1/25/10 ncate assessment 2 -content 2 (593) · 2019-05-09 · 1/25/10 ncate assessment 2 -content 2...

1/25/10 NCATE Assessment 2 -Content 2 (593)

Directions for Final Course Reflection-RLR 593 File and Title: Please create a file and name the file F.C.R. 593 Assessment 2 (and save the file with this name). When complete, attach it to your artifact section of your portfolio. Think back over all the work you have done in this course. You need to demonstrate for an outside reader who will do your post-practicum review that you meet the IRA standards for this course.

Standards met by this course: 1.1, 1.2, 1.3,5.1,5.2,5.3,5.4

IRA STANDARD Standard 1. Foundational Knowledge. Candidates have knowledge ofthe foundations of reading and writing processes and instruction. As a result, reading specialist/literacy coach candidates: 1.1 Refer to major theories in the foundational areas as they relate to reading. They can explain, compare, contrast, and critique the theories. 1.2 Summarize seminal reading studies and articulate how these studies impacted reading instruction. They can recount historical developments in the history of reading.

1.3 Identify, explain, compare, and contrast the theories and research in the areas of language development and learning to read.

Standard 5. Professional Development. Candidates view professional development as a career-long effort and responsibility. As a result, reading specialist/literacy coach candidates: 5.1 Articulate the theories related to the connections between teacher dispositions and student achievement.

5.2 Conduct professional study groups for paraprofessionals and teachers. Assist classroom teachers and paraprofessionals in identifying, planning, and implementing personal professional development plans. Advocate to advance the professional research base to expand knowledge-based practices.. 5.3 Positively and constructively provide an evaluation of their own or others' teaching practices. Assist classroom teachers and paraprofessionals as they strive to improve their practice.

5.4 Exhibit leadership skills in professional development. They plan, implement, and evaluate professional development efforts at the grade, school, district, and/or state level. They are cognizant of and can describe the characteristics of sound professional development programs. They can articulate the evidence base that grounds their practice.

How do your artifacts support that you have met standards 1.1, 1.2, 1.3?

How do your artifacts support that you have met standards 5.1, 5.2, 5.3,5.4?

What was most meaningful to you about the learning and reflection you did in this course?

What else would you like to reflect upon?

1/25/10 NCATE Assessment 2 -Content 2 (593)

Performance Assessments/Artifacts

1. Response to course readings (text book, articles, online sources) in presentations, study groups and discussions 2. Oral professional development presentations, utilizing current technology, (on topics such as historical research on reading, instruction, language and culture, teacher preparation and student performance)

3. Written presentation of personal research topic relating to the theories of reading development and reading instruction

4. Course exam reflecting knowledge of current research, of historical research on reading, instruction, language and culture, teacher preparation and student performance

4. Final Course Reflection and Live Text portfolio (see below)

NCATE Rubric 2 -Content 2 (593) Course Goals

1,2,3

1,2,3,4, 5,

1,2,3,4,5, 6

1,2

1,2,3,4,5, 6,7

IRA Standards

1.1, 1.2, 1.3,5.2

1.1, 1.2, 1.3, 5.1, 5.2

1.2,1.3, 5.1

1.1, 1.2, 1.3

5.3

3. Met/ Exceeds standards

2. Approaching

1. Not met

0 Incomplete

Total score. (Instructor may modify artifacts as long as standards are met)

SCORING GUIDE

IA = score

Meets/Exceeds 3 Candidate's attached artifact(s) and explanatory reflection adequately and completely document the knowledge and practices required by the standard. Candidate is able to enact the standards independently.

Approaching 2 Candidate's attached artifact(s) and explanatory reflection document the knowledge and practices required by the standard. Candidate is able to enact the standards with support.

Not Met 1 Candidate's attached artifact(s) and explanatory reflection do not adequately and completely document the knowledge and practices required by the standard. Candidate is not able to enact the standards.

Incomplete Candidate does not complete the required course and portfolio requirements.

1/25/10 NCATE Assessment 3-1- Professional Knowledge(501)

Directions for Final Course Reflection -RLR 501

File and Title: Please create a file and name the file F.C.R. 501 Assessment 3-1 (and save the file with this name). When complete, attach it to your artifact section of your portfolio.

Think back over all the work you have done in this course. You need to demonstrate for an outside reader who will do your post-practicum review that you meet the IRA standards for this course.

