be considered in each
ple are on board and making themselves
stage.
work serves again.
The following paragraphs outline the
heard and sticking to the plan
or find-
The six Change Frames which
two models of change and provide you
ing creative and effective amendments
Andrew Hargreaves has identified
are
with ideas to consider in relation
to the plan so that Reading Recovery
to
operative at all three stages of change.
change in your own educational setting.
can withstand changes. The fourth suc-
Successful change agents must
process
continued on next page
5
Summer 1996
Connections
4
continued from previous page
read and so on
Reading Recovery
with colleagues and colleagues' relation-
these frames simultaneously with each of
can be a learning community embedded
ships with each other: Reading Recovery
the success factors inherent in each of
in the school systems in which we work
builds culture through its collaborative
and can provide our professional devel-
the three change stages. One change
network - our challenge is to be inclu-
opment model to foster learning and
frame is purpose which is driven from
sive, to engage and embrace others in
continual renewal.
within and personally significant: Read-
our circles of influence to become/recre-
ing Recovery's vision is that every child
ate a culture of collaboration. The frame
Perhaps these ideas about the change
who needs the Reading Recovery pro-
of structure keeps us thinking about the
process will be helpful to you in your
gram will receive it. Another change
system in which we work: Reading
professional and personal lives. I will use
frame is politics: positive politics (inter-
Recovery has a specific structure of
them as the Reading Recovery Council
personal relationships) enable us to get
lessons, timers, and space behind the
of North America seeks to clarify its
the support for children who need Read-
glass which must be integrated into the
vision and its practices in serving our
ing Recovery. Passion: teachers go into
existing system of education and which
members. I welcome your comments.
teaching because they care - they want
indeed can influence changes to that
[With appreciation to Carol Rolheis-
to make a difference: Reading Recovery
system's structure. And finally learning:
er, Andrew Hargreaves, and Matthew
people are passionate people. Culture is
Reading Recovery people learn
we
Miles.]
the frame which addresses relationships
research, test, study, pilot, explore, write,
The Importance of Membership in the Reading
Recovery Council of North America
Deborah R. Dillon
Indiana. I count on information in pub-
ing sources, and support the necessary
t a time when we are being
lications distributed by the RRCNA
renewal that all professionals who work
asked to retain membership in,
diligently over time need most. When I
such as the Council Connections, the Net-
as well as join new education
return home from interacting with other
work News, The Running Record and a
organizations at the state and national
RRCNA members I have a better sense
new journal Literacy, Teaching and Learn-
level, we must face difficult choices con-
of direction, I am invigorated, and I
ing to help me keep up-to-date on
cerning where we will give our time, tal-
important issues and to glean ideas from
realize how much can be accomplished
ent, and money. The call to join the
the struggles and successes of others in
when many individuals pool their efforts
Reading Recovery Council of North
North America. For example, in con-
in promoting common goals.
America (RRCNA) did not pose a
vincing legislators in my state of the
choice for me: It is imperative that I This brings me to why membership in
importance of providing Reading Recov-
RRCNA is critical for all of us. We live
belong. I would like to convince you
ery for every child who needs it, I have
in a time where educational programs
why membership in RRCNA is so
relied on the research reports and
important and then enlist your help in
are cut daily or where one interest group
reviews provided by RRCNA. Moreover,
convincing all those involved in Read- promotes its agenda resulting in the
I have educated people about the exis-
ing Recovery across North America to downfall of another program. Literacy
tence of RRCNA and how it was formed
also join the organization.
programs are often prime targets for cuts
because I believe that this action speaks
and criticism. Now more than ever it is
First, a large portion of my profession-
to the powerful network of educators
al life is now defined by my work in
crucial that we have a strong, large-scale
who have bonded together under the
Reading Recovery. Unlike other organi-
organization in place to position our-
umbrella of a common goal.
zations I belong to where I attend a pro-
selves to support each other in a unified
Additionally, when I attended confer-
fessional meeting once a year and effort: RRCNA was formed to provide
ences in Ohio, Texas, and elsewhere this
receive journals monthly, my affiliation
this strong structure to support Reading
past year I was reminded of the intensity
with Reading Recovery is part of who I
Recovery. It is the sole organization ded-
of learning and camaraderie present at
am each and every day. Although I do
icated to the advocacy of the continued
not work daily teaching children in the
Reading Recovery Conferences. Partici-
quality, preservation, and expansion of
pants are there to engage in professional
program, my work as a site coordinator
the program in North America.
