international reading association 2008 keys to preparing an ira/ncate report that gains full...

International Reading Association 2008

Keys to Preparing an IRA/NCATE Report That

Gains Full National Recognition


INTRODUCTION Most Important Keys for Success: Make sure your program aligns with IRA

Standards in both assessments and rubrics at the reading specialist/literacy coach level.

Not all assessments need to include coaching, but it must be demonstrated that the program is taking initiatives to prepare literacy coaches as well as reading specialists.


INTRODUCTION More Most Important Keys for Success: Coaching can include initiatives within the program (e.g.,

workshop presentations to other candidates or preservice teachers.

BUT, there also must be initiatives that support and assist teachers and paraprofessionals in school settings.

See IRA Position Statement on The Roles and Responsibilities of the Reading Coach guidance.


INTRODUCTIONMore Keys for Success When Resubmitting:

Work quickly to submit revisions in the immediate next cycle so that the program will have a second opportunity to resubmit within the 18-month time frame if the first revisions did not result in Full National Recognition.


INTRODUCTION

Full National Recognition is given to institutions that substantially meet IRA Standards at the reading specialist/literacy coach level.


INTRODUCTION

National Recognition with Conditions is given to institutions that generally meet Standards.

Recognition with Conditions is given to strong programs that lack coaching components required at the reading specialist/literacy coach level. (Column four of the Standards book).


INTRODUCTION National Recognition with Conditions is

given when assessments lack the required amount of data analysis (One year of data is required for Program Reports submitted Spring 2008. Two years of data are required for Fall 2008 and Spring 2009 Program Reports. After that, three years of data are required.) But…


INTRODUCTION IRA and NCATE policy is to be flexible on the

amount of data required when a program has taken proactive steps to strengthen its program.

Making positive changes in a program demonstrates commitment to a self-improving process.

IRA strongly supports ongoing reflection that leads to stronger programs that prepare reading specialists/literacy coaches.


INTRODUCTION Further Development Required is given to

programs not currently accredited that have multiple Standards NOT MET.

Programs that are currently NCATE accredited but now have multiple Standards NOT MET will be evaluated as Nationally Recognized with Probation.

This designation used to be called, “Not Nationally Recognized.”


INTRODUCTION Programs that receive full National

Recognition do not need to submit any additional information.

It is expected that cited Areas for Improvement will be addressed before the NCATE Board of Examiners site visit.


INTRODUCTION

Programs receiving National Recognition with Conditions will have two opportunities within 18 months to submit revisions or additions. If the program is unsuccessful after two attempts, the program status will be changed to Not Recognized.

Programs receiving Further Development Required or National Recognition with Probation will have two opportunities within the 12-14 months after the first decision to attain full National Recognition or National Recognition with Conditions. If the program is unsuccessful after two attempts, the program status will be changed to Not Recognized.

INTRODUCTIONMore Keys for Success When Resubmitting: IRA will only review Standards that were not

previously met.

Use the IRA web site to examine model programs.

Contact Gail Keating for further assistance, if

needed. IRA provides consultants to meet with faculty or to review program reports before they are submitted.



SECTION I - CONTEXT Keys for Success:

Make sure the course of study meets IRA requirements for 24 credit hours of reading/literacy course work.

Make sure the program includes six credit hours of supervised clinical practica.


SECTION I - CONTEXT More Keys for Success:

Supervised practica can include assessment and/or teaching case studies conducted in schools and/or clinical practice.

Supervision can consist of observations, conferences, audiotape or videotape review of lessons, and/or response to write-ups.


The supervised clinical practica requirement cannot be met through embedded field experiences throughout the program.

If it is not clear in your course title(s) that courses included supervised practica experiences, explain this in the appropriate section of the Context. Feel free to include catalog course description if this adds clarification.



SECTION I - CONTEXT More Keys for Success: Make sure the program DOES NOT submit any

assessments from elective courses.