Standards met by this course: 1.1, 1.2, 1.3, 1.4,3.1,5.3

IRA STANDARD Standard 1. Foundational Knowledge. Candidates have knowledge ofthe foundations of reading and writing processes and instruction. As a result, reading specialist/literacy coach candidates: 1.1 Refer to major theories in the foundational areas as they relate to reading. They can explain, compare, contrast, and critique the theories.

1.2 Summarize seminal reading studies and articulate how these studies impacted reading instruction. They can recount historical developments in the history of reading.

1.3 Identify, explain, compare, and contrast the theories and research in the areas of language development and learning to read.

1.4 Are able to determine if students are appropriately integrating the components (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) in fluent reading.

Standard 3. Assessment, Diagnosis, and Evaluation. Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction. As a result, reading specialist/literacy coach candidates:

3.1 Compare and contrast, use, interpret, and recommend a wide range of assessment tools and practices. Assessments may range from standardized tests to informal assessments and also include technology-based assessments. They demonstrate appropriate use of assessments in their practice, and they can train classroom teachers to administer and interpret these assessments. Standard 5. Professional Development. Candidates view professional development as a career-long effort and responsibility. As a result, reading specialist/literacy coach candidates:

5.3 Positively and constructively provide an evaluation of their own or others' teaching practices. Assist classroom teachers and paraprofessionals as they strive to improve their practice.

How do your artifacts support that you have met standards 1.1, 1.2, 1.3, 1.4 How do your artifacts support that you have met standard 3.1? How do your artifacts support that you have met standard 5.3? What was most meaningful to you about the learning and reflection you did in this course? What else would you like to reflect upon?

(Instructor may request other responses here.)

1/25/10 NCATE Assessment 3-1- Professional Knowledge(501)

Rubric for RLR501 -Assessment 3-1 -Professional Knowledge Performance

Assessments/Artifacts

1. Professional Book/ Research Article Presentation or Written Response. Topic is connected to research, theory and/or practice in Beginning Reading. Familiarize students with theory and research in the area of beginning reading. 2 Developmental Spelling Analysis with explicit phonics/word study lesson. Administer and analyze with beginning reader. Based on performance, suggest instruction & design an explicit/systematic phonics lesson. 3. Running Record Administer, tape and analyze running record. Identify independent, instructional and frustration reading level. Evaluation of student performance. Recommendations for instruction. 4. Guided Reading Teaching Assignment & 90 minute reading plan. Prepare, teach and analyze. Evaluation of students' performance as a result of lesson. Suggestions for instruction. Reflection on understanding of guided reading within 90-minute reading language arts block. 5. LiveText Portfolio Requirement & Course exam/ Final reflection. Demonstrates students' knowledge of foundations of beginning reading processes and instruction—theory, researchers, and practice.

Course Goals

1,2

1,2,3,4,5,6,9

1,2,3,4,5,6,7, 9

1,2,3,4,5,6,7, 8,9

1,2,3,4,5,6,7,

IRA Standards

1.1,1.2, 1.3

1.1,1.4,3.1

1.1,1.4,3.1

1.1, 1.4,3.1

1.3,3.1,5.3


2. Approaching

1. Not met

0 Incomplete

(Instructor may modify as long as standards are met. Total score. 15 ••


SCORING GU Approaching 2

Candidate's attached artifact(s) and explanatory reflection document the knowledge and practices required by the standard. Candidate is able to enact the standards with support.

DE Not Met 1

Candidate's attached artifact(s) and explanatory reflection do not adequately and completely document the knowledge and practices required by the standard. Candidate is not able to enact the standards.


1/25/10 NCATE Assessment 3-2 -Professional Knowledge (502)


File and Title: Please create a file and name the file F.C.R. 502- Assessment 3-2 (and save the file with this name). When complete, attach it to your artifact section of your portfolio.


Standards met by this course: 1.1; 1.2:1.3; 2.1, 2.2, 2.3, 3.1, 3.2, 4.1, 4.2, 5.1; 5.2; 5.4

