0013 – Apply procedures for promoting students’ ability to become strategic readers of expository text across the content areas. 2.2 0014 – Analyze instruction to address the needs of all student populations. 2.3, 4.2 0015 – Apply procedures for selecting and using reading materials for classroom purposes. 2.3, 4.2 0016 – Apply procedures for using technology in the reading program. 2.2, 4.2 Assessment, Diagnosis, and Evaluation 0017 – Analyze basic principles of reading assessment and the role of reading. 3.1 0018 – Analyze formal reading assessment instruments and procedures. 3.1 0019 – Analyze informal reading assessment instruments and procedures. 3.1 0020 – Apply procedures for interpreting assessment results and using assessment information to plan reading instruction based on student needs. 3.3 0021 – Analyze characteristics and purposes of screening procedures. 3.3 0022 – Analyze characteristics and purposes of diagnostic procedures. 3.3 0023 – Apply principles for evaluating reading programs and materials. 4.1, 4.2 Role of Reading Professional 0024 – Analyze the role of the reading specialist and strategies for working with others inside and outside the school to promote students’ reading development. 5.3 0025 – Apply procedures for developing and implementing the reading curriculum. 5.4 0026 – Apply strategies for creating a literate environment that promotes the development of community of readers and the reading growth of all students. 4.3, 4.4, 5.1 0027 – Analyze the role of reflection, self-evaluation, and professional development in reading instruction. 5.3 ANALYSIS OF DATA: Southwestern Oklahoma State University’s Reading Specialist Program has only three semesters of data because of it is a new program. The program has had only two candidates take the OSAT. Both candidates passed the exam. Scores from the most recent exam have not yet been reported. INTERPRETATION OF DATA: The OSAT has four subtest areas. These areas are: Foundations of Instructional Practices Assessment, Diagnosis, and Evaluation The Role of the Professional The scaled scores of each subtest provide evidence that the candidates know, understand, and use the concepts of each of the IRA standards. The SWOSU faculty feels that the student passage rate and scores on the subtests of the OSAT demonstrate a comprehensive knowledge of the concepts, principles, theories, and research of content knowledge. Content knowledge required of a reading professional is all inclusive of each of the subtests.
1.4 11 5.1 11 5.3 11 5.4 11 Assessment # 2 Scoring Guide: Theory to Practice Project IRA Standards Met 1.1, 1.2, 1.3, 1.4, 5.1, 5.3, and 5.4. Target 3 Acceptable 2 Unacceptable 1 Rating ASSESSMENT: Description of four reading theories. 1.1, 1.2, 1.3, 1.4 There is a detailed description of each theory. Theories are compared and contrasted in Each theory is described in detail. Some comparison of each is included. Each theory is described, but little detail is included. Little or no comparison or contrasting is done.
detail. ASSESSMENT: Description of how each theory impacts practice. 1.1, 1.2, 1.3, 1.4, 5.1 Detailed description of how each theory impacts practice. This description includes how practices are different following with each theory. A description of theory and practice is included. Some contrasting is done. Theory and practice is discussed, but little detail is included. Little or no contrasting between theories is done. ASSESSMENT: Description of self as a teacher of reading. 1.2, 1.3, 1.4 There is a detailed description of self as a teacher of reading. The discussion includes beliefs, why choices are made, what shapes practice. Target 3 A description of your teaching self is included. There is some discussion of beliefs, choices, and practice. Acceptable 2 A discussion of yourself as a teacher is included with little or no detail. Beliefs and the reasons for choices are not discussed in any detail. Unacceptable 1 Rating Assessment: Description of classroom practices. 1.4, 5.1, 5.3, 5.4 There is a detailed description of materials, practices, and student learning. There is a description of materials, practices, and student learning. There is a limited description of materials, practices, and student learning. Assessment: Correlation of theory to practice and There is a detailed discussion of the correlation There is a discussion of the correlation between There is a limited discussion of the correlation
changes needed in the classroom. 1.1, 1.2, 1.3, 5.1, 5.3, 5.4 between the theory that describes your teaching self, your classroom practices, and changes needed. Detailed examples of theory to practice are included. theory, your teaching self, your classroom practices, and changes needed. Some examples are included. between theory, your teaching self, your classroom practices, and changes needed. Few or no examples are included. RATING TOTAL = ________ #3 (Required) PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that demonstrates candidates can effectively plan classroom-based instruction (e.g., unit plan) or activities for other roles as a professional educator. Examples of assessments include the evaluation of candidates’ abilities to develop lesson or unit plans, teacher work samples, individualized education plans, needs assessments, or intervention plans. An example would be a differentiated unit of instruction. Provide assessment information as outlined in the directions for Section IV. ASSESSMENT #3: Clinic Project With Artifacts Description of the Assessment: Assessment three evaluates candidates’ ability to plan instruction related to the application of diagnostic information to instructional plans. The candidate will assess reading skills and write
