this rubric is used to help determine overall course grade · web view2013/04/02 · tutors will...

1

California State University, Los AngelesCharter College of Education

Program Assessment Documentfor the

Reading and Literacy Added Authorizationand

Reading and Literacy Leadership Specialist Credential

Prepared for theCommittee on Accreditation (COA)

California Commission on Teacher CredentialingApril 3, 2013…resubmitted February 7, 2014

(clarifications/updates appear in yellow highlighting)

2

Program Document for

Reading and Literacy Added Authorizationand


Part I: Response to Standards

Contact Persons:

Dr. Eunsook Hyun, DeanCharter College of Education

(323) 343-4300email: [email protected]

Dr. Diane Fazzi, Associate DeanCharter College of Education


Dr. Darlene MichenerDivision of Curriculum & Instruction


mailto:[email protected]

3

NOTE TO READER…Part I:

Response to Standards-and-

Part II: Appendices:

Course Matrices, Course Syllabi, Faculty Vitae and

Assessments Used to Determine Candidate Competence

APPEAR IN SEPARATE DOCUMENTS OF THIS REPORT(for ease of reading…due to file sizes)

Note also -- HYPERLINKS appear throughout this text

and appear as blue colored and underlined words. Step 1 – Be sure Part I and Part II documents are both placed in one folder entitled

“ctc docs” on your computer desktop.Step 2 – Open both documents.Step 3 – Once both documents are open, the hyperlinks can be used by pressing

“Control” while “clicking” your mouse over the hyperlinked word. Step 4 - To return to your place in the original document, press ALT and left arrow.

NOTE TO REVIEWER

This document is a Resubmission

to address “More Information Needed” by reviewers.

To Enhance Clarity and for Ease of Review

It is set up as follows:

List of all “More Information Needed” requests from reviewers

Followed by narrative paragraph(s) that address each item

o The narrative paragraphs are repeated in the text of the document itself,

They appear as highlighted paragraphs located within the standard/competency it

addresses.

o The corresponding Clarifications/Additions also appear at the top of the germane

syllabus/syllabi to which that response is linked

Rather than include new syllabi, to avoid extra work by the reviewers to re-assess

components previously reviewed; only the clarifications/additions are listed, and

appear at the top of the original syllabi.

4

TABLE OF CONTENTS

“More Information Needed”………………………………………………………………6

Part I: Response to the Standards

Standards Specific to the

Reading and Literacy Added Authorizationand the

Reading and Literacy Leadership Specialist CredentialIntroduction....................................................................................................................................67

Overview of Programs ..................................................................................................................67

Program Requirements ..................................................................................................................68

Reading and Literacy Added Authorization Program Standards

Introduction to CSULA Reading and Literacy Added Authorization...........................................71

Category A: Program Design

Standard 1: Program Design, Rationale and Coordination....................................................73

Category B: Curriculum and Fieldwork

Standard 2: Promoting a Culture of Literacy..........................................................................89Standard 3: Preparation to Teach Literacy to All Students through Assessment,

Instruction and Appropriate Intervention.........................................................95Standard 4: Integrating Curriculum through Fieldwork.......................................................109

Category C: Assessment of Candidate Competence

Standard 5: Planning, Organizing, and Providing Literacy Instruction................................113A. Reading and Literacy Research and Assessment......................................113B. Instruction and Intervention.......................................................................117

5

Reading and Literacy Leadership Specialist Credential Program Standards

(In Addition to All of the Above Studies)

Introduction to CSULA Reading and Literacy Specialist Credential..........................................134


Standard 6: Program Design, Rationale and Coordination...................................................141


Standard 7: Research and Evaluation Methodology.............................................................153Standard 8: Advanced Professional Competencies...............................................................162

A. Curriculum, Instruction, and Assessment..................................................162B. Leadership, Collaboration, and Professional Development......................168

Standard 9: Integrating the Curriculum through Clinical Experiences.................................173


Standard 10: Planning, Organizing, Providing and Leading Literacy Instruction................180A. Instruction..................................................................................................180B. Assessment/Research.................................................................................186C. Professional Development and Leadership...............................................188D. Program Evaluation...................................................................................189

6

Summary of Responses to“More Information Needed”

…with Explanations of Clarifications/Additions

General Comments:

1. The narrative and documentation are not aligned with standards that require candidates to develop knowledge and competencies in relation to teaching all learners, including those with special needs and gifted and talented learners.

As a Charter College of Education, the SAW (School as a Whole) faculty, administrators, staff, student representatives and community members representing all three divisions within the Charter College worked collaboratively to develop a conceptual framework vision that all of our programs and courses reflect. That framework highlights our concern that we honor diversity and facilitate the maximum learning and achievement potential of all children and adults.

…The Charter College of Education (CCOE) is a learning community of faculty, administrators, staff, CCOE students and community members that work collaboratively to ensure that all CCOE students receive a high-quality education, honor the diversity of all learners, advocate for educational and community reforms, develop reflective practices that promote equity, and facilitate the maximum learning and achievement potential of all children and adults. This underlying framework is also reflected in our courses and guides our activities and assignments.

All children and adults refers to the full range of student diversity including but not limited to Struggling Students, English learners, Gifted and Talented students, and students with Special Needs.” For example, the diversity of students our program Candidates tutor in EDCI 540A in our CSULA Reading & Writing Clinic at any typical quarter includes approximately:

*A Sampling of CSULA Reading & Writing Clinic Practicum Student Demographics

Ethnicity Hispanic Asian African American

Caucasian Other

80% 5% 5% 5% 5%

English Language Learners

approximately 30% (Spanish, Mandarin/Cantonese, Farsi, …)

Special Needs

approximately 25% (Autistic, ADHD, Dyslexia, …)

Gifted and Talented

approximately 2%

*NOTE: This table does not include the full range of diversity our candidates work with including the full range of ethnic, cultural, gender, linguistic, and socio-economic differences, but gives the readers a flavor of the diversity of our CSULA service area which includes a wide

7

array of school districts in the Greater Los Angeles Basin ranging from inner city Los Angeles to Walnut/Diamond Bar, from Monterey Park to Pasadena, and beyond.

We also added further clarifications/activities/assignments to some of our program courses. For example Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522) and Reading/Language Arts Assessment and Instruction for Reading/Language Specialists (EDCI 524) now explicitly address students with special needs and gifted and talented students through additional assignments. EDCI 522 and EDCI 524 are both combinations of teaching Candidates literacy strategies to meet the needs of all learners and formal and informal assessments for classroom use. They focus on teaching Candidates how to teach literacy strategies that are research-based to meet PreK-14 students’ needs and to be able to administer, score and interpret a variety of assessments including curriculum-embedded assessments, as well as norm-referenced and criterion based assessments for summative and formative purposes. Here are two examples from EDCI 522…

EDCI 522 Added Assignment: Modifying/Differentiating Instruction for Reading and Language Arts for all learners: This assignment asks Candidates to identify and describe how to teach various instructional literacy strategies (including fluency 3.2c, vocabulary development 3.2d listening and reading comprehension 3.2e, and written language development 3.2f) to meet the needs of struggling readers, student with special needs, ELLs, and gifted and talented students.

The purpose for this assignment is to help Candidates gain knowledge and practice at planning and implementing instructional strategies in lessons for ALL students including gifted and talented, ELLs, struggling readers, and students with special needs. Candidates will also share and evaluate their work in class. Topics for each session include: word analysis, fluency, vocabulary development, written language development, and listening and reading comprehension. Candidates should refer to the Gunning [textbook] chapters and other resources for strategies/resources. Candidates must be able to identify and describe a strategy (based on the topic assigned that week) and how the strategy could be modified to teach and benefit all learners including:

Gifted and talented Students with special needs English Language Learners Struggling readers (most at risk of reading and writing failure)

EDCI 522 Added Assignment: On-line article summaries: o Option One: Focus on Teaching Reading to Gifted and Talented Studentso Option Two: Focus Teaching Students with Special Needs

This assignment specifically focuses on improving Candidates’ knowledge and teaching practices and strategies for teaching gifted and talented students and students with special needs. Students will select one of the on-line articles listed below

Dos and Don’ts of Instruction for Gifted and Talented (NAGC) http://www.nagc.org/index.aspx?id=659

Identifying of and Strategies for Gifted Students http://www.teachersfirst.com/gifted.cfm

National Association for Gifted Children (choose various resources/links from home web page regarding strategies and lesson/instruction) http://www.nagc.org/GiftedEducationStandards.aspx

http://www.nagc.org/GiftedEducationStandards.aspx

http://www.teachersfirst.com/gifted.cfm

http://www.nagc.org/index.aspx?id=659

8

Teaching students with special needs (National Center for Learning Disabilities) http://www.ncld.org/students-disabilities/ld-education-teachers/reading-comprehension-instruction-students-with-ld

Reading Rockets Strategies for Students with Special needs http://www.readingrockets.org/article/370

Teaching Strategies for Students with Disabilities http://www.palmbeachschools.org/ese/documents/TeachingStrategiesandRespondingtoDiverseLearnerNeeds.docx

Learning Disabilities of America (Home Page several links/articles to select from) http://www.ldaamerica.org/aboutld/teachers/index.asp

Criteria for assessment of article summary: at least one page, double spaced, well written, brief overview of the benefits of the article for gifted and talented students or students with special needs and how you might use some of the strategies/activities recommended in your own classroom (provide examples).

2. The course syllabi offered as documentation for a standard could include the standard explicitly on the syllabus.

All of our syllabi for this program include the specific CTC program standard competencies aligned with the specific courses. In almost all cases, the reviewers can locate them listed in the section of each syllabus entitled:

Student Learning Outcomes

3. The reviewers find that the narrative provides links to documentation based in syllabi in which that standard is not addressed in the syllabus, however the program addresses that standard elsewhere (for example EDCI 549 is the primary class that addresses many standards, but is frequently not mentioned in the narrative): The narrative should refer to the most appropriate components of the program for each standard.

This general comment has been addressed and although we have not assigned any additional standards to EDCI 549 which is already overly relied upon for many standards, some competencies have been assigned to courses within the program that better align with reviewer suggestions. (See Course Matrix for the Reading and Literacy Added Authorization and for the Reading and Literacy Leadership Specialist Credential updates.) For example… Competency 5.B4 related to “Digital Literacy” has been better addressed in EDCI 527 and has been added to the competency grids for that course because it is the most appropriate course where the digital literacy components of the standards are addressed (although a related supportive assignment has not been deleted from EDEL 525, just from the grid for EDEL 525 as per reviewer suggestions); Competency 10.D1 has been added to EDCI 541; Competency 7.4 was moved from EDCI 524 to where it better fits in EDFN 500; etc.

4. The standards regarding digital literacy are addressed in the narrative with elements of the curriculum that require candidates to use technology for their graduate studies.

http://www.ldaamerica.org/aboutld/teachers/index.asp

http://www.palmbeachschools.org/ese/documents/TeachingStrategiesandRespondingtoDiverseLearnerNeeds.docx


http://www.readingrockets.org/article/370

http://www.ncld.org/students-disabilities/ld-education-teachers/reading-comprehension-instruction-students-with-ld


9

However these standards require the program to address how candidates are prepared to teach digital literacies and 21st Century skills to their learners. The narrative should distinguish between these two distinct competencies and provide documentation that the latter is being addressed. How candidates are prepared to teach digital literacies and 21st century skills to

their learners is now addressed better in Issues and Trends in the Use of Children’s Literature (EDCI 527). An assignment was added, Creating a Digital Literacy Lesson: You will create a lesson that incorporates technology, critical thinking and inquiry-based learning for children and implement it in a classroom or group setting. Pick a topic or unit that will require the use of different genres of children’s books and create a lesson that incorporates a digital literacy activity to enhance student responses. For example, your lesson must give students opportunities to respond through the use of multiple media--blogs, wikis, Google, movies, PowerPoint, Prezi or any other technology based medium that combine multimodal formats and incorporate information literacy skills. If you are teaching a preschool or early elementary classroom such as PreK – 2nd grade, you can easily find popular apps that can substitute for the digital literacy component. I will demonstrate one for each age range in the class. In the first part of this assignment you will prepare a detailed plan including objectives, questions for eliciting responses and activities for eliciting responses. (About 2 to 3 pages) This is for Session 2 in the course schedule.

See combined lesson planning and implementation of lesson in the following rubricRubric for Planning and Implementing Digital Literacy Lesson

Criteria Exceeds Standards Meets Standards Below StandardsOverall resources & Children’s Books Selected, Topic/Unit Relevance

Topic/unit relevant, good balance& variety/genres of high quality children’s’ books used

Topic/Unit relevant, adequate variety/genre of high quality children’s books used

Topic/Unit somewhat relevant, few/limited/variety/genre of high quality children’s books used

Multiple Media/Technology Resources

Excellent integration and variety and use of multiple media/other technology incorporating information literacy skills in the lesson

Good integration and variety and use of multiple media /other technology incorporating information literacy skills in the lesson

Limited integration and/or use of multiple media /other technology incorporating information literacy skills in the lesson

Overall lesson plan and Implementation

Well organized, detailed, clear objectives, excellent delivery of instruction

Organized, clear objectives, adequate delivery of instruction

Poorly organized, lacks objectives, and /or poor delivery of instruction

Overall Reaction and Reflection on Lesson

Detailed reflection including examples from student reactions/learning experiences and of one’s own teaching performance

Adequate reflection including some examples from student reactions/learning experiences and of one’s own teaching performance

Limited/vague reflection, few examples from student reactions/learning experiences and limited reflection of one’s own teaching performance

10

A discussion takes place the following session about what Candidates ran into in schools related to resources and how Candidates/various schools resolved/could advocate for resolution of those resource issues. In so doing, they are exposed to the issues in schools related to the resources available and possible resolutions to those issues in schools.

We have also added competency 3.5 to Emergent Literacy (EDEL 412) and thus addressed it further with an updated assignment in that course. The assignment includes a specific library session on identifying/evaluating high quality websites and how use such literacy websites in classrooms including YouTube, etc.)

Assignment 4 - Evaluation of literacy websites for classroom use: [3.5] Review/evaluate four (4) high quality literacy PreK-12 websites. Refer to Classrooms That Work under the shaded box sections entitled ‘Tech-Savvy Teacher’ (p. 18, 43, 52, 77, 115) …see sampling of websites found in this syllabus AND websites you have researched from the library session. Students may review only one commercial (.com) emergent literacy program/publisher. Write at least one page per website and answer the following questions in this format:

1. Include the Website address2. Overall access to information from the website: (easy, difficult, etc.)3. Website audience: (teachers, parents, students, etc.) 4. Brief description of website contents.5. Most useful/ interesting feature about the website.6. List 2-3 strengths and weaknesses of the website7. Rating and rationale of the overall quality of the website: (1-10) 1= low, 5= avg.

10 = high8. How you might use this form of technology in classrooms

Your Grade for this assignment is based on the following criteria: a) four appropriate and relevant websites selected from various literacy/educational sources, b) well written, typed, double spaced, at least one page per website, c) respond to all questions using the format listed, d) describe how this website might be used in a classroom, and e) report/share information about one website in class on due date.

5. The narrative must link to documentation of assessments and rubrics in which each of the standards is evaluated. This is missing throughout, but is especially necessary for Standards 1 and 6 (program design standards), and Standards 5 and 10 (Assessment of Candidate competence).

The documentation of assessments and rubrics in which each of the standards is evaluated are located in course syllabi and the biennial report (located in Part II of this document). There are also six decision point benchmark assessments of candidate competence (rubrics below are hyperlinked to the numerals (ex. #1) for locations in the biennial report, and to underlined words (ex. overall) for hyperlinks to aligned syllabi). To aid the reviewers in locating more sample rubrics, additional hyperlinks are now inserted into Standards 1, 6, 5, and 10 to a sampling of those locations.

1) Decision Point Benchmark Assessment # 1 : Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522) – their ability to master a variety of basic reading diagnosis assessments (This rubric is used to help

11

determine overall assessment of candidate competence for EDCI 522 and again for related EDCI 524.)

This rubric is used to help determine overall course grade

for EDCI 522.Category Below Standard

1ptMeets Standard

2ptExceeds Standard

3pt1. Contribution to

thinking in classStudent raises few ideas or questions related to the readings or content presented in class.

Student raises some pertinent/relevant ideas and questions related to the readings and content presented in class.

Student consistently raises many insightful, relevant ideas and questions related to the readings and content presented in class.

2. Interaction with professor/peers/colleagues

Student shows little or inconsistent interaction or respect with others in group or in-class activities. Student lacks self-monitoring skills during class activities.

Student shows adequate interaction respect with others in group and in-class activities. Student monitors their participation in most class activities.

Student shows consistent interaction, respect, interest with others in group and in-class activities. Student monitors their participation in all activities.

3. Critical analysis of the readings (reader response logs and practice test reflections)

Student submits late or incomplete evidence; poorly completes reader responses or no understanding of the readings.

Student always submits evidence on time that shows understanding of the readings.

Student always submits on time detailed evidence that shows deep understanding of the readings.

4. Contribution to supporting others

Student shows little awareness, concern, interest, or support of others in class.

Student shows adequate awareness, genuine concern, interest, and support of others in class most of the time in class.

Student shows much awareness, enthusiasm, concern, interest, and support of others consistently in class.

5. Use of professional reading testing terminology

Student uses very little correct testing terminology in class

Student uses mostly correct testing terminology

Student uses correct testing terminology on-

12

and small group. in class and small group.

going in class and small group work.

2) Decision Point Benchmark Assessment # 2 : Developing English Reading/ Language Arts Skills in Bilingual/Cross-cultural Individuals (EDCI 549)- their ability to assess English language acquisition factors affecting literacy acquisition (These rubrics are used to help determine overall assessment of candidate competence for EDCI 549.)

