Keys to Preparing ILA/CAEP Program Reports for Writers Association of Literacy Educators and Researchers Myrtle Beach, SC | November 5, 2016

Agenda Introductions Contemporary role of the reading specialist/literacy coach ILA specific guidelines Overview of program report and Standards 2010 for Reading Professionals Requirements of the program assessment system Sample report sections Small group work session Resources, Contacts and Q & A

Reading Specialist/ Literacy Coach Contemporary literacy professionals may have a combination of primary responsibilities: Supporting struggling readers in or out of classroom Supporting teacher learning Developing, leading, or evaluating the school-based reading or writing program

Reading Specialist/ Literacy Coach (Defined) Professionals whose goal is to improve reading achievement in their assigned school or district Responsibilities may include teaching, coaching, and leading school reading programs Resource person in reading and writing who supports personnel, administrators, teachers, and the community Works collaboratively with other professionals to build and implement reading programs for individuals and groups of students Facilitates professional development based on historical and current literature and research Advocates for struggling readers

Coaching Activity: 3 Levels of Intensity

2010 Standards for Reading Professionals Foundational knowledge Curriculum and instruction Assessment and evaluation Diversity Literate environment Professional learning and leadership

ILA Specific Guidelines Program must incorporate an equivalent of 21-27 graduate semester hours in reading, literacy, language arts, and related courses Coursework must include a supervised practicum experience – typically the equivalent of 6 semester hours Supervision may include observations, conferences, and audiotape or videotape review of lessons Academic and practicum experiences must develop candidates for all three roles: interventionist (emphasis), literacy coach (novice), and reading program supervisor/leader (novice)

Overview of Program Report Institutions must provide evidence of meeting the standards based on 6-8 assessments (recommendation: 8 assessments) Assessments and rubrics must align with the Standards 2010 for all three roles of the reading specialist/literacy coach: Interventionist Literacy coach Reading program supervisor/leader Assessment system must build a case that all standards are met through utilizing the elements and potential sources of evidence = “preponderance of evidence” Program level assessments must be administered to all candidates (no choices) and should span the program

Format: What Option? Option A CAEP Report Format: 6-8 Assessments, Five Designated Assessments: Content (2) including State Licensure Data (if required); Professional and Pedagogical Knowledge (2); P-12 Student Learning (1) Additional Assessments (1-3) Option B Choose Your Own Assessments: Up to 8 Assessments, including (1) State Licensure Data (if required); (2) Impact on Student Learning; (3) Additional Content, Pedagogical Knowledge Assessments Option C Need CAEP permission; 2nd report using 2010 standards; minimal changes; being phased out Option D Need CAEP permission—Validity and Reliability Study

Sections of the Program Report Cover Sheet Section I: Context Section II: List of assessments (chart) Section III: Relationship of assessments to standards (matrix) Section IV: Evidence for meeting standards (attached files using CAEP required format) and sample assessments Section V: Use of assessment results to improve program (narrative) Section VI: For revised reports or response to conditions reports only

Section I: Context Narrative or attachments, including the following: Any state or institutional policies that influence your program? Describe supervised clinical/practicum and other experiences Attach program of study Table with three years of data on candidates enrolled in the program; no longer required to separate if multiple sites Faculty information

Section II: List of Assessments

Section III: Matrix

Section IV: Evidence for Meeting Standards Two-page narrative of each assessment includes: Brief description of assessment and its use in the program Description of how assessment aligns with the standards Brief analysis of data findings Interpretation of how data provide evidence for meeting specific standards by the standard number, title, and/or wording. One attachment for each assessment includes: the assessment tool (the detailed directions given to candidates), scoring guide/rubric, and data table disaggregated by TWO applications Numbers and letters format…see slide 20

Section IV, continued: Sample Assessments #1 & #2: Content Knowledge Licensure exams or professional examinations of content knowledge (If required by state, it must be #1; institutions must report results with % pass rate. NCATE reports 80% required; CAEP reports 90% aspirational) Comprehensive Examinations Research Reports Child Studies/Action Research Portfolio Tasks (all candidates perform) Evidence Base for Professional Development Initiatives

Sample Assessment #3: Ability to Plan Instruction Developing lesson plans and units of study Selecting, using, and evaluating assessment tools Selecting, using, and evaluating curriculum, instructional techniques, and appropriate materials Establishing and evaluating literate environment Designing and implementing instruction Portfolio tasks Literacy coaching components utilizing assessments above

Sample Assessment #4: Assessment of Internship, Practicum, Clinical Experience Reflective practitioner observation protocol Coaching cycle observation, reflection and evaluation by supervisor Final school report, parent conference Analysis of video segment with peer review, coaching and supervisor feedback Practicum portfolio

Sample Assessment #5: Impact on Student Learning Case studies Action research with a pretest-posttest design Analyzing student work samples Designing and implementing instruction and/or intervention Portfolio tasks Literacy coaching and leadership experiences utilizing assessments above

Sample Assessments #6, 7, & 8: Additional Assessments Eight assessments are strongly recommended, although only six are required. Diversity, technology, creating a literate environment, coaching and leadership experiences are typical areas to further develop. Diagnostic portfolio for diverse learners at the elementary and secondary levels Three levels of literacy coaching in the clinic and in school settings Data reports for whole school reading program and Report Night Supporting teachers to select and evaluate materials and instructional methods to meet Professional development series, book study leadership

Section V: Assessments/Data to Inform Program Improvement Narrative with no more than 12,000 characters Summarize principal findings from the assessment results, faculty interpretation of data, and how candidate performance informs plans to strengthen the program Organized by three headings: Content knowledge Professional and pedagogical knowledge, skills and dispositions Impact on P-12 student learning

Section VI: For Revised Programs Response to conditions narrative: Organized by the conditions—what changes did you make? Only one application of data required Revised reports narrative: Describe changes or additions that have been made to address the Standards TIP—Even if ILA did not specifically ask for something, you can include any (all!) sections of the program report to make your case to earn national recognition.

Small Group Sessions Small Group Goals: To examine “tips for writing a successful report” and resource materials (handbook) To address questions and discuss immediate challenges of program development, report writing, and transitioning to the Standards 2010 To examine assessment samples and additional resources Group 1 - 2010 Program Report New Writers (Option A/B) Group 2 - 2010 Program Report Seasoned Writers (Option A/B) Group 3 - Response to Conditions Writers

Resources ILA/CAEP Workshops and Individual 30-minute consultation on July 14, 2017 at the International Literacy Association Conference & Exhibits in Orlando, Florida Consultation with member of ILA Audit Team when additional support is needed; contracted service with ILA (on-site, e-mail or telephone) CAEP SPA Library: caepnet.org ILA: literacyworldwide.org ILA/CAEP Guidelines for Program Writers and Reviewers Dr. Diane Kern, ILA/CAEP SPA Coordinator, dkern@reading.org