NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION

REJOINDER COVER SHEET

SUBMITTED TO: International Reading Association

(Name of Professional Association)

SUBMITTED BY: Virginia Polytechnic Institute and State University

(Name of Institution)

Department of Teaching & Learning

(Address)

Blacksburg, VA 24061-0313

(Address incl. city, state, zip)

INSTITUTION VISIT DATE (Semester/Year): Spring 2003 (April 5-9)

DATE OF REJOINDER SUBMISSION: ____August__30, 2003_________________________________

CHIEF COMPILER: Rosary Lalik

(Please include title.)

PHONE & FAX NUMBER:703-538-8493

E-MAIL ADDRESS: rlalik@vt.edu

Which programs are addressed in this rejoinder?

Program: Reading Specialist Degree Level: Masters

Checklist of materials to be enclosed with this rejoinder:

X Copy of most recent SPA report for each program being rejoined. (This must be
included.)

X Response to each standard or part of standard not met as stated in the SPA report,
including any documentation requested by the SPA report.

X Response to each cited program weakness (as applicable).

X Appendices that support any requests for reconsideration of the SPA’s judgments. (The appendices should be cross-referenced to the main text of the rejoinder.)

Rev. 6/01

X Initial Report

Rejoinder Report

Special Report

PROFESSIONAL ASSOCIATION’S RESPONSE TO

INSTITUTIONAL PROGRAM

NCATE

COMPLIANCE WITH SPECIALTY PROGRAMS

Professional Organization: International Reading Association

Institution Submitting Program: Virginia Polytechnic Institute and state University

(Include City and State) Blacksburg, VA

Name of Program: Masters in Reading, Reading Specialist

IRA Role(s):

Role 6: Reading Specialist __X__ Role 7: Reading Coordinator ____ Role 8: Teacher Educator____

Date of Review: July 2002

Analysis of Evidence Provided

I. Knowledge and Beliefs about Reading

1.0 Theoretical Base

Standard 1.1

Met X

Not Met

Recognize that reading should be taught as a process

Standard 1.2

Met X

Not Met

Understand, respect, and value cultural, linguistic, and ethic diversity

Standard 1.3

Met

Not Met X

Recognize the importance of literacy for personal and social growth

The competency level is not included. The single assignment to demonstrate candidate competency is vague in its relation to competency.

Standard 1.4

Met X

Not Met

Recognize that literacy can be a means for transmitting moral and cultural values

Standard 1.5

Met

Not Met X

Perceive reading as the process of constructing meaning through the interaction of the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation

The standard is not listed on the matrix and the competency level is not listed. How students demonstrate competency of this standard is vague.

Standard 1.6

Met

Not Met X

Understand the major theories of language development, cognition, and learning

The match between the course experiences and the related syllabi is vague.

The competency level is not listed.

Standard 1.7

Met

Not Met X

Understand the impact of physical, perceptual, emotional, social, cultural, environmental, and intellectual factors on learning, language development, and reading acquisition

The competency level is not listed.

2.0 Knowledge Base

Standard 2.1

Met X

Not Met

Understand that written language is a symbolic system

Standard 2.2

Met X

Not Met

Understand the interrelation of language and literacy acquisition

Standard 2.3

Met X

Not Met

Understand principles of new language acquisition

Standard 2.4

Met X

Not Met

Understand the phonemic, morphemic, semantic, syntactic, and pragmatic systems of language and their relation to the reading and writing process

Standard 2.5

Met X

Not Met

Understand the interrelation of reading and writing, and listening and speaking

Standard 2.6

Met

Not Met X

Understand that students need opportunities to integrate their use of literacy through reading, writing, listening, speaking, viewing, and representing visually

There are inconsistencies between the experiences listed on the matrix and the related syllabi.

The only performance data listed is the writing assignment from EDCI 4414. This assignment does not focus on the integration of the uses of literacy. It appears that this standard is addressed in other courses that should be cited as evidence of compliance.

Standard 2.7

Met X

Not Met

Understand emergent literacy and the experiences that support it

Standard 2.8

Met X

Not Met

Understand the role of metacognition in reading and writing, and listening and speaking

Standard 2.9

Met X

Not Met

Understand how contextual factors in the school can influence student learning and reading (e.g., grouping procedures, school programs, and assessment)

Standard 2.10

Met

Not Met X

Know past and present literacy leaders and their contributions to the knowledge base

The competency level is not in compliance with the required level of proficiency.

Standard 2.11

Met

Not Met X

Know relevant reading research from general education and how it has influenced literacy education

The competency level is not in compliance with the required level of proficiency.

Standard 2.12

Met

Not Met X

Know classic and contemporary children’s and young adults’ literature, and easy-reading fiction and non-fiction for adults, at appropriate levels

The course experiences are too limited to multi-cultural literature and need to embrace various types as listed in the standard.

Standard 2.13

Met

Not Met X

Recognize the importance of giving learners opportunities in all aspects of literacy (eg., as readers, writers, thinkers, reactors, or responders

The experiences listed are vague in relation to the standard. A course number is not listed.

Standard 2.14

Met X

Not Met

Understands that goals, instruction, and assessment should be aligned

3.0 Individual Differences

Standard 3.1

Met X

Not Met

Recognize how differences among learners influence their literacy development

Standard 3.2

Met X

Not Met

Understand, respect, and value cultural, linguistic, and ethnic diversity

Standard 3.3

Met X

Not Met

Understand that spelling is developmental and is based on students’ knowledge of the phonological system and of the letter names, their judgments of phonetic similarities and differences, and their ability to abstract phonetic information from letter names

Standard 3.4

Met

Not Met X

Recognize the importance of creating programs to address the strengths and needs of individual learners

The standard is not addressed. The competency is listed as C.