EDCI 549 Rubrics SummaryItem Pts “C” “B” “A”Group Work/Cooperative Learning

* At times: committed to goals; attempts more than one role; participates, expresses, collaborates; considers feelings of others; presents as prompted; little enthusiasm

Committed to goals; effectively carries out two roles; participates, expresses in sensitive ways; collaborates electronically; clear presentation; some energy

Works hard to meet goals, expresses in sensitive ways; listens; collaborates electronically; effective in many roles; clear participation; shows enthusiasm and initiative

Group Commentary

30 Little clarity in goals; some information on content; weak sequencing; questionable appropriateness; no multiple perspectives; ineffective evaluation, weak presentation

Stated goals; displays content knowledge; logical sequencing; selects and applies appropriate strategies with multiple perspectives; potentially capable evaluations, effective presentation

Clear goals; detailed content knowledge; logical, clear sequencing; precise strategies with multiple perspectives; explicit evaluations with rubrics. Effectively addresses all areas in guidelines, dynamic and engaging presentation

Items (cont) Pts “C” “B” “A”Learning to be an Ethnographer:Option 1Fieldwork ELD literacy observation & teacher interview OrOption 2Fieldwork observations -ELD Literacy Lessons with Personal Reflections

25 Word processed with errors; cross-culture not clear; integrated across most domains; less than 4 strategies, 2 or less multimedia, no computer use; standards unclear; strategies, software have some relevance, no curricular alignment, questionable reliability, appropriateness of Internet data; little authentic assessment Includes Reflection

Word processed with few errors; cross-cultural, multi-disciplinary, integrated; resources, multimedia, computer uses enhance learning; curricular alignment evident; standards clear; strategies for diverse learners supported by reliable research; some authentic assessment. Includes Reflection

Word processed, no errors; cross-cultural, multi-disciplinary, integrated; resources, multi-media, computer all sup-port, manage, enhance learning; standards clear; strong curricular alignment; strategies promote self-esteem, multiple perspectives of diverse learners, supported by reliable research gathered via Internet; multiple, authentic assessment approaches; shows role of evaluation in instructionIncludes Reflection

Portfolio Assignment/ Journal /Moodle

20 Completed weekly; uses email; covers week’s topic area

Emailed weekly and submitted prior to next class meeting

Emailed weekly; submitted prior to next class; shows in-depth reflections

Attendance/ Participation

20 No more than 3 significant absences*

No more than 2 significant absences*


Action Research:#1#2#3

253050

Slightly adheres to most guidelines with minimum effort

See Assignment Rubric

Adheres to guidelines, Clearly written with some documentation


Adheres to all guidelines and demonstrates exceptional effort. Thorough and very well written and documentedSee Assignment Rubric

13

EDCI 549 Rubric for Research Assignment #1: Language Varieties

INTRODUCTION AND DESCRIPTION OF THE STUDENT (Who? Why?) (2 points)Is there an introductory paragraph that describes the selected student and her/his educational context (e.g., why selected, fictitious name, age, grade level, school attended, primary language, reading level, other important socio/linguistic cultural, etc. information, Source of information-[Parent/teacher interview, CUM Record, other])

LANGUAGE SAMPLE (What? Why? How? Where?) (3 points)Is there a description of instruments used and procedures?Is there a transcription of the language samples?Were samples from all activities included?

ANALYSIS (8 points)Is there an analysis of the language sample?Is there a description of language and discourse patterns used?Is there a description of code switching behaviors, if any?

CONCLUSIONS (5 points)Does the author come to conclusions about the student’s language use?Are there recommendations?

REFLECTION (5 points)Is there a reflection on the student’s language?

OTHER (2 points)Are all field notes and transcriptions included with the assignment?Is the audio-tape included?

Total Possible Points 25 pointsComments:

EDCI 549 Rubric for Research Assignment # 2: Fluency vs. Comprehension:


INTERVIEW/SURVEY (4 points)Are the survey responses included?Is there an analysis of how the responses of the student are reflected in the reading and miscues of the student?

FLUENCY (What? Why? How? Where?) (5 points)Is there a description of instruments used and procedures?Is there a description of the student’s miscues (word list and passage)?Is there a copy of the miscue analysis sheet included?Is there a written analysis of the students’ fluency?

COMPREHENSION (5 points)Is there a description of instruments used and procedures?Is there a copy of the transcribed oral or written retelling included?Is there an analysis of the student’s comprehension skills (evaluation and comments)?

FLUENCY AND COMPREHENSION (8 points)

14

Is there a comprehensive analysis the student as a reader based on the, reading interview, miscue analysis and the (ELDRA or other) retelling?

Does the analysis describe matches and gaps between fluency and comprehension?REFLECTION (WHAT DID YOU LEARN?) (4 points)

Is there a reflection on the student’s fluency and comprehension skills?OTHER (2 points)

Are all field notes and transcriptions included with the assignment?Are all student samples included?Are there two copies included?Is the audiotape included?


EDCI 549 Rubric for Research Assignment #3: Case Study/Research Report

INTRODUCTION (10 points)Does the paper have a title page?Does the paper have an introduction that states the focus of the case study?

Is there a summary of relevant background information (including a short review of relevant literature i.e. Nature of EL students and implications for Literacy Instruction)?

Are there in-text (APA) citations from class reading where appropriate?DATA COLLECTION (10 points)

Is there a description of the setting of the study?Is there a description of what data was collected and how?Is there a description of the preliminary observations?

Is there a comprehensive description of the observations including number and duration of observations? Include classroom ethnography information if appropriate.

FINDINGS (10 points)Is there a detailed description of what was found during the study?Are vivid descriptions, as well as specific examples of or reference to assessments, activities, assignments, etc. given?

CONCLUSIONS (10 points)Are the findings summarized?Is there an interpretation of what was observed?Are the conclusions tied to class readings and activities?Are recommendations given?

REFLECTION (5 points)Is there a one to two page reflection on the process of conducting a case study?

REFERENCESIs there a reference section for all works cited in the paper? (2.5 points)

OTHERAre there appendices included as necessary? (2.5 points)Are all transcribed field notes included?

Total Possible Points (50 points)Comments:

3) Decision Point Benchmark Assessment # 3 : Reading/ Language Arts Clinical Practicum (EDCI 540A) and “Advancement to Candidacy.” (This assesses

15

their initial supervised field work where they must master administering remediation based on their assigned preK-14 students’ assessments.)

EDCI 540A Signature Assignment Rubric“Student Assessment Report”

Criteria Below Standards Meets Standards Exceeds Standards

Overall ability to build rapport and effectively communicate with parent(s)/family

Clinician makes minimal or limited attempt at building rapport or effectively communicating with parent(s)/family.

Clinician makes adequate attempt at building rapport and effectively communicating with parent(s)/family.

Clinician makes consistent attempt at building rapport and on-going effective communication with parent(s)/family.

Overall ability to record data (e.g. child’s background information to be included in the Reading Clinic file).

Clinician records minimal and/or inaccurate data related to the child.

Clinician records accurate and relevant data related to the child.

Clinician records accurate, ample, and relevant data related to the child.

Overall approaches for data collection(e.g. parent survey, telephone or personal interview, etc).

Clinician used none or minimal approach for parent data collection.

Clinician used more than one approach for parent data collection.

Clinician used multiple approaches for parent data collection.

Overall ability to provide additional resources, materials, and information to parent(s)/family to help their child/ren.

Clinician provides none or irrelevant additional resources, materials, or information to parents to help their child.

Clinician provides relevant additional materials, resources, or information to parents to help their child.

Clinician provides ample, relevant, and a wide variety of materials, resources, and information to parents to help their child.

4) Decision Point Benchmark Assessment # 4 : Principles and Practice of Teaching Writing (EDCI 523) – their ability to master writing assessments. (This rubric helps determine if Candidates have met mastery target.)

EDCI 523 Course RubricRequirement Target Acceptable Not Acceptable

Research Article Review

- Written

- Recent Research (2002-present unless seminal research)

- Excellent Research Article

- Semi-Recent Research (1999-present unless seminal research)

- Good Research

- Outdated Research (1980-older-unless seminal research)

- Opinion Article

16

(not opinion)- Accurate,

complete Bibliographic information included

- Highlighted copy of article included

- Outstanding Summary of the Article

- Thoughtful Reflection of the article

Article (not opinion)

- Accurate, Bibliographic information included


- Excellent Summary of the Article

- Good Reflection of the article

(not research)- Incomplete or

missing Bibliographic information

- No Highlighted copy of article included

- Poor or missing Summary of the Article

- Poor or missing Reflection of the article


- Oral

- Outstanding Oral presentation of the article

- Clear, accurate, easy to follow

- Covers all major areas of research article (sample, design, findings…)

- Within time allotted

- Includes meaningful handout

- Excellent Oral presentation of the article

- Clear, accurate- Covers most

major areas of research article

- Close to time allotted

- Includes good handout

- Poor Oral presentation of the article

- Difficult to understand

- Major areas of research article (sample, design, findings…) not covered

- Not within time allotted

- Poor or missing handout

Dialogue Journal - Consistently writes in weekly journal

- Meaningful correspondences

- Misses only one weekly journaling experience

-Correspon-dences are short but meaningful

- Misses several weekly journal experiences

- Little effort in correspondences

Class Participation

- Thoughtful participation in weekly assessment experiences

- Careful attention during class lectures and presentations

- Outstanding participation in all other aspects

- Excellent participation in weekly assessment experiences

- Excellent attention during class lectures & presentations

- Excellent participation in

- Little or no effort in weekly assessment experiences

- Inattention or extraneous talking during class lectures and presentations- Questionable participation in other aspects of

17

of class activities all other aspects of class activities

class activities

Final Exam - Outstanding quality responses on final exam

- Excellent quality exam responses

- Poor quality responses on final exam

Action Research Project

- 12 pre and 12 post randomly selected student samples

- Reflects Excellent Implementation of what was learned in course

- Accurate analysis of each of the 3 assigned Assessments for specific grade level students

- Cover Page accurately summarizes scores and group means

- Thoughtful analysis of sample student’s strengths and needs

- Thoughtful Reflection of related teaching strengths and weaknesses

- Outstanding Oral presentation

- 7-10 pre & 7-10 post randomly selected student samples

- Reflects Good Implementation of what was learned in course

- Mostly Accurate analysis of each of the 3 assigned Assessments for specific grade level students

- Cover Page generally accurately summarizes scores and group means

- Good analysis of sample student’s strengths and needs

- Excellent Reflection of related teaching strengths and weaknesses

- Excellent Oral presentation

- Inadequate number of randomly selected student samples

- Reflects Poor Implementation of what was learned in course

- Poorly implemented analysis of the 3 assigned Assessments for specific grade level students

- Cover Page inaccurately summarizes scores and group means

- Poor analysis of sample student’s strengths and needs

Poor Reflection of related teaching strengths and weaknesses

- Weak Oral presentation

5) Decision Point Benchmark Assessment # 5 : Reading/Language Arts Assessment and Instruction for Reading/Language Arts Specialists (EDCI 524) – their ability to master advanced reading diagnostic assessments. (This rubric is used to help determine overall assessment of candidate competence for EDCI 522 and again for related EDCI 524.)

18

EDCI 524 Class/Small Group Contribution Rubric (revised 2012)


for EDCI 522 and again for related EDCI 524.Category Below Standard Meets Standard Exceeds Standard

Contribution to thinking in class

Student rarely raises few ideas or questions related to the readings or content presented in class.


Student consistently volunteers & raises many insightful, relevant ideas and questions related to the readings and content presented in class.

Interaction with professor/peers/colleagues

Student shows little or no interaction with others in group or in-class activities.

Student shows adequate interaction with others in group and in-class activities.

Student initiates consistent interaction and interest with others in group and in-class activities.

Critical analysis of the readings (reader response logs and practice test reflections)

Student submits late or incomplete evidence; barely completes reader responses or limited understanding of the readings.

Student always submits evidence that shows understanding of the readings.

Student always submits detailed evidence that shows depth and understanding of the readings.

Contribution to supporting others




Use of professional oral English language testing terminology

Student uses very little correct testing terminology in class and small group.

Student uses mostly correct testing terminology in class and small group.

Student uses correct testing terminology on-going in class and small group.

19

6) Decision Point Benchmark Assessment # 6 : Comprehensive Examination (EDCI 596) – where candidates must synthesize all program knowledge, skills and abilities and demonstrate their mastery focusing on three main areas: reading diagnosis/remediation; writing diagnosis/remediation; attention to English language learner diagnosis/remediation skills. (This rubric is what faculty uses to determine if candidates pass their comprehensive exam and demonstrate mastery of the content.)

Rubric for Reading and Language Arts Specialist CredentialComprehensive Exam

There are also four program assessments that are addressed and evaluated regularly by program faculty; resulting improvements are documented in every biennial report. Due to the nature of the assessments, rubrics are not viable and thus we have found it best to evaluate the assessment results via discussions and consultations at regular graduate reading program faculty meetings which have guided improvements to the programs documented in our biennial reports:

A. “Mid -Point Survey ” during their Reading and Literacy Added Authorization program;

B. “Exit Survey ” when they apply for graduation after the completion of their Reading and Literacy Leadership Specialist Credential program

20

C. “Student Follow-Up Survey ” two weeks after graduation D. “Employer Follow-Up Survey ” two weeks after that

Another example…additional criteria and a rubric is added for evaluation of the research paper in Seminar on Research in Teaching Reading/Language Arts (EDCI 521).

All research papers will be assessed on the following criteria:1. The paper is clearly organized using correct APA (6th edition) formatting and referencing. 2. The introduction and conclusion are clear and are related to the body of the paper.3. At least 7 scholarly sources must be referenced in the paper .4. The content is relevant and fully developed within the paper.5. There is an equal proportion of theory and research reported (no personal opinion)6. The transitions from topic to topic and study to study are clearly demonstrated, and are

related/compared to each other rather than just listed separately..7. The studies and theories reported clearly relate to the topic of the paper.8. Write a proposed methodology as if you were going to carry out the research.9. The editorial work on the paper is accurate and all spelling and punctuation are correct. 10. Length: 12-15 pages long; 12 point font; stapled and double spaced. It must include a reference

page, and a cover page with your name, title of your paper, and the course number that is not counted in the total page count.

11. Please turn in one hard copy of your paper in class and submit a second one electronically via www.turnitin.com. You will only get credit for your paper if you submit one electronically (Instructions for electronic submission will be described toward the end of the quarter).

12. Either approach selected by the student for the paper counts the same for the final grade.6.1, 6.2, 7.1, 7.2, 7.3, 7.4, 7.6, 7.7, 7.8, 7.9, 8.A2, 8.A5, 8.B1, 8.B3, 8.B4, 10.B1, 10,B3

Research Paper Scoring RubricRating A

Exceeds standards/highe

st quality

A-Very good

B+Good

BAdequate(passing)

B-Barely meets

standards

CDos not

meet standards

Overall organization, presentation of paper

Double spaced, 12 inch font, stapled, with cover page your title, course #, and your name

Double spaced, 12 inch font, stapled, with cover page, your title, course # and your name

Missing only one: double spaced, 12 inch font, stapled, cover page with your title, course #, and your name

Missing at least one: double spaced, 12 inch font, stapled, cover page, your title, course #, your name

Missing most items

Missing many items

Title of Paper

Interesting, appropriate & relevant to topic

Appropriate & relevant to topic

Adequate to topic

Mostly relevant to topic

Somewhat vague or irrelevant to topic

No title or irrelevant to topic

Page length Body of the paper 7- 10 pages only (cover and reference page not included in page total.

7-10 pages 7-10 pages Close to 7 to 10 pages

Not within page limits

Extremely over /under page limits

http://www.turnitin.com/

21

References *(separate page with properly APA referenced citations)

At least 7 primary sources properly APA referenced, current sources 1999-

7 primary sources properly APA referenced, current sources 1999-

7 primary sources mostly APA referenced, current sources 1999-

7 primary and/or secondary sources somewhat APA, current sources 1999-

7 primary &/ or secondary sources and somewhat APA referenced

Less than 7 primary or secondary references, poorly referenced

Overall Writing *

Excellent writing and properly APA referenced throughout the paper, in-depth understanding and ability to synthesize & combine main ideas.

Very good writing, properly APA referenced throughout the paper, very good understanding & ability to synthesize & combine main ideas, & APAproper use of citations

Good writing, goodunderstanding & ability to synthesize & combine main ideas, few minor writing or citation errors.

Adequate writing, some understanding & ability to synthesize & combine main ideas, some writing or citation errors

Fair writing, limited understanding & ability to synthesize & combine main ideas, some writing or citation errors

Poorly written overall, lacks understanding to synthesize or combining main ideas, many writing errors.

Additional assessments and rubrics have also been added for some of the courses’ assignments including in Issues and Trends in Using Children’s Literature (EDCI 527), Emergent Literacy (EDEL 412), and Reading/Language Arts Clinical Practicum (EDCI 540A/B).

=========================================

1: Program Design, Rationale, and Coordination …The standard states, “candidates understand the challenges of developing literacy among California’s diverse population. Successful candidates will be able to maximize literacy development for all students. All “students” refers to, but is not limited to, struggling students, English learners, gifted and talented students, and students with special needs.” The program does not demonstrate alignment with preparing candidates to teach students with special needs or gifted and talented learners.


…The Charter College of Education (CCOE) is a learning community of faculty, administrators, staff, CCOE students and community members that work

22

collaboratively to ensure that all CCOE students receive a high-quality education, honor the diversity of all learners, advocate for educational and community reforms, develop reflective practices that promote equity, and facilitate the maximum learning and achievement potential of all children and adults. This underlying framework is also reflected in our courses and guides our activities and assignments.

All children and adults refers to the full range of student diversity including but not limited to struggling students, English learners, gifted and talented students, and students with special needs.” For example, the diversity of students our program candidates tutor in EDCI 540A in our CSULA Reading & Writing Clinic at any typical quarter includes approximately:



Caucasian Other

80% 5% 5% 5% 5%



Special Needs


Gifted and Talented

approximately 2%

*NOTE: This table does not include the full range of diversity our candidates work with including the full range of ethnic, cultural, gender, linguistic, and socio-economic differences, but gives the readers a flavor of the diversity of our CSULA service area which includes a wide array of school districts in the Greater Los Angeles Basin ranging from inner city Los Angeles to Walnut/Diamond Bar, from Monterey Park to Pasadena, and beyond.

We also added further clarifications/activities/assignments to some of our program courses. For example Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522) now explicitly addresses students with special needs and gifted and talented students through additional assignments. EDCI 522 is a combination of teaching Candidates literacy strategies to meet the needs of all learners and formal and informal assessments for classroom use. They focus on teaching Candidates how to teach literacy strategies that are research-based to meet PreK-14 students’ needs and be able to administer, score and interpret a variety of assessments including curriculum-embedded assessments, norm-referenced and criterion based assessments for summative and formative purposes. Here are two examples from EDCI 522…


23













2: Promoting a Culture of Literacy The standard states that the candidate should review current research on elements

of an effective culture of literacy at the school, district and community levels. However,










24

the readers are unclear regarding how candidates acquire working knowledge of elements of the culture of literacy from the readings assigned in EDCI 513. Appropriate readings need to be specified. The narrative does not specify how candidates review current research on factors that support/develop a culture of literacy. It is unclear how “developing a model of reading instruction” is connected to “developing a culture of literacy” as required in the standard. The narrative was not clear so reviewers were unable to confirm alignment between program requirements and the standard requiring that candidates acknowledge, honor and capitalize on the diverse knowledge, skills and backgrounds of the students to engage students, families and the community in the acquisition of English literacy skills. This is now better addressed in Reading as a Cognitive Process (EDCI 513).

