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

2. 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

3. 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

4. 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

5. Coaching Activity: 3 Levels of Intensity

6. 2010 Standards for Reading Professionals
Foundational knowledge
Curriculum and instruction
Assessment and evaluation
Diversity
Literate environment
Professional learning and leadership

7. ILA Specific Guidelines
Program must incorporate an equivalent of 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)

8. 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

9. 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

10. 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

11. 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

12. Section II: List of Assessments

13. Section III: Matrix

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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.

22. 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 Program Report New Writers (Option A/B)
Group Program Report Seasoned Writers (Option A/B)
Group 3 - Response to Conditions Writers

23. 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, 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,