If your program has required core courses that contribute to the IRA 24-credit requirement for reading/literacy courses but the course titles do not make this connection explicit (e.g., research methods, cognition and instruction, developing standards-based curriculum), make sure you explain in your narrative how these courses focus on reading/literacy through content and assessments.



If data is not available because this is a new program or you made changes, explain this. New programs that substantially meet Standards will receive full National Recognition if they can submit some data analysis, even if it does not meet the required amount.

New programs that substantially meet Standards but lack data

will receive National Recognition with Conditions in order to resubmit when data have been collected and analyzed.


SECTION I - CONTEXT More Keys for Success: Make sure that faculty are qualified to teach graduate

level reading/literacy courses. A terminal degree in reading or literacy is not required as long as there is demonstrated experience in reading/literacy. If this is a concern, explain steps are taking to solve this problem.

If you have a large number of adjuncts and/or part-time instructors, note that you recognize this as a weakness. Explain steps you are taking to solve this problem.


SECTION I - CONTEXT More Keys for Success: Use the context to open a window into your

program. Explain everything that might not be clear to the

reviewers. Note strengths and weaknesses, and how you are

addressing weaknesses. Make your program transparent to reviewers

who do not know your great qualities .


SECTION II – LIST OF ASSESSMENTS

Keys for Success:

List name of assessment (assignment title), type or form of assessment, and when during the program the assessment is administered.

It is STRONGLY RECOMMENDED that you include a variety of performance-based assessments that take place at different points in the program.



More Keys for Success: Assessments one and two must focus on developing

content knowledge at the reading specialist/literacy coach level (e.g., state test, comprehensive exam, research paper, essays.).

Assessment three must focus on planning.

Assessment three is even stronger at the graduate level when you submit if a unit of study that includes planning, implementation, and evaluation.



More Keys for Success: Assessment four is required to be the clinic report. This

presentation is strongest when the exact directions to candidates are submitted.

Assessment five focuses on impact on student learning.

This could be a the implementation of a whole class unit, a case study, or instruction to small groups. Impact on student learning is assessed through products, presentations, and/or criterion referenced tests.



Keys for Success: Assessment six is required, but does not include a

specific required focus. This assessment should add strength to assessments 1-5.

Assessments seven and eight are optional, but it is VERY STRONGLY RECOMMENDED to include them in order to further strengthen the presentation of the program.


SECTION III – RELATIONSHIP OF ASSESSMENT TO STANDARDS

Keys for Success: The chart in this section identifies the submitted

assessments and the alignment of each assessment with the specific elements it addresses at the reading specialist/literacy coach level. This information directs reviewers to those particular assessments to see if they actually do address the Standards that have been checked. BE ACCURATE!

Elements MUST be addressed at the reading specialist/literacy coach level (column four in the Standards book) to gain full National Recognition.


SECTION III – RELATIONSHIP OF ASSESSMENT TO STANDARDS

More Keys for Success:

Strong, comprehensive assessments focus on addressing multiple elements within Standards in order to demonstrate that candidates receive varied and multiple experiences applying Standards.

But, it is a RED FLAG if all assessments address all elements.

Some elements in Standard five might only be addressed through a single assessment because this focuses on professional development.


SECTION IV – EVIDENCE FOR MEETING STANDARDS

Keys for Success:

This is the most important section of the report because this is where you document the strengths of your assessments and rubrics to validate that the program aligns with ALL IRA Standards and Elements at the reading specialist/literacy coach level.



More Keys for Success: For each assessment you will include:

(1) Brief description of the assessment and its use in the program.

(2) Description of how this assessment specifically aligns with IRA Standards at the reading specialist/literacy coach level .

(3) Brief analysis of the data findings, with steps to improve candidate performance and strengthen the program.



(4) Interpretation of how data provide evidence for meeting Standards, indicating specific Standards by number, title, and/or Standard wording.

(5)Attachment of assessment documentation, including assessment directions to candidates, scoring guide/rubric, candidate data derived from assessment regarding performances related to meeting specific IRA Standards addressed in assessment.





