literacy study group report

Quality Indicators Review and Recommendations

Sarah McPherson - NYIT, FacilitatorRoberta Schnorr – SUNY OswegoRene’ Wroblewski – St. BonaventureLynne Burke –Int’l Dyslexia Association

Study Group can bridge gaps between K-12 classrooms and IHE literacy programs

Gather input from Inclusion Task Force Circulate to Critical Friends in Higher Ed

Community Conduct Statewide Survey Analyze survey results Report findings Submit recommendations

Early Literacy Instructional Practice Adolescent Literacy (Middle Level) Adolescent Literacy (High School) Specially Designed and Intensive Reading

for Students with Disabilities Systemic Support

Review of IRA and NAEYC standards

Results from survey Research base validation of results

Foundation for all future learning Opportunity to develop skills for decoding Competence with text Comprehension and critical thinking Develop a love for literature

IRA NAEYC

Foundational Knowledge Instructional Strategies

and Curriculum Materials

Assessment, Diagnosis, and Evaluation

Creating a Literate Environment

Professional Development

Promoting Child Development and Learning

Building Family and Community Relationships

Observing, Documenting, and Assessing to Support Young Children and Families

Teaching and Learning Becoming a Professional

Phonemic awareness 100.0%Assessment 90.9%Phonics, decoding 90.9%Comprehension 90.9%Scaffolded instruction 90.9%Vocabulary development 90.9%

Comments from respondents: Comprehension – before, during, and after reading strategies, questioning strategies, scaffolding…Assessment - Informal and formal approaches, running records, portfolios, miscue analysis…Phonemic awareness and phonics - concepts about print, interactive reading and writing, oral language experiences…

Assistive technology 36.4%Spelling 36.4%Handwriting 36.4%Universal design for learning

18.2%

The appropriate use of technology and assistive technology, in particular, can allow access to the curriculum for many students with varying literacy needs (Hasselbring & Bausch, 2005/2006).

Focus on ‘reading to learn’ particularly in content areas

Analysis of the behavior and habits of ‘good readers’

Explicit instruction in strategies for approaching text structures, organization, and comprehension

The writing process (prewriting, drafting, revising, editing, and publishing)

Perc

en

tages

n=7

Focused on content-embedded literacy Instruction geared toward college or

employment preparation Extended Learning Opportunities Authentic relevance

n=4

Example: QI (Intensive SpNeeds)

Diagnostic reading assessments are used to identify instructional

deficits

Example: IRA Standards (for Reading Specialist)

Use assessment information to plan, evaluate and revise effective instruction for all students, including those at different developmental stages and from varied cultural and linguistic backgrounds.

Example: QI (Intensive Special Needs)

Researched interventions are targeted to individual diagnostic assessment results

Example: IRA Standards (for Reading Specialist)

Use in-depth assessment information to provide individualized instruction for struggling readers, collaborate with other professionals to plan and implement appropriate instruction for individuals.

Specify Critical Competencies related to Special Educators role as Literacy teacher (e.g., diagnostic assessments, intensive, individualized instruction, monitor progress and adjust, collaborate with teammates for all day literacy programming)

Provide structured courses and supervised FIELD EXPERIENCES to support Candidates’ development of key competencies (including student teaching requirements)

Design and implement PERFORMANCE ASSESSMENTS for candidate DECISION MAKING related to key BEGINNING PROFESSIONAL COMPETENCIES (for all certification roles)

Universal Design for Learning Technology – assistive, instructional and

productivity Authentic real-world relevant instruction Multiple intelligences Project-based learning Pre-service programs with more intense

field experience More rigorous assessment of pre-service

teachers

Continue review of literacy preparation program

Collect additional data from more survey responders and syllabi review

Include of English Language Learners in QIs

Develop strategies for implementing QIs in higher education program

Align programs with QIs

Continue to build stronger linkages between Higher Ed and SERTC

Hasselbring, T. S. & Bausch, M. E. (2005/2006). Assistive technologies for reading. Educational Leadership, 63(4), 72-75.

International Reading Association Standards for Reading Professionals (2004). Standards for Reading Professionals. A Reference for the Preparation of Educators in the United States, Developed by the Professional Standards and Ethics Committee of the International Reading Association.

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved July 28, 2008, from http://www.nichd.nih.gov/publications/nrp/smallbook.htm