development in which they learn the
involves educating others about Reading
RRCNA has a newly organized cen-
Recovery, seeking financial support for
latest information and engage in numer-
tral office and a highly capable Execu-
ous conversations to problem-solve
the program, and problem solving ways
tive Director, Jean Bussell. We are work-
to protect and build our program in
implementation issues, share grant writ-
ing to setup a system that meets the
continued on next page
Summer 1996
Connections
continued from previous page
We need your help to attain this goal.
and to Reading Recovery in your area?
needs of members and processes new
Just as I have shared with you why
Thinking about our response to this
memberships and renewals in a timely
membership in RRCNA is crucial for
question and reminding ourselves how
fashion.
me, I encourage you to share with your
much we can accomplish together instead
Simultaneously, we are systematically
colleagues why membership in RRCNA
of in isolation should convince many to
running a membership campaign with
is crucial for you. Further, please help
fill out a check for the $40.00 annual
the goal of enlisting all trainers, teacher
colleagues see the benefits of member-
membership fee. I look forward to your
leaders, teachers, site coordinators, and
ship for themselves.
response and to hearing your ideas on
partners in North America as members.
Why is RRCNA important to you
membership and development issues.
We've Moved!
Early in May 1996 the Reading Recovery Coun-
cil of North America moved out of shared space
with The Ohio State University Reading Recovery
Program and into new space appropriate for an
association of 6000 members.
You can reach any of our staff by using the
address and telephone numbers listed under the
picture. In addition, each of us has e-mail address-
es as follows:
Jean Bussell, Executive Director:
[email protected]
Julie Reeves, Program Coordinator:
[email protected]
Our new address Is: Reading Recovery Council of North America
Jason Green, Program Assistant:
1929 Kenny Road, Suite 100
Columbus OH 43210-1069
[email protected]
Telephone [phone]
FAX [phone]
1997 Ohio Reading
Michael Fullan, Dean of the newly
active writing in the classroom, text
formed Ontario Institute for Studies in
reading, acceleration for discontinuing,
Recovery Conference and
Education at the University of Toronto,
and parent and community involvement
National Institute
will help conference participants identify
in literacy. Registration for the Confer-
"What's Worth Fighting For Out There"
The Reading Recovery Council of
ence and the Institutes will be combined
and how to formulate a course of action
North America will be co-sponsoring
on the same registration form for partici-
to get there. Regie Routman, Language
the 1997 Ohio Reading Recovery Con-
pants' convenience. The proceeds from
Arts Resource Teacher in the Shaker
ference and National Institute to be held
the Preconference Institutes will benefit
Heights, Ohio School District, will close
in Columbus, Ohio, on February 1
the Reading Recovery Council of North
- 4,
the Conference with her presentation
on
1997. This conference historically has America.
"Commitment to Literacy: Staying
been sponsored by the Ohio Department
Registration materials will be avail-
Inquisitive, Informed, and Inspired."
of Education and The Ohio State Uni-
able in September and will be mailed
to
versity Reading Recovery Program.
A new feature of the conference will
all Council members.
These two sponsors invited the Council
be Preconference Institutes for Reading
to be a co-sponsor in 1997 and 1998.
Recovery teachers, teacher
ANNUAL MEMBERSHIP MEETING
leaders, site coordinators,
Four outstanding keynote speakers
Because of the Council's co-sponsorship of this
administrators, and class-
will address the Conference participants.
conference, the 1997 Annual Membership Meeting
room teachers. These
Billie Askew, trainer of Teacher Leaders
of the Reading Recovery Council of North America
Institutes will be held on
at Texas Woman's University, will open
will be held in conjunction with the conference.
Saturday, February 1,
the conference with perspectives about
Mark you calendars now for Saturday February 1,
1997, and will feature top-
working together for literacy. Rudine
1997, at 4:00 PM in Columbus, Ohio, for the
ics on administering Read-
Sims Bishop, Reading Professor at The
Annual Membership Meeting. The Conference
ing Recovery Programs,
Ohio State University, will provide
reg-
guided reading, perfor-
istration materials will include more information
inspiration and reflection as a part of her
as
mance assessment, inter-
will the next issue of the Council Connections.
banquet address to the Conference.