Standard 3.5

Met X

Not Met

Know federal, state, and local programs designed to help students with reading and writing problems

4.0 Reading Difficulties

Standard 4.1

Met X

Not Met

Understand the nature and multiple causes of reading and writing difficulties

Standard 4.2

Met X

Not Met

Know principles for diagnosing reading difficulties

Standard 4.3

Met X

Not Met

Be well-versed on individualized and group instructional interventions targeted toward those students in greatest need or at low proficiency levels

Standard 4.4

Met X

Not Met

Know the instructional implications of research in special education, psychology, and other fields that deal with the treatment of students with reading and learning difficulties

II. Instruction and Assessment

5.0 Creating a Literate Environment

III. Standard 5.1

Met X

Not Met

Create a literate environment that fosters interest and growth in all aspects of literacy

Standard 5.2

Met X

Not Met

Use texts and trade books to stimulate interest, promote reading growth, foster appreciation for the written word, and increase the motivation of learners to read widely and independently for information, pleasure, and personal growth

Standard 5.3

Met X

Not Met

Model and discuss reading and writing as valuable, lifelong activities

Standard 5.4

Met X

Not Met

Provide opportunities for learners to select from a variety of written materials, to read extended texts, and to read for many authentic purposes

Standard 5.5

Met X

Not Met

Provide opportunities for creative and personal responses to literature, including storytelling

Standard 5.6

Met X

Not Met

Promote the integration of language arts in all content areas

Standard 5.7

Met X

Not Met

Use instructional and information technologies to support literacy learning

Standard 5.8

Met X

Not Met

Implement effective strategies to include parents as partners in the literacy development of their children

6.0 Word Identification, Vocabulary, and Spelling

Standard 6.1

Met X

Not Met

Teach students to monitor their own word identification through the use of syntactic, semantic, and graphophonemic relations

Standard 6.2

Met X

Not Met

Use phonics to teach students to use their knowledge of letter/sound correspondence to identify sounds in the construction of meaning

Standard 6.3

Met X

Not Met

Teach students to use context to identify and define unfamiliar words

Standard 6.4

Met X

Not Met

Guide students to refine their spelling knowledge through reading and writing

Standard 6.5

Met X

Not Met

Teach students to recognize and use various spelling patterns in the English language as an aid to word identification

Standard 6.6

Met X

Not Met

Employ effective techniques and strategies for the ongoing development of independent vocabulary acquisition

7.0 Comprehension

Standard 7.1

Met X

Not Met

Provide direct instruction and model when and how to use multiple comprehension strategies, including retelling

Standard 7.2

Met X

Not Met

Model questioning strategies

Standard 7.3

Met X

Not Met

Teach students to connect prior knowledge with new information

Standard 7.4

Met X

Not Met

Teach students strategies for monitoring their own comprehension

Standard 7.5

Met X

Not Met

Ensure that students can use various aspects of text to gain comprehension, including conventions of written English, text structure and genres, figurative language, and intertextual links

Standard 7.6

Met X

Not Met

Ensure that students gain understanding of the meaning and importance of the conventions of standard written English (eg., punctuation or usage)

8.0 Study Strategies

Standard 8.1

Met X

Not Met

Provide opportunities to locate and use a variety of print, nonprint, and electronic reference sources

Standard 8.2

Met X

Not Met

Teach students to vary reading rate according to the purpose(s) and difficulty of the material

Standard 8.3

Met X

Not Met

Teach students effective time-management strategies

Standard 8.4

Met X

Not Met

Teach students strategies to organize and remember information

Standard 8.5

Met

Not Met X

Teach test-taking strategies

Only EDCI 5114 is listed as addressing the standard, and there is nothing in the course objectives or scheduled class topics that address the standard. There is not enough evidence to ensure that students are meeting the standard. There is too much ambiguity in the stated requirements.

9.0 Writing

Standard 9.1

Met X

Not Met

Teach students planning strategies most appropriate for particular kinds of writing

Standard 9.2

Met X

Not Met

Teach students to draft, revise, and edit their writing

Standard 9.3

Met X

Not Met

Teach students the conventions of standard written English needed to edit their compositions

10.0 Assessment

Standard 10.1

Met X

Not Met

Develop and conduct assessments that involve multiple indicators of learner progress

Standard 10.2

Met X

Not Met

Administer and use information from norm-referenced tests, criterion-referenced tests, formal and informal inventories, constructed response measures, portfolio-based assessments, student self-evaluations, work/performance samples, observations, anecdotal records, journals and other indicators of student progress to inform instruction and learning

IV. Organizing and Enhancing a Reading Program

11.0 Communication Information About Reading

Standard 11.1

Met X

Not Met

Communicate with students about their strengths, areas for improvement, and ways to achieve improvement

Standard 11.2

Met X

Not Met

Communicate with allied professionals and paraprofessionals in assessing student achievement and planning instruction

Standard 11.3

Met X

Not Met

Involve parents in cooperative efforts and programs to support students’ reading and writing development

Standard 11.4

Met X

Not Met

Communicate information about literacy and data to administrators, staff members, school-based members, policymakers, the media, parents, and the community

Standard 11.5

Met X

Not Met

Interpret research findings related to the improvement of instruction and communicate these to colleagues and the wider community

12.0 Curriculum Development

Standard 12.1

Met X

Not Met

Initiate and participate in ongoing curriculum development and evaluation

Standard 12.2

Met X

Not Met

Adapt instruction to meet the needs of different learners to accomplish different purposes

Standard 12.3

Met X

Not Met

Supervise, coordinate, and support all services associated with literacy programs (e.g., needs assessment, program development, budgeting and evaluation, and grant and proposal writing)

Standard 12.4

Met X

Not Met

Select and evaluate instructional materials for literacy, including those that are technology-based

Standard 12.5

Met X

Not Met

Use multiple indicators to determine effectiveness of the literacy curriculum

Standard 12.6

Met

Not Met X

Plan and implement programs designed to help students improve their reading and writing including those supported by federal, state, and local funding

The competency level listed is not in compliance with the required level of proficiency.