Week 1 we added: Overview of the syllabus; introductions; Reading definitions; Culture of literacy 2.1

As an introduction/focus students examine models and discuss the current research on the elements of an effective culture of literacy to meet the needs of all learners. In small groups they will discuss examples of an effective culture of literacy as it relates to the classroom, school, and district level. Students will share their vision of a culture of literacy and in groups will draft and share in class A PLAN OF ACTION (working knowledge) to strengthen the culture of literacy to better support literacy learning. 2.3

Weeks 4 and 5: To build upon meeting these competencies 2.1, 2.3 shared vision of a culture of literacy [5.A1] and how it impedes/supports literacy development two more appropriate readings in Weeks 4 and 5 were added to the course schedule.

o Added readings: Proctor, C.P., Dalton, B., & Grisham, D. L. (2007). Scaffolding English

language learners and struggling readers in a universal literacy environment with embedded strategy instruction and vocabulary support, Journal of Literacy Research, 39(1), 71-93.

Schultz, M.M., & Kantor, R. (2005). Understanding the home-school interface in a culturally diverse family. Literacy Teaching and Learning, 10, 59-79

These same competencies are also added/embedded in the Research/method Review paper assignment (with assessment criteria) due Week 11 in the course schedule. This assignment shows more alignment between program requirements that honor and capitalize on the diverse knowledge, skills and backgrounds of the students to engage families/community (see #4 in this assignment).

Directions: Write a Research/Method Review Paper that includes the following points:

1. Write a description of the method or approach; you must explain the approach as you use it or as you have seen it used in a classroom. Add observational information about how you believe the approach is working in the classroom. How are the children responding to this approach? Based upon what you have seen, are they engaged and learning to read? Give examples.

2. Describe how method/approach is used in the classroom to further the development of a culture of literacy. How does this approach foster students’ independence, engagement, motivation and/or attitude towards reading? 2.2, 2.3, 2.4, 2.5, 5.A1

25

3. Research the topic with research and theoretical articles. In this section of the paper, compare and contrast the articles. It is possible that the research authors will disagree. In this section of the paper you do not present your opinion, you just state the information you found in the published articles.

4. After you have presented the research and theories, explain how would capitalize on the diverse knowledge and backgrounds of the students to modify this approach in your classroom in order to create a literature environment that meets the needs of all students. How will the information you researched and the school and community where you teach influence what you do in the classroom? Why? Program Standards 1, 6, 9.

The following Evaluation Rubric Criteria will be used to evaluate the research/method/review paper:

1. The introduction to the paper is clearly written and the purpose of the paper is clearly stated.

2. The description of the method/activity is clearly presented. There is observational information about the success of this method in the classroom as it relates to fostering students’ independence, engagement, motivation and/or attitude towards reading.

3. All research and theoretical articles are related to the thesis statement.4. Relationships between and among the cited articles are clear.5. The reflective discussion of the method/activity is based upon the research and/or

theoretical work in the paper6. The description of the modification of the method/activity reflects a clear

understanding of the method/approach and the culture of literacy.7. There is a conclusion to the paper.8. The citations follow currently approved APA format.9. The paper is 10-12 pages including complete reference list.

In Developing English Reading/Language Arts Skills in Bilingual/Cross-cultural Individuals (EDCI 549) Texts selected for the class include elements of developing a Culture of Literacy. First week topics have been updated to specifically address the concept of a Culture of Literacy

i. Week 1Who are English learners? The role of language in literacy Examining the role of cultural diversity on schooling Role of language in literacy Examining programs for ELLs Culture of Literacy

Research and Group Commentary also added: Select one of the resources on Culture of Literacy listed in the syllabus and identify the big ideas, which are important to know, as you work with students, including how you plan and differentiate instruction using multi-tiered interventions as appropriate based on the assessed individual, academic language and literacy, and diverse learning needs of the full range of learners (e.g. struggling readers, students with special needs, English learners, speakers of non-dominant varieties of English non-standard English, and advanced learners).

26

3: Preparation to Teach Literacy to All Students through Assessment, Instruction and Appropriate Intervention. The readers are unclear regarding which research in particular candidates review and analyze. The readers are unclear regarding how the “entire evening on beginnings” provides an opportunity for candidates to review and analyze current research.

Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522) now explicitly addresses this as follows… EDCI 522 Added Assignment: Modifying/Differentiating Instruction for Reading and

Language Arts for all learners: This assignment asks Candidates to identify and describe how to teach various instructional literacy strategies (including fluency 3.2c, vocabulary development 3.2d listening and reading comprehension 3.2e, and written language development 3.2f) to meet the needs of struggling readers, student with special needs, ELLs, and gifted and talented students.














27





…It is unclear to the readers how the program prepares candidates to provide instruction in the area of fluency (as distinct from fluency assessment and intervention).

Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522) is a combination of teaching Candidates literacy strategies to meet the needs of all learners and formal and informal assessments for classroom use. It focuses on teaching Candidates how to teach literacy strategies that are research-based to meet PreK-14 students’ needs and be able to administer, score and interpret a variety of assessments including curriculum-embedded assessments, norm-referenced and criterion based assessments for summative and formative purposes. (See Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522) Modifying/Differentiating Instruction for Reading and Language Arts for all learners assignment above and added to the EDCI 522 syllabus as an example.)

The documentation is not clear so readers were unable to confirm a specific assessment and intervention for gifted and talented readers.

Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522) is a combination of teaching Candidates literacy strategies to meet the needs of all learners and formal and informal assessments for classroom use. It focuses on teaching Candidates how to teach literacy strategies that are research-based to meet PreK-14 students’ needs and be able to administer, score and interpret a variety of assessments including curriculum-embedded assessments, norm-referenced and criterion based assessments for summative and formative purposes. (See Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522) Modifying/Differentiating Instruction for Reading and Language Arts for all learners assignment above and added to the EDCI 522 syllabus as an example.)

The connection is unclear between the standards’ requirement that candidates learn methods for instructing students to access, evaluate, use and integrate information from digital resources, and the demonstration lesson in the course EDEL 525. Please provide documentation on how this standard is addressed in the program. This is now better addressed in Issues and Trends in the Use of Children’s

Literature (EDCI 527). An assignment was added; Creating a Digital Literacy Lesson: You will create a lesson that incorporates technology, critical thinking and inquiry-based learning for children and implement it in a classroom or group setting. Pick a topic or unit that will require the use of different genres of children’s books and create a lesson that incorporates a digital literacy activity to enhance student responses. For example, your lesson must give students opportunities to respond through the use of multiple media--blogs,





28

wikis, Google, movies, PowerPoint, Prezi or any other technology based medium that combine multimodal formats and incorporate information literacy skills. If you are teaching a preschool or early elementary classroom such as PreK – 2nd grade, you can easily find popular apps that can substitute for the digital literacy component. I will demonstrate one for each age range in the class. In the first part of this assignment you will prepare a detailed plan including objectives, questions for eliciting responses and activities for eliciting responses. (About 2 to 3 pages) This is for Session 2 in the course schedule.



















We have also added competency 3.5 to Emergent Literacy (EDEL 412) and thus addressed it further with an updated assignment in that course. The assignment includes a specific library session on identifying/evaluating high quality websites and how use such literacy websites in classrooms including YouTube, etc.)

Assignment 4 - Evaluation of literacy websites for classroom use: [3.5] Review/evaluate four (4) high quality literacy PreK-12 websites. Refer to Classrooms That Work under the shaded box sections entitled ‘Tech-Savvy Teacher’ (p. 18, 43, 52, 77, 115) …see sampling of websites found in this syllabus entitled ‘Tech-Savvy Teacher’ (p. 18, 43, 52, 77, 115) …see sampling of websites found in this syllabus

29

AND websites you have researched from the library session. Students may review only one commercial (.com) emergent literacy program/publisher. Write at least one page per website and answer the following questions in this format:




Additional documentation needs to be provided to demonstrate that the synthesis of ideas that takes place in weeks 9 and 10 of EDCI 549 actually accomplishes the standard of differentiating students’ literacy development and their language acquisition needs and problems.

Additionally, in Developing English Reading/Language Arts Skills in Bilingual/ Cross-cultural Individuals (EDCI 549) language was added to the following assignments to clarify this expectation:

Ethnography Ethnography rubric

Is there a description of how the physical environment aligns with creating a culture of literacy?

Does the plan include strategies for engaging families in literacy development?

Does the plan make connections to the community and literacy beyond the classroom?

Action Research (2b) Observe the student for several days during reading instruction (if

possible)/subject area instruction. As you observe the student and the learning environment identify aspects of the classroom that contribute to creating a culture of literacy. Include information on how the teacher creates a culture of literacy. Jot down any notes that will help you describe the student and the learning environment including issues related to literacy development as opposed to issues related to language acquisition needs and/or problems. (3.7)

Conclusions/recommendations: This section provides the opportunity to summarize your findings and to offer an interpretation of what was observed. Then offer any recommendations you wish to make, e.g., you might recommend that “María” be placed in a heterogeneous Spanish

30

reading group so that a more proficient reader can assist her as necessary. Be sure to tie this section into the readings from this or others of your courses. The recommendations should include multi-tiered interventions as appropriate based on the assessed individual, academic language and literacy, and diverse learning needs of the full range of learners (e.g. struggling readers, students with special needs, English learners, speakers of non-dominant varieties of English non-standard English, and advanced learners). The reader should be able to easily identify how the recommendations you have selected honor and capitalize on the diverse knowledge, skills and backgrounds of the students to engage students, families and the community in the acquisition of English literacy skills.

The narrative is unclear, and no documentation is provided, regarding how candidates learn methods to assist teachers in using school-wide assessment data to implement and revise instructional programs and to plan, implement, and evaluate school-wide professional development.

EDCI 522 Added Assignment: School Administrator Interview on School-wide assessment data: Candidates must interview a school principal, assistant principal, reading specialist, curriculum coordinator, or other school professional who can provide knowledge related to their school-wide assessment data system/program for reading/language arts (any school/grade level). In the interview, ask such questions as: “How does your school use school-wide assessment data for reading/language instruction? What assessments are used and at what grade levels for reading/language? In what ways are you implementing RTI or other reading/language intervention programs? In what ways are the teachers being assisted to use grade level and/or school-wide reading/language assessment data? What types of reading/language professional development are you using to improve your reading/language curriculum and programs based on assessment data? What types of reading/language professional development are you using to improve your reading/language curriculum and programs based on assessment data? How has school-wide reading/language data helped improve your school? Etc.[3.8]

This assignment will be assessed based on the following criteria: 1. The report should be two to four pages, double spaced, and well written 2. Develop and ask 5 -7 interview questions (may refer to model questions above).3. Summarize the responses from the interview questions. 4. Record the date, time, and school.5. Explain the most important ideas you learned from the interview about school-

wide reading/language assessment data process and what you would ask if you had more time.

6. Attach your interview questions.Other requirements:

Do not audio tape or transcribe the interview. Make sure the administrator/reading specialist is aware that this is an assignment

to increase your knowledge and understanding and use of school wide reading/language assessment data.

31

Do not ask for or record specific student names, records, etc. Refer to websites for additional information. On-line sources to assist and

enhance your understanding and knowledge in preparing your questions for the Administrator Interview Report for School-wide Data Collection

o Analyze & Act: Appropriate & Effective Use of Assessment Data Unit 7 CA Department of education http://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=505706&sciId=14917

o School- wide Early Literacy Data Collection http://oregonreadingfirst.uoregon.edu/downloads/assessment/data_collection.pdf

o Case Study School-wide data http://www.nrcld.org/rti_manual/pages/RTIManualSection5.pdf

o Responding to Student Data Examples http://www.timeandlearning.org/files/TWS_Use_Time_to_Relentlessly_Asses,_Analyze,_and_Respond_to_Student_Data.pdf

4: Integrating Curriculum through Fieldwork The narrative is unclear regarding whether candidate work at field sites or clinical

settings is effectively linked to a balanced literacy approach that includes the creation of a culture of literacy within families and communities.

Clarifications about CSULA Reading/Language Arts Practicums:The CSULA Reading and Writing Clinic is located at the CSULA campus in the Charter

College of Education (KH C160). It serves PreK-12 students who come from families of diverse and ethnic backgrounds. While almost all are struggling readers, about 2% are gifted and talented, about 25% are students with special needs, (Dyslexia, ADHD, autistic...), and of all of the clinic students, about 30% are ELLs (Spanish, Mandarin/Cantonese, Farsi, …).

A typical tutoring lesson is 75 minutes with tutors implementing lessons using a balanced approach to literacy including a variety of instructional materials and resources including technology, direct instruction in reading and writing, time for application and practice, monitoring, informal assessment, and review.

This clinical practicum is designed into two sections: Part 1 (clinic) includes Candidates tutoring students PreK-grade 12 students who generally are referred to the clinic by their classroom teachers, and Part 2 (class) is class time afterwards which focuses on debriefing and teaching tutors formal literacy instruction for all learners.

While students are tutored in the small clinic cubicles, their parents gather in the large clinic classroom where parent education sessions take place. Topics covered in the parent sessions include ways parents can help their children improve with reading/writing skills, regardless of language spoken at home to build/strengthen a culture of literacy within the home and community. For example, reading aloud to their children is modeled and encouraged whether that reading aloud at home happens in English or their native language if that is the language spoken at home. Parents are encouraged to check out children’s literature (which are available in several languages) from the clinic library (or the CSULA Literacy Resource Lab) to read with their children at home. One focus strategy per session is modeled, discussed and practiced (such as asking questions and helping their children predict what comes next as they

http://www.timeandlearning.org/files/TWS_Use_Time_to_Relentlessly_Asses,_Analyze,_and_Respond_to_Student_Data.pdf


http://www.nrcld.org/rti_manual/pages/RTIManualSection5.pdf

http://oregonreadingfirst.uoregon.edu/downloads/assessment/data_collection.pdf


http://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=505706&sciId=14917


32

read to their child) – with follow-up session discussions about what worked for them and what didn’t.

In order to help sustain that Culture of Literacy, Summer Reading Camp is also offered for three weeks in July in our CSULA Reading and Writing Clinic. While the summer reading camp includes healthy snacks, arts and crafts, and outside play activities, it keeps up with the reading and writing tutoring focus for the diverse range of students, along with the Parent Education training sessions.

5: Planning, Organizing, and Providing Literacy Instruction There is no documentation that candidates receive guidance or instruction on

ways to connect research and practice in the area of action plans for strengthening a culture of literacy.

This is now better addressed in Reading as a Cognitive Process (EDCI 513). Week 1 we added: Overview of the syllabus; introductions; reading definitions; culture of

literacy As an introduction/focus students examine models and discuss the current research on the

elements of an effective culture of literacy to meet the needs of all learners. In small groups they will discuss examples of an effective culture of literacy as it relates to the classroom, school, and district level. Students will share their vision of a culture of literacy and in groups will draft and share in class a plan of action (working knowledge) to strengthen the culture of literacy to better support literacy learning. 2.3

Weeks 4 and 5: To build upon meeting these competencies 2.1, 2.3 shared vision of a culture of literacy [5.A1] culture of literacy and how it impedes/supports literacy development two more appropriate readings in Weeks 4 and 5 were added to the course schedule.

o Added readings: Proctor, C.P., Dalton, B., & Grisham, D. L. (2007). Scaffolding English language learners and struggling readers in a universal literacy environment with embedded strategy instruction and vocabulary support. Journal of Literacy Research, 39(1), 71-93. And, Schultz, M.M., & Kantor, R. (2005). Understanding the home-school interface in a culturally diverse family. Literacy Teaching and Learning, 10, 59-79

These same competencies are also added/embedded in the Research/method Review paper assignment (with assessment criteria) due Week 11 in the course schedule. This assignment shows more alignment between program requirements that honor and capitalize on the diverse knowledge, skills and backgrounds of the students to engage in families/community (see #4 in this assignment).

Directions: Write a paper that includes the following points:1. Write a description of the method or approach; you must explain the

approach as you use it or as you have seen it used in a classroom. Add observational information about how you believe the approach is working in the classroom. How are the children responding to this approach? Based upon what you have seen, are they engaged and learning to read? Give examples.

2. Describe how method/approach is used in the classroom to further a development of the culture of literacy. How does this approach foster students’

33

independence, engagement, motivation and/or attitude towards reading? 2.2, 2.3, 2.4, 2.5, 5.A1


4. After you have presented the research and theories, explain how would capitalize on the diverse knowledge and backgrounds of the students to modify this approach in your classroom to create a literature environment that meets the needs of all students. How will the information you researched and the school and community where you teach influence what you do in the classroom? Why? Program Standards 1, 6, 9.





theoretical work in the paper6. The description of the modification of the method/activity reflects a clear understanding

of the method/approach and the culture of literacy 7. There is a conclusion to the paper.8. The citations follow currently approved APA format9. The paper is 10-12 pages including complete bibliography

The narrative does not address how candidates interpret results of disaggregated school-wide assessment data to propose changes in instructional practices.

EDCI 522 Added Assignment: School Administrator Interview on School-wide assessment data: Candidates must interview a school principal, assistant principal, reading specialist, curriculum coordinator, or other school professional who can provide knowledge related to their school-wide assessment data system/program for reading/language arts (any school/grade level). In the interview, ask such questions as: “How does your school use school-wide assessment data for reading/language instruction? What assessments are used and at what grade levels for reading/language? In what ways are you implementing RTI or other reading/language intervention programs? In what ways are the teachers being assisted to use grade level and/or school-wide reading/language assessment data? What types of reading/language professional development are you using to improve your reading/language curriculum and programs based on assessment data? How has school-wide reading/language data helped improve your school? Etc.[3.8]

This assignment will be assessed based on the following criteria:

34

7. The report should be two to four pages, double spaced, and well written 8. Develop and ask 5 -7 interview questions (may refer to model questions above).9. Summarize the responses from the interview questions. 10. Record the date, time, and school.11. Explain the most important ideas you learned from the interview about school-











The program standard stating, “candidates plan and teach lessons to students who are different from the candidate” is not addressed in the narrative or the documentation provided.