This is where you present and analyze data to evaluate candidate performance, and interpret the analysis regarding candidate strengths and weaknesses.


More Keys for Success: You cannot gain full National Recognition if your

institution is in a state with a required licensure exam and you do not meet the NCATE requirement that a minimum 80% of completers who take the test pass.

If a minimum of 80% have passed the test but the total number of completers in the data analysis does not match the total number of completers in the program because not all completers choose to take the test, explain this in your narrative.





Interpretation of data should include steps faculty have taken/will take to strengthen areas of weakness in candidate performance and the program.

Poor candidate performance on any Standards cannot be used to evaluate national recognition status. The keys are the steps the institution notes to improve performance.


SECTION V – USE OF ASSESSMENT RESULTS TO IMPROVE PROGRAM

Keys for Success: This section synthesizes the evidence that the

results of each assessment have been analyzed with plans for improving candidate performance and the strength of the program.

This is the section where you do not analyze performance on individual assessments, but examine the overall performances across all submitted assessments.



More Keys for Success: Presentation is organized around three NCATE-

required sections: (1) Content Knowledge, (2) Professional and Pedagogical Knowledge, Skills, and Disposition, and (3) Impact on Student Learning.

This narrative should focus on overall results from the cluster of assessments that specifically focus on each section.



More Keys for Success: Use each section to highlight strengths and needs. Identify

steps program has taken/will immediately take to improve candidate performance and strengthen program.

Include any other steps the program is taking to improve candidate performance and strengthen program.

This section establishes that faculty are engaged in an ongoing process of self-improvement by using candidate data to inform changes in the program.


SECTION VI – FOR REVISED REPORTS OR RESPONSE TO CONDITIONS REPORT

Keys for Success: Explain in detail changes or additions that have

been made to address Standards NOT MET or MET WITH CONDITIONS from the initial Program Report.

Explain in detail changes or additions that have been made to address AREAS OF WEAKNESS from the initial Program Report.


SECTION VI – FOR REVISED REPORTS OR RESPONSE TO CONDITIONS REPORT

More Keys for Success: Revised assessments and/or new

assessments should be included to support narrative.

Revised and/or new rubrics should be submitted to support narrative.


FINAL KEYS TO SUCCESS Make sure you follow IRA Specific Directions on

the template.

Make sure it is crystal clear how assessments and rubrics directly align with IRA Standards and Elements at the reading specialist/literacy coach level.

Use IRA web site to examine model Program Reports.


FINAL KEYS TO SUCCESS Build literacy coaching into multiple assessments by providing

support and assistance to classroom teachers.

Use a developmental approach to literacy coaching by following the Three Levels of Coaching identified in the IRA Position Statement on “The Role and Qualifications of the Reading Coach in the United States.”

Include EVERYTHING candidates need to do to successfully complete each assessment. Expand Directions to Candidates to include information they had been receiving orally or through handouts in class.


Find ways to include information that might not be required, but adds strength to your program.

Be sure to include a focus on responding to diversities in appropriate assessments.

Be sure to include uses of technology in appropriate assessments.

FINAL KEYS TO SUCCESS


FINAL KEYS TO SUCCESS

Make your program transparent to reviewers – your professional colleagues - who do not know the qualities of your program.

Demonstrate that you are committed to a self-improving process that uses candidate performance data and other sources of information to continually assess the program with respect to focusing on IRA Standards at the reading specialist/literacy coach level and make changes to improve candidate performance and strengthen the program.

Reviewers want programs to achieve full National Recognition. Writers need to present the evidence that meet the criteria.


CONTACTS FOR FURTHER ASSISTANCE

Gail Keating Dr. Diane Kern

[email protected] [email protected]

Dr. Debra Miller Dr. Michael Shaw


Dr. William E. Smith Dr. Lynn Romeo


Dr. Barbara Chesler Buckner [email protected]

international reading association 2008 keys to preparing an ira/ncate report that gains full...

Documents

national recognition

introduction programs

introduction ira

reading coach guidance

ira standards

program reports

multiple standards

standards book