Standard 12.7

Met X

Not Met

Help develop individual educational plans for students with severe learning problems related to literacy

13.0 Professional Development

Standard 13.1

Met X

Not Met

Participate in professional development programs

Standard 13.2

Met X

Not Met

Initiate, implement, and evaluate professional-development programs

Standard 13.3

Met

Not Met X

Provide professional-development experiences that help emphasize the dynamic interaction among prior knowledge, experience, and the school context as well as among other aspects of reading development

The competency level listed is not in compliance with the required level of proficiency.

Standard 13.4

Met

Not Met X

Provide professional-development experiences that are sensitive to school constraints (e.g., class size or limited resources)

The competency level listed is not in compliance with the required level of proficiency.

Standard 13.5

Met X

Not Met

Use multiple indicators to judge professional growth

Standard 13.6

Met X

Not Met

Model ethical professional behavior

14.0 Research

Standard 14.1

Met

Not Met X

Apply research for improved literacy

The competency level listed is not in compliance with the required level of proficiency.

Standard 14.2

Met

Not Met X

Conduct research with a range of methodologies (e.g., ethnographic, descriptive, experimental, or historical

The competency level listed is not in compliance with the required level of proficiency.

Standard 14.3

Met X

Not Met

Promote and facilitate teacher-and classroom-based research

Supervision of Paraprofessionals

Standard 15.1

Met X

Not Met

Plan lessons for paraprofessional

Standard 15.2

Met X

Not Met

Observe and evaluate paraprofessionals interacting with children and provide feedback to them on their performance

Standard 15.3

Met

Not Met X

Provide professional development and training for paraprofessionals

The competency level listed is not in compliance with the required level of proficiency.

Standard 15.4

Met X

Not Met

Provide emotional and academic support for paraprofessional

16.0 Professionalism

Standard 16.1

Met X

Not Met

Pursue knowledge of literacy by reading professional journals and publications, and participating in conferences and other professional activities

Standard 16.2

Met X

Not Met

Reflect on one’s practice to improve instruction and other services to students

Standard 16.3

Met X

Not Met

Interact with and participate in decision making with teachers, teacher educators, theoreticians, and researchers

Standard 16.4

Met X

Not Met

Support and participate in efforts to improve the reading profession by being an advocate for licensing and certification

Standard 16.5

Met X

Not Met

Participate in local, state, national, and international professional organizations whose mission is the improvement of literacy

Standard 16.6

Met X

Not Met

Promote collegiality with other literacy professionals through regular conversations, discussions, and consultations about learners, literacy theory, and assessment and instruction

Standard 16.7

Met X

Not Met

Write for publication

Standard 16.8

Met X

Not Met

Make presentations at local, state, regional, and national meetings and conferences

Summary of Program Strengths:

There is a strong field experience and clinical component.
There is a wide range of learning experiences, and multiple types of assessments are used to evaluate student progress.
There is a strong philosophical commitment.
The evaluation of graduates and the survey are well done.
The program is comprehensive and well developed with significant breadth and depth of course work.

Summary of Program Weaknesses:

· There is a lack of defined goals for the program. Goals are implied in the knowledge base section. It is not clearly defined what students should know and be able to do as a result of completing the program.

· The knowledge base is weak and does not offer supporting research

· Attention needs to be given to consistency in what is stated in the matrix and what is in the course syllabi. It needs to be made clear what the students do to demonstrate that a standard has been met. The syllabi are not cross-referenced.

· Bibliography need to be developed for courses identified as 2.2, 2.3, 2.4, 2.6, 2.27, 2.8, 2.10 (also does not list objectives), and 2.11.

Although the program is generally strong, the standards listed as “not met” need to be addressed and clear goals defined. A revision of the knowledge base needs to be considered.

The reviewers offer the following comments for revisions:

Keep in mind that in order to make good informed decisions, the reviewers need as much succinct and focused help as possible from the institution. For future reference, here are some items that would help expedite the review process:

· A cross-reference for how the candidate demonstrates meeting the standard in the matrix, with the assignment on the course syllabus, would be helpful. For example, number the assignments in the syllabus and in the matrix by simply putting EDCI 5264: Comprehension Processes and Reading in the Content Areas; Assignment 7.

· The numbering of the courses was confusing and time consuming to follow. Although the system was explained, the reviewers had to either create their own reference sheets or flip back and forth.

· Avoid using the plastic sleeve type tabs. The labels fall out of the plastic sleeve causing further delay in the review.

· While there is no standard course syllabus format required by IRA/NCATE, it would be helpful to the reviewers if all syllabi from an institution followed the same format.

· A cross-reference of IRA standards and the course assignments on the syllabus is needed. Following each assignment, list the IRA standard(s) that assignment is designed to meet.

· Eliminate extraneous information on the matrix. Stay focused on the required performance-based experience and how it is assessed.

· Download and use the matrix that is located on the NCATE website under program standards.

These suggestions did not enter into the final decision about whether or not the program is in compliance.

Status of Performance Assessment Transition:

The transition plan needs to be explicitly outlined and developed according to the IRA transition plan checklist. Information needs to include an assessment system with specific transition points and criteria for advancement, plans to develop rubrics for evaluating course performances and collecting, aggregating, analyzing and summarizing data in order to monitor program effectiveness. See checklist and samples attached. Also see NCATE website www.ncate.org and search for article entitled “Assessment systems: An explanation of the NCATE transition plan.”

Program in Compliance: N/A

Not in Compliance: Virginia Polytechnic Institute and State University Master’s in Reading program, IRA’s Role 6 Reading Specialist, is not in compliance. A rejoinder should be prepared as outlined in the weaknesses section above and performance assessment data and timeline should also be included

If a second review of the program document is required, how many copies of the rejoinder should be submitted? _____5______

11/01

1. Knowledge Base.

In developing the Masters in Reading Program the Literacy Faculty paid close attention to the complexity of the reading process and developed a knowledge base from multiple sources -- IRA Standards for Reading Professionals, the Virginia State Standards for Reading Teachers, close attention to current research in reading, and the literacy faculty's knowledge of literacy development.