Information presented in Standard 5 of this narrative describes some of the various courses/assignments that provide opportunities for our Candidates to work with a variety of PreK-14 students throughout the program. Although not exhaustive, further information relative to a brief comparison of just a few of the characteristics of our CSULA students and of the students they work with just in one of those experiences…in the CSULA Reading and Writing Clinic (EDCI 540 practicums) follows:

*A Sampling of Graduate Reading Program Student Demographics

Ethnicity Asian Latino African-American White Other/Decline

to state18% 44% 16% 14% 15%








35

First Language

Armenian,Vietnamese Spanish Chinese Korean English

4%, 2% 26% 5% 4% 60%



Caucasian Other

80% 5% 5% 5% 5%



Special Needs


Gifted and Talented

approximately 2%

*NOTE: These tables do not include the full range of diversity our candidates represent and that our candidates work with including the full range of ethnic, cultural, gender, linguistic, and socio-economic differences, but give the readers a flavor of the diversity of our CSULA service area which includes a wide array of school districts in the Greater Los Angeles Basin ranging from inner city Los Angeles to Walnut/Diamond Bar, from Monterey Park to Pasadena, and beyond.

Clarifications about Reading/Language Arts Clinical Practicums:Reading/Language Arts Clinical Practicum (EDCI 540) is a course where Candidates

work with students from our surrounding communities in our CSULA Reading and Writing Clinic located on the CSULA campus in the Charter College of Education (KH C 160). It serves PreK-14 students who come from families of diverse ethnic backgrounds. While almost all are struggling readers, about 2% are gifted and talented, about 25% are students with special needs, (Dyslexia, ADHD, autistic...), and of all of the clinic students, about 30% are ELLs (Spanish, Mandarin/Cantonese, Farsi, …).

A typical tutoring lesson is 75 minutes with tutors implementing lessons using a balanced approach to literacy using a variety of instructional techniques, materials and resources including technology, formal direct instruction in reading and writing, time for application and practice, monitoring, informal assessment, and review.

The clinical practicums are designed into two sections: Part 1 includes students tutoring all students from PreK to 14 (clinic) (concentrating more on PreK-3 in EDCI 540A and 4th grade up in 540B). Part 2 is class time afterwards (class). The class times include debriefing and include a part of our program which focuses on teaching formal literacy instruction for all learners within a balanced approach to literacy instruction for grades PreK-14.

While students are tutored in the small clinic cubicles, their parents gather in the large clinic classroom where parent education sessions take place. Topics covered in the parent sessions include ways parents can help their children improve with reading/writing skills, regardless of

36

language spoken at home to build/strengthen a culture of literacy within the home and community. For example, reading aloud to their children is modeled and encouraged whether that reading aloud at home happens in English or their native language. Parents are encouraged to check out children’s literature books (which are available in several languages) from the clinic library (or the CSULA Literacy Resource Lab) to read with their children at home. One focus strategy per session is modeled, discussed and practiced (such as asking questions and helping their children predict what comes next as they read to their child) – with follow-up session discussions about what worked for them and what didn’t.


Reviewers were unable to confirm that candidates plan, implement and monitor formal literacy instruction (as distinct from tutoring) in the course EDCI 540A that was referenced as documentation. Updates for EDCI 540A:

A more detailed tutoring schedule and class schedule and requirements have been added to the syllabus and divided into two schedules. These schedules show the differences in how the course responds to evidence showing the difference between formal instruction time and clinic tutoring. It also meets the competencies between planning and implementing formal literacy instruction through teaching a balanced literacy approach and tutors learning how to implement teaching instructional strategies to help all learners. It also includes a rubric for lesson planning and class and clinic course requirements.

Clinic and Class Requirements: Tutors = Candidates taking 540A, Pupils = PreK-14 students attending the clinic

1. Tutors will write a detailed lesson plan each week (per pupil). 2. Tutors will complete an end of session client report (per pupil). 3. Tutors will attend all classes and tutoring sessions.4. Tutors will collect artifacts of children’s work (on-going)5. If a tutor is absent during a tutoring session or comes very late they will have to make-up (make

arrangements to meet their pupil for tutoring) before the end of the quarter.6. Tutors will schedule a parent interview to gain background/family information to assist them in

meeting the needs of the student.7. Tutors will be observed for a portion of their tutoring session (as needed). 8. Both parts (class and clinic experience) count equally in configuring the final grade.

“CLASS SCHEDULE” will be in place of “Weekly Schedule of Discussion” The schedule is as follows AFTER the clinic session for tutoring: In particular, Candidates learn formal literacy instruction that is research-based, sequential, linguistically logical, systematic, explicit, differentiated, and based on ongoing formal and informal assessments for all learners grades PreK to 14 including students with special needs and gifted and talented students. (5.B2, standards 1, 6, 9…) Debriefing also occurs at the end of each class session. See guidelines.

Week 1 Explain/model how to analyze/review a clinic student file. Discuss how to use test results to design formal instructional lessons. Provide criteria and demonstrate how to develop formal lesson plans and provide for differentiated instruction for all learners. Discuss needs of children from diverse backgrounds (including struggling readers,

37

English learners, gifted and talented students, and special needs students) for grades PreK-14. 1.1, 1.3, 4.4. 4.1, 4.2, 3.2g, 3.3, 4.3

Week 2 Introduce and model formal instructional strategies that are researched-based for teaching oral language development {3.2a} word analysis [3.2b] for all learners. Share ideas with partners. Assist tutors in planning their lessons and goals. Debrief tutors on first session. Set up observation/supervision schedule of tutors’ lessons. 3.2a, 3.2b, 4.4.

Week 3 Model formal teaching strategies for Language Experience Approach (LEA) for all learners. After debriefing of tutoring sessions, review the various needs of diverse students in grades PreK-14. Discuss lessons aligned to assessments. 1.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.A3, 5.A4, 5.B1, .B2, 5.B3

Week 4 Introduce and model formal instructional strategies for teaching fluency (3.2c) for all learners. After debriefing, share ideas and discuss the importance of fluency in PreK-14. Debrief with tutors.

Week 5 Model formal instructional strategies for teaching listening and reading comprehension strategy [3.2e]. Share ideas. Debriefing with tutors regarding their lesson planning.

Week 6 Model and demonstrate formal instructional strategies for teaching vocabulary development [3.2d] based on information obtained from observations of tutoring sessions. Inform tutors to make conference appointments with parents. Emphasize/review lessons using a balanced literacy approach.

Week 7 Practice role play parenting conferencing. Instruct tutors on how to develop questions and an agenda for parent conferences. Explain how to write a report of their parent conference. Discuss tutors’ use of technology in their lessons. Debrief with tutors. 1.1,1.3; CCOE 3

Week 8 Demonstrate how to complete the End of Session Report, grid, and summary report. Tutors will work in groups to complete a practice End of Session Report. 1.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.A3, 5.A4, 5.B1, .B2, 5.B3

Week 9 Plan for Clinic Family/pupil celebration. Assign tutors responsibilities for their pupil’s involvement in the celebration. 1.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.A3, 5.A4, 5.B1, .B2, 5.B3

Week 10 Tutor mini- presentations of overall assessment of their pupil’s needs and further recommendations. Tutors previously help/assist in the final Family/Parent/pupil celebration.

Submit parent interview report and final end of session report and file with pupil artifacts. 1.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.A3, 5.A4, 5.B1, .B2, 5.B3

Additions and clarifications to the Clinic Schedule with more detailed information including rubrics.

Week 1 (No pupils). Meet with tutors, overview of class and tutoring session requirements: (end of session reports, formal lesson plans, etc.) Tutors read student files analyzing student needs, planning for instruction to assist students in designing and modifying instruction for their students. Tutors will be assigned students ahead of time. See lesson plan criteria. 1.1, 1.3, 3.2, 3.3, 4.1, 4.3, 5.A3, 5.A4

Week 2 Meet new pupils. Prepare a “get to know you” activity with pupils. Informally assess pupils using various informal assessments: reading and interest inventory, obtain a writing sample, administer an abbreviated IRI, record pupil observations. 1.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.A3, 5.A4, 5.B1, .B2, 5.B3

Week 3 Prepare and teach first formal lesson based on information from the clinic files and informal assessments to meet pupils’ instructional needs. Tutor observations

38

will begin. See Tutor observation criteria. Reflect on lesson afterwards. 1.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.A3, 5.A4, 5.B1, .B2, 5.B3

Week 4 Continue formal lesson planning and tutoring children –following up from previous week’s lesson using balanced approach to literacy instruction. Tutors will be observed by clinic director. Tutors start collecting artifacts of child’s work. 1.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.A3, 5.A4, 5.B1, .B2, 5.B3

Week 5 Continue formal lesson planning and tutoring children—following up, modifying, and assessing pupil’s needs. Tutors will be observed. 1.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.A3, 5.A4, 5.B1, .B2, 5.B3


Week 7 Continue formal lesson planning and tutoring children—following up and assessing pupil’s needs. Tutors will be observed. Tutors will begin to schedule parent conferences. 1.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.A3, 5.A4, 5.B1, .B2, 5.B3

Week 8 Continue formal lesson planning and tutoring children—following up and assessing pupil’s needs. Tutors will be observed. Tutors begin parent conferences. 1.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.A3, 5.A4, 5.B1, .B2, 5.B3

Week 9 Continue formal lesson planning and tutoring children—following up and assessing pupil’s needs. Tutors will continue conferencing with parents if needed. Prepare draft of Final Session of tutoring Report 1.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.A3, 5.A4, 5.B1, .B2, 5.B3

Week 10 Attend and assist in the Family/pupil/parent celebration. 1.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.A3, 5.A4, 5.B1, .B2, 5.B3Final End of Tutoring Session Report due.

Tutor Observations and CriteriaThe Clinic Director will observe lessons to help tutors improve their teaching practices. Each tutor will be observed for 10-15 minutes. Some tutors may require longer observation times and more frequent observations. The tutors will be observed based on these criteria.

Are the formal lesson plans and strategies relevant to the students’ needs? Is the tutor using a balanced approach to literacy? Is there evidence of scaffolding? Does the formal lesson link to previous lessons? Are the pupils involved and interested? Are the materials varied, appropriate, and relevant? (See debriefing questions).

Questions for Debriefing for Tutors (after lessons) This debriefing will be done weekly with peers and small groups and the professor.

Guidelines for questions are as follows: 1. How did your formal lesson go? (pacing, etc.)2. How did your pupils participate?3. What was the highlight or most relevant moment in your formal lesson?4. What would you have done differently?5. Were there any “surprises” as you tutored your students? What were they?6. What areas of need in reading or writing did your students exhibit that you weren’t

aware of? 7. How do you plan on meeting your students’ needs?

39

8. How did your pupils behave? Were they engaged? Were there any problems? How did you manage them?

Lesson Plan Rubric

1 pt.(needs improvement )

Has a minimal lesson plan. Activities/resources are missing or not appropriate or relevant to students’ needs.

2-4 pts.Below standards

Some relevant strategies/materials are appropriate to students’ needs Some parts of formal lesson organized, with some objectives somewhat relevant materials used.

5-7 ptsPassing/adequate

Organized formal lesson plan. Clear objectives, strategies/activities and materials are varied, relevant, and appropriate to meeting students’ needs.

8- 10 ptsOutstanding

Well organized formal lesson plan. Relevant, clear, and effective, balanced approach to literacy, good pacing, and use of time meeting students’ needs, relevant strategies and multiple resources used.

The narrative is unclear on how candidates acquire and demonstrate knowledge needed to facilitate student use of multiple digital literacies. This is now better addressed in Issues and Trends in the Use of Children’s

Literature (EDCI 527). An follow-up activity was added to increase students’ knowledge needed to facilitate the use of multiple digital literacies by students learning to create a digital lesson whereby they have designed and now implement and reflect upon their implementation and receive appropriate feedback: A Report on Implementing a Digital Literacy Lesson: Once you have received feedback on your lesson plan and have made any necessary changes, you will actually implement this lesson and write a report on this experience including the children’s reactions and responses, your reactions to their responses and any other relevant experiences that may have happened. (About 2 to 3 pages) This is for Session 3.











Well organized, detailed ,clear objectives, excellent delivery of

Organized, clear objectives, adequate delivery of


40

instruction instructionOverall Reaction and Reflection on Lesson




Also, the following Clarification: Students working on-line through Moodle Weekly Posts: Each week, everyone is required to post a paragraph on Moodle for discussion. In this posting you will briefly discuss the readings for that week or discuss what happened in class the previous week etc. This is an informal, talk-like posting where you can voice your concerns, opinions, questions, focusing practicing students’ use of on-line communication skills and building their confidence and ability to facilitate students’ use of multiple digital literacies for the 21st century. On occasional weeks if we are unable to have in class meetings we will have class online. Therefore, it is important that each person log onto Moodle at least once each week. Criteria for Assessment for On-line Moodle Weekly Posts ; In order to receive full

credit/points for this assignment students must: 1) post at least one paragraph for discussion per week, 2) postings must relate to the readings focusing on practicing students’ use of on-line communication skills and building their confidence and ability to facilitate students use of multiple digital literacies for the 21st century, 3) postings must be honest and sincere, and 4) responses must show respect for others opinions posted on Moodle. Points will be deducted from the final grade based on criteria not met.

6: Program Design, Rationale and Coordination The Standard requires the program to prepare candidates to lead the

development and implementation of literacy programs for all of California’s diverse learners, where, “All “students” refers to, but is not limited to, struggling students, English learners, gifted and talented students, and students with special needs. Program Sponsors will need to address all levels whenever the word “students” is used in this document.” The narrative does not address this aspect of the standard, particularly as it pertains to learners with special needs and gifted and talented learners.

In addition to all of the examples presented in 1-5 above, another example of how Candidates work with the full scope of student abilities takes place in Principles and Practice of Teaching Writing (EDCI 523). Writing samples representing a

full range of California’s diverse learners collected from well over a hundred classes over the years representing all grade levels include samples from all students in the full range of those classes including but not limited to struggling students, English learners, gifted and talented students, and students with special needs. Those writing samples are examined and evaluated throughout the course for and during weekly assessment technique practice scoring sessions so that Candidates can develop literacy programs that address the needs of all California’s diverse students.

41

To further explicitly address reviewers’ comments, in Principles and Practice of Teaching Writing (EDCI 523) we have adjusted research articles shared during the quarter to now include research articles specifically related to struggling students, English learners, gifted and talented students, and students with special needs. (6.2)

Journal Article ReportsTchg. Writing to Special Needs Students 1.___________________Tchg. Writing to Gifted & Talented Students 1.___________________Tchg. Writing to English Lang. Learners 1.___________________Tchg. Writing to Struggling Students 1.___________________

We also added further clarifications/activities/assignments to some of our program courses. For example, in Evaluation of Educational Research (EDFN 500) there are Research group discussions on including all students including English Language Learners, gifted and talented students and students with special needs. In Reading/Language Arts Assessment and Instruction for Reading/Language Specialists (EDCI 524) now explicitly addresses students with special needs and gifted and talented students through an additional assignment. EDCI 524 is an advanced class that is a combination of teaching Candidates literacy strategies to meet the needs of all learners and formal and informal assessments for classroom use. It focuses on teaching Candidates how to teach literacy strategies that are research-based to meet PreK-14 students’ needs and be able to administer, score and interpret a variety of assessments including curriculum-embedded assessments, norm-referenced and criterion based assessments for summative and formative purposes. Here are two examples from EDCI 524…

Reading/Language Arts Assessment and Instruction for Reading/Language Specialists (EDCI 524) now explicitly addresses students with special needs and gifted and talented students through an additional assignment. EDCI 524 is an advanced class that is a combination of teaching Candidates literacy strategies to meet the needs of all learners and formal and informal assessments for classroom use. It focuses on teaching Candidates how to teach literacy strategies that are research-based to meet PreK-14 students’ needs and be able to administer, score and interpret a variety of assessments including curriculum-embedded assessments, norm-referenced and criterion based assessments for summative and formative purposes. Here are two examples from EDCI 524…

Addition to EDCI 524: Modifying/Differentiating Instruction for Reading and Language Arts for all learners: The purpose for this assignment is to help students gain knowledge and practice at planning and implementing instructional strategies in lessons for ALL students including gifted and talented, ELLs, struggling readers, and students with special needs. Students will also share and evaluate their work in class. [6.2]

Topics are: Physical disabilities/causes, special needs; hearing and vision modifications, Word analysis/phonics, Vocabulary development, Listening and reading comprehension, and Written language development. Students should refer to the Gunning chapters and

other resources for help.

42

Candidates must describe a strategy and how the strategy could be modified for all learners*:

Gifted and talented Students with special needs ELL Struggling reader (most at risk of reading and writing failure)

Modifying/Differentiating Instruction for all Learners RubricCategory Below Standard Meets Standard Exceeds Standard

Strategy selections

1 - 2 strategies not appropriate or relevant

2 mostly appropriate and relevant strategies from professional sources

At least 2 appropriate and relevant strategies from professional sources

Purpose of strategy

Limited or no purpose listed

Mostly/adequately described

Clearly and concisely described

Description for Addressing All leaners needs

Limited/vague, emphasizes/addresses few or only one leaners needs

Mostly/adequately emphasizes/addresses all learners needs

Clearly and concisely emphasizes/addresses all learners needs

Overall organization and quality of the writing

Poorly written, contains spelling and/or grammatical errors, or did not follow directions, less than one page, etc.

Very few minor grammatical errors, good content, one page, book activity described

Well written, no writing errors, at least one page per book activity described.