Assessment #3 Scoring Guide: Clinic Project with Artifacts IRA Standards Met 1.4, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 5.1, 5.3, 5.4 Target 3 Acceptable 2 Unacceptable 1 Rating ASSESSMENT: Candidates determine through appropriate assessment whether three readers are integrating the components of fluent reading which includes phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation. 3.1, 1.4 Appropriate assessment is correctly completed for three readers in order to determine whether each student has integrated the components of fluent reading. Most of the assessment is adequate for three readers in order to determine whether each student has integrated the components of fluent reading. Assessment is inadequate for three readers in order to determine whether each student has integrated the components of fluent reading. ASSESSMENT: Candidates select and use curriculum materials, and instructional practices in three instructional programs written to meet the identified needs of the target readers and linked to assessment results. 2.2, 2.3, 3.3 A wide variety of materials, and instructional practices covering the identified needs of the target readers are used. A clear link to assessment results is shown. An adequate variety of materials, and instructional practices covering the identified needs of the target readers are used. There is an adequate link to assessment results. An inadequate variety of materials, and instructional practices covering the identified needs of the target readers are used. There is little or no link to assessment results. IRA Standards Met 1.4, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 5.1, 5.3, 5.4 Target 3 Acceptable 2 Unacceptable 1 Rating
ASSESSMENT: Candidates select, use, and interpret appropriate formal and informal assessments to determine the reading level and remediation needs of three students tested. 3.1, 3.2, 3.3, 3.4 Appropriate assessment tools were well chosen, used, and interpreted to determine the reading level and remediation needs of three students tested. Assessment tools were adequately chosen, used, and interpreted to determine the reading level and remediation needs of three students tested. Assessment tools were inadequately chosen, used, and/or interpreted to determine the reading level and remediation needs of three students tested. ASSESSMENT: Candidates will utilize a wide range of materials, technology and appropriate books that match reading and interest levels as well as the cultural and linguistic background of the case study student selected. These will be included in specific daily lesson plans to instruct one student. 4.1, 4.2, Excellent instructional plans include appropriate texts, technology, and materials that are developmentally appropriate. Lesson plans are well developed. Adequate instructional plans include some appropriate texts, technology, and materials that are developmentally appropriate. Lesson plans are less well developed. Inadequate instructional plans include few appropriate texts, technology, and materials. Lesson plans are not well developed. IRA Standards Met 1.4, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 5.1, 5.3, 5.4 Target 3 Acceptable 2 Unacceptable 1 Rating ASSESSMENT: Candidates write a case study to summarize the assessments, strategies, and results for the student receiving 10 hours of instruction. The candidate will The case study is detailed in its record of assessment results, strategies, and results. The content is complete and includes tests given, results of The case study is adequate in its record of assessment results, strategies, and results. The content is fairly complete and includes an adequate accounting of the The case study is inadequate in its record of assessment results, strategies, and results. The content is incomplete and omits part or all of the following--
include tests given, results of tests, instruction and remediation techniques, and student attitudes toward instruction. 3.1, 3.4 tests, instruction and remediation techniques, and student attitudes toward instruction. Remediation plans are easy to follow. following--tests given, results of tests, instruction and remediation techniques, and student attitudes toward instruction. Remediation plans are adequate. tests given, results of tests, instruction and remediation techniques, and student attitudes toward instruction. Remediation plans are not easy to follow. ASSESSMENT: Candidates share instructional programs, lessons plans, assessments, and results with peers and parents. 5.4 A detailed review is given of the instructional programs, lessons plans, assessments, and results to peers and parents. An adequate review is given of the instructional programs, lessons plans, assessments, and results to peers and parents. An inadequate review is given of the instructional programs, lessons plans, assessments, and results to peers and parents. IRA Standards Met 1.4, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 5.1, 5.3, 5.4 Target 3 Acceptable 2 Unacceptable 1 Rating ASSESSMENT: Candidates share a staff development presentation of the clinic project to assist and support individual teachers and paraprofessionals in the use of a wide range of assessment strategies, A detailed staff development presentation is shared which includes assessment strategies, unit planning and content, and provides high level knowledge of assessment tools, An acceptable staff development presentation is shared which includes assessment strategies, unit planning and content, and provides adequate knowledge of assessment tools, A limited staff development presentation is shared which includes assessment strategies, unit planning and content, but it provides very limited knowledge of assessment