7f)
Summer 1996
Connections
6
Your Membership
based on the database date. Check
Council Receives Gift
the label on this newsletter for the
After six months of struggling to
month in which your renewal is due.
from California
bring the RRCNA membership database
The Council is investigating a new
up to date, the process is nearly com-
Reading Recovery
data system which will streamline our
plete. If you or any of your colleagues
During the West Coast Literacy Con-
accounting and membership databases
joined the Council in the past year and
ference and Reading Recovery Institute,
and help to prevent another backlog
have not received your membership cer-
the Reading Recovery Council of North
from occurring in the future. We thank
tificate or lapel pin, please contact the
America received a contribution of
you for your patience and your continu-
Council office at [phone]. We
$10,000 from the Reading Recovery Pro-
ing support.
will process your request immediately.
gram at California Sate University at
1996-97 Newsletter Mailing Schedule
Back issues of all newsletters have been
San Bernardino. The gift was presented
(Note that mail is sent at bulk rate,
mailed to new members whose names
by Program Director Stanley L. Swartz,
so allow two to four weeks for receipt.)
were not yet entered into the database
Ph. D., Professor of Education at the
Council Connections - All RRCNA
at the time of the original mailing. The
University. Dr. Swartz presented the gift
Members - August 15, November 1, and
schedule below will help you monitor
from funds generated by the sale of
March 1
your mail for Council publications dur-
Carousel Books which are published in
Network News - Teacher Leaders
ing the next year.
collaboration with Dominie Press. Read-
and Site Coordinators - November 15
In addition, your membership year
ing Recovery Council Executive Direc-
and May 1
began when your name was entered into
tor Jean Bussell accepted the gift on
The Running Record - Reading
the membership database regardless of
behalf of the Council. The gift will be
Recovery Educators - October 15 and
when we received your dues payment.
used to foster and promote the opera-
March 15
This way you will receive a full year's
tions of the Council to benefit Reading
benefits in accordance with the database
Recovery in North America. The Board
Deadline for next issue of
rather than from the time when your
of Directors thanks the Reading Recov-
Council Connections is
dues payment was processed. You will
ery Program for its generous sharing of
October 15, 1996.
receive a membership renewal notice
resources with the Council.
"Students" Contribute to the Council
The fourteen Reading Recovery Teachers and two Teacher
Leaders who participated in the Reading Recovery Summer
Academy sponsored by The Ohio State University literally
paid tribute to the programs leaders - Joetta Beaver and Rose
Mary Estice - by pooling their financial resources and making
Reading
a financial contribution of $415 in their honor to the
Recovery Council of North America. The thirteen day train-
ing program focused on accelerated learning for children close
to discontinuing. Each participant began the day teaching one
student and observing a partner's lesson, with a half hour
debriefing following each lesson. After individual lessons, the
class met as a whole. On seven days the group saw two lessons
Behind the Glass followed by a group analysis of the lessons.
According to group members, "This Behind the Glass
experience was powerful for us because all of the children
were close to discontinuing and our group analysis focused on
Celebrating the tribute in the picture are: Front row left to right:
how to effectively observe, record, and analyze our lesson
Cheri Slinger (Upper Arlington OH), Melanie Finn (Dublin OH),
records in order to foster accelerated learning." The group
Ruth Thomas (Raleigh NC), Rose Mary Estice (Columbus OH),
Joetta Beaver (Columbus OH), Jannie Jensen (Falls Church VA).
continued, "The leaders provided scaffolding, meeting the
Middle row left to right: Nancy Pollock (Castro Valley CA), Diane
members of the group at the edge of our own leamings, both
Langner (Dublin OH), Helen Robinson (Cleveland Heights OH), Ali-
in class and on school visits. They challenged our thinking as
son Date (La Honda CA), Ellen Haas (San Mateo CA). Back row
they continually searched for answers themselves."
left to right: Barbara Kennedy (Garner NC), Cindy King (Dublin
In addition to teaching children, serving as a colleague,
OH), Joyce Dewey (Madison WI), Donna Dunckel (Los Altos Hills
and learning to apply more theory to practice, the teachers
CA), Kelly Davis (Raleigh NC), Debra Duncan (Washington DC),
and teacher leaders visited RRCNA's new headquarters during
Gayle Bannister (Madison WI).
their stay in Columbus, Ohio.
Summer 1996
Connections
MARIE CLAY TO KEYNOTE LEADERSHIP
ACADEMY
Marie Clay, Founder of Reading
nators play along with Reading Recov-
Local Evaluation Plans
Recovery, will keynote the Council's
ery teachers and teacher leaders in the
Change: Building Plans to Deal with
first North American Leadership Acade-
implementation of Reading Recovery.