And… Addition to EDCI 524:: On-line article

o Focus: Teaching RtI2 Focus: Tier II, III AND (Candidate Choice):

Students with Special Needs Teaching Gifted and Talented

- On-line article REQUIRED: Focus: RtI2 -- (Focus: Tier II, III) (select ONE article and write a one page reflection)

o RTI Nation Network http://www.rtinetwork.org/essential/tieredinstruction/tier1/effectiveteaching (Read links for Tier II and II)

o National Center on Response to Intervention (home page) or http://www.rti4success.org/index.php?option=com_content&task=view&id=1505&Itemid=65

o http://rtinetwork.org/learn/what/whatisrti RTI Action Network-- What is RTI? (introduction/overview of RTI)

http://rtinetwork.org/learn/what/whatisrti

http://www.rti4success.org/index.php?option=com_content&task=view&id=1505&Itemid=65


http://www.rtinetwork.org/essential/tieredinstruction/tier1/effectiveteaching


43

o Assisting students who struggle with reading RTI for Elementary Students -- What Works Clearing House (article) http://files.eric.ed.gov/fulltext/ED504264.pdf

o Information for Parents on RTI --National Association of School Psychologists (NASP) http://www.nasponline.org/resources/factsheets/rtiprimer.aspx

o RTI- http://nichcy.org/schools-administrators/rti National Dissemination Center for Children with Disabilities [3.4]

- On-line article option: Focus: Teaching Reading to Students with Special Needs (select ONE article and write a one page reflection). This assignment specifically focuses on improving students’ knowledge and teaching practices of teaching students with special needs. (Note: EDCI 522 introduces students to RTI but EDCI 524 focuses on more advanced knowledge and teaching of Students with Special Needs and RtI2 Tier II, III).

o Teaching students with special needs (National Center for Learning Disabilities) http://www.ncld.org/students-disabilities/ld-education- teachers/reading-comprehension-instruction-students-with-ld

o Reading Rockets Strategies for Students with Special needs http://www.readingrockets.org/article/370

o Teaching Strategies for Students with Disabilities http://www.palmbeachschools.org/ese/documents/TeachingStrategiesandRespondingtoDiverseLearnerNeeds.docx

o Learning Disabilities of America (Home Page several links/articles to select from) http://www.ldaamerica.org/aboutld/teachers/index.asp

- On-line article option: Focus: Teaching Reading to Gifted and Talented Students (select ONE article and write a one page reflection). This assignment specifically focuses on improving students’ knowledge and teaching practices and strategies for teaching gifted and talented students. (Note: EDCI 522 introduces students to RTI but EDCI 524 focuses on more advanced knowledge and teaching of Gifted and Talented Students and RtI2 Tier II, III).

o Dos and Don’ts of Instruction for Gifted and Talented (NAGC) http://www.nagc.org/index.aspx?id=659

o Identifying of and Strategies for Gifted Students http://www.teachersfirst.com/gifted.cfm

o National Association for Gifted Children (choose various resources/links from home web page regarding strategies and lesson/instruction) http://www.nagc.org/GiftedEducationStandards.aspx

Criteria for assessment of article summaries: at least one page, double spaced, well written, brief overview of the benefits of the article for gifted and talented students or students with special needs and how you might use some of the strategies/activities recommended in your own classroom (provide examples).

The narrative does not provide documentation of how program evaluation and improvement are undertaken. In particular, specific rubrics must be provided for each key assessment to be undertaken for this purpose.










http://nichcy.org/schools-administrators/rti

http://www.nasponline.org/resources/factsheets/rtiprimer.aspx

http://files.eric.ed.gov/fulltext/ED504264.pdf

44

Program faculty meet regularly to discuss program evaluation and course evaluation results (including signature assignment assessment results, follow-up survey results, and many other factors). Those improvements are documented in our program biennial reports. The documentation of assessments and rubrics in which each of the standards is evaluated are located in course syllabi and the biennial report (located in Part II of this document). The biennial report discusses the related program evaluation/improvements that take place as a result of those assessments.

There are hyperlinks to the aligned assessments and rubrics located in the corresponding syllabi and in the biennial report located in Part II of this document. There are six decision point benchmark assessments of candidate competence (rubrics below are hyperlinked to the numerals (ex. #1) for locations in the biennial report, and to underlined words (ex. overall) for hyperlinks to aligned syllabi):

1) Decision Point Benchmark Assessment # 1 : Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522) – their ability to master a variety of basic reading diagnosis assessments (This rubric is used to help determine overall assessment of candidate competence for EDCI 522 and again for related EDCI 524.)


for EDCI 522 and again for related EDCI 524.Category Below Standard

1ptMeets Standard

2ptExceeds Standard









3. Critical analysis of the readings (reader response logs and

Student submits late or incomplete evidence; poorly

Student always submits evidence on time that shows

Student always submits on time detailed evidence

45

practice test reflections)

completes reader responses or no understanding of the readings.

understanding of the readings.

that shows deep understanding of the readings.








Student uses correct testing terminology on-going in class and small group work.






Group Commentary




Items (cont) Pts “C” “B” “A”Learning to be an Ethnographer:Option 1Fieldwork ELD literacy observation & teacher interview OrOption 2Fieldwork

25 Word processed with errors; cross-culture not clear; integrated across most domains; less than 4 strategies, 2 or less multimedia, no computer use; standards unclear; strategies, software have some relevance, no curricular alignment, questionable

Word processed with few errors; cross-cultural, multi-disciplinary, integrated; resources, multimedia, computer uses enhance learning; curricular alignment evident; standards clear; strategies for diverse learners supported by reliable research; some authentic

Word processed, no errors; cross-cultural, multi-disciplinary, integrated; resources, multi-media, computer all sup-port, manage, enhance learning; standards clear; strong curricular alignment; strategies promote self-esteem, multiple perspectives of diverse

46

observations -ELD Literacy Lessons with Personal Reflections

reliability, appropriateness of Internet data; little authentic assessment Includes Reflection

assessment. Includes Reflection

learners, supported by reliable research gathered via Internet; multiple, authentic assessment approaches; shows role of evaluation in instructionIncludes Reflection










253050
















INTERVIEW/SURVEY (4 points)

47

Are the survey responses included?Is there an analysis of how the responses of the student are reflected in the reading and miscues of the student?


COMPREHENSION (5 points)Is there a description of instruments used and procedures?Is there a copy of the transcribed oral or written retelling included?Is there an analysis of the student’s comprehension skills (evaluation and comments)?

FLUENCY AND COMPREHENSION (8 points)Is there a comprehensive analysis the student as a reader based on the, reading interview, miscue analysis and the (ELDRA or other) retelling?












CONCLUSIONS (10 points)Are the findings summarized?Is there an interpretation of what was observed?Are the conclusions tied to class readings and activities?

48

Are recommendations given?REFLECTION (5 points)

Is there a one to two page reflection on the process of conducting a case study?REFERENCES

Is there a reference section for all works cited in the paper? (2.5 points)OTHER

Are there appendices included as necessary? (2.5 points)Are all transcribed field notes included?

Total Possible Points (50 points)Comments:

3) Decision Point Benchmark Assessment # 3 : Reading/ Language Arts Clinical Practicum (EDCI 540A) and “Advancement to Candidacy.” (This assesses their initial supervised field work where they must master administering remediation based on their assigned preK-14 students’ assessments.)















Overall ability to provide additional resources, materials, and information to parent(s)/family to

Clinician provides none or irrelevant additional resources, materials, or information to

Clinician provides relevant additional materials, resources, or information to parents to help

Clinician provides ample, relevant, and a wide variety of materials, resources, and information to

49

help their child/ren.

parents to help their child.

their child. parents to help their child.




- Written

- Recent Research (2002-present unless seminal research)

- Excellent Research Article (not opinion)

- Accurate, complete Bibliographic information included




- Semi-Recent Research (1999-present unless seminal research)

- Good Research Article (not opinion)





- Outdated Research (1980-older-unless seminal research)

- Opinion Article (not research)

- Incomplete or missing Bibliographic information





- Oral



















-Correspon-dences are



50

short but meaningful

Class Participation


- Careful attention during class lectures and presentations

- Outstanding participation in all other aspects of class activities


- Excellent attention during class lectures & presentations

- Excellent participation in all other aspects of class activities


- Inattention or extraneous talking during class lectures and presentations- Questionable participation in other aspects of class activities
















- Excellent Reflection of







51


related teaching strengths and weaknesses



5) Decision Point Benchmark Assessment # 5 : Reading/Language Arts Assessment and Instruction for Reading/Language Arts Specialists (EDCI 524) – their ability to master advanced reading diagnostic assessments. (This rubric is used to help determine overall assessment of candidate competence for EDCI 522 and again for related EDCI 524.)


















Student shows adequate awareness, genuine concern, interest, and support of others in class most of the


52

time in class.Use of professional oral English language testing terminology






There are also four program assessments that are addressed and evaluated regularly by program faculty; resulting improvements are documented in every biennial

53

report. Due to the nature of the assessments, rubrics are not viable and thus we have found it best to evaluate the assessment results via discussions and consultations at regular graduate reading program faculty meetings which have guided improvements to the programs documented in our biennial reports:




Another example…additional criteria and a rubric is added for evaluation of the research paper in Seminar on Research in Teaching Reading/Language Arts (EDCI 521).

All research papers will be assessed on the following criteria:1. The paper is clearly organized using correct APA (6th edition) formatting and referencing. 2. The introduction and conclusion are clear and are related to the body of the paper.3. At least 7 scholarly sources must be referenced in the paper .4. The content is relevant and fully developed within the paper.5. There is an equal proportion of theory and research reported (no personal opinion)6. The transitions from topic to topic and study to study are clearly demonstrated, and are

related/compared to each other rather than just listed separately..7. The studies and theories reported clearly relate to the topic of the paper.8. Write a proposed methodology as if you were going to carry out the research.9. The editorial work on the paper is accurate and all spelling and punctuation are correct. 10. Length: 12-15 pages long; 12 point font; stapled and double spaced. It must include a reference

page, and a cover page with your name, title of your paper, and the course number that is not counted in the total page count.

11. Please turn in one hard copy of your paper in class and submit a second one electronically via www.turnitin.com. You will only get credit for your paper if you submit one electronically (Instructions for electronic submission will be described toward the end of the quarter).

12. Either approach selected by the student for the paper counts the same for the final grade.6.1, 6.2, 7.1, 7.2, 7.3, 7.4, 7.6, 7.7, 7.8, 7.9, 8.A2, 8.A5, 8.B1, 8.B3, 8.B4, 10.B1, 10,B3

Research Paper Scoring RubricRating A

Exceeds standards/highe

st quality

A-Very good

B+Good

BAdequate(passing)

B-Barely meets

standards

CDos not

meet standards

Overall organization, presentation of paper

Double spaced, 12 inch font, stapled, with cover page your title, course #, and your name

Double spaced, 12 inch font, stapled, with cover page, your title, course # and your name

Missing only one: double spaced, 12 inch font, stapled, cover page with your title, course #, and your name

Missing at least one: double spaced, 12 inch font, stapled, cover page, your title, course #, your name

Missing most items

Missing many items

Title of Paper

Interesting, appropriate &

Appropriate & relevant to

Adequate to topic

Mostly relevant to

Somewhat vague or

No title or irrelevant to

http://www.turnitin.com/

54

relevant to topic topic topic irrelevant to topic

topic

Page length Body of the paper 7- 10 pages only (cover and reference page not included in page total.

7-10 pages 7-10 pages Close to 7 to 10 pages

Not within page limits

Extremely over /under page limits

References *(separate page with properly APA referenced citations)

At least 7 primary sources properly APA referenced, current sources 1999-

7 primary sources properly APA referenced, current sources 1999-

7 primary sources mostly APA referenced, current sources 1999-

7 primary and/or secondary sources somewhat APA, current sources 1999-

7 primary &/ or secondary sources and somewhat APA referenced

Less than 7 primary or secondary references, poorly referenced

Overall Writing *

Excellent writing and properly APA referenced throughout the paper, in-depth understanding and ability to synthesize & combine main ideas.

Very good writing, properly APA referenced throughout the paper, very good understanding & ability to synthesize & combine main ideas, & APAproper use of citations

Good writing, goodunderstanding & ability to synthesize & combine main ideas, few minor writing or citation errors.

Adequate writing, some understanding & ability to synthesize & combine main ideas, some writing or citation errors

Fair writing, limited understanding & ability to synthesize & combine main ideas, some writing or citation errors

Poorly written overall, lacks understanding to synthesize or combining main ideas, many writing errors.

Additional assessments and rubrics have also been added for some of the courses’ assignments including in Issues and Trends in Using Children’s Literature (EDCI 527), Emergent Literacy (EDEL 412), and Reading/Language Arts Clinical Practicum (EDCI 540A/B).

7: Research and Evaluation Methodology The narrative and the documentation provided are unclear regarding how candidates

engage in data analysis for making instructional decisions and for designing and providing staff development activities.

In Evaluation of Educational Research (EDFN 500) the SPSS Computer project requires data entry, statistical data analysis, and interpretation. These basic skills can be applied by candidates to analyze student assessment data for instructional decisions in their SPSS workshops.

55

In EDCI 524 there is an Added Assignment: School Administrator Interview on School-wide assessment data: Candidates must interview a school principal, assistant principal, reading specialist, curriculum coordinator, or other school professional who can provide knowledge related to their school-wide assessment data system/program for reading/language arts (any school/grade level). In the interview, ask such questions as: “How does your school use school-wide assessment data for reading/language instruction? What assessments are used and at what grade levels for reading/language? In what ways are you implementing RTI or other reading/language intervention programs? In what ways are the teachers being assisted to use grade level and/or school-wide reading/language assessment data? What types of reading/language professional development are you using to improve your reading/language curriculum and programs based on assessment data? How has school-wide reading/language data helped improve your school?...

This assignment will be assessed based on the following criteria: 1. The report should be two to four pages, double spaced, and well written. 2. Develop and ask 5 -7 interview questions (may refer to model questions above).3. Summarize the responses from the interview questions. 4. Record the date, time, and school.5. Explain the most important ideas you learned from the interview about school-wide

reading/language assessment data process and what you would ask if you had more time.6. Attach your interview questions.

Other requirements: Do not audio tape or transcribe the interview. Make sure the administrator/reading specialist is aware that this is an assignment








Clarifications/Additions to Weeks 1- 3 of Fieldwork in Reading/Language Arts- Option C (EDCI 541)…








56

A. Introduction Meetings (Principal, Beginning Teacher, CSULA Supervisor) (6.3, 8.B2) During that meeting, ask and learn about the needs of the local school/district and community population to help you plan the most appropriate implementation of your field experiences in that school. Turn in a brief 1 paragraph overview of this meeting in your electronic portfolio.

B. Beginning Teacher Self-Assessment Pre-Survey Develop a survey for the teacher you are assigned to mentor, for that teacher to fill out and return to you. For example, list 20 instructional strategies/techniques you are prepared to help that teacher learn/improve. Then ask the teacher to assign a rating of 1 to 5 (1 being low) personal confidence level rating to each. Bring this survey with you the first day. Give it to the teacher to fill out. Based upon the results of this survey, your meeting with the principal, and C( below), you and the teacher will select one (1) of the strategies he/she would like to learn (or get better at implementing). Then, you will concentrate of that one strategy during your 3 week placement there. …Scan the completed survey into your electronic portfolio.

C. Initial Assessment of Beginning Teacher’s Program, Strengths & Needs (7.2, 7.3, 8.B2) Develop a checklist that you can use your first day as you observe the teacher you are assigned to help. Fill it out the first day you are there. Use those results (together with Beginning Teacher Self-Assessment Pre-Survey, and the information you gain from your initial meeting with the principal where you learn about the needs of the local school/district and community population) to help you and the teacher select one (1) technique/strategy he/she would like to learn (or get better at implementing). Then, you will concentrate of that one strategy during your 3 week placement there. …Turn in the completed checklist in your electronic portfolio.

E. Daily On-site Observations/Collaborations... ( 7.9, 8.B2) 3 weeks (minimum) You will spend 3 weeks with the teacher. You will arrive before the children and leave after the children. Allow 10-15 minutes of scheduled time to “train/coach” the teacher each day either before/after the children are there. Be sure to keep focused on the needs not only of the teacher, but also of the local school/district and community population.… Turn in a 1 page overview of your 3 week experience in your electronic portfolio.

I. Projection of Continuing Support & Personal Reflection (8.B2, #6)…Turn in a brief 1 page personal reflection of your experience in this section of your electronic portfolio.… Also - Turn in a statement of how you plan to be available for the teacher for additional guidance after you leave. Be sure to keep focused on the needs not only of the teacher, but also of the local school/district and community population. (ex. Email, inviting the teacher to come to your classroom later this year to see you implementing the technique/strategy, …)

In Seminar on Research in Teaching Reading/Language Arts (EDCI 521) the added article, Poplin, M. et al. (2009), “Study of Highly Effective Urban Teachers in Low Performing Schools” addresses how to use data to make instructional decisions using disaggregated data. In addition, a guest speaker who is a principal from a local school district will lecture on their overall design of state and district assessments and how technology is used for records and making instructional decisions and to inform professional development decisions. (8.B3). And an additional text was also added as required reading, Fingon, J. & Ulanoff, S. (Eds.) (2012), Learning from culturally and linguistically diverse classrooms: Using inquiry to inform practice, Teachers College Press. From this text, chapters are selected as required reading

57

that develop candidates’ advanced knowledge relating to classroom reading action research promoting advocacy for effective literacy programs in schools.

The reviewers find no documentation that candidates “learn to evaluate the technical adequacy of assessments, such as reliability and content and construct validity, based on psychometric standards,” as required in the standards, in either EDCI 521 or EDCI 524.

This competency has been deleted from EDCI 524 d and strengthened in EDFN 500. After the concepts are taught, they are evaluated by quizzes that include questions on technical adequacy of assessments, including reliability and validity.The research project requires students to describe the technical quality of their assessment instrument.

The reviewers find no documentation of, “opportunities for candidates to understand large-scale assessment design, the design of state and district assessment systems, and the relationship between those assessments and state frameworks, proficiency standards and benchmarks.”

EDCI 524 Added Assignment: School Administrator Interview on School-wide assessment data: Candidates must interview a school principal, assistant principal, reading specialist, curriculum coordinator, or other school professional who can provide knowledge related to their school-wide assessment data system/program for reading/language arts (any school/grade level). In the interview, ask such questions as: “How does your school use school-wide assessment data for reading/language instruction? What assessments are used and at what grade levels for reading/language? In what ways are you implementing RTI or other reading/language intervention programs? In what ways are the teachers being assisted to use grade level and/or school-wide reading/language assessment data? What types of reading/language professional development are you using to improve your reading/language curriculum and programs based on assessment data? How has school-wide reading/language data helped improve your school?...





Do not ask for or record specific student names, records, etc.