curriculum materials, and instructional practices. The presentation will provide assistance in using materials that match reading and interest levels of target students. Candidates focus on demonstrating the appropriate use of assessments and their proper interpretation, as well as planning instruction for struggling readers. 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 5.4 test interpretation, instructional practices, and a wide range of curriculum materials. test interpretation, instructional practices, and an acceptable range of curriculum materials. More detail would be desirable. tools, test interpretation, instructional practices, and a range of curriculum materials. The detail provided is limited. IRA Standards Met 1.4, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 5.1, 5.3, 5.4 Target 3 Acceptable 2 Unacceptable 1 Rating ASSESSMENT: Candidates complete a reflection on their experience which includes self- and peer-evaluation of the clinic project, including assessment, planning, and instruction. An explanation of theories related to connections between teacher dispositions and student The reflection is well written and complete in the description of the clinic project, including assessment, planning, and instruction. An excellent explanation of theories related to connections between teacher dispositions and student The reflection is adequate in the description of the clinic project, including assessment, planning, and instruction. An adequate explanation of theories related to connections between teacher dispositions and student achievement is The reflection is inadequate in the description of the clinic project, including assessment, planning, and instruction. An inadequate explanation of theories related to connections between teacher dispositions and student achievement is
Section IV: Synthesis of Collaborative Literacy Team Experience Candidate documents interaction with classroom teacher, including instructional grouping options, curriculum, and technology. 2.1, 2.2, 2.3 Candidate clearly documents interaction with classroom teacher by providing at least five examples. Candidate includes instructional grouping options, curriculum, and technology discussed and implemented. Candidate documents interaction with classroom teacher by providing at least three examples. Candidate includes instructional grouping options, curriculum, and technology discussed and implemented. Candidate is vague about interaction with classroom teacher and provides less than three examples. Candidate fails to include instructional grouping options, curriculum, and/or technology discussed and implemented. IRA Standards Met 1, 2, 3, 4, 5.3 Target 3 Acceptable 2 Unacceptable 1 Rating Section IV: Synthesis of Collaborative Literacy Team Experience Candidates reflect on their learning experience and teaching practices. 5.3 Candidate reflects on their learning experience and teaching practices by providing at least five specific examples from the practicum. Candidate states how experience will benefit them in the future as a literacy coach. Candidate reflects on their learning experience and teaching practices by providing at least three specific examples from the practicum. Candidate states how experience will benefit them in the future as a literacy coach. Candidate reflects on their learning experience and teaching practices by providing less than three specific examples from the practicum. Candidate fails to state how experience will benefit them in the future as a literacy coach. Section V, Documentation Forms: Candidate will provide copies of: Self-Evaluations 2. Parent Correspondence 3. Team Meeting Documentation Forms 4. Classroom Teacher Evaluation 5. University Supervisor Evaluation Candidate includes all completed documentation forms. Candidate includes most of the completed documentation forms. Candidate does not provide completed documentation forms. Communication: Candidates present professional written work that appropriately Candidate writes in a professional manner by making no errors in grammar or spelling that distract Candidate writes in a careful manner by making only 1-3 error in grammar or spelling that distract Candidate writes in a careless manner by making more than 4 errors in grammar or spelling
communicates with parents and other education professionals. 3.4, 5.3 the reader from the content. the reader from the content. that distract the reader from the content. Rating Total _________________________________