IRA STANDARD Standard 1. Foundational Knowledge. Candidates have knowledge ofthe foundations of reading and writing processes and instruction. As a result, reading specialist/literacy coach candidates: 1.1 Refer to major theories in the foundational areas as they relate to reading. They can explain, compare, contrast, and critique the theories. 1.2 Summarize seminal reading studies and articulate how these studies impacted reading instruction. They can recount historical developments in the history of reading. 1.3 Identify, explain, compare, and contrast the theories and research in the areas of language development and learning to read. Standard 2. Instructional Strategies and Curriculum Materials. Candidates use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction: As a result, reading specialist/literacy coach candidates: 2.1 Support classroom teachers and paraprofessional in their use of instructional grouping options. They help teachers select appropriate options. They demonstrate the options and explain the evidence-based rationale for changing configurations to best meet the needs of all students 2.2 Support classroom teachers and paraprofessionals in the use of a wide range of instructional practices, approaches, and methods, including technology-based practices. They help teachers select appropriate options and explain the evidence-base for selecting practices to best meet the needs of all students. They demonstrate the options in their own (and demonstration) teaching. 2.3 Support classroom teachers and paraprofessionals in the use of a wide range of curriculum materials. They help teachers select appropriate options and explain the evidence base for selecting practices to best meet the needs of all students. They demonstrate the options in their own teaching and in demonstration teaching. Standard 3. Assessment, Diagnosis, and Evaluation. Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction. As a result, reading specialist/literacy coach candidates: 3.1 Compare and contrast, use, interpret, and recommend a wide range of assessment tools and practices. Assessments may range from standardized tests to informal assessments and also include technology-based assessments. They demonstrate appropriate use of assessments in their practice, and they can train classroom teachers to administer and interpret these assessments. 3.2 Support the classroom teacher in the assessment of individual students. They extend the assessment to further determine proficiencies and difficulties for appropriate services.

Standard 5. Professional Development. Candidates view professional development as a career-long effort and responsibility. As a result, reading specialist/literacy coach candidates:

5.1 Articulate the theories related to the connections between teacher dispositions and student achievement.

5.2 Conduct professional study groups for paraprofessionals and teachers. Assist classroom teachers and paraprofessionals in identifying, planning, and implementing personal professional development plans. Advocate to advance the professional research base to expand knowledge-based practices. 5.3 Positively and constructively provide an evaluation of their own or others' teaching practices. Assist classroom teachers and paraprofessionals as they strive to improve their practice.

How do your artifacts support that you have met standards 1.1, 1.2,1.3, 1.4 How do your artifacts support that you have met standard 2.1, 2.2, 2.3, 3.1? How do your artifacts support that you have met standard 5.1, 5.2, 5.3? What was most meaningful to you about the learning and reflection you did in this course? What else would you like to say/reflect upon? (Instructor may request other responses here)


Rubric for RLR502 - Assessment 3-2 -Professional Knowledc Performance


1. Comparing and contrasting two research articles on the same topic, for example concerning the use of multicultural literature in classrooms, including a comparison of the theoretical frames addressed, the research design, the contexts ofthe research, and a reflection on what the candidate learned about from doing the assignment.

2. Planning, implementing and reflecting on a comprehension lesson, such as a DRTA and/or a KWL 3. Preparing an anticipation or study guide with a reflection on how the text was chosen and analyzed, how the statements were selected, when the guide would be useful, and what was learned from the process. 4. LiveText Portfolio Requirement with Final course reflection

Course Goals

IRA Standards

1.1; 1.2;1.3; 2.1; 2.2

2.1; 2.2; 2.3; 3.2; 4.1; 4.2

2.2; 2.3; 3.2; 4.2

1.1; 1.2; 1.3, 3.1; 5.1; 5.2; 5.4

e 3. Met/ Exceeds standards

2. Approaching

1. Not met

0 Incomplete

Total score IA = score (Instructor may modify as long as standards are met)


SCORING GUIDE Approaching 2




1/25/10 1 NCATE Assessment 3-3 -Professional Knowledge (541)

Directions for Final Course Reflection RLW 541

File and Title: Please create a file and name the file F.C.R. 541- Assessment 3-3 (and save the file with this name). When complete, attach it to your artifact section of your portfolio.


Standards met by this course: 1.1; 1.2;1.3; 2.2, 3.2, 4.3, 5.2; 5.3, 5.4

IRA STANDARD 1.1 Refer to major theories in the foundational areas as they relate to reading. They can explain, compare, contrast, and critique the theories. 1.2 Summarize seminal reading studies and articulate how these studies impacted reading instruction. They can recount historical developments in the history of reading. 1.3 Identify, explain, compare, and contrast the theories and research in the areas of language development and learning to read. Standard 2. Instructional Strategies and Curriculum Materials. Candidates use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction: As a result, reading specialist/literacy coach candidates: 2.2 Support classroom teachers and paraprofessionals in the use of a wide range of instructional practices, approaches, and methods, including technology-based practices. They help teachers select appropriate options and explain the evidence-base for selecting practices to best meet the needs of all students. They demonstrate the options in their own (and demonstration) teaching. Standard 3. Assessment, Diagnosis, and Evaluation. Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction. As a result, reading specialist/literacy coach candidates:

3.2 Support the classroom teacher in the assessment of individual students. They extend the assessment to further determine proficiencies and difficulties for appropriate services.

