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Thank you for providing a thought provoking session. The slides and handouts are helpful.

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Thank you for providing a thought provoking session. The slides and handouts are helpful.

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Wondering how this model might look in Bilingual Ed... using DLL specifically... do the same practices apply? Thinking about and through lens of equity

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Wondering how this model might look in Bilingual Ed... using DLL specifically... do the same practices apply? Thinking about and through lens of equity

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Wondering if it is prudent to group students in 4s if they have similar reading issues based on the miscue analyses

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Wondering if it is prudent to group students in 4s if they have similar reading issues based on the miscue analyses

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Response:
There are many ways that we can group our students during classroom instruction - if all are neglecting a source of information, you might want to group them. Having them reading at the same instructional level is very helpful, though. It is always important to remember that although they may be in a group, we are always teaching individuals.

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Do you recommend 2 teachers in 1 school
Response:
It can be helpful in terms of building literacy capacity to have 2 RR teachers. It depends on the FTE of the school's RR allocation. In our school district, school's receive approx. 20% allocation based on the Gr. 1 population and overall school need. In small schools there would only be 1 RR teacher.

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How do classroom teachers get the PD they need if they are only bell to bell?
Response;
It can occur during PA days, and if the principal offers release during the day. Often it is a conversation with the RR teacher about a Running Record that leads to some shifts in understanding. It can also be modelling in a classroom or co-work with a teacher. All schools participate in one collaborative inquiry project with release and also all schools participate in math networks with release.

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Could a RR teacher work with 2 RR kiddos and still do the rest of the day in their reg. Ed. classroom?
Response:
Our teachers often teach 2 students and spend the rest of their day teaching in a primary classroom (often grade 1).

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I am wondering what the caseload of a RR Teacher looks like, on a daily basis?  Do they see 4 students, one on one, or more than 4 students daily.

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I am wondering what the caseload of a RR Teacher looks like, on a daily basis?  Do they see 4 students, one on one, or more than 4 students daily.

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Response:
If they are teaching .25 of the day, they teach 2 students one-on-one.
.5  = 4 students one-on-one
.75 = 6 students one-on-one (this could be split between 2 teachers).

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What are your running record expectations for end of K, end of 1st?
Response: Range of target expectations are levels 3 to 6 for K. Range of target expectations for Gr. 1 is levels 16 - 21.

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I’m wondering how you get teachers the training they need if it is bell to bell and nothing after school.

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I’m wondering how you get teachers the training they need if it is bell to bell and nothing after school.

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I’m wondering how to implement more reading recovery trained teachers when your district isn’t covering those salaries? Do I only look for teachers that can be trained in reading recovery and still serve as a classroom teacher during the day?
Response:
In order to train, the teacher must be teaching RR students each day. It is an apprenticeship model. The training in our district occurs within the instructional day.

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I'm intrigued by the number of students your RR teachers connect with beyond their RR students. Is that in other reading interventions/groups?

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I'm intrigued by the number of students your RR teachers connect with beyond their RR students. Is that in other reading interventions/groups?

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Response:
Often it is in their other teaching roles (Classroom teacher, Teacher Librarian, ESL Teacher, Prep Coverage) etc.

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The importance of rotating teachers in and out of Reading Recovery training so that it continues to build capacity within the school district.

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I'm wondering how we can improve the selction and/or cycling of RR teachers within our District. Should we increase our criteria threshold for new RR teachers? Should we include greater expectations for give-back to colleagues through RR teacher-delivered PD? 

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I'm wondering how we can improve the selction and/or cycling of RR teachers within our District. Should we increase our criteria threshold for new RR teachers? Should we include greater expectations for give-back to colleagues through RR teacher-delivered PD? 

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Response:
Canadian Standards and Guidelines insist that teachers have at least 3 years of experience in teaching primary literacy. The stronger the teacher is in classroom instruction, the more impact they will have in the RR role.  Criteria that a principal looks for include:
* demonstration of adaptability and problem-solving
*demonstration of strong interpersonal skills with colleagues, parents, and administrators;
*participating actively in school based professional learning and provide leadership and facilitation support.

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Thank you for sharing your thoughts, questions and
reflections with us and your colleagues. We appreciate it!