1. Writing an NCATE/IRA Program Report
Prepared by Barbara Chesler, Longwood University, on behalf of the International Reading Association

2. Questions That Guide Reports
Do candidates meet state licensure requirements?
Have candidates mastered the content knowledge?
Can candidates conceptualize and plan their teaching or other professional educational responsibilities?
Are candidates effective in promoting student learning?

3. Focus of Reports Assessments are aligned with IRA standards
7-8 required assessments
Reviewers will examine:
the quality of assessments
the appropriateness of the assessments to the standards

4. New Report Format Section I: Contextual Information
Section II: Standards-Assessment Chart
Section III: Required Assessment
Section IV: Evidence for Meeting Standards
Section V: Use of Assessment Results to Improve Candidate and Program Performance

5. Cover Sheet Information on the Institution Information on the State
Grade levels candidates are prepared to teach
Degree awarded
If program is offered at more than one site
Title of state license
Program report status
Information on the State
Is there a state licensure test for reading specialist/literacy coach

6. Section I: Contextual Information
Information is provided that will be used later for the Unit’s Institutional Report (IR)

7. Section I: Contextual Information (cont.)
Provides general information and description of the program.
Provides information for the “Overview” of the Unit Institutional Report (IR).
Number of candidates and completers are reported.
Provides information on three years’ of data on candidates enrolled and completing the program.

8. Section I: Contextual Information (cont.)
Provides information on faculty (used for IR report – Standard 5)
Links to a table
Describes the relationship of the program to the Unit’s Conceptual Framework

9. Section I: Contextual Information (cont.)
Describes the relationship of assessments used in the program to the Unit’s Assessment System (Standard 2).
Key assessments used in the program, are derived from or inform, the assessment system of the Unit.

10. Section II: Assessment Chart
List of key assessments that are used with all candidates in the program.
Assessments will probably provide evidence for more than one standard.
Think about the four transition points in the program assessment system or the unit assessment system.

11. Section II (cont.)
For each assessment listed (7-8), an attachment will be sent of the following:
The assessment with instructions to candidates about the assigned task.
Scoring guides or criteria used to score candidate response on assessment.
A table with aggregated results of the assessment providing recent data.
Data organized according to scoring guide
Provide percentage of candidates achieving at each category

12. Samples of Assessments
Research reports
Teacher work samples
Unit/lesson plans
Case study
Interviews
Observations
Action research projects
Online tutorial
Comprehensive exams

13. Section III: Standards Assessment Chart
Assessments are aligned with the IRA standards
Must meet:
ALL 5 standards
All 19 elements
Components within the elements will be a holistic assessment by reviewers

14. Section III (cont.) Assessment evidence in three categories:
Content knowledge
Pedagogical/professional: Knowledge, skills, and dispositions
Candidates effects on student learning

15. Section IV: Evidence for Meeting Standards
Information provided on each of the 7-8 required
assessments
Each assessment is briefly described and limited to 2 pages each.
Statement on how the assessment aligns with the specific standard indicated in Section III.
Brief summary statement of the data findings that were attached with Section II.
Interpretation of how data provides evidence for meeting standards.

16. Assessment #1: Content Knowledge
Data from state licensure tests or professional examination of content knowledge
Assessment must show alignment with IRA standards
Must have 80% pass rate

17. Assessment #2: Content Knowledge
Includes but not limited to standards
1 and 5
Appropriate assessments may be:
Child studies
Portfolios
Research reports
Action research

18. Assessment #3: Pedagogical and Professional Knowledge
Includes but not limited to standards 2 –5
Assessments that demonstrate:
candidates knowledge, skills, and dispositions
candidates can effectively plan reading and literacy education
candidates can fulfill other professional responsibilities
Examples are lesson plans, teacher work samples, literacy profiles, coaching experiences, staff development experiences

19. Assessment #4: Pedagogical and Professional Knowledge
Includes but not limited to standards 2-5
Assessment instrument used to evaluate internships, practicum, or clinical experiences should be submitted
Assessment should demonstrate candidates knowledge, skills, and dispositions are applied effectively in practice

20. Assessment #5: Effect on Student Learning
Includes but not limited to standards 2–5
Assessment of candidates effectiveness on student learning and provision of supportive learning environments for student learning
Examples are teacher work samples, literacy profiles, follow-up studies

21. Assessment 6 to 7 or 8: Additional Assessment
Includes but not limited to standards 2 –5
Additional assessment that is needed meet standards

22. Section V: Use of Assessment Results for Candidate and Program Performance
Evidence that the results of the assessment have been analyzed and used by faculty.
A summary of principle findings should include:
faculty interpretations
changes made to the program
steps taken in using data
Organized around (Unit Standard 1):
Content Knowledge
Professional and Pedagogical Knowledge Skills
Effects on Student Learning and creating environments that support learning

23. Tips…… Align assessments instructions with IRA standards.
Align rubrics and other scoring instruments with IRA standards.
Scoring guides need to be clear, fair, and free from bias.
Scoring guides should have written and shared criteria for judging performance that indicate the qualities by which levels of performance can be differentiated.

24. More Tips………..
We suggest you do not use GPA or grades from classes. If you do you must show how these align with the standards.
If you use a generic practicum or internship evaluation you must align this with IRA standards and possibly write an addendum to evaluation.