The design emphasized the development of the knowledge of the literacy processes, and the theoretical framework that literacy teaching is culturally mediated. To deal with this complexity, we drew on the work of Peter Mosenthal (2001) and others who have delineated the major traditions in literacy education. These include literacy as knowledge and facility with high cultural capital information, literacy as job skills, literacy as personal fulfillment, literacy as continual exploration, and literacy as social reconstruction.

In preparing reading specialists, the program reflects three commitments; within these commitments are the major goals of the program:

First the program is committed to a broad understanding of literacy curriculum and an understanding of the theoretical underpinnings of literacy development. To enact this commitment we draw on work that captures the breadth of literacy curricula such as that of Peter Freebody and Alan Luke. Using such frameworks as springboards for consideration of curriculum, we include such aspects of curriculum as attention to oral/aural texts, print texts, and digital and multi media texts, and for each of these texts types, we consider code breaking, meaning making, strategic engagement, and critical analysis. Thus, participants become familiar with the broad range of instruction necessary for literacy, and they become knowledgeable about where each grade and activity they consider fits within the broad view.

Our second commitment is to children and adults who struggle for success in school-based literacy. Because these individuals tend to be members of diverse cultural and social groups, we are interested in the concept of difference and how it relates to teaching and learning of school literacy. Through course work and practica, participants are assisted in analyzing environments along cognitive, socio-linguistic, and socio-political lines to discover where instruction may be inappropriate and to make and assess necessary changes. In doing so, they examine and critique a wide range of individual and group intervention programs.

The third commitment is to social reconstructionism as one understanding of literacy. Through coursework, participants are helped to understand that individuals and groups have been considered literate insofar as they demonstrate the knowledge, skill, and moral courage required to change oneself and one's world in the interests of justice and equity. Through the culminating experience for this program, participants have an opportunity to act on this conception of literacy.

In developing the program the Literacy Faculty worked over time to address current standards. We ascertained that by completion of the program the candidates, through measurable performance based tasks, would show understandings of knowledge in the following areas:

· Reading, writing, listening, speaking, and viewing as reciprocal learning process

· Language acquisition and development to include:

Patterns and processes in children’s oral language development and in children’s written language development.

Nature and structure of American English to include -Phonology, Morphology, Syntax, and Orthography.
Variation and change in linguistic patterns to include dialect, slang, words and conventions.

· Curriculum, pedagogy, and assessment in each major tradition within

literacy curricula and instruction to include -- Prescriptive Linguistics, Structural Linguistics, Psycholinguistics, Socio-Cultural Linguistics, and Social Reconstructionism Student Diversity-Linguistic, cultural and learning style

· Attention to instructional scaffolding for individuals and groups with attention to teacher behavior, task features, materials, context or learning environment and assessment strategies

Home/School relationships that focus on developing communication and collaboration
Technology and popular culture with attention to context, mediators of literacy, motivators, instructional resources

· Multiple approaches to teaching reading to all learners K-12 that involves decoding skills and word attack skills

· Develop comprehension skills in all areas through:

Transmission -- Facts, concepts and principles, memory and mnemonics, and informational presentation

Interaction -- Prior knowledge, text structure, metacognition, and strategy instruction

Transaction (Aesthetic and Efferent)-Reader response, intertextuality,

and multiple representational forms

· Reconstructionism that addresses, the ability to Read the World, critical perspectives, social action and social change

· Using various types of scaffolding to support content literacy learning

· Integration of content to provide cohesive structure and connections across curriculum

· Testing as a means of literacy assessment and evaluation that is Norm Based, Criterion Based, High Stakes, Psycho-metrics and School Sorting Processes

· Assessments including Reading Inventories, Running Records, Portfolios, and Virginia State and school based tests

Assessment and evaluation as cyclic processes within literacy paradigms to include:

Gathering information, recording information, interpreting information, making instructional plans, taking action, and assessing our assessments

Other issues when considering assessment and evaluation-Learners, curriculum, materials, instructional tasks, teachers and learning environments
Critique school literacy practices-Grading, tracking, grouping, retention, affiliating, advocating, technologizing, envisioning, and scaffolding
Communicating with other professional, paraprofessionals about literacy learning and learners, preparing documents, writing letters, conferring, and listening
Critiquing the use of literacy assessment and evaluation to revisit the purposes for assessment and evaluation, analyze the processes; consider issues of equity and access.

· Analysis of current literacy research and instruction and the impact on schools and society.

· Professional associations, journals and other online resources/ resources

· Organization and design of literacy program within the school and district context

1. Course of Studies.

The course of studies includes ten three-credit hour courses and two practica. In addition, to complete the program, participants must complete a Master's Project that is the culminating experience for the program (see Appendix A). This program is new for us. We designed it as part of a program review process through which the literacy faculty considered the competencies developed by IRA/NCTE and our professional experience as literacy teacher educators. The new program maintains revised versions of five courses and a practicum from the old program, numbered below as 2,3, 4, 7, 11, and 10, respectively. We added a second practicum as a year-long, six-credit-hour experience, and we developed five new courses. The new courses we have constructed are currently undergoing the university review process. Upon completion of the process, they will be assigned new numbers. In the meantime they can be taught using the 5784 designation listed below. Below we list the courses in the order we will make them available for students. The program as designed will take four years to complete. In the first year students will complete the first four courses. In the second year the next four. In the third year two courses and a practicum, and in the fourth year they will complete the six-credit-hour, year-long practicum.

EDCI 5784: Language, Literacy, and Culture

2. EDCI 5264: Comprehending Processes and Reading in the Content Areas

3. EDCI 4414: Teaching Composition: Methods and Materials.

4. EDCI 4424: Literature for the Adolescent

EDCI 5784: Literacy Research
EDCI 5784: Teacher as Researcher
EDCI 5115: Advanced Educational Psychology
EDCI 5784: Literacies and Technology
EDCI 5784: Assessment for K-12 Literacy Instruction
EDCI 5404: Practicum in Clinical Reading
EDCI 5104: Schooling in American Society
EDCI: 5784: Practicum on the Roles of the Reading Specialist

NOTE: One criticism in the review was that one of the proposed redesigned courses, focusing on Multicultural Literature for Children and Adolescents, was too narrowly focused. We replaced that course with our regular Literature for the Adolescent, which meets the standard of classic and contemporary literature for grades 4-12. The Practicum in Clinical Reading incorporates children’s literature and easy reading materials.