3.3 Assist the classroom teacher in using assessment to plan instruction for all students. They use in-depth assessment information to plan individual instruction for struggling readers. They collaborate with other education professionals to implement appropriate reading instruction for individual students. They collect, analyze, and use school-wide assessment data to implement and revise school reading programs. Standard 4. Creating a Literate Environment. Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. As a result, reading specialist/literacy coach candidates: 4.3 Demonstrate and model reading and writing for real purposes in daily interactions with students and education professionals. Assist teachers and paraprofessionals to model reading and writing as valued lifelong activities.

Standard 5. Professional Development. Candidates view professional development as a career-long effort and responsibility. As a result, reading specialist/literacy coach candidates:

5.2 Conduct professional study groups for paraprofessionals and teachers. Assist classroom teachers and paraprofessionals in identifying, planning, and implementing personal professional development plans. Advocate to advance the professional research base to expand knowledge-based practices. 5.3 Positively and constructively provide an evaluation of their own or others' teaching practices. Assist classroom teachers and paraprofessionals as they strive to improve their practice.

How do your artifacts support that you have met standard 1 (elementsl .1 , 1.2, 1.3) ? How do your artifacts support that you have met standard 2 (elements 2.2, 2.3)? How do your artifacts support that you have met standard 4 (elements 4.3)? How do your artifacts support that you have met standard 5 (elements 5.2, 5.3)? (Instructor may insert other reflection requirements here) What was most meaningful to you about the learning and reflection you did in this course? What else would you like to say/reflect upon?


Rubric for RLW 541 - Assessment 3-3 -Professional Knowledge Performance


1. Collection of in-class writings, with one piece chosen for revision and editing, and reflections on the processes involved and implications for teaching.* 2. Analysis of written products of students for evidence of cognitive, social, and linguistic development. Recommendations for instructional practices based on analysis of samples of student writing. 3. Design, implementation, and report of a writing experience conducted in a classroom setting 4. Review and critique of research studies on teaching writing. 5. Presentation on writing instruction appropriate for a group of school stakeholders 6. LiveText Portfolio Requirement with Final course reflection

Course Goals

#1 #2 #3 #7

#1 #2 #8

All course goals

All course goals

All course goals

All course goals

IRA Standards

1.1,4.1,4.3, 5.2

1.1,3.2,4.1

2.2., 3.3

1.1, 1.2, 1.3

5.4

1.1 1.2 1.3 5.3

NCTE Standards


2. Approaching

1. Not met

0 Incomplete

Total score. (Instructor may modify as long as standards are met)

SCORING GUIDE

16- score


Approaching 2 Candidate's attached artifact(s) and explanatory reflection document the knowledge and practices required by the standard. Candidate is able to enact the standards with support.



1/25/10 NCATE Assessment 4-1 -Field Studies (510)


File and Title: Please create a file and name the file F.C.R. 510 Assessment 4-1 (and save the file with this name). Attach as the last artifact to the Diagnosis and Assessment section of your portfolio.


IRA Standards met by this course: 1.1, 1.2, 1.3,1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3 3.4, 5.3

