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Reading Recovery Logic Model

The program aims to improve student reading and writing skills through targeted interventions. Teachers will identify at-risk students and assess their literacy levels. A reading recovery teacher will provide daily 30-minute one-on-one lessons focusing on reading comprehension, fluency, and writing. Short term outcomes include increased literacy skills meeting grade level expectations. Long term outcomes are sustained grade level performance and improved student confidence in independent reading and writing. Progress will be tracked through assessments, lesson plans, and participation indicators.

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300 views1 page

Reading Recovery Logic Model

The program aims to improve student reading and writing skills through targeted interventions. Teachers will identify at-risk students and assess their literacy levels. A reading recovery teacher will provide daily 30-minute one-on-one lessons focusing on reading comprehension, fluency, and writing. Short term outcomes include increased literacy skills meeting grade level expectations. Long term outcomes are sustained grade level performance and improved student confidence in independent reading and writing. Progress will be tracked through assessments, lesson plans, and participation indicators.

Uploaded by

api-365594287
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Program Goals Inputs/Resources Activities Short Term Long Term Indicators

Outcomes Outcomes
(Intervention period (End of the school
of 12-20 weeks) year)

Improve student Identified students Observation Student reading and Student reading and Documented
reading and at risk Surveys: writing levels writing levels stay intervention lessons
writing skills Classroom teacher increase to grade consistently at reveal a steady
Reading Recovery administers level expectations grade level increase in student
Implement an teacher Observation by the end of the reading and writing
intervention Survey to at-risk intervention Increased school throughout the
Classroom teacher literacy learners to schedule. This awareness and intervention
schedule at
establish literacy includes reading documentation of
school and at
Parents/Caregivers baseline comprehension, any continuing Student confidence
home to raise
reading fluency, and student literacy increases as they see
reading and
writing levels to Daily Intervention: general reading needs themselves as
grade level Reading Recovery achievement valuable members of
teacher commits to Student a greater literacy
expectations
implementing Student achievement increasingly seeks community. This will
daily 30 min. in reading and blogging be reflected in an
Improve student lessons based on writing is increased opportunities to increase in
self confidence student needs: with program share their ideas independently sought
in reading and -Reading familiar intervention both at and give and opportunities such as:
writing and novel stories home and at school receive writing -Visiting libraries and
-Manipulating feedback bookstores
Increase student letters and words If program -Reading a variety of
initiation of -Writing and intervention is Classroom teacher texts and text genres
independent assembling stories unsuccessful or awareness of at-risk -Blogging
reading and -Running record of terminated, school student literacy -Writing, telling, and
writing daily reading staff capacity is needs is increased discussing stories
opportunities at increased to identify as students -Journaling
home and at Classroom this and provide other complete the -Questioning
school activities: assessments, program -Reflecting
Classroom teacher interventions, and
facilitates an supports
online blog site for
students to read,
write, and provide
peer feedback on
ongoing projects

At home activities:
Parents/Caregivers
commit to
undertaking at-
home program
requirements as
directed by school

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