In the following matrix we have addressed the items in the critique under each standard Not Met.

Following the matrix, we present the Transition Plan with supporting materials in Appendix A, B, and C.

The syllabi for the 12 courses are included (following the Transition Plan) because reviewers wanted additional references in some of the syllabi. We also cross-referenced the assignments in the syllabi that were used as measures for the standards we were to address in the critique.

Program Standards and Matrix

Specialized Reading Professional

International Reading Association

X Role 6 Role 7 Role 8 Program Standards	Evidence: performance data, experiences, courses	Institution’s competency level (A,B,or C)
KNOWLEDGE AND BELIEFS ABOUT READING
1.0 Theoretical Base The reading professional will:
1.1 demonstrate recognition that reading should be taught as a process;
1.2 demonstrate an understanding and respect for cultural, linguistic, and ethnic diversity in the teaching process;
1.3 demonstrate an understanding of the importance of literacy for personal and social growth;	EDCI 5784: Language Literacy and Culture: Experiences: The course develops a wide range of connections between literacy and social and personal growth. For example, candidates are required to read three books that focus on the connections between literacy and social and personal growth. The three books are The Light in Their Eyes: Creating Multicultural Learning Communities, Other People’s Words: The Cycle of Low Literacy and Building Communities of Learners. Measures: Candidates demonstrate their understanding of literacy for personal and social growth through developing entries in their Response Journals (Assignment 2 for Sessions 5, 6, & 7). These become the bases for more elaborated Reflection Papers (Assignment 3 for Session 7). Together these contribute to 10% of their grade for the course. Further candidates are required to develop a Literacy Autobiography (Assignment 1) in which they demonstrate the connection between their personal growth and literacy.	C
1.4 illustrate that literacy can be a means for transmitting moral and cultural values;
1.5 demonstrate an understanding of reading as the process of constructing meaning through the interaction of the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation;	EDCI 5264: Comprehending Processes and Reading in the Content Areas. Experiences: Candidates read and study the text, A Handbook of Content Literacy Strategies. In class they discuss their learning from this text. (See explanation of this text on page 1 of the course syllabus. Measures: Candidates must complete a unit framework with two lesson plans that demonstrate candidates’ understanding of reading as a process for constructing meaning through the interaction of reader’s existing knowledge, the text information, and the reading context. (See Assignment 2 and Thematic Guide).	C
4.6 demonstrate an understanding of the major theories of language development, cognition, and learning; and	EDCI 5114: Advanced Educational Psychology. Experiences: Candidates are required to read three texts that explain cognitive learning theories and their relationship to instruction. (See Required Texts). Measures: Candidates take weekly on-line quizzes (See Assignment 1) to assess their understanding of these theories and their applications. They also develop five synopsis papers (See Assignment 2) to explain: classical conditioning, operant conditioning, social learning theory, information processing theory, and mindfulness. Rubrics for completion of the synopsis papers guide candidates in completing these assignments. ESCI 5884: Language, Literacy, and Culture. Experiences: Candidates read and study three texts that relate major theories of language development. These are: Language, Culture, and Teaching: Critical Perspectives for a New Century, Language and Literacy: Studying Discourse in Communities and Classrooms, and The meaning makers: Children learning language and using language to learn. Candidates have opportunities to discuss these theories and hear the instructor’s elaboration.(See sessions 3, 4, and 13.) Measures: Candidates complete a Response Journal (Assignment 2) and Reflection Paper (Assignment 3) to demonstrate their understandings of language theories and their relationships to literacy learning. This reflection paper contributes to 10% of the course grade.
4.7 demonstrate an understanding of the impact of physical, perceptual, emotional, social, cultural, environmental, and intellectual factors on learning, language development, and reading acquisition.		C
2.0 Knowledge Base The reading professional will:
2.1 demonstrate an understanding that written language is a symbolic system;
2.2 demonstrate an understanding of the interrelation of language and literacy acquisition;
2.3 demonstrate an understanding of principles of new language acquisition;
2.4 demonstrate an understanding of phonemic, morphemic, semantic, syntactic, and pragmatic systems of language and their relation to the reading and writing process;
2.5 demonstrate an understanding of the interrelation of reading and writing, and listening and speaking;
2.6 show that students need opportunities to integrate their use of literacy through reading, writing, listening, speaking, viewing, and representing visually;	EDCI 5264: Comprehending Processes and Reading in the Content Areas. Experiences: Candidates read the text, Creativity and Innovation in Content Area Teaching, to learn ways to promote multiple ties to content that include reading, writing, listening, speaking, viewing, and representing visually. Measures: The candidates make weekly assigned presentations to demonstrate their knowledge of opportunities they can provide for learners to develop content literacy through integration of reading, writing, listening, speaking, viewing, and representing visually. (See Assignment 3.) Candidates also keep weekly journals in which they reflect of the readings of this and other texts and course discussions for 20% of the course grade. (See Assignment 4.)	C
2.7 demonstrate an understanding of emergent literacy and the experiences that support it;
2.8 demonstrate an understanding of the role of metacognition in reading and writing, and listening and speaking;
2.9 demonstrate an understanding of how contextual factors in the school can influence student learning and reading (e.g., grouping procedures, school programs, and assessment);
2.10 show how past and present literacy leaders contributed to the knowledge base;		C
2.11 show an understanding of relevant reading research from general education and how it has influenced literacy education;		C
2.12 teach classic and contemporary children’s and young adults’ literature, and easy-reading fiction and nonfiction for adults, at appropriate levels;	EDCI 4424: Literature for the Adolescent Experiences: Candidates read a wide variety of young adults’ literature and develop written and alternative responses. (See Assignment 1.) Measures: Candidates complete a Responding Report Project in which they design a plan to lead learners from response to analysis in the study of a classic or contemporary novel. (See Assignment 2.) EDCI 5304: Practicum in Clinical Reading Experiences: Candidates review children’s literature and easy-reading fiction and nonfiction to determine the various uses and age-appropriateness of these materials. Measures: Candidates develop an annotated bibliography of children’s literature and easy-reading materials indicating the readability, interest level, plot summary, special features, and possible uses of each book. (See Assignment 4.) This assignment contributes to 15% of the course grade.	C
2.13 illustrate the importance of giving learners opportunities in all aspects of literacy (e.g., as readers, writers, thinkers, reactors, or responders); and	EDCI 5404: Practicum in Clinical Reading Experiences: Candidates read and annotate (See Assignment 3) four texts that highlight ways to provide learners with opportunities in all aspects of literacy including reading, writing, thinking, reacting, and responding. (See Course Texts.) Measures: Candidates complete a Tutoring Log (See Assignment 1) in which they explain how they created a literate environment that fosters interest in all aspects of literacy including reading, writing, thinking, reacting, and responding. (See Item 10 on Rubric for Tutoring Log.)	C
2.14 show that goals, instruction, and assessment should be aligned.
3.0 Individual Differences The reading professional will:
3.1 illustrate how differences among learners influence their literacy development;
3.2 demonstrate an understanding and respect for cultural, linguistic, and ethnic diversity in the teaching process;
3.3 show that spelling is developmental and is based on student knowledge of the phonological system and of the letter names, their judgments of phonetic similarities and differences, and their ability to abstract phonetic information from letter names;