IRA Standard Standard 1: Foundational Knowledge. Candidates have knowledge ofthe foundations of reading and writing processes and instruction. As a result, reading specialist/literacy coach candidates: 1.1 Refer to major theories in the foundational areas as they relate to reading. They can explain, compare, contrast and critiques the theories. 1.2 Summarize seminal reading studies and articulate how these studies impacted reading instruction. They can recount historical developments in the history of reading. 1.3 Identify, explain, compare, and contrast the theories and research in the areas of language development and learning to read. 1.4 Are able to determine if students are appropriately integrating the components (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) in fluent reading. Standard 2: Instructional Strategies and Curriculum Materials. Candidates use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction: As a result, reading specialist/literacy coach candidates: 2.1 Support classroom teachers and paraprofessionals in their use of instructional grouping options. They demonstrate the options and explain the evidence-based rationale for changing configurations to best meet needs of students. 2.2 Support classroom teachers and paraprofessionals in their use of a wide range of instructional practices, approaches, and methods, including technology-based practices. The help teachers select appropriate options and explain the evidence-base rationale for selecting practices to best meet the needs of all students. They demonstrate the options in their own (and demonstration) in their own teaching. 2.3 Support classroom teachers and paraprofessionals in the use of a wide range of curriculum materials. They help teachers select appropriate options and explain the evidence base for selecting practices to best meet the needs of all students. They demonstrate the options in their own teaching and in demonstration teaching. Standard 3: Assessment, Diagnosis, and Evaluation. Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction. As a result, reading specialist/literacy coach candidates: 3.1 Compare and contrast, use, interpret, and recommend a wide range of assessment tools and practices. Assessments may range from standardized tests to informal assessments and also include technology-based assessments. They demonstrate appropriate use of assessments in their practice, and they can train classroom teachers to administer and interpret these assessments. 3.2 Support the classroom teacher in the assessment of individual students. They extend the determine proficiencies and difficulties for appropriate services.

assessment to further

3.3 Assist the classroom teacher in using assessment to plan instruction for all students. They use in depth assessment information to plan individual instruction for struggling readers. They collaborate with other educational professionals to implement appropriate reading instruction for individual students. They collect, analyze ad use school-wide assessment data to implement and revise school reading programs. 3.4 Communicate assessment information to various audiences for both accountability and instructional purposes (policymakers, public officials, community members, clinical specialists, school psychologists, social workers, classroom teachers, and parents). Standard 5: Professional Development. Candidates view professional development as a career-responsibility. As a result, reading specialist/literacy coach candidates:

long effort and

5.3 Positively and constructively provide an evaluation of own or others' teaching practices. Assist teachers and paraprofessionals as they strive to improve their practice.

classroom

How do your artifacts support that you have met standards 1.1, 1.2,1.3. 1.4? How do your artifacts support that you have met standards 2.1, 2.2, 2.3 ? How do your artifacts support that you have met standards 3.1, 3.2, 3.3, 3.4? How do your artifacts support that you have met standard 5.3 ? What was most meaningful to you about the learning and reflection you did in this course? What else would you like to reflect upon?


Rubric for RLR510 - Assessment 4-1 -Field Studies Performance Assessments/Artifacts

1, Weekly readings, research and technology assignments that will be processed in class and reflected upon in the student portfolio. Reflections involve personal response as well as refer to major theories and research and summarize major historical developments.

2. Administer, interpret and reflect upon: • Classroom Fluency Snapshot • ISEL with Excel class

grouping spreadsheet report • Informal Reading Inventory

with full analysis and case study

3. Standardized Test Review from Buros Mental Measurement Yearbook and in-class case presentation and simulation sessions 4. Final Course Reflection and Live Text portfolio (see below)

Course Goals

#1,2,5, 6,7,9, 10, 11

#1,2,3, 4, 8, 9, 10, 11

#5, 7, 9, 10, 11

#1,2,5, 6, 9, 10, 11

IRA Standards

1.1, 1.2, 1.3

1.4,2.1,2.2, 2.3, 3.2, 3.3, 3.4

2.1,2.2,2.3, 3.1

5.3


2. Approaching

1. Not met

0 Incomplete

Total score /5 = score

(Instructor may modify rubric as long as standards are met)








File and Title: Please create a file and name the file F.C.R. 511 Assessment 4-2 (and save the file with this name). Attach as the last artifact to the Corrective section of your portfolio. Think back over all the work you have done in this course. You need to demonstrate for an outside reader who will do your post-practicum review that you meet the IRA standards for this course.

