In August of 2000, Teacher Leader Annette Brongo was hired by Batavia City School District and Le Roy Central School District to start a new Reading Recovery site within the Genesee Valley BOCES area.  Pat Lockwood, Assistant Superintendent of Instruction at Batavia City School District and James Thompson, Principal at Wolcott Street School in Le Roy were the advocates for starting a new site in order to continue the growth and implementation of Reading Recovery across the area.

Four districts (Batavia City School District, Dansville Central Schools, Le Roy Central Schools, and Warsaw Central Schools) were involved in the first year of the site.  A total of 11 teachers were involved in the program.  Five teachers were in the training class and six participated in continuing professional development.

                In 2001-2002 the Genesee Valley BOCES Site offered a training class to five participants from the following school districts:  Le Roy, Dansville, Warsaw, and Spencerport.   Eight trained teachers participated in continuing contact to maintain their Reading Recovery certifications.  

Table S0 Count Of University Training Centers, States, Sites, Systems, Buildings, Teachers, And Students Participating In Reading Recovery In Genesee Valley BOCES

Research Question 2: What was the end-of-program status of children served by Reading Recovery? What percentage was successfully discontinued?

Reading Recovery accounts for all children served even if served for only one day. At the end of each child’s series of lessons, a status category is assigned. The five status categories (described in detail in the section describing ‘Study Participants’) are as follows: (a) discontinued, (b) recommended action after a full program of 20 weeks, (c) incomplete program at year-end, (d) moved while being served, and (e) none of the above.

Table 2.1 provides numbers and percentages of children in each status category. A graphic display of percentages of the total number served in each status category is shown in Figure 2.1. Of all children who received even one day of Reading Recovery service 49% were discontinued.  In 2000-2001 our discontinuing rate across the site was 44%.  This data reflects a small increase.

Table 2.1 End-Of-Program Status Of Reading Recovery Children By District

Note: Any differences between total n in this table and total group in Table 1.1 represent missing data (status).c

Children’s programs that are cut short by mobility, insufficient time at the end of the school year, or by rare and extreme circumstances cannot be considered full instructional programs. Therefore, another way to interpret the data may be useful. The number of children who discontinued can also be examined as a percentage of the children who had an opportunity for a full program of 20 or more weeks. Table 2.2 shows that 64% of the children who had an opportunity for a full program were discontinued from Reading Recovery.

Table 2.3 Average Number Of Weeks And Sessions Of Reading Recovery Instruction

The Observation Survey is divided into two parts. Part One is the test of text reading. Fall scores and year-end scores were used to examine progress on text reading for three Reading Recovery status categories (children in ‘moved’ and ‘none of the above’ categories were either unavailable for year-end testing or numbers were too small). Random sample children were not tested in the fall. Comparison group children were tested at the end of the year.

Table 3.1 shows the progress of Reading Recovery children and random sample children on text reading. Mean scores and median scores are displayed; mean scores represent the average performance of the group and median scores indicate the point at which 50% of the scores were higher and 50% were lower. A graphic display of the progress made on text reading by all groups is shown in Figure 3.1.

Note: The Random Sample Site Average Band for Text Reading Level is 16.3 - 19.8.

a.       Analysis of progress made by Reading Recovery children excludes those who were in the 'none of above' category and those who 'moved while being served' before their program status could be determined.

b.       Mean gain is based only on children with both fall and year-end scores.

      Data in Table 3.1 represent average group performance. It is also important to study the performance of individual children. Therefore, the percentage of individual children who scored at each text reading level at the end of the year was determined. Table 3.2 shows the text levels read successfully by children in Genesee Valley BOCES at the end of grade one.