58

Refer to websites for additional information. On-line sources to assist and enhance your understanding and knowledge in preparing your questions for the Administrator Interview Report for School-wide Data Collection





8: Advanced Professional Perspective The reviewers find no documentation that candidates are given “opportunities to

develop advanced understanding of the continuum of state PreK-12th grade foundations/standards and frameworks in reading and literacy” in the program. An additional opportunity to develop advanced understanding of the continuum of state

PreK-12th grade foundations/standards and frameworks in reading and literacy, and relevant research (including terminology) upon which they are based now takes place in Reading/Language Arts Across the Curriculum (EDEL 525). The continuum of state PreK-12th grade State Frameworks and related documents (including California Common Core standards) are discussed and the relevant research is examined through lecture, followed by perusal of documents/websites (incl. introduction to CCSS learning modules) and group share-outs in *“Learning Communities” under this topic of Week 1. Uncovering the Reading/Language Arts Knowledge Base (8A.1)

California Frameworks, Content Standards, and California Common Core State Standards for ELA/Literacy:

o http://www.cde.ca.gov/re/cc/ccssplm.asp ISSUES: What's New in California Reading/Language Arts?

*Note: Class “Learning Communities” are created which are formed strategically consisting of 4-5 students from varying backgrounds with varying teaching experience and remain in place throughout the class for small group work and reflective discussions to ensure a variety of viewpoints and perspectives within small group activities.

The narrative does not address the following part of standard 8.A6: “The program provides opportunities for candidates to learn about the types of disabilities that have implications for literacy development.” EDCI 524 Added/Clarified Assignment: (8.A6) …types of disabilities that have implications for literacy development: Session 2: Jan 15

Review SIT results in class. Discuss emotional/social/cultural/family factors; Cultural testing bias. Share idiom cards for ELLs in class.

Due Week 3: Administer two CF practice tests. Read G = Ch. 2 physical disabilities terms p. 29-44; Write idioms on 4x 6” index

http://www.cde.ca.gov/re/cc/ccssplm.asp








59

Introduce Culture Fair (CF) Test.[8.A6]

cards & write 45, 4x6 index cards of Spanish cognates for ELLs, G = p. 358. Plans for Interviewing School Administrator Interview due.

Session 10: Mar 12 CSULA Reading Clinic requirements Due Self Reflection–

Samples--School-wide assessment data & implementation of revision of instructional programs [7.5]. Effective Reading Comprehension and Vocabulary strategies for schools; [9.3, 10A2].Discuss strategies for ELL students and students with special needs. [8.A6].On-going conferences for clinic letters (as needed) [10.B2, 10.A2, 9.3, 8.B2,]

Read G = Ch.15 Intervention programs, p.561-572, On-going clinic letter work in class, students need final approval of reading and writing strategies. Read one on-line article Teaching reading to Students with Special Needs and School-wide assessment data (See below***).

The reviewers were unclear how the documentation provided addresses the specifics of the following standard: “The program provides opportunities for candidates to learn how to expand the curriculum to include online and offline reading and literacy experiences that incorporate multiple genres, multiple perspectives, and the use of media and communication technologies to prepare learners for literacy tasks of the 21st century.” The specific activity referenced (from EDCI 527) does not seem to address this standard. (CTC Competencies: 3.5, 8.A7, 10.A3) – These competencies are now better addressed

in Issues and Trends in the Use of Children’s Literature (EDCI 527). An assignment was added - Creating a Digital Literacy Lesson: You will create a lesson that incorporates technology, critical thinking and inquiry-based learning for children and implement it in a classroom or group setting. Pick a topic or unit that will require the use of different genres of children’s books and create a lesson that incorporates a digital literacy activity to enhance student responses. For example, your lesson must give students opportunities to respond through the use of multiple media--blogs, wikis, Google, movies, PowerPoint, Prezi or any other technology based medium that combine multimodal formats and incorporate information literacy skills. If you are teaching a preschool or early elementary classroom such as PreK – 2nd grade, you can easily find popular apps that can substitute for the digital literacy component. I will demonstrate one for each age range in the class. In the first part of this assignment you will prepare a detailed plan including objectives, questions for eliciting responses and activities for eliciting responses. (About 2 to 3 pages) This is for Session 2 in the course schedule.






60














The reviewers are unclear regarding how candidates develop advanced professional knowledge about how to use technology to maintain records, and communicate with stakeholders.

Technology is integral throughout our Candidates’ entire program in their class presentations of articles and research assignments, teaching class demonstration lessons, use of technology in their tutoring sessions for teaching and record-keeping, use of Moodle technology for assignments and on-line resources, use of SPSS in their Evaluation of Educational Research Class (EDFN 500), Electronic portfolio submissions and electronic submission of assignments via Turnitin.com, etc. This is now further assessed in Fieldwork in Reading and Language Arts (EDCI 541) for example, through the assignment related to Functioning as an Effective Educational Change Agent which requires Candidates to devise a hypothetical plan for functioning as an effective educational change agent in a school/district. They include plans for working effectively with students, peers, parents, administrators, allied professionals, district/county office personnel, school board members, and community members through technology and in person. They turn in a 2-3 page overview of a hypothetical problem related to “generating and communicating to (those) stakeholders the results of reliable and informative evaluations of current literacy practices including program strengths and weaknesses and program effects on various aggregate student populations” along with their implementation plan to solve that problem. They include this in their electronic portfolio.

61

Additional documentation is needed to verify that candidates who choose option C for fieldwork (EDCI 541) will be offered opportunities to “develop advanced professional knowledge about how to evaluate, select and support implementation of programs based on the needs of the local school/district and community population

Clarifications/Additions to Weeks 1- 3 of Fieldwork in Reading/Language Arts- Option C (EDCI 541)…

A. Introduction Meetings (Principal, Beginning Teacher, CSULA Supervisor) (6.3, 8.B2) During that meeting, ask and learn about the needs of the local school/district and community population to help you plan the most appropriate implementation of your field experiences in that school. Turn in a brief 1 paragraph overview of this meeting in your electronic portfolio.

B. Beginning Teacher Self-Assessment Pre-Survey Develop a survey for the teacher you are assigned to mentor, for that teacher to fill out and return to you. For example, list 20 instructional strategies/techniques you are prepared to help that teacher learn/improve. Then ask the teacher to assign a rating of 1 to 5 (1 being low) personal confidence level rating to each. Bring this survey with you the first day. Give it to the teacher to fill out. Based upon the results of this survey, your meeting with the principal, and C( below), you and the teacher will select one (1) of the strategies he/she would like to learn (or get better at implementing). Then, you will concentrate of that one strategy during your 3 week placement there. …Scan the completed survey into your electronic portfolio.


E. Daily On-site Observations/Collaborations... ( 7.9, 8.B2) 3 weeks (minimum) You will spend 3 weeks with the teacher. You will arrive before the children and leave after the children. Allow 10-15 minutes of scheduled time to “train/coach” the teacher each day either before/after the children are there. Be sure to keep focused on the needs not only of the teacher, but also of the local school/district and community population.… Turn in a 1 page overview of your 3 week experience in your electronic portfolio.

I. Projection of Continuing Support & Personal Reflection (8.B2, #6)…Turn in a brief 1 page personal reflection of your experience in this section of your electronic portfolio.… Also - Turn in a statement of how you plan to be available for the teacher for additional guidance after you leave. Be sure to keep focused on the needs not only of the teacher, but also of the local school/district and community population. (ex. Email, inviting the teacher to come to your classroom later this year to see you implementing the technique/strategy, …)

9: Integrating Curriculum through Fieldwork/Clinical Experiences

62

The narrative and documentation do not address the part of the standard requiring that candidates “improve the literacy skills of the full range of learners,” which includes learners with special needs and gifted and talented learners.

In addition to all of the examples presented, this is an example of how Candidates work with the full scope of student abilities. It takes place in Principles and Practice of Teaching Writing (EDCI 523). Writing samples representing a

full range of California’s diverse learners collected from well over a hundred classes over the years representing all grade levels include samples from all students in the full range of those classes including but not limited to struggling students, English learners, gifted and talented students, and students with special needs. Those writing samples are examined and evaluated throughout the course for and during weekly assessment technique practice scoring sessions so that Candidates can develop literacy programs that address the needs of all California’s diverse students.



Candidates also work with PreK-14 students in the CSULA Reading and Writing Clinic for Reading/Language Arts Clinical Practicum- second experience (EDCI 540B). Below is a breakdown of the types of students Candidates work with in EDCI 540B:



Caucasian Other

80% 5% 5% 5% 5%



Special Needs


Gifted and Talented

approximately 2%


63

Clarifications about Reading/Language Arts Clinical Practicums: The CSULA Reading and Writing Clinic is located at the CSULA campus in the Charter

College of Education (KH C 160). It serves PreK-14 students who come from families of diverse ethnic backgrounds. While almost all are struggling readers, about 2% are gifted and talented, about 25% are students with special needs, (Dyslexia, ADHD, autistic...), and of all of the clinic students, about 30% are ELLs (Spanish, Mandarin/Cantonese, Farsi, …).


This clinical practicum is designed into two sections: Part 1 (clinic) includes Candidates tutoring students PreK-14 students who generally are referred to the clinic by their classroom teachers; and Part 2 (class) is class time afterwards which focuses on debriefing and teaching tutors formal literacy instruction for all learners.

While students are tutored in the small clinic cubicles, their parents gather in the large clinic classroom where parent education sessions take place. Topics covered in the parent sessions include ways parents can help their children improve with reading/writing skills, regardless of language spoken at home to build/strengthen a culture of literacy within the home and community. For example, reading aloud to their children is modeled and encouraged whether that reading aloud at home happens in English or their native language. Parents are encouraged to check out children’s literature books (which are available in several languages) from the clinic library (or the CSULA Literacy Resource Lab) to read with their children at home. One focus strategy per session is modeled, discussed and practiced (such as asking questions and helping their children predict what comes next as they read to their child) – with follow-up session discussions about what worked for them and what didn’t.


10.A5 Candidates have an advanced level of knowledge about, and can advocate for resources to support, students’ acquisition of the critical aspects of multiple digital literacies for 21st Century skills necessary for success in today’s global economy.

10: Planning, Organizing, Providing and Leading Literacy InstructionThe readers were unclear regarding how multiple measures are used to assess

candidate competence on the standard requiring “advanced knowledge about, and can advocate for resources to support, students’ acquisition of the critical aspects of multiple digital literacies for 21st Century skills.”

This request for more information must refer to competency 10.A5 Candidates have an advanced level of knowledge about, and can advocate for resources to support, students’ acquisition of the critical aspects of multiple digital literacies for 21st Century skills necessary for success in today’s global economy.

64

In addition to what is already mentioned in the document, this is now further addressed in Issues and Trends in the Use of Children’s Literature (EDCI 527) through the follow-up class discussions after the Creating a Digital Literacy Lesson: You will create a lesson that incorporates technology, critical thinking and inquiry-based learning for children and implement it in a classroom or group setting. Pick a topic or unit that will require the use of different genres of children’s books and create a lesson that incorporates a digital literacy activity to enhance student responses. For example, your lesson must give students opportunities to respond through the use of multiple media--blogs, wikis, Google, movies, PowerPoint, Prezi or any other technology based medium that combine multimodal formats and incorporate information literacy skills. If you are teaching a preschool or early elementary classroom such as PreK – 2nd grade, you can easily find popular apps that can substitute for the digital literacy component. I will demonstrate one for each age range in the class. In the first part of this assignment you will prepare a detailed plan including objectives, questions for eliciting responses and activities for eliciting responses. (About 2 to 3 pages) This is for Session 2 in the course schedule.





Topic/Unit somewhat relevant, few/limited/variety/genre of high quality children’s’ books used













A discussion takes place the following session about what Candidates ran into in schools related to resources and how Candidates/various schools resolved/could advocate for

65

resolution of those resource issues. In so doing, they are exposed to the issues in schools related to the resources available and possible resolutions to those issues in schools.

The documentation does not address alignment with the standard requiring that candidates are assessed on their knowledge and use of “theories and research related to adult learning theory as it informs professional development.”

Candidates in both options of Fieldwork in Reading and Language Arts Options A & C * (EDCI 541) are now further assessed on their knowledge and use of “theories and research related to adult learning theory as it informs professional development” (10.B3) as follows:

Literacy Coaching - The Literacy Coaching Series DVD set (Literacy Resource Center - running time approx. 3 hours) View each of the 6 vignettes. For each of the 6 vignettes, turn in a 1 paragraph summary/reaction, and a 1 paragraph plan of how implementation of these has helped you (or can help you better in the future) as a reading and literacy leader including how it informed you to better plan the professional development you provided at the Annual CSULA/School District Fall Literacy Conference and/or professional development you will plan/provide for your school/district... Include this in your electronic portfolio.

*Reminder, there is not an Option B for EDCI 541.

The narrative does not explain how candidates are assessed on “generating and communicating to stakeholders the results of reliable and informative evaluations of current literacy practices including program strengths and weaknesses and program effects on various aggregate student populations.” While there is documentation showing that candidates taking fieldwork option A are assessed on this standard, there is no such documentation for candidates taking fieldwork option B.

We do not have a fieldwork option B, so we are assuming the reviewers meant field work option C.

This is now further assessed in Fieldwork in Reading and Language Arts – Option C (EDCI 541) through the assignment related to Functioning as an Effective Educational Change Agent which requires Candidates to devise a hypothetical plan for functioning as an effective educational change agent in a school/district. They include plans for working effectively with students, peers, parents, administrators, allied professionals, district/county office personnel, school board members, and community members through technology and in person. They turn in a 2-3 page overview of a hypothetical problem related to “generating and communicating to (those) stakeholders the results of reliable and informative evaluations of current literacy practices including program strengths and weaknesses and program effects on various aggregate student populations” along with their implementation plan to solve that problem. They include this in their electronic portfolio.

66

NOTE TO READER…Part I:

Response to Standards-and-

Part II: Appendices:








NOTE TO REVIEWER

This document is a Resubmission


To Enhance Clarity and for Ease of Review

It is set up as follows:

List of all “More Information Needed” requests from reviewers

Followed by narrative paragraph(s) that address each item

o The narrative paragraphs are repeated in the text of the document itself,

They appear as highlighted paragraphs located within the standard/competency it

addresses.

o The corresponding Clarifications/Additions also appear at the top of the germane

syllabus/syllabi to which that response is linked

Rather than include new syllabi, to avoid extra work by the reviewers to re-assess

components previously reviewed; only the clarifications/additions are listed, and

appear at the top of the original syllabi.

67

Response to the Standards

Introduction

The Reading and Literacy Added Authorization and the Reading and Literacy Leadership Specialist Credential programs at California State University, Los Angeles (CSULA) in the Charter College of Education (CCOE) are related programs. The Reading and Literacy Added Authorization program is designed as the first half of the Reading and Literacy Leadership Specialist Credential. With careful planning, the Reading and Literacy Leadership Specialist Credential can be earned concurrently with the Master of Arts Degree in Education: Option in Reading which enables most of our candidates to earn both their MA and their Reading and Literacy Leadership Specialist Credential simultaneously.

Overview of Programs

The CSULA graduate reading programs build and expand upon reading and language arts curriculum in Multiple Subjects and Single Subject credential programs. By program design the (1) Reading and Literacy Added Authorization, the (2) Reading and Literacy Leadership Specialist Credential, and the (3) Master of Arts in Education: Option in Reading programs are all aligned. Virtually all CSULA Reading and Literacy Added Authorization/Reading and Literacy Leadership Specialist Credential/Master of Arts in Education: Option in Reading program candidates at CSULA complete (1) the Reading and Literacy Added Authorization, and (2) the Reading and Literacy Leadership Specialist Credential, and (3) the Master of Arts in Education: Option in Reading programs simultaneously. The CSULA Reading and Literacy Added Authorization program is the first half of the CSULA Reading and Literacy Leadership Specialist Credential. Candidates who complete the requirements for the CSULA Reading and Literacy Leadership Specialist Credential automatically also meet the requirements for the CSULA Master of Arts in Education: Option in Reading degree.

Throughout our CSULA reading programs, reading content standards are thematically and effectively integrated in the lectures, discussions, readings, projects, and clinic/fieldwork components of the required courses and prerequisites.

The following is an outline of the requirements and courses in these programs:

68

Program RequirementsPrerequisites:

CSULA University requirements for admission to Graduate study Writing Proficiency Exam (WPE) or equivalent (41 or higher on the writing subtest of

the CBEST) 3.0 or higher gpa in the last 90 quarter units Reading & Language Arts Methodology university coursework for basic teaching

credentialo for CSULA basic credential students/alumni, this is successful completion of

reading/language arts methods courses in the CSULA basic credential programs for the Multiple Subject students (EDEL 415 and EDEL 416); for Single Subject students this is EDSE 423

Emergent Literacy coursework oEDEL 412 Language Development and Emergent Literacy

Co-requisites: Linguistics

oTESL 400 Linguistics in Language Education (or equivalent) California Multiple Subject or Single Subject teaching credential (or equivalent) Intensive Teaching Experience (minimum of 3 years with a basic teaching credential) Extensive Teaching Experience (20 hours with K-3 –or- 4th grade or higher …

whichever is different from “intensive experience)

Required Courses for the Reading and Literacy Added Authorization EDEL 525 Reading/Language Arts Across the Curriculum EDCI 513 Reading as a Cognitive Process EDCI 522 Reading/Language Arts Assessment & Instruction for Classroom Teachers EDCI 527 Issues and Trends in Using Children’s Literature (or equivalent) EDCI 540A Reading/Language Arts Clinical Practicum – first experience EDCI 549 Developing English Reading/Language Arts Skills in Bilingual/Cross-cultural

Individuals

In Addition to the Above Studies…*Additional Required Courses for 2 nd half of program

leading toward Reading and Literacy Leadership Specialist Credential

EDCI 523 Principles and Practices of Teaching Writing in Schools EDCI 524 Reading/Language Arts Assessment & Instruction for Reading/Language Arts

Specialists EDCI 540B Reading/Language Arts Clinical Practicum- second experience EDFN 500 Evaluation of Educational Research EDCI 521 Seminar on Research in Teaching Reading/Language Arts EDCI 541 Fieldwork in Reading/Language Arts (Option A/Option C) EDCI 596 Comprehensive Examination

69

Competency/Course alignment grids and copies of syllabi (which identify examples of where specific competencies are located

…identified in the syllabi by their corresponding competency numbers)appear in the Part II document for this report.

*Note: By program design, candidates cannot earn the Reading and Literacy Leadership Specialist Credential without earning the Reading and Literacy Added Authorization.