assessments are aligned with stated (PASS) learner outcomes. Formal and informal measures influence unit planning and content. 3.1 learner outcomes. Pre-, formative, and post-assessments are aligned with stated learner outcomes. Formal and informal measures influence unit planning and content. plans and pre-, formative, and with stated learner outcomes. Formal and informal measures have some influence on unit planning and content. plans and pre-, formative, and with stated learner outcomes. Assessment does not adequately influence unit planning and content. ASSESSMENT: Remediation techniques and materials are incorporated in each lesson to modify instruction in reading for target readers. Assessment information influences what and how information is taught for maximum effect on student learning. 2.1, 2.2, 3.1, 3.2, 3.3 Appropriately selected remediation techniques and materials are defined in detail for each cross-curricular lesson to modify instruction in reading for target readers. Assessment influences teaching strategies utilized. Remediation techniques and materials are adequate to describe remediation for target readers. Assessment information is given in general terms related to what and how information is taught. Some assessment information is used during planning. Remediation techniques and materials are limited in scope or missing. Little or no assessment information was used in decision making during planning. ASSESSMENT: A professional format is used to prepare a set of plans for the thematic unit. Varied instructional practices, technology, grouping, and literacy materials are used to engage and motivate students. 2.1, 2.2, 2.3, 4.1, 4.2, 4.3, 4.4 A professional format is used to prepare a set of plans for the cross-curricular thematic unit. Varied creative literacy activities, technology, grouping, and motivational practices are included to engage learners. An acceptable professional format is used to prepare a set of plans for the thematic unit. Some creative literacy activities, technology, grouping, and motivational practices are included to engage learners. A less than desirable professional format is used to prepare a set of plans for the cross-curricular thematic unit. Fewer than desired literacy activities, technology, grouping, and motivational practices are included. IRA Standards Met 2, 3, 4, 5 Target 3 Acceptable 2 Unacceptable 1 Rating
Southwestern Oklahoma State University Final Scoring Rubric for the Graduate Portfolio Reading Specialist Name: _________________________________ Date: ________________ E-Mail _________________________________ Phone: ________________ Directions: Section 1 requires documentation of graded artifacts from the courses listed below, providing clear evidence of understanding and implementation of IRA standards. Target Acceptable Unacceptable Comments Section 1: Assessment Artifacts Course Theory to Practice Project RDNG 5413 Foundations of Reading Clinic Project RDNG 5433 Diagnosis & Remediation II Lab Practicum Evaluation RDNG 5443 Practicum in Reading (Indiv) Work Sample Unit RDNG 5423 Diagnosis & Remediation I Systemic Reading Program RDNG 5183 Analysis of Reading Systems Assessment Instruction Coaching Initiative RDNG 5463 Organization & Supervision of Reading Programs
SOUTHWESTERN OKLAHOMA STATE UNIVERSITY DEPARTMENT OF EDUCATION RDNG 5183 ANALYSIS OF READING SYSTEMS CUMULATIVE DATA SUMMER 2010 IRA Standards Addressed in the Assessment No. of Candidates Below Standard (1) No of Candidates at Standard (2) No. of Candidates Above Standard (3) 1.1 3 1.2 3 2.2 3 3.4 3 4.4 3 5.1 3 5.2 3 5.3 3 5.4 3
Assessment #7 Scoring Guide Systemic Program IRA Standards Met 1.1, 1.2, 2.2, 3.4, 4.4, 5.1, 5.2, 5.3, 5.4 Target 3 Acceptable 2 Unacceptable 1 Rating ASSESSMENT: IRA - 1 Foundational Knowledge 1.1, 1.2 Detailed discussion of theories and/or research and the impact on instruction and student learning. Research is related to current practice and change needed. Adequate discussion of theories and/or research and the impact on instruction and student learning. Research is related to current practice and change needed. Inadequate discussion of theories and/or research and the impact on instruction and student learning. Research may or may not be related to current practice and change needed. ASSESSMENT: IRA – 2 Instructional Strategies and Curriculum Materials 2.2 Detailed discussion of a wide range of practices, approaches, and technology-based practices. Research is cited. Adequate discussion of a wide range of practices, approaches, and technology-based practices. Limited research is cited. Inadequate discussion of classroom practices, approaches, and technology-based practices. Little or no research is cited. ASSESSMENT: IRA – 3 Assessment and Evaluation 3.4 Effective evaluation and interpretation of policies and practices in the reading program to meet the needs of students, parents, and colleagues are evident. A detailed description of findings is provided. Research is cited. Adequate evaluation and interpretation of policies and practices in the reading program to meet the needs of students, parents, and colleagues are evident. An adequate description of findings is provided. Limited research cited. Inadequate evaluation and interpretation of policies and practices in the reading program are evident. An inadequate description of findings is provided. Limited/no research is cited.