IRA Standards met by this course: 1.1, 1.4,2.2,2.3,3.1,3.4,4.2,4.3 4.4

IRA Standard Standard 1: Foundational Knowledge. Candidates have knowledge of the foundations of reading and writing processes and instruction. As a result, reading specialist/literacy coach candidates: 1.1 Refer to major theories in the foundational areas as they relate to reading. They can explain, compare, contrast and critique the theories. 1.4 Are able to determine if students are appropriately integrating the components (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) in fluent reading. Standard 2: Instructional Strategies and Curriculum Materials. Candidates use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction: As a result, reading specialist/literacy coach candidates: 2.2 Support classroom teachers and paraprofessionals in their use of a wide range of instructional practices, approaches, and methods, including technology-based practices. The help teachers select appropriate options and explain the evidence-base rationale for selecting practices to best meet the needs of all students. They demonstrate the options in their own (and demonstration) in their own teaching 2.3 Support classroom teachers and paraprofessionals in the use of a wide range of curriculum materials. They help teachers select appropriate options and explain the evidence base for selecting practices to best meet the needs of all students. They demonstrate the options in their own teaching and in demonstration teaching. Standard 3: Assessment, Diagnosis, and Evaluation. Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction. As a result, reading specialist/literacy coach candidates: 3.1 Compare and contrast, use, interpret, and recommend a wide range of assessment tools and practices. Assessments may range from standardized tests to informal assessments and also include technology-based assessments. They demonstrate appropriate use of assessments in their practice, and they can train classroom teachers to administer and interpret these assessments. 3.4 Communicate assessment information to various audiences for both accountability and instructional purposes (policymakers, public officials, community members, clinical specialists, school psychologists, social workers, classroom teachers, and parents). Standard 4: Creating a Literate Environment. Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. As a result, reading specialist/literacy coach candidates: 4.2 Assist the classroom teacher in selecting books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds. 4.3. Demonstrate and model reading and writing for real purposes in daily interactions with students and education professionals. Assist teachers and paraprofessionals to model reading and writing as valued lifelong activities. 4.3 Use methods to effectively revise instructional plan to motivate all students. They assist classroom teachers in designing programs that will intrinsically and extrinsically motivate students. They demonstrate these techniques and they can articulate the research base that grounds their practice. How do your artifacts support that you have met standards 1.1, 1.4? How do your artifacts support that you have met standards 2.2, 2.3? How do your artifacts support that you have met standards 3.1, 3.4? How do your artifacts support that you have met standard 4.2, 4.3, 4.4? What was most meaningful to you about the learning and reflection you did in this course? What else would you like to reflect upon?


Rubric for RLR511 -Assessment 4-2-Field Studies Performance


1. Weekly readings, research and technology assignments that will be processed in class and reflected upon in the student portfolio. Reflections involve personal response as well as refer to major theories and research and summarize major historical developments. 2. Corrective notebook with instructional categories and strategies and ideas for the classroom teacher

3. Student Diagnosis and report with interest survey 4. Initial planning and selection of materials

Course Goals

1,2,3,5,9,10, 11

5, 11

6, 11

4,7,8,

IRA Standards

1.1, 1.4

2.2, 4.3

1.4.3.1, 3.4, 4.4 1.4,2.2, 2.3,4.2,


2. Approaching

1. Not met

0 Incomplete

Total score IA- score







1/25/10 NCATE Assessment 4-3-Field Studies (592 A,B)

Directions for Final Course Reflection -RLR 592A.B (Part 1) File and Title: Please create a file and name the file F.C.R. 592 Assessment 4-3 (and save the file with this name). Attach as the last artifact to the Practicum section of your portfolio. Think back over all the work you have done in this course. You need to demonstrate for an outside reader who will do your post-practicum review that you meet the IRA standards for this course.

IRA Standards met by this course: 1.4, 2.2, 2.3, 3.1, 3.4, 4.1, 4.2,4.3 4.4

IRA Standard Standard 1: Foundational Knowledge. Candidates have knowledge ofthe foundations of reading and writing processes and instruction. As a result, reading specialist/literacy coach candidates: 1.4 Are able to determine if students are appropriately integrating the components (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) in fluent reading. Standard 2: Instructional Strategies and Curriculum Materials. Candidates use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction: As a result, reading specialist/literacy coach candidates: 2.2 Support classroom teachers and paraprofessionals in their use of a wide range of instructional practices, approaches, and methods, including technology-based practices. The help teachers select appropriate options and explain the evidence-base rationale for selecting practices to best meet the needs of all students. They demonstrate the options in their own (and demonstration) in their own teaching. 2.3 Support classroom teachers and paraprofessionals in the use of a wide range of curriculum materials. They help teachers select appropriate options and explain the evidence base for selecting practices to best meet the needs of all students. They demonstrate the options in their own teaching and in demonstration teaching. Standard 3: Assessment, Diagnosis, and Evaluation. Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction. As a result, reading specialist/literacy coach candidates: 3.1 Compare and contrast, use, interpret, and recommend a wide range of assessment tools and practices. Assessments may range from standardized tests to informal assessments and also include technology-based assessments. They demonstrate appropriate use of assessments in their practice, and they can train classroom teachers to administer and interpret these assessments. 3.4 Communicate assessment information to various audiences for both accountability and instructional purposes (policymakers, public officials, community members, clinical specialists, school psychologists, social workers, classroom teachers, and parents). Standard 4: Creating a Literate Environment. Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. As a result, reading specialist/literacy coach candidates: 4.1 Assist the classroom teacher and paraprofessional in selecting materials that match the reading levels, interest, and cultural and linguistic background of students. 4.2 Assist the classroom teacher in selecting books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds. 4.3. Demonstrate and model reading and writing for real purposes in daily interactions with students and education professionals. Assist teachers and paraprofessionals to model reading and writing as valued lifelong activities. 4.4 Use methods to effectively revise instructional plan to motivate all students. They assist classroom teachers in designing programs that will intrinsically and extrinsically motivate students. They demonstrate these techniques and they can articulate the research base that grounds their practice.