3.4 illustrate the importance of creating programs to address the strengths and needs of individual learners; and		C
3.5 show knowledge of federal, state, and local programs designed to help students with reading and writing problems.
4.0 Reading Difficulties The reading professional will:
4.1 demonstrate an understanding of the nature and multiple causes of reading and writing difficulties;
4.2 demonstrate knowledge of principles for diagnosing reading difficulties;
4.3 illustrate an understanding of individualized and group instructional interventions targeted toward those students in greatest need or at low proficiency levels; and
4.4 show an understanding of the instructional implications of research in special education, psychology, and other fields that deal with the treatment of students with reading and learning difficulties.
INSTRUCTION AND ASSESSMENT
5.0 Creating a Literate Environment The reading professional will be able to:
5.1 create a literate environment that fosters interest and growth in all aspects of literacy;
5.2 use texts and trade books to stimulate interest, promote reading growth, foster appreciation for the written word, and increase the motivation of learners to read widely and independently for information, pleasure, and personal growth;
5.3 model and discuss reading and writing as valuable, lifelong activities;
5.4 provide opportunities for learners to select from a variety of written materials, to read extended texts, and to read for many authentic purposes;
5.5 provide opportunities for creative and personal responses to literature, including storytelling;
5.6 promote the integration of language arts in all content areas;
5.7 use instructional and information technologies to support literacy learning; and
5.8 implement effective strategies to include parents as partners in theliteracy development of their children.
6.0 Word Identification, Vocabulary, and Spelling The reading professional will be able to:
6.1 teach students to monitor their own word identification through the use of syntax, semantic, and graphophonemic relations;
6.2 use phonics to teach students to use their knowledge of letter/sound correspondence to identify sounds in the construction of meaning;
6.3 teach students to use context to identify and define unfamiliar words;
6.4 guide students to refine their spelling knowledge through reading and writing;
6.5 teach students to recognize and use various spelling patterns in the English language as an aid to word identification; and
6.6 employ effective techniques and strategies for the ongoing development of independent vocabulary acquisition.
7.0 Comprehension The reading professional will be able to:
7.1 provide direct instruction and model when and how to use multiple comprehension strategies, including retelling;
7.2 model questioning strategies;
7.3 teach students to connect prior knowledge with new information;
7.4 teach students strategies for monitoring their own comprehension;
7.5 ensure that students can use various aspects of text to gain comprehension, including conventions of written English, text structure and genres, figurative language, and intertextual links; and
7.6 ensure that students gain understanding of the meaning and importance of the conventions of standard written English (e.g., punctuation or usage).
8.0 Study Strategies The reading professional will be able to:
8.1 provide opportunities to locate and use a variety of print, nonprint, and electronic reference sources;
8.2 teach students to vary reading rate according to the purpose(s) and difficulty of the material;
8.3 teach students effective time management strategies;
8.4 teach students strategies to organize and remember information; and
8.5 teach test-taking strategies.	ED CI 5404: Practicum in Clinical Reading Experiences: Candidates consider test taking strategies and ways of assessing and teaching them to struggling learners by exploring current web resources. (See Session 13.) Measures: Candidates conduct and reflect on a tutorial in which they support a literacy learner in a variety of ways, including assessment and instruction in test taking strategies. (See Assignment 1 and rubric for tutoring log.)	C
9.0 Writing The reading professional will be able to:
9.1 teach students planning strategies most appropriate for particular kinds of writing;
9.2 teach students to draft, revise, and edit their writing; and
9.3 teach students the conventions of standard written English needed to edit their compositions.
10.0 Assessment The reading professional will be able to:
10.1 develop and conduct assessments that involve multiple indicators of learner progress; and
10.2 administer and use information from norm-referenced tests, criterion-referenced tests, formal and informal inventories, constructed response measures, portfolio-based assessments, student self-evaluations, work/performance samples, observations, anecdotal records, journals, and other indicators of student progress to inform instruction and learning.
ORGANIZING AND ENHANCING A READING PROGRAM
11.0 Communicating Information about Reading The reading professional will be able to:
11.1 communicate with students about their strengths, areas for improvement, and ways to achieve improvement;
11.2 communicate with allied professionals and paraprofessionals in assessing student achievement and planning instruction;
11.3 involve parents in cooperative efforts and programs to support students’ reading and writing development;
11.4 communicate information about literacy and data to administrators, staff members, school board members, policymakers, the media, parents, and the community; and
11.5 interpret research findings related to the improvement of instruction and communicate these to colleagues and the wider community.
12.0 Curriculum Development The reading professional will be able to:
12.1 initiate and participate in ongoing curriculum development and evaluation;
12.2 adapt instruction to meet the needs of different learners to accomplish different purposes;
12.3 supervise, coordinate, and support all services associated with literacy programs (e.g., needs assessment, program development, budgeting and evaluation, and grant and proposal writing);
12.4 select and evaluate instructional materials for literacy, including those that are technology-based;
12.5 use multiple indicators to determine effectiveness of the literacy curriculum;
12.6 plan and implement programs designed to help students improve their reading and writing including those supported by federal, state, and local funding; and		C
12.7 help develop individual educational plans for students with severe learning problems related to literacy.
13.0 Professional Development The reading professional will be able to:
13.1 participate in professional development programs;
13.2 initiate, implement, and evaluate professional development programs;
13.3 provide professional development experiences that help emphasize the dynamic interaction among prior knowledge, experience, and the school context as well as among other aspects of reading development;		C
13.4 provide professional development experiences that are sensitive to school constraints (e.g., class size or limited resources);		C
13.5 use multiple indicators to judge professional growth; and
13.6 model ethical professional behavior.
14.0 Research The reading professional will be able to:
14.1 apply research for improved literacy;		C
14.2 conduct research with a range of methodologies (e.g., ethnographic, descriptive, experimental, or historical); and		C
14.3 promote and facilitate teacher- and classroom-based research.
15.0 Supervision of Paraprofessionals The reading professional will be able to:
15.1 plan lessons for paraprofessionals;
15.2 observe and evaluate paraprofessionals interacting with children and provide feedback to them on their performance;
15.3 provide professional development and training for paraprofessionals; and		C
15.4 provide emotional and academic support for paraprofessionals.
16.0 Professionalism The reading professional will be able to:
16.1 pursue knowledge of literacy by reading professional journals and publications; and participating in conferences and other professional activities;
16.2 reflect on one’s practice to improve instruction and other services to students;
16.3 interact with and participate in decision-making with teachers, teacher educators, theoreticians, and researchers;
16.4 support and participate in efforts to improve the reading profession by being an advocate for licensing and certification;
16.5 participate in local, state, national, and international professional organizations whose mission is the improvement of literacy;
16.6 promote collegiality with other literacy professionals through regular conversations, discussions, and consultations about learners, literacy theory, and assessment and instruction;
16.7 write for publication; and
16.8 make presentations at local, state, regional, and national meetings and conferences.