Change
my. The Academy's theme, "Strengthen-
Topics currently planned for the
Increasing Support, Ownership and
ing the Operations of Reading Recov-
Academy include:
Collaboration: Working with Stakehold-
ery," highlights Dr. Clay's focus on the
Funding: Foundations and Corpora-
ers
School and District Teams,
Cre-
implementation of Reading Recovery on
tions
Federal and State Sources
ating Ownership
this continent.
Title I
Making the Most of the
Political Process: How to Use It to
The Academy will be held in San
Money You Have
Creating Funding
Meet Children's Educational Needs
Diego, California from July 30 to August
Plans and Proposals
The Reading Recovery Council of
2, 1997. It will provide a planned educa-
Implementation: Effectiveness and
North America is pleased to offer this
tional experience for individuals and
Efficiency
Building Local Evaluation
educational opportunity to educators
teams who are involved in the imple-
Plans
Issues at New and Developed
throughout North America. Watch
your
mentation of Reading Recovery. Particu-
Sites
mail for registration materials in Sep-
lar attention will be given to the roles
Research and Evaluation: Reporting
tember, or call the Council office for
which superintendents, administrators,
What Is Out There
Ideas for Data
more information.
school board members and site coordi-
Collection and Presentation
Building
Congratulations to
Secretary: Maribeth Schmitt, Trainer,
Site Coordinator Representative:
Purdue University, West Lafayette, Indiana
1996-97 Council Board of
Connie Thomas, Anderson Community
Trainer Representative: Dianne Stuart,
Schools, Anderson, Indiana
Directors
Canadian Institute of Reading Recovery,
Partner Representative: David Moriar-
Scarborough, Ontario
The Reading Recovery Council Elec-
ty, Medford Public Schools, Medford,
Teacher Leader Representative: Gerry
tions Committee has announced the
Massachusetts
Haggard, Plano Independent School Dis-
results of this year's election for positions
These individuals assumed their seats
trict, Plano, Texas
on the Board of Directors of RRCNA.
on the RRCNA Board effective July 1,
Teacher Representative: Lynn Salem,
Vice President: Billie Askew, Trainer,
1996.
Dublin Schools, Dublin, Ohio
Texas Woman's University, Denton, Texas
RRCNA Committee
UPDATES
The RRCNA standing committee
Committee are proceeding in a timely
Schwartz has provided the leadership for
structure is the locus for members'
manner. The annotated bibliography of
creating this opportunity for us CO com-
involvement in RRCNA. Each commit-
Reading Recovery research is scheduled
municate with experts in the social-con-
tee includes multiple membership types
to be completed by the end of the year.
structivist view of cognitive development
and thus provides opportunity for
Our thanks to Carol Lyons for overseeing
in this special format designed for Read-
involvement of teachers, teacher leaders,
this massive and important project.
ing Recovery professionals.
trainers, site coordinators, and partners.
Our first Theoretical Seminar on The
The Module for Conducting Follow-
Committee memberships are reviewed
Social Construction of Knowledge: Theo-
Up Studies is being prepared by Angela
annually, so if you are interested in
serv-
ry and Practice, will be held on February
Jaggar at New York University. The Pro-
ing as a member of a committee, contact
28, 1997 at Oakland University in Michi-
gram Effectiveness Study, using data from
the committee chairperson
as listed in
gan. Anne Marie Palincsar, University of
the existing data base, is "on hold" while
the following reports.
Michigan, and Gordon Wells, Ontario
Joe Groom's office completes the
awe-
Institute for Studies in Education, will be
Research
some task of data entry and analysis for
the topical experts. The event is jointly
the current school year.
Submitted by Janet S. Gaffney,
sponsored by the Department of Reading
The Research Committee is currently
and Language Arts, the Oakland Univer-
Trainer, University of Illinois
reviewing the following draft of Opera-
sity Reading Recovery Program, the
tional Guidelines. We would be pleased
Current Projects
Michigan Reading Recovery Council and
to have your input into their revision.
The current projects of the Research
the Reading Recovery Council. Bob
continued on next page
Summer 1996
Connections
8
Continued
RRCNA Committee UPDATES
response is needed, an individual may
endorsement of the research study by
Draft of Operational Guidelines
write a response and request feedback
the RRCNA.
