1. The CSU Center for the Advancement of Reading (CAR)
The California State University
The CSU Center for the Advancement of Reading (CAR)
Nancy Brynelson and Hallie Yopp Slowik
Co-Directors

2. National Context Calls for international competitiveness
CENTER FOR THE ADVANCEMENT OF READING
National Context
Calls for international competitiveness
Common Core State Standards
Education reform initiatives related to
Early childhood education
High school graduation
STEM (Science, Technology, Engineering, and Mathematics)
College readiness
College completion
Teacher preparation

3. CENTER FOR THE ADVANCEMENT OF READING
State Context
Commission on Teacher Credentialing (CTC) Accreditation Standards
Reading Instruction Competence Assessment (RICA)
California’s Common Core Content Standards
Reading reforms of the last two decades
State initiatives parallel to national priorities

4. CENTER FOR THE ADVANCEMENT OF READING
Mission
The CSU Center for the Advancement of Reading, dedicated to excellence in literacy instruction, promotes the preparation of effective teachers and reading specialists in the California State University by:
Facilitating faculty communication and research;
Disseminating research and policy information;
Fostering connections among the CSU literacy faculty, P-12 partners, and public education stakeholders; and
Serving as a forum for the interchange of public and academic interests.

5. CENTER FOR THE ADVANCEMENT OF READING
Mission (continued)
The Center is committed to ensuring that California's children and adolescents will be capable readers and writers; as such, they will have the greatest chance of becoming successful and productive citizens in today's changing world.

6. Council of Faculty Representatives
CENTER FOR THE ADVANCEMENT OF READING
Council of Faculty Representatives
23 members
One faculty member from each campus that has a teacher preparation program plus CalStateTEACH

7. Advisory Board Association of California School Administrators
CENTER FOR THE ADVANCEMENT OF READING
Advisory Board
Association of California School Administrators
Curriculum and Instruction Steering Committee of California County Superintendents Education Services Association
California Department of Education
California Reading Association
California School Boards Association
California State Parent Teacher Association
CSU Faculty

8. CENTER FOR THE ADVANCEMENT OF READING
Work of the Center
Reading Conferences and Intersegmental Faculty Forums
CAR Quarterly
Publications
CAR Website

9. Work of the Center (continued)
CENTER FOR THE ADVANCEMENT OF READING
Work of the Center (continued)
Special Projects
Single Subject Reading Task Force
Early Assessment Program
ERWC
RIAP
Preservice Integration
Service on System and State Task Forces and Policy Committees

10. Reading Conferences and Intersegmental Faculty Forums
CENTER FOR THE ADVANCEMENT OF READING
Reading Conferences and Intersegmental Faculty Forums

11. CSU Reading Conferences, 2002-2009
CENTER FOR THE ADVANCEMENT OF READING
CSU Reading Conferences,
Literacy for All Learners
Literacy Leadership and the Science of Reading
Differentiating Instruction to Meet Diverse Needs
Perspectives on Policy, Research, and Practice
Closing the Literacy Achievement Gap: P-12
Preparing Teachers to Teach Reading Comprehension
Preparing Teachers to Teach Older Readers and Writers
Preparing Teachers to Teach Reading Effectively

12. Collaborative Conference, 2010
CENTER FOR THE ADVANCEMENT OF READING
Collaborative Conference, 2010
CAR Partners:
ACSA
WestEd
CDE
CTA

13. Intersegmental Faculty Forums, 2004-2008
CENTER FOR THE ADVANCEMENT OF READING
Intersegmental Faculty Forums,
Reading and Writing in California Schools: Public Policy and Practice
Teaching Teachers to Teach Reading and Writing
Teacher Preparation and Development in Literacy: Research and Best Practice for ALL Students, Including a Focus on English Learners
Adolescent Literacy: Implications for Teacher Education, Including a Focus on English Learners
Language Minority Children and Youth: Preliminary Findings from the National Literacy Panel

14. CENTER FOR THE ADVANCEMENT OF READING
Quarterly Newsletter

15. CENTER FOR THE ADVANCEMENT OF READING
Publications

16. Process CAR Council and Advisory Board recognize a need.
CENTER FOR THE ADVANCEMENT OF READING
Publications
Process
CAR Council and Advisory Board recognize a need.
CAR Council and Advisory Board discuss a vision.
Lead authors are identified and a document is drafted.
Council members review and provide feedback.
The draft is revised accordingly.

17. CENTER FOR THE ADVANCEMENT OF READING
Publications
Process (continued)
The draft is submitted to all literacy faculty in the CSU, board members, and other knowledgeable parties.
The draft is revised accordingly.
The draft is reviewed again by Council and Board members.
The document is published and disseminated.