Master's Project Outline

As a culminating experience for your master's degree in Curriculum and Instruction with a specialization in reading/literacy, you are required to complete a professional project. The project must be an effort that allows you to develop knowledge and skills important to literacy teachers and reading specialists (See Standards for Reading Professionals). Besides advancing your learning, the project you undertake must benefit the literacy of some other group. Benefits from your project might accrue, for example, to a group of children, teachers, parents, or community members, or to several such groups.

Because successful projects will take many forms, you are asked to submit a project request. Your advisor, Dr. Lalik, will review your request. She may approve the request as written, approve it with modifications she requests, ask for additional information before making a decision, or ask you to develop an alternative project.

To assist you in developing a project proposal, we have designed an outline for you to complete. Please complete it, and provide Dr. Lalik with a copy on or before November 15, 2001. Dr. Lalik will respond to you proposal on or before December 20.

V. Master's Project Proposal

Reading/Literacy Specialization

I. Describe the purpose(s) of the project.

II. Describe the nature of the project.

III. Explain how you, as a literacy teacher and reading specialist, will benefit from the project. (As part of this explanation, indicate the specific competencies that you will develop through your project and why you think each will become important in your work.)

IV. Explain how the literacy of one or more other groups will benefit from the project.

V. Explain how you will carry out the project. (Be as detailed as possible here.)

VI. List the artifacts that will be developed as you develop, conduct, and assess the project.

While you are completing your project please develop a log to record your project. Record everything you do throughout the project and reflect on what your process and progress. Also keep copies of all project artifacts with your journal. When the project is complete write a project narrative in which you describe four aspects of your work. These should include: what you did; what happened; what you learned; and what your next steps toward learning as a learner and literacy teacher/specialist will be.

You will present your paper at a conference at the end of the semester and display the artifacts. Right now we are planning to hold the conference at a school site. Conference participants will include master's candidates and their colleague/guests as well as three university professors. At the conference we will convene two sessions of round table project presentations. You will describe your work at a round table and invite your audience to converse with you about it.

Supporting Materials for Transition Plan

The Literacy Faculty used the IRA reading specialization standards to devise the content for the new courses in the Reading Specialist program. They then did a programmatic scan of the course syllabi and standards (see Appendix B). Although the standards are woven throughout the courses, they chose to identify only those standards within courses that are stressed. Using this matrix and the syllabi, the Literacy Faculty then selected “points” for assessment within courses (and at critical checkpoints, see Transition Plan) to provide a programmatic assessment across the four years of a cohort (see Appendix C). A database has been developed for these assessment points. Rubrics for some tasks have been developed; these will be refined and others developed as the cohort progress through the program (the first intake of the new program is fall 2002; the old program was approved under the old standards). The primary leader of the reading specialist program will be responsible for collecting the assessment points from faculty as candidates finish courses.

The Center for Teacher Education is responsible for aggregating data, providing the data for program analysis, and storing data for Unit assessment. The Center for Teacher Education manages the distribution and aggregation of the employer surveys and recent graduate surveys and presents the data to programs for program analysis and ultimately program revision.

International Reading Association

Programmatic Transition Points Plan

Checkpoints, Assessments, and Courses of Action

2001-2002

2002-2003

2003-2004

2004-2005

1. Entrance

To be admitted to the program, a candidate must have a grade point average of 3.00 or better on the last 60 hours of the undergraduate program; three positive letters of recommendation from other professionals who speak to the applicant's knowledge in use; endorsement in K-12 teaching; evidence of successful teaching experience such as a portfolio; a satisfactory essay describing knowledge and views concerning literacy teaching and learning, and a satisfactory interview with a faculty member who has primary responsibility for the program.