-----------------------------------------------------------------------------------------------


Reading and Literacy Added Authorization

and the


The following documentation applies specifically to the Reading and Literacy Added Authorization and the Reading and Literacy Leadership Specialist Credential. This document does not include the documentation for the Institution Preconditions (documented and submitted elsewhere), nor does it include the documentation for the Common Standards (documented and submitted elsewhere).

However, the additional “Preconditions” specific to the Reading and Literacy Added Authorization and Reading and Literacy Leadership Specialist Credential:

(10) Prerequisite Teaching Credential. A college or university that operates a program for the Reading and Literacy Added Authorization and/or the Reading and Literacy Leadership Specialist Credential shall determine, prior to recommending a candidate for the credential, that the candidate possesses a valid teaching credential as specified in Education Code Section 44203(e).(11) Teaching Experience. A college or university that operates a program for the Reading and Literacy Added Authorization and/or the Reading and Literacy Leadership Specialist Credential shall determine, prior to recommending a candidate for the credential, that the candidate has verified completion of three years of successful full-time teaching experience in any grades preschool through adult, exclusive of student teaching, internship teaching, or teaching while holding an emergency credential or permit.

70

…are addressed at California State University, Los Angeles through the program completion “co-requisites” and are completed prior to CSULA recommending candidates to the state accreditation agency for either the Reading and Literacy Added Authorization –or- the Reading and Literacy Leadership Specialist Credential. (see requirements)

CSULA Charter College of Education Conceptual Framework

Our CCOE mission is to develop in CCOE students the professional knowledge, skills and dispositions to promote the academic, social, and psychological development of diverse learners in urban schools and related agencies. CCOE graduates become teachers, special educators, school administrators, educational technologists, researchers, program evaluators, school psychologists, counselors, rehabilitation professionals, higher education faculty, and other educational specialists. Within an environment of shared governance, CCOE professional preparation programs utilize data-driven decision-making, technology integrated instruction, meaningful curricula, and outcome-based assessments to ensure high-quality, educational opportunities for all CCOE students. The members of the Charter College of Education have adopted our conceptual framework for the programs for professional educators at California State University, Los Angeles with the following vision in mind: The Charter College of Education (CCOE) is a learning community of faculty, administrators, staff, CCOE students and community members that work collaboratively to ensure that all CCOE students receive a high-quality education, honor the diversity of all learners, advocate for educational and community reforms, develop reflective practices that promote equity, and facilitate the maximum learning and achievement potential of all children and adults. This underlying framework is also reflected in our courses and guides our activities and assignments.

CCOEGraduate Programs

Student Learning Outcomes

1. Students demonstrate mastery of the body of knowledge in the degree field including the related cultural, technological, ethical and professional competencies.

2. Students demonstrate skills of critical thinking and analysis. (Inquiry, Reflection, and Life-long Learning.)

3. Students demonstrate both oral and written communication skills, including the academic and technical writing skills appropriate to the degree field.

4. Students demonstrate knowledge and skills related to the organization, implementation, interpretation and analysis of research appropriate to the degree field.

5. Students demonstrate knowledge and skills of leadership, advocacy and agency as these apply to the degree field.

6. Students demonstrate knowledge, skills, and dispositions of critical inquiry and reflective practice.7. Students demonstrate knowledge, skills, and dispositions associated with effective collaboration

with peers, colleagues and communities.8. Students demonstrate research-based knowledge, skills, and dispositions associated with equity and

diversity as these apply to effective practice in the content field.

71

Introduction to

CSULA’sREADING AND LITERACY ADDED AUTHORIZATION

The Reading and Literacy Added Authorization Program:

For purposes of this review, all “Questions to Consider” for each Reading and Literacy Added Authorization Standard have been charted on a Matrix located in Appendix 1 (located in the Part II document). Many of the component parts, as suggested in COA guidelines, are “thematically and effectively integrated throughout the program,” and as such, it would be counter-productive to list all courses which address each component every time. The component parts are marked on that Matrix only for the course(s) that most comprehensively addresses each component; only the course(s) that most applies to each specific “Question to Consider” is marked in its list of courses located in the Reading and Literacy Added Authorization Matrix.

To aid the readers of this document, the specific section, of the Reading and Literacy Added Authorization Matrix located in Appendix 1, which applies to each specific “Question to Consider” for each Reading and Literacy Added Authorization Standard, also appears in the running text of this document directly along with the discussion of each question to consider.

--------------------------------------

Prerequisites for the Reading and Literacy Added Authorization : CSULA University requirements for admission to Graduate study Writing Proficiency Exam (WPE) or equivalent (41 or higher on the writing subtest of





Co-requisites:

72

LinguisticsoTESL 400 Linguistics in Language Education (or equivalent)

California Multiple Subject or Single Subject teaching credential (or equivalent) Intensive Teaching Experience (minimum of 3 years with a basic teaching credential) Extensive Teaching Experience (20 hours with K-3 –or- 4th grade or higher …


Required Courses for the Reading and Literacy Added Authorization EDEL 525 Reading/Language Arts Across the Curriculum EDCI 513 Reading as a Cognitive Process EDCI 522 Reading/Language Arts Assessment & Instruction for Classroom Teachers EDCI 527 Issues and Trends in Using Children’s Literature (or equivalent) EDCI 540A Reading/Language Arts Clinical Practicum – first experience EDCI 549 Developing English Reading/Language Arts Skills in Bilingual/Cross-cultural

Individuals

73

Category A. Program Design

Standard 1

Program Design, Rationale and Coordination

The Reading and Literacy Added Authorization program includes a purposeful, developmentally-designed sequence of course work and field experiences that builds upon the foundational knowledge, skills and competencies developed in the preservice program. It effectively prepares candidates to teach all students to read and helps candidates understand the challenges of developing literacy among California’s diverse population. Successful candidates will be able to maximize literacy development for all students. All “students” refers to, but is not limited to, struggling students, English learners, gifted and talented students, and students with special needs. Program Sponsors will need to address all levels whenever the word “students” is used in this document.

Questions to Consider

1.1 The design of the program follows an explicit statement of program philosophy and purpose. It is based on a sound rationale informed by current, confirmed, replicable and reliable research in literacy as referenced in the California Preschool Learning Foundations and Frameworks (Volume 1) and the California Reading/Language Arts Framework.

Description of Relevant Program Features:“thematically and effectively integrated throughout;” most comprehensively addressed in …

TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

The Reading and Literacy Added Authorization program at CSULA adheres to the CSULA Charter College of Education mission and conceptual framework. The CCOE mission is to develop in CCOE students the professional knowledge, skills and dispositions to promote the academic, social, and psychological development of diverse learners in urban schools and related agencies. CCOE graduates become teachers, special educators, school administrators, educational technologists, researchers, program evaluators, school psychologists, counselors, rehabilitation professionals, higher education faculty, and other educational specialists. Within an environment of shared governance, CCOE professional preparation programs utilize data-driven decision-making, technology integrated instruction, meaningful curricula, and outcome-based assessments to ensure high-quality, educational opportunities for all CCOE students. The members of the Charter College of Education have adopted our conceptual framework for the

74

programs for professional educators at California State University, Los Angeles with the following vision in mind: The Charter College of Education (CCOE) is a learning community of faculty, administrators, staff, CCOE students and community members that work collaboratively to ensure that all CCOE students receive a high-quality education, honor the diversity of all learners, advocate for educational and community reforms, develop reflective practices that promote equity, and facilitate the maximum learning and achievement potential of all children and adults. This underlying framework is reflected in our courses and guides our activities and assignments.

Our CSULA graduate reading programs’ approach to teaching reading and writing processes reflects a conceptual framework grounded in schema theory and social-constructivist learning, exposing our candidates to a variety of points of view, from traditional to progressive reading education in order to address the needs of California's culturally, academically, and linguistically diverse student populations. We prepare reading and literacy specialists whose primary responsibility is preK-14 teaching, mentoring, and remediation with acquired expertise in reading and language arts, able to work cooperatively with other professionals to promote and enhance literacy learning for all students. Student learning outcomes for our graduate reading programs address not only our own CSULA Charter College of Education mission and conceptual framework vision, but also our own CCOE graduate student learning outcomes and all state and professional standards, including organization, planning, implementation, and evaluation of effective reading and writing programs by acquiring a broad base of current research and thinking which guides and supports their decisions, as well as practical application skills to create literate environments for all children and implement effective reading and writing programs.

Our CSULA Charter College of Education conceptual framework, philosophy and purpose is reflected thematically throughout our program and effectively integrated in the lectures, discussions, readings, projects, and clinic/fieldwork components of the required courses and prerequisites in our Reading and Literacy Added Authorization and Reading and Literacy Leadership Specialist Credential programs, and that focus is reflected in each of our program course syllabi: Linguistics in Language Education (TESL 400), Emergent Literacy (EDEL 412), Reading/Language Arts Across the Curriculum (EDEL 525), Issues and Trends in the Use of Children’s Literature (EDCI 527), Reading as a Cognitive Process (EDCI 513), Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522), Reading/Language Arts Clinical Practicum (EDCI 540A), and Developing English Reading/Language Arts Skills in Bilingual /Cross-cultural Individuals (EDCI 549).

1.2 It begins at a point beyond the preparation received by the preservice teacher and prepares the candidate for more advanced learning in the Reading and Literacy Leadership Specialist Credential program, described in Standards 6 through 10. It includes the content of the RICA content specifications but with a deeper, richer level of understanding, a firmer grasp of the literacy research behind the content specifications, and more sophisticated knowledge of instructional strategies and approaches.

75

Description of Relevant Program Features “thematically and effectively integrated throughout;” most comprehensively addressed in …

TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

Our Reading and Literacy Added Authorization program builds upon the basic knowledge taught in preservice teaching credential programs. In order to assure preparedness of our candidates for our program coursework, several safeguards are in place. (a) One prerequisite to our program is basic reading methodology coursework (such as EDEL 415 (Reading & Language Arts) plus EDEL 416 (Writing and Language Arts) for our CSULA multiple subjects teaching credential completers; equivalent basic reading methodology coursework for all our incoming candidates). (b) We also require a basic course in English Linguistics to ensure proper background knowledge for a deeper understanding of the reading assessments and remediation diagnoses in later Reading and Literacy Added Authorization program courses. (c) An additional prerequisite Emergent Literacy (EDEL 412) ensures proper background knowledge in preschool/early (emerging) reading and writing developmental processes. And finally, (d) the introductory course in our program Reading/Language Arts Across the Curriculum (EDEL 525) includes a basic review of the knowledge contained in those preceding courses, taking their knowledge base beyond the basic level of that learned for their own teaching, to a level which helps our candidates begin thinking of their prior knowledge in a more advanced way…through the lens of a future mentor and leader in the field of reading and language arts for all teachers they will work with throughout their future careers as Reading and Literacy Added Authorization leaders in their schools.

A sampling of assignments which address this competency include: in Reading/Language Arts Across the Curriculum (EDEL 525) candidates teach a demonstration lesson to their colleagues (other candidates in our class who are credentialed teachers) which models effective reading/language arts techniques across the curriculum, and also in that class candidates show, explain, and evaluate their own digitally recorded model lesson they did with young students that models effective reading/language arts techniques across the curriculum in an actual teaching setting with young children. In Developing English Reading/Language Arts Skills in Bilingual/Cross-cultural Individuals (EDCI 549) lecture is presented relative to the influence of English Language Development (ELD) research and additional literacy challenges faced by English Learners (ELs) and Standard English learners (SELs) based upon Chapters 1 and 2 of texts (Quiocho & Ulanoff, 2009; Sanders & Goldberg, 2010). Students read texts, review ELD standards and guidelines for effective literacy instruction, and do personal literacy profile which is shared in class. Candidates also participate in group commentaries where they present a critical analysis of the research and readings in class. In Issues and Trends in the Use of Children’s Literature (EDCI 527) an assignment gives candidates a start on being a leader for other teaches as they lead a discussion groups on readings related to the use of Children’s Literature in the classroom.

76

1.3 The program provides multiple opportunities for candidates to learn and demonstrate the skills required by Standard 5 in Category C: Assessment of Candidate Competence. It includes a planned process of comprehensive course work, field experiences and candidate assessments that prepares candidates to teach all of California’s diverse learners.

Description of Relevant Program Features “thematically and effectively integrated throughout;” most comprehensively addressed in …

TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

Located within the Greater Los Angeles Basis, at CSULA it is not only CTC competencies, but in fact our shared vision and mission to focus on the needs of diverse learners. As a Charter College of Education, we are “…a learning community of faculty, administrators, staff, CCOE students and community members that work collaboratively to ensure that all CCOE students receive a high-quality education, (and) honor the diversity of all learners…to promote the academic, social, and psychological development of diverse learners in urban schools and related agencies.” As such, we as a collective faculty focus on diversity for all learners in every course we teach.

A sampling of assignments which address this competency go beyond the obvious such as in our Developing English Reading/Language Arts Skills in Bilingual/ Cross-cultural Individuals (EDCI 549) where candidates conduct an ethnography of an urban classroom and identify effective literacy interventions with a focus on ELs and SELs. Candidates practice the English Language Development Retell Assessment (ELDRA) in class and include it as part of the case study of an EL or SEL. In the case study, candidates collect a series of assessment data based upon language and literacy assessments including the ELDRA, Individual Reading Inventory (IRI), Phonemic Awareness, Core Phonics, and more as necessary. All assignments are developed and shared in class through structured peer tutoring and peer evaluations. In Linguistics in Language Education (TESL 400) candidate do a linguistic autobiography and have class sessions on sociolinguistics . In Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522) requirements include a mandatory Diagnostic Session in our CSULA Reading & Writing Clinic where our candidates administer and evaluate a range of reading assessments with preK-14 students from a wide range of diverse backgrounds and abilities including students with special needs as well as gifted and talented students, and then in Reading/Language Arts Clinical Practicum (EDCI 540A) where our candidates tutor small groups of students in our CSULA Reading & Writing Clinic who have been assessed in EDCI 522 including students with special needs as well as gifted and talented students.

The documentation of assessments and rubrics in which each of the standards is evaluated are located in course syllabi and the biennial report (located in Part II of this document. For Standard 5 there are hyperlinks to the aligned assessments and rubrics located in the corresponding syllabi and in the biennial report located in Part II of this document. There are also six decision point benchmark assessments of candidate competence in the total combined program (three for each half) (rubrics below are hyperlinked to the numerals (ex. #1) for

77

locations in the biennial report, and to underlined words (ex. overall) for hyperlinks to aligned syllabi):

1) Decision Point Benchmark Assessment # 1 : Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522) – their ability to master a variety of basic reading diagnosis assessments (This rubric is used to help determine overall assessment of candidate competence for EDCI 522.)


for EDCI 522.Category Below Standard

1ptMeets Standard

2ptExceeds Standard

















78










Group Commentary
















Action Slightly adheres to most Adheres to guidelines, Adheres to all guidelines and

79

Research:#1#2#3

253050

guidelines with minimum effort


Clearly written with some documentation


demonstrates exceptional effort. Thorough and very well written and documentedSee Assignment Rubric













COMPREHENSION (5 points)Is there a description of instruments used and procedures?Is there a copy of the transcribed oral or written retelling included?

80

Is there an analysis of the student’s comprehension skills (evaluation and comments)?FLUENCY AND COMPREHENSION (8 points)

Is there a comprehensive analysis the student as a reader based on the, reading interview, miscue analysis and the (ELDRA or other) retelling?
















Total Possible Points (50 points)

81

Comments:3) Decision Point Benchmark Assessment # 3 : Reading/ Language Arts Clinical

Practicum (EDCI 540A) and “Advancement to Candidacy.” (This assesses their initial supervised field work where they must master administering remediation based on their assigned preK-14 students’ assessments.)



















Additional assessments and rubrics have also been added for some of the course assignments such as in Issues and Trends in Using Children’s Literature (EDEL 527), Emergent Literacy (EDEL 412), and Reading/Language Arts Clinical Practicum (EDCI 540A).

82



All children and adults refers to the full range of student diversity including but not limited to Struggling Students, English Learners, Gifted and Talented students, and students with Special Needs.” For example, the diversity of students our program candidates tutor in EDCI 540A in our CSULA Reading & Writing Clinic at any typical quarter includes approximately:



Caucasian Other

80% 5% 5% 5% 5%



Special Needs


Gifted and Talented

approximately 2%


We also added further clarifications/activities/assignments to some of our program courses. For example Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522) now explicitly addresses students with special needs and gifted and talented students through additional assignments. EDCI 522 is a combination of teaching students literacy strategies to meet the needs of all learners and formal and informal assessments for classroom use. It focuses on teaching Candidates how to teach literacy strategies that are research-based to meet PreK-14 students’ needs and be able to administer, score and interpret a variety of assessments including curriculum-embedded assessments, and norm-referenced and criterion based assessments for summative and formative assessment of students.

83

EDCI 522 Added Assignment: Modifying/Differentiating Instruction for Reading and Language Arts for all learners: This assignment asks Candidates to identify and to describe how to teach various instructional literacy strategies (including fluency 3.2c, vocabulary development 3.2d listening and reading comprehension 3.2e, and written language development 3.2f) to meet the needs of struggling readers, student with special needs, ELLs, and gifted and talented students.












Criteria for assessment of article summary: at least one page, double spaced, well written, brief overview of the benefits of the article for gifted and talented students or










84

students with special needs and how you might use some of the strategies/activities recommended in your own classroom (provide examples).

1.4 The program addresses the processes of admission, advising, program evaluation and improvement, as well as its coordination and communication with the PreK-12 public schools for field experiences.

Description of Relevant Program Features:In order for candidates to enter the CSULA Reading and Literacy Added

Authorization program, they must first apply to and be admitted to California State University, Los Angeles. Thus, they must meet university admission requirements for graduate student status. As part of that admissions process to the university, candidate data is forwarded to the coordinator for the program the candidate is applying to be admitted into, and be approved to the program by that program’s coordinator based upon any additional program admission requirements. In addition to CSULA university admission requirements, candidates entering the CSULA Reading and Literacy Added Authorization program must also meet the following before being fully admitted to the program:

Passage of CSULA Writing Proficiency Exam (WPE) or equivalent (41 or higher on the writing subtest of the CBEST)

3.0 or higher gpa in the last 90 quarter units Reading & Language Arts Methodology university coursework for basic teaching





When candidates apply to enter the CSULA Reading and Literacy Added Authorization program, before or shortly after the program coordinator receives their application data, the program coordinator sets up an interview with the candidate, does initial screening and advisement, and together they complete the rest of the program admission paperwork. During the initial interview and advisement session between the candidate and the program coordinator, the coordinator discusses the way the program is designed, as well as how the program fits into all of the related components which may also interest the candidate. By program design the (1) Reading and Literacy Added Authorization, the (2) Reading and Literacy Leadership Specialist Credential, and the (3) Master of Arts in Education: Option in Reading programs are all aligned. Virtually all CSULA Reading and Literacy Added Authorization program candidates at CSULA complete (1) the Reading and Literacy Added Authorization, and (2) the Reading and Literacy Leadership Specialist Credential, and (3) the Master of Arts in Education: Option in Reading programs simultaneously since the CSULA Reading and Literacy Added Authorization program is the first

85

half of the CSULA Reading and Literacy Leadership Specialist Credential and candidates who complete the requirements for the CSULA Reading and Literacy Leadership Specialist Credential automatically also meet the requirements for the CSULA Master of Arts in Education: Option in Reading degree.