18. CAR’s Website www.calstate.edu/car
CENTER FOR THE ADVANCEMENT OF READING
CAR’s Website

19. Single Subject Reading Task Force
CENTER FOR THE ADVANCEMENT OF READING
Single Subject Reading Task Force
Response to evaluation results
Lack of candidate preparedness in reading
CSU faculty experts from 12 campuses convened in 2003

20. Identified six Core Principles to increase coherence across the system
CENTER FOR THE ADVANCEMENT OF READING
Single Subject Reading Task Force
Identified six Core Principles to increase coherence across the system
Reading Processes
Comprehension and Content Learning
Adolescent Literacy
Assessment
Differentiation
Planning and Integration

21. CENTER FOR THE ADVANCEMENT OF READING
Single Subject Reading Task Force
Faculty resource created to enhance teaching of Single Subject reading courses
Core Principles
Key Questions
Discussion
Activities, Assignments, and Assessments
Candidate Outcomes
Enduring Understandings
References and Resources
Sample syllabi
Additional Examples and Resources

22. Dissemination and Future Plans
CENTER FOR THE ADVANCEMENT OF READING
Single Subject Reading Task Force
Dissemination and Future Plans
Workshops provided to faculty 2004 & 2005
Resources created for Single Subject methods courses 2007
English
Mathematics
History-social science
Science
Major revision planned for 2011

23. Expository Reading and Writing Course (ERWC)
CENTER FOR THE ADVANCEMENT OF READING
Early Assessment Program
Expository Reading and Writing Course (ERWC)

24. CENTER FOR THE ADVANCEMENT OF READING
Early Assessment Program
Structure of the ERWC
Calibrated Peer Review  online essay preparation
Developed by CSU English faculty and high school teachers
Aligned with ELA content standards for 11th and 12th grades
Structured around assignment template addressing reading and writing
Approved to fulfill the “b” English requirement of the UC and CSU “a-g” college entrance requirements in grades 11 and/or 12
Intended for broad usage (not as an honors or remedial course and not necessarily tied to EAP results)

25. Emphases of the ERWC Calibrated Peer Review  online essay preparation
CENTER FOR THE ADVANCEMENT OF READING
Early Assessment Program
Emphases of the ERWC
Calibrated Peer Review  online essay preparation
Engages students in a study of rhetoric and composition
Enables students to read and write academic prose effectively and strategically
Increases students’ mastery of academic language
Emphasizes in-depth study of expository, analytical, and argumentative writing
Deepens students’ critical reading, writing, and thinking skills

26. Key Principles of the ERWC
CENTER FOR THE ADVANCEMENT OF READING
Early Assessment Program
Key Principles of the ERWC
The integration of interactive reading and writing processes;
A rhetorical approach to texts that fosters critical thinking;
Materials and themes that engage student interest and provide a foundation for principled debate and argument;
Classroom activities designed to model and foster successful practices of fluent readers and writers;
Research-based methodologies with a consistent relationship between theory and practice;
Built-in flexibility to allow teachers to respond to varied students' needs and instructional contexts; and
Alignment with English-Language Arts Content Standards.

27. Professional Development for ERWC
CENTER FOR THE ADVANCEMENT OF READING
Early Assessment Program
Professional Development for ERWC
Designed to provide teachers with skills necessary to teach ERWC and insight about expectations for college reading and writing
Offered by County Offices of Education and CSU to high school English teachers and other educators
Facilitated by teams of CSU faculty and high school teachers/county office of education specialist
Scheduled for 3½ days (20 hrs) over 3-6 months

28. Reading Institutes for Academic Preparation (RIAP)
CENTER FOR THE ADVANCEMENT OF READING
Early Assessment Program
Reading Institutes for Academic Preparation (RIAP)

29. Structure and Emphases of RIAP
CENTER FOR THE ADVANCEMENT OF READING
Early Assessment Program
Structure and Emphases of RIAP
Improves teachers’ capacity to teach academic literacy across the curriculum
Includes ERWC and disciplinary literacy
Offered through selected CSU campuses for teachers in grades 9-12 in all subject areas
Scheduled for 80 hours over 9-12 months

30. CENTER FOR THE ADVANCEMENT OF READING
Early Assessment Program
Regional Meetings for Single Subject Preservice Faculty in English and Content Literacy
Designed to encourage faculty to integrate college readiness and ERWC into preservice coursework

31. CSU Contributions to Policy
CENTER FOR THE ADVANCEMENT OF READING
CSU Contributions to Policy
RICA Panel
Reading Standards for Accreditation
Multiple Subject Teaching Credential
Single Subject Teaching Credential
Reading and Literacy Added Authorization
Reading and Literacy Leadership Specialist Credential
Preschool Stakeholder Meetings
California Literacy Team (Striving Readers)

32. Promising Aspects of the Center’s Work
CENTER FOR THE ADVANCEMENT OF READING
Promising Aspects of the Center’s Work
Faculty conversations and collaboration
Access to relevant information
Partnerships with P-12
Partnerships with other stakeholders
Participation in the development of teacher education policy and regulations

33. The California State University