PURPOSE
from others, including members of the
2) Endorsement of Research
The Research Committee serves a
Research Committee or other Site Coor-
Individuals who have developed stud-
unique and important role in the future
dinators, Trainers, Teacher Leaders, and
ies related to Reading Recovery may
of Reading Recovery and the coordina-
Partners. In this case, the individual
submit projects for endorsement by the
tion of research activities in the Reading
who wrote the initial response is the
RRCNA. Endorsement by the RRCNA
Recovery Council of North America.
author.
may be helpful to a researcher in secur-
The purposes of this Committee are to
At other times, usually when more
ing participation in the study. A desig-
operate as:
time is available, a group may co-
nated subcommittee of the Research
(a) a clearinghouse for past and cur-
construct a response and be designated
Committee will review the proposal and
rent research on Reading Recovery,
as co-authors.
recommend or not recommend endorse-
(b) a facilitator of research,
The Research Committee may coor-
ment by the RRCNA. A letter will be
(c) a vehicle for responding to
dinate these activities as needed but
written by the chair of the subcommit-
research related to Reading Recov-
individuals may initiate such responses
tee that provides a rationale for the deci-
ery, and
on their own.
sion. Endorsement of research by the
(d) a mechanism for encouraging
(d) Communication with a Broader
RRCNA does not imply funding.
communication of Reading Recov-
Audience: Theoretical Seminars
3) Funding Research
ery personnel and partners with
Seminars on important and current
Individuals who have developed stud-
researchers in literacy, learning,
topics related to early literacy, teaching
ies related to Reading Recovery may
and teaching.
and learning will be held in different
submit projects for funding by the
COMMITTEE MEMBERSHIP
locations on approximately an annual
RRCNA. The RRCNA appropriates
The Committee shall be composed of
basis. Panels of experts will be invited to
funds for the conduct of research. The
at least 4 trainers, two teacher leaders,
present and interact with one another
Research Committee of the RRCNA
two site coordinators, two Reading
and participants. Monographs of pre-
will establish priorities for funding
Recovery teachers, and one partner. The
sented papers will be developed from
research and an application process. Pro-
Committee shall be chaired by a trainer.
each seminar and sold by the RRCNA
jects may be awarded $50041000.
FUNCTIONS
under the guidance of the Publications
4) Commissioned Research
A description of each function of the
Committee.
The Research Committee may com-
Research Committee follows.
mission research studies. In this case, the
Announcement
(a) Clearinghouse
Research Committee or designees would
Patricia Kelly, trainer at California
The Research Committee will main-
generate a proposal for a major research
State University at San Bernardino, has
tain an annotated bibliography of
project and secure funding. Researchers
accepted the invitation of Carol Lyons,
research on Reading Recovery including
would be invited to work with the
President of RRCNA, to become the
published articles, books, technical
Research Committee or designees in
new Chair of the Research Committee.
reports, dissertations, and unpublished
refining the proposal and would com-
Pat has been an active member of the
manuscripts. The Reading Recovery
plete the study.
Committee since its inception and I
Library will be available through the
5) Research Modules
know that she will provide excellent
RRCNA Publications Committee. A
The Research Committee would sup-
leadership for the work of the group.
listing of current research projects
port the development of modules (15.25
Please send or fax any ideas about the
including a brief description of the study,
pages) that could be used by Reading
Research Committee and revisions of
researchers, and contact information will
Recovery Teacher Training Sites to con-
the Operating Procedures to Pat:
be maintained by the Research Commit-
duct local studies on important topics.
tee.
Home: 1295 S. Live Oak Park Road
The information would include purpos-
)(b) Facilitator of Research
Fallbrook, CA 92928
es, rationales, and guidelines for collect-
1) Peer Review of Research
phone: [phone]
ing, analyzing, and presenting the data.
Individuals who are developing stud-
fax: [phone].
These modules will be sold by the
ies related to Reading Recovery may
Office: California State University,
RRCNA under the guidance of the Pub-
submit projects for peer review to the
San Bernardino
lications Committee.
Research Committee. A designated sub-
5500 University Parkway
(c) Responding to Research Critiques
committee of the Research Committee
San Bernardino, CA 92407
Two methods for responding to cri-
will provide written reviews of submitted
phone: [phone]
tiques of research on Reading Recovery
proposals. This review process serves a
are suggested. First, when an urgent
fax: [phone].
professional function and does not imply
continued on next page
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