How do your artifacts support that you have met standards 1.4? How do your artifacts support that you have met standards 2.2, 2.3 ? How do your artifacts support that you have met standards 3.1, 3.4? How do your artifacts support that you have met standard 4.1, 4.2, 4.3, 4.4 What was most meaningful to you about the learning and reflection you did in this course? What else would you like to reflect upon?

1/25/10 NCATE Assessment 4-3-Field Studies (592 A,B)

Rubric for RLR592 A,B - Assessment 4-3-Field Studies Performance


1. Instructional planbook with reflections, daily plans based on diagnostic evaluation with response, reevaluation, reflection and replanning. The planbooks shows that candidates refine their initial diagnosis, problem solve with colleagues and instructors, and modify planning and materials and reflect on their own learning.

Course Goals

1,2,3,4,5, 6,7, 8,9, 10

IRA Standards

1.4,2.2, 2.3,3.1,3.4, 4.1, 4.2, 4.3, 4.4


2. Approaching


1. Not met

0 Incomplete







1/25/10 NCATE Assessment 6-Leadership,Professional Development & Coaching

Directions for Final Course Reflection RLR 518 File and Title: Please create a file and name the file F.C.R. 518 Assessment 6 (and save the file with this name). When complete, attach it to your artifact section of your portfolio.


Standards met by this course: 2.2,4.1,4.4,5.1,5.2,5.3,5.4

IRA STANDARD Standard 2. Instructional Strategies and Curriculum Materials. Candidates use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction: As a result, reading specialist/literacy coach candidates: 2.2 Support classroom teachers and paraprofessionals in the use of a wide range of instructional practices, approaches, and methods, including technology-based practices. They help teachers select appropriate options and explain the evidence-base for selecting practices to best meet the needs of all students. They demonstrate the options in their own (and demonstration) teaching. Standard 4. Creating a Literate Environment. Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. As a result, reading specialist/literacy coach candidates: 4.1 Assist the classroom teacher and paraprofessional in selecting materials that match the reading levels, interests, and cultural and linguistic background of students.

4.4 Use methods to effectively revise instructional plans to motivate all students. They assist classroom teachers in designing programs that will intrinsically and extrinsically motivate students. They demonstrate these techniques and they can articulate the research base that grounds their practice. Standard 5. Professional Development. Candidates view professional development as a career-long effort and responsibility. As a result, reading specialist/literacy coach candidates:

5.1 Articulate the theories related to the connections between teacher dispositions and student achievement.

5.2 Conduct professional study groups for paraprofessionals and teachers. Assist classroom teachers and paraprofessionals in identifying, planning, and implementing personal professional development plans. Advocate to advance the professional research base to expand knowledge-based practices.

5.3 Positively and constructively provide an evaluation of their own or others' teaching practices. Assist classroom teachers and paraprofessionals as they strive to improve their practice.

5.4 Exhibit leadership skills in professional development. They plan, implement, and evaluate professional development efforts at the grade, school, district, and/or state level. They are cognizant of and can describe the characteristics of sound professional development programs. They can articulate the evidence base that grounds their practice.

How do your artifacts support that you have met standards 2.2? How do artifacts support that you have met standards 4.1, 4.4? How do your artifacts support that you have met standards 5.1, 5.2, 5.3, 5.4? What was most meaningful to you about the learning and reflection you did in this course? What else would you like to reflect upon?

1/25/10 NCATE Assessment 6-Leadership,Professional Development & Coaching

Rubric for RLR518—Assessment 6-Leadership, Professional Development and Coaching Performance

Assessments/Artifacts Course Goals

IRA Standards


Approaching 1.