IRA Standards Met 1.1, 1.2, 2.2, 3.4, 4.4, 5.1, 5.2, 5.3, 5.4 Target 3 Acceptable 2 Unacceptable 1 Rating Assessment: IRA – 4 Creating a Literate Environment 4.4 A wide range of materials, practices, strategies, and grouping opportunities are discussed and/or modeled. Research is related to current practice and change needed. Research is widely cited. An adequate range of materials, practices, strategies, and grouping opportunities are discussed and/or modeled. Research is related to current practice and change needed. Limited research is cited. An inadequate range of materials, practices, strategies, and grouping opportunities are discussed and modeled. Research is not related to current practice and change needed. Limited/no research is cited. Assessment: IRA – 5 Professional Development 5.1, 5.2, 5.3, 5.4 Detailed strengths and weaknesses in each area to meet the needs of students, parents, and colleagues are presented in a presentation to share the information gathering process, findings, and recommendations with colleagues, parents, and administration. Positive and constructive assistance is provided to classroom teachers striving to improve their practice. Strengths and weaknesses in some areas to meet the needs of students, parents, and colleagues are adequately presented in a presentation to share the information gathering process, findings, and recommendations with colleagues, parents, and administration. Strengths and weaknesses in few areas to meet the needs of students, parents, and colleagues are inadequately presented in a presentation to share the information gathering process, findings, and recommendations with colleagues, parents, and administration.
IRA Standards Met 1.1, 1.2, 2.2, 3.4, 4.4, 5.1, 5.2, 5.3, 5.4 Target 3 Acceptable 2 Unacceptable 1 Rating Assessment: IRA – 5 Professional Development 5.1, 5.2, 5.3, 5.4 A detailed reflection on the assessment, evaluation, recommendations, and sharing is written in which the process is aligned with IRA Professional Standards 1, 2, 3, 4, and 5. An adequate reflection on the assessment, evaluation, recommendations, and sharing is written in which the process is aligned with IRA Professional Standards 1, 2, 3, 4, and 5. An inadequate reflection on the assessment, evaluation, recommendations, and sharing is written in which the process is not aligned with IRA Professional Standards 1, 2, 3, 4, and 5. RATING TOTAL = ________
Assessment # 8 Scoring Guide: Assessment-Instruction-Coaching Initiative IRA Standards Met 2.1, 2.2, 2.3,3.1, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 5.3, 5.4 Target 3 Acceptable 2 Unacceptable 1 Rating ASSESSMENT: Candidates use instructional grouping options (2.1), a wide range of instructional approaches, practices, methods, technology (2.2), and curriculum materials (2.3) for learners at differing stages of development and from differing cultural and linguistic backgrounds (2.1, 2.2, 2.3). A wide variety of materials covering the varied needs of all levels of readers are used. A clear link to assessment results is shown. An adequate variety of materials covering the varied needs of many levels of readers are used. There is a link to assessment results. An inadequate variety of materials covering the varied needs of readers are used. There is little or no link to assessment results. ASSESSMENT: A wide range of assessment tools are used (3.1) to place students on a developmental continuum that identifies students’ proficiencies and difficulties (3.2). This assessment is used to plan, evaluate, revise effective instruction to meet the needs of all students (3.3). (3.1, 3.2, 3.3). Multiple assessments were used pre, during, and post instruction so that student learning is assessed and information used during instruction. There is a vivid description and analysis of processes and responses. Some assessments were used pre, during, and post instruction so that student learning is assessed and some information used during instruction. There is a description and analysis of processes and responses. Little or no assessments were used pre, during, and post instruction so that student learning is assessed and little or no information used during instruction. There is little or no description and analysis of processes and responses.
Assessment: An instructional plan is developed using appropriate texts, technology, and materials that are developmentally and interest area appropriate (4.1, 4.2). Lesson plans are well developed. Varied literacy, technology, grouping, and motivation practices are included so that all learners are engaged and instructional practices are developmentally appropriate. A rich explanation of future instruction is included. Adequate lesson plans are developed with literacy, technology, grouping, and motivation practices included so that all learners are engaged and instructional practices are developmentally appropriate. An adequate explanation of future instruction is included. Inadequate lesson plans are developed with little or no literacy, technology, grouping, and motivation practices included. Inadequate instructional practices are developmentally appropriate. An inadequate explanation of future instruction is included. ASSESSMENT: The candidate coaches two classroom teachers through the processes of development, implementation, and evaluation of the evidence-based practices in the plan (5.2, 5.3). A detailed review of the assessment, program plan, instruction plan, and limited results are reviewed with colleagues and parents. An adequate review of the assessment, program plan, instruction plan, and limited results are reviewed with colleagues and parents. An inadequate review of the assessment, program plan, instruction plan, and limited results are reviewed with colleagues and parents. RATING TOTAL = ________