Develop rubrics for the essay and the interview. The Unit rubrics are on a 4 point scale: 0=unsatisfactory

1=basic

2=proficient

3=distinguished

Collect pilot data on candidates for fall 2002 cohort.

Refine rubrics for essay and the interview.

Collect data on incoming candidates in fall 2003 cohort.

Aggregate data for both rubrics.

Analyze data and make changes where necessary.

Collect additional data.

Continue to collect, aggregate, and analyze data.

Literacy faculty will make changes in entrance process based on analyses of data as well as analyses of how the entrance criteria seeks to meet other goals of the Professional Unit and the University, such as increasing the diversity of the candidates.

2. During first clinical practice

Once candidates have completed the required sequence of courses and the projects in the program assessment plan, they enter the first of two clinical practica. In Practicum in Clinical Reading, candidates are required to tutor a learner for at least twenty sessions of approximately 45 minutes to one hour. Students keep a tutoring journal that is reviewed each week by the supporting faculty member and by other participating students. Part of this experience involves the student in working as a partner with the learner, the learner's family, and an allied professional. It also includes preparing appropriate reports of the tutoring for each of these three audiences. Students in this practicum will meet every week throughout the semester for a three-hour session during which under the guidance of a faculty member they assist each other in the tutoring. Candidates will document the P-12 students’ work in a portfolio that addresses IRA standards 61-6.6 and 7.1-7.6. A rubric will be used to assess the portfolio. Candidates not attaining a “proficient” or “distinguished” rating will have to re-submit the portfolio based on the critique of the document. If the candidate does not meet the rating required after the second submission, a committee comprised of the literacy faculty will discuss the candidate’s progress and make a decision concerning a third try or discontinuation of the program.

Develop a rubric for assessing the portfolio.

Collect data on the portfolio assessment

Analyze the documentation of P-12 student work and make recommendations for improving the documentation process.

Collect data on portfolio assessment and aggregate the data.

Analyze the data and portfolio process and revise the portfolio directions and the course (practicum) that supports the project.

Continue to collect, aggregate, and analyze new data based on changes in the revised (2003) IRA standards and program changes recommended from the analysis.

3. Prior to exiting clinical practice

In the second practicum on the Roles of the Reading Specialist, candidates collaborate with a Reading Specialist, assisting in all the various activities of the job. Candidates submit a case study that describes how they initiate, maintain, and assess a group of teachers and parents working as partners to support school-base literacy learning. The case study will be assessed with a rubric. Candidates must attain at least a “proficient” rating or they will be referred to the literacy faculty committee for a decision.

During this practicum, candidates also mentor a paraprofessional, conduct a search for federal, state, and local intervention programs, and collaborate with administrators, teachers and others to establish a school-based learning community as part of their study of staff development. They develop a communication with community leaders and policy makers. Every other week throughout the year-long practicum students meet with the supporting faculty member as well as the other students completing the practicum, At these meetings they describe and assess their progress and consider adjustments in their work.

Develop rubric for assessing the case study.

Collect pilot data.

Refine the rubric based on the pilot data.

Decide whether other tasks in the clinical practice should be assessed with rubrics and data collected.

If so, develop a rubric.

Continue to collect data.

Literacy faculty reviews the assessments procedures for the clinical practica and makes recommendations for program revision.

Make changes in assessments of this stage based on recommendations of literacy faculty.

Continue to collect, aggregate, and analyze data.

Align with revised IRA (2003) standards.

4. Completion

As a culminating experience, candidates design, conduct and assess a project intended to contribute to the success of literacy learners. The project may be classroom based (see Master’s Project description in Appendix A.) Candidates give a conference presentation of their work for local educators and they prepare a narrative description of the project and what they learned from doing it. The narrative is reviewed by at least three faculty members and assessed using a rubric. Candidates must receive at least a “proficient” rating or they will be referred to the literacy faculty committee for a decision.

Candidates also complete an exit interview.

Develop rubrics for assessing the project and the exit interview.

Collect pilot data.

Refine the rubrics based on the pilot data.

Collect additional data and aggregate for analysis and recommendations.

Continue to collect, aggregate, and analyze data.

Literacy faculty makes recommendations for the Completion checkpoint based on exit interviews

An employer survey is developed based on IRA standards and program goals. Collect pilot data from employer survey.

Continue to collect, aggregate, and analyze data.

Align with revised IRA (2003) standards.

Design and pilot a recent graduate survey (2 and 3 years out).

Analyze pilot data from employer survey.

The Literacy Faculty will be responsible for developing, implementing, and revising the assessment plan and program changes as well as submitting any necessary revisions through the appropriate curriculum committees of the department, college, and university. The assessment data will be collected in a data base and submitted to the Center for Teacher Education for aggregation and storage. The aggregated data will then be sent to the Literacy Faculty for periodic analysis and further revisions in the assessment process.

International Reading Association

Transition Plan Checklist

For Graduate Programs in Reading for NCATE Accreditation

Show how your program is moving toward performance assessment by including a transition plan in your program review. The plan should contain the following components:

__X__ Identifies transition points at the unit and/or program level. Points must be upon entry into the program, prior to beginning clinical practice, prior to exiting clinical practice, and upon program completion. Additional transition points can also be included.

__X__ Identifies the major assessments that will be used at the identified transition points (tests, case studies, portfolios, reflections, lesson plans).

__X__ Identifies a timeline for the development and implementation of each major assessment.

__X__ Identifies the design for the collection, analysis, summarization, and use of the data.

__X__ Identifies the aspects of the system or plan that address the unit operation (advising, employer surveys, admission)

__X__ Identifies how information technology will be used to maintain the assessment system.

Appendix A – Syllabi for Courses in Specialized Reading Professional Program

Appendix B – Program Scan of Standards and Matrix

Appendix C – Programmatic Assessment Matrix

A – Awareness B – Basic Understanding C – Comprehensive Understanding O – Not Applicable