Not met Incomplete

1. Weekly Journal entries in response to assigned readings, and technology assignments that will be processed in class and reflected upon in the student portfolio. Reflections involve personal response as well as refer to major theories and research and summarize major historical developments.

1,3 4.1; 4.4

2. Understanding the specialist/coach role •Interview of a reading specialist or literacy coach -role and responsibility •Summary and critique of a professional journal article. • Write a professional job description that can be the basis for future interviewing include a description of personal leadership skills, philosophy of reading, approach to literacy leadership and other pertinent information •write and submit a grant proposal

1,2,3,4,5 5.1; 5.4

5.2;

3. PD and Coaching •Workshop and presentation with evaluative feedback to presenters. • "Coach and be coached" simulation team problem solving and paper • Identify professional development opportunities and evaluate them using the NSDC's professional development standards

1,3,4,5 2.2, 5.3, 5.4

4. Final Course Reflection and Live Text portfolio (see below)

1,2,3,4,5 5.3

Total score _ (Instructor may modify artifacts as long as standards are met)

/5 = score






1/25/10 NCATE Assessment 7 Diversity and Cultural Responsiveness

Directions for Final Course Reflection RLL 520

File and Title: Please name the file F.C.R. 520 Assessment 7 (save the file with this name) and attach it to the Literature artifact section of your portfolio. Ifyou are in the Reading Program, or ever intend to apply for Reading Certification, you need to demonstrate for an outside reader who will complete your post-practicum review that you meet the IRA standards for this course.

Indicate how your work in this course helped you meet the standards for certification and/or course objectives. Link your response to the IRA standards. State the standard first met by this course, and then follows it by writing how your work in this course helped you to meet that standard.

Standards met by this course: 2.3,4.1,4.2,5.2,5.3

IRA Standard Standard 2. Instructional Strategies and Curriculum Materials. Candidates use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction: As a result, reading specialist/literacy coach candidates: 2.3: Support classroom teachers and paraprofessionals in the use of a wide range of curriculum materials. They help teachers select appropriate options and explain the evidence base for selecting practices to best meet the needs of all students. They demonstrate the options in their own teaching and in demonstration teaching. Standard 4. Creating a Literate Environment. Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. As a result, reading specialist/literacy coach candidates: 4.1: Assist the classroom teacher in selecting books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds. 4.2: Assist the classroom teacher in selecting books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds. Standard 5. Professional Development. Candidates view professional development as a career-long effort and responsibility. As a result, reading specialist/literacy coach candidates: 5.2: Conduct professional study groups for paraprofessionals and teachers. Assist classroom teachers and paraprofessionals in identifying, planning, and implementing personal professional development plans. Advocate advancing the professional research base to expand knowledge-based practices. 5.3: Positively and constructively provide an evaluation of their own or others' teaching practices. Assist classroom teachers and paraprofessionals as they strive to improve their practice.

How do your artifacts support that you have met standard 2.3? How do your artifacts support that you have met standards 4.1, 4.2? How do your artifacts support that you have met standards 5.2, 5.3? What was most meaningful to you about the learning and reflections you did in this course? How has your learning during this course changed you as an educator?

Note: Instructor may request other assessments.

1/25/10 NCATE Assessment 7 Diversity and Cultural Responsiveness

Rubric for RLR 520 Assessment 7 - Diversity Performance


1. Response to course readings (text book, articles, online sources) (e.g., reflective journal entries) 2. Reflections on participation in discussions and list serve on issues related to the course content and trade books read (critical analysis of literary quality, author's craft, culture, exceptionality, special needs, and other issues) 3. Creation of a well-balanced (format, age/reading levels, genres) literature resource comprised of a database, a resource book, or social networking site. 4. Creation of one ofthe following with presentation and handout: author/illustrator study, classroom library analysis, research of professional organizations related to children's/young adult literature, or personal research project. 5. Final Course Reflection and Live Text portfolio (see below)

Course Goals

1,2,3, 4, 5, 6, 7,9

1,2,3, 4, 5, 6, 7,8,9

2, 3, 5, 6, 7, 8, 9

2, 3, 5, 6, 7, 8, 9

1,2,5, 6,9, 10, 11

and Cultural Responsiveness IRA

Standards

2.3,4.1, 4.2, 5.2

2.3,4.1,4.2

2.3,4.1,4.2

2.3,4.1, 4.2, 5.2

5.3

NCTE Standards


2. Approaching

1. Not met

0 Incomplete


(Instructor may modify if all standards are met)






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