Candidates are given an overview of all Curriculum & Instruction division MA program choices, and the various related reading programs. What each program/option is good for is discussed to ensure the candidate is making an appropriate choice. Once the candidate and the coordinator determine the candidate and the program(s) will be a good fit, all additional paperwork is completed with help from the advisor. Additional paperwork for program admission includes (1) an official program plan form based upon the candidate’s incoming transcripts and work history, (2) an application to the Master of Arts in Education: Option in Reading degree program, (3) an application to the CSULA Credential and/or Certificate programs, (4) official transcripts, (5) candidate’s statement of philosophy and reasons for entering this program, (6) candidate resume, and (7) other related documents. These documents are then put through the approval process for all program components and the candidate is then officially accepted into the program as a probationary student. Upon successful completion of 16 program units, including completion of EDCI 540 (A), candidates are then Advanced to Candidacy and can proceed to program completion based upon successful completion of all other built in Performance Decision Point Benchmark assessments.

The Reading and Literacy Added Authorization and Reading and Literacy Leadership Specialist Credential programs include six Performance Decision Point Benchmarks. (1) Decision Point Benchmark Assessment #1 happens with Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522) which assesses candidates’ knowledge, skills and dispositions with diagnosis of young students’ reading abilities based upon the candidate’s ability to correctly administer basic reading assessments, diagnose reading difficulties in preK-14 students, and develop a remediation plan. (2) Decision Point Benchmark Assessment #2 happens with Developing English Reading/ Language Arts Skills in Bilingual/Cross-cultural Individuals (EDCI 549). This is the candidates’ major English language acquisition assessment course. Candidates perform several assessments based on advanced research relative to English language acquisition and cross-cultural factors affecting literacy acquisition. (3) Decision Point Benchmark Assessment #3 is Reading/ Language Arts Clinical Practicum (EDCI 540A) and “Advancement to Candidacy.” In order for Candidates to be Advanced to Candidacy, they must meet several additional criteria including:

Completion of 16 units in program with a 3.0 gpa or higher Successful completion of their first field experiences course Reading/ Language Arts

Clinical Practicum (EDCI 540A) Signature Assignment: “Student Assessment Report.” Once the assignment is successfully completed, one copy of that report is attached to the Candidate’s application for Advancement to Candidacy which ultimately must be approved by the CCOE Graduate Studies office.

The fourth (4) Decision Point Benchmark Assessment #4: Principles and Practice of Teaching Writing (EDCI 523) assesses candidates’ knowledge, skills and dispositions with diagnosis of preK-14 student writing abilities based upon the candidate’s ability to correctly administer a variety of writing assessments, diagnose writing difficulties in preK-14 students, and develop an appropriate remediation plan and happens in the Reading and Literacy Leadership Specialist Credential part of their program as do the remaining two Performance

86

Decision Point Benchmark assessments. (5) In Decision Point Benchmark Assessment #5: Reading/Language Arts Assessment and Instruction for Reading/Language Arts Specialists (EDCI 524) candidates’ knowledge, skills and dispositions with diagnosis of preK-14 students’ more severe reading difficulties is assessed based upon the candidate’s ability to correctly administer advanced reading assessments, diagnose severe reading difficulties in preK-14 students, and develop an appropriate remediation plan. (6) Decision Point Benchmark Assessment #6: Comprehensive Examination (EDCI 596) is scored for three main related focal areas: Reading; Writing; and English Language Development. Each area is scored “blind” by a separate scorer. All scorers use the same rubric and are faculty in these graduate reading programs. Candidates must have an average score of no less than 2.5 on a 4-point scale (4 being highest), and no sections with a rating below 2, in order to pass this final benchmark assessment. Candidates who fail one of the three focal areas meet with the Comprehensive Exam Coordinator, and are shown the comments they received for that section from scorers. Those candidates are then given one week for further study and are allowed to retake that section. Candidates who fail more than one of the three sections receive No Credit and are given two quarters to enhance their knowledge base in those areas until the next comprehensive exam administration period. If Candidates fail a second time, they are disqualified from the program.

In addition, candidates complete four Program Effectiveness Assessments: (A) a “Mid-Point Survey” during their Reading and Literacy Added Authorization program; (B) an “Exit Survey” when they apply for graduation after the completion of their Reading and Literacy Leadership Specialist Credential program (C) a Student Follow-Up Survey and (D) an Employer Follow-Up Survey two weeks after graduation. Program faculty meet regularly to examine program effectiveness assessment data and make program improvements based upon the evaluation results. (see Biennial Report in Part II of this document)

The graduate reading programs co-coordinator and the CSULA Reading & Writing Clinic director communicate on an on-going basis with area prepreK-14 public schools. Teachers from area schools recommend students to the CSULA Reading & Writing Clinic, and receive regular assessment reports on their students’ progress through our Clinic Director. The program’s fieldwork supervisor works regularly with area schools and hosts an annual CSULA-School District Literacy Conference for Parents and their (preK-grade 6) Children each Fall as part of their service learning component of both options of Fieldwork in Reading and Language Arts (EDCI 541) requirements. At this conference located in an area school, our CSULA Reading and Literacy Added Authorization and Reading and Literacy Leadership Specialist Credential candidates present free workshops for parents and their children to help parents support their children’s literacy development at home. Over the last decade, these workshops have been presented in English, Spanish, and Cantonese to meet the needs of our diverse community.

Before candidates are recommended for their Reading and Literacy Added Authorization and/or their Reading and Literacy Leadership Specialist Credential, they must meet additional requirements including

Preliminary or higher Multiple Subject or Single Subject teaching credential (or equivalent)

Intensive Teaching Experience (minimum of 3 years with a basic teaching credential) Extensive Teaching Experience (20 hours with K-3 –or- 4th grade or higher …

whichever is different from their “intensive experience level)

87

From the time candidates apply to the program, until the time they complete the program, candidates also receive

the Quarterly Graduate Reading Student Newsletter via email each quarter. It congratulates program completers, addresses frequently asked questions, reminds candidates of deadlines and additional paperwork filings, updates which courses are offered on which days the following quarter, gives the projected course schedule each quarter for at least the next full year, as well as who to contact for additional questions, and more. Topics addressed in the most current (Spring, 2013 issue) include:1 - Congratulations to our new Graduate Reading Program Alumni!2 – Spring Quarter Registration Information/Procedures

a – Tentative course schedule through Spring 2014.b – Class Registration Hints

3 – Annual Field Work Student Meeting Information4 – Postsecondary Reading Certificate5 – EDCI 540A and EDCI 540B Clarification6 – EDCI 524 Clarification7 – CSULA Graduate Admission Application Deadlines

A – Who needs to Re-Apply8 – Comprehensive Exam Information and Procedures9 – Procedures and Deadlines for Applying for

a - California State University, Los Angeles- MA Graduation Procedures and Deadlines

10 – Procedures and Deadlines for Applying for a - California Commission on Teacher Credentialing

- Reading & Language Arts Specialist Credential - California Reading Certificate

b - California State University, Los Angeles - Postsecondary Reading Certificate

11 – Intensive Teaching Experience Requirement12 – Extensive Teaching Experience Requirement13 – Verification of Intensive & Extensive Teaching Experience Form14 – Advancement to Candidacy15 – Course Substitution16 – Who to Go To with Questions…

To further ensure that candidates meet all deadlines and are meeting all benchmarks, on-going advisement also includes

regular individualized course layout plans and updates for each candidate in order to help candidates progress through program courses and paperwork in an efficient manner and at the best pace for each individual candidate, and

24/7 email advisement with the program coordinator for any additional questions/concerns .

If candidates fail to take courses any particular quarter, they are individually contacted via email by the program co-coordinator to address any issues they may be facing and assistance/recommendations to help them return/continue through program completion.There are four program assessments that are addressed and evaluated in

every biennial report which guide improvements to the program via discussions and consultations at regular graduate reading program faculty meetings:


88



89

Category B. Curriculum and Fieldwork

Standard 2

Promoting a Culture of Literacy


2.1 The program provides opportunities for candidates to review current research on elements of an effective culture of literacy at the classroom, school, district, and community levels, including the clear and strategic use of reading, writing, listening, and speaking throughout the day, across a variety of contexts using narrative, expository and other texts, and developing online and offline reading and writing skills to meet the diverse needs of students, and the effective implementation of the adopted curriculum including the use of peer coaching and professional development.


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

In Reading/Language Arts Across the Curriculum (EDEL 525) the focus is on integrating reading, writing, listening and speaking Across the curriculum. Candidates teach, observe, and participate in lessons which integrate those four language arts areas, while focusing on skills for other curriculum standards. Candidates study a wide variety of reading/language arts textbook series. They student current state standards for reading/language arts including California’s new Common Core Content Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects and how to manage effective implementation of standards across the curriculum.

In Reading as a Cognitive Process (EDCI 513) research on elements of an effective culture of literacy at the classroom, school, district, and community levels is studied throughout the quarter, for example, research by Gee; Haliday; and Dyson is studied as it relates to language and cognition in sociocultural contexts. In Developing English Reading/Language Arts Skills in Bilingual/ Cross-cultural Individuals (EDCI 549) candidates read texts and related articles and are supported through a library research session during weeks 2 or 3 with the education librarian to use library resources such as “Ref Works” and APA. A Course Moodle Site further provides online and offline materials to support course

90

assignments. The literacy ethnography and case study support the candidates in applying the research by designing effective literacy interventions for an EL or SEL. The weekly group commentaries also allow candidates to present a critical analysis of the research that they have read to the class. This is now better addressed in Reading as a Cognitive Process (EDCI 513).

Week 1 we added: Overview of the syllabus; introductions; Reading definitions; Culture of literacy 2.1

As an introduction/focus students examine models and discuss the current research on the elements of an effective culture of literacy to meet the needs of all learners. In small groups they will discuss examples of an effective culture of literacy as it relates to the classroom, school, and district level. Students will share their vision of a culture of literacy and in groups will draft and share in class A PLAN OF ACTION (working knowledge) to strengthen the culture of literacy to better support literacy learning. 2.3




Directions: Write a paper that includes the following points:1. Write a description of the method or approach; you must explain the approach as

you use it or as you have seen it used in a classroom. Add observational information about how you believe the approach is working in the classroom. How are the children responding to this approach? Based upon what you have seen, are they engaged and learning to read? Give examples.

2. Describe how method/approach is used in the classroom to further a development of the culture of literacy. How does this approach foster students’ independence, engagement, motivation and/or attitude towards reading? 2.2, 2.3, 2.4, 2.5, 5.A1



The following Evaluation Rubric Criteria will be used to evaluate the research/method/review paper:1. The introduction to the paper is clearly written and the purpose of the paper is clearly stated. 2. The description of the method/activity is clearly presented. There is observational information

about the success of this method in the classroom as it relates to fostering students’ independence, engagement, motivation and/or attitude towards reading.

91

3. All research and theoretical articles are related to the thesis statement.4. Relationships between and among the cited articles are clear.5. The reflective discussion of the method/activity is based upon the research and/or theoretical

work in the paper6. The description of the modification of the method/activity reflects a clear understanding of the

method/approach and the culture of literacy 7. There is a conclusion to the paper.8. The citations follow currently approved APA format9. The paper is 10-12 pages including complete bibliography

In Developing English Reading/Language Arts Skills in Bilingual/ Cross-cultural Individuals (EDCI 549) Texts selected for the class include elements of developing a Culture of Literacy. First week topics have been updated to specifically introduce the concept of a Culture of Literacy

ii. Week 1Who are English learners? The role of language in literacy Examining the role of cultural diversity on schooling Role of language in literacy Examining programs for ELLs Culture of Literacy

Research and Group Commentary also added – select one of the resources on Cultural Literacy listed in the syllabus and identify the big ideas, which are important to know, as you work with students, including how you plan and differentiate instruction using multi-tiered interventions as appropriate based on the assessed individual, academic language and literacy, and diverse learning needs of the full range of learners (e.g. struggling readers, students with special needs, English learners, speakers of non-dominant varieties of English non-standard English, and advanced learners).

2.2 acknowledging the language and literacy experiences of the individual child, classroom, school, district, and community, honoring and capitalizing on students’ diverse knowledge, skills, abilities, and backgrounds to engage students, their families, and the community in the acquisition of English literacy skills;


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

An activity acknowledging individuals’ language and literacy experiences from their own background classrooms/schools/districts/communities takes place in Emergent Literacy (EDEL 412) where candidates share favorite children’s literature books from their past leading to conversations about how the candidate’s own experiences related

92

and inform more effectively teaching literacy acknowledging young children’s diverse knowledge, skills, abilities and backgrounds. Weekly multicultural book discussions take place in Issues and Trends in the Use of Children’s Literature (EDCI 527. Our course Developing English Reading/Language Arts Skills in Bilingual/Cross-cultural Individuals (EDCI 549) includes a Literacy Ethnography and case study support the candidates in applying the research by designing effective literacy interventions for an EL or SEL. The group commentaries also allow candidates to present a critical analysis of the current research that they have read to the class. The service learning component of the case study allows candidates to implement a sustained literacy intervention plan for the home, school, and/or community of their targeted case study student.

(Also see 2.1 above)Additionally, in Developing English Reading/Language Arts Skills in Bilingual/

Cross-cultural Individuals (EDCI 549) language was added to the following assignments to clarify this expectation:







Conclusions/recommendations: This section provides the opportunity to summarize your findings and to offer an interpretation of what was observed. Then offer any recommendations you wish to make, e.g., you might recommend that “María” be placed in a heterogeneous Spanish reading group so that a more proficient reader can assist her as necessary. Be sure to tie this section into the readings from this or others of your courses. The recommendations should include multi-tiered interventions as appropriate based on the assessed individual, academic language and literacy, and diverse learning needs of the full range of learners (e.g. struggling readers, students with special needs, English learners, speakers of non-dominant varieties of English non-standard English, and advanced learners). The reader should be able to easily identify how the recommendations you have selected honor and capitalize on the diverse knowledge, skills and backgrounds of the students to engage students, families and the community in the acquisition of English literacy skills.

93

2.3 developing a strong, coherent, and shared vision of a culture of literacy that aligns resources to support high academic expectations for student achievement in reading and literacy;


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

Throughout Developing English Reading/Language Arts Skills in Bilingual/Cross-cultural Individuals (EDCI 549) lectures and readings are geared towards developing a strong, coherent, and shared vision of a culture of literacy, particularly (August & Shanahan, 2010 and Lindholm-Leary & Genessee, 2010). The service learning component of the case study further allows candidates to implement a sustained literacy intervention plan for the home, school, and/or community of their targeted case study student to support high academic expectations in reading and literacy. Research by Juel and Stanovich is the foundation of discussions in Reading as a Cognitive Process (EDCI 513) about student achievement in reading and literacy and high academic expectations for student achievement in candidates’ role as resources supporting their classroom/school/district/community culture of literacy.

(Also see 2.1 above)

2.4 and fostering students’ independence, engagement, motivation, and positive attitude towards reading, and development of a lifelong habit of reading and writing for pleasure and information.


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

While fostering students’ independence, engagement, motivation and positive attitudes toward reading and writing are ultimate goals of all of our program classes, a few examples of assignments that relate to this sub-competency follow. The critical read-aloud activity in Issues and Trends in the Use of Children’s Literature (EDCI 527) gives candidates the opportunity to critically examine students’ reactions/attitudes toward literature and learn ways to help children develop a joy of reading to help them develop lifelong reading habits. The research behind reader response theory (ex. Rosenblatt ) is examined in Reading as a Cognitive Process (EDCI 513).


94

2.5 The program provides opportunities for candidates to review current research on factors that support/develop a culture of literacy at the classroom, school, district, and community levels.


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

After reviewing and exploring various research articles candidates in Reading as a Cognitive Process (EDCI 513) develop their own reading instruction model , which helps candidates infuse the research knowledge they have learned throughout the course, into their own unique model that helps develop a culture of literacy in their own classroom/school/district/community.


95

Standard 3

Preparation to Teach Literacy to All Students through Assessment, Instruction

and Appropriate Intervention


3.1 The program provides opportunities for candidates to review and analyze current, confirmed, reliable and replicable quantitative and qualitative research pertaining to language and literacy instruction and how that research is reflected in the contents of the California Preschool Learning Foundations and Frameworks (Volume 1) and the California Reading/Language Arts Framework.


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

In Developing English Reading/Language Arts Skills lectures and readings throughout the course along with group commentaries on the weekly topics provide opportunities for candidates to review current quantitative and qualitative research and how that research is reflected in the California Frameworks, particularly the readings from the California State Department of Education (2010). The frameworks and policy recommendations are introduced in weeks 2 and 3. In Emergent Literacy (EDEL 412) candidates dedicate an entire evening to Literacy Beginnings : Unlocking the Code; Phonics, Phonemic Awareness which includes examination of the California Preschool Learning Foundations and Frameworks research delving into the research in emerging literacy at the beginning stages through grade 3. The research is then continued in Reading as a Cognitive Process (EDCI 513) examining research by Anderson , Hull, and Rand. In Reading/Language Arts Across the Curriculum (EDEL 525), candidates examine the California Reading/Language Arts Framework and California’s reading/language arts Content Standards (including the incoming Common Core Standards).

EDCI 522 Added Assignment: Modifying/Differentiating Instruction for Reading and Language Arts for all learners: This assignment asks Candidates to identify and describe how to teach various instructional literacy strategies (including fluency 3.2c, vocabulary development 3.2d listening and reading comprehension 3.2e, and written

96

language development 3.2f) to meet the needs of struggling readers, student with special needs, ELLs, and gifted and talented students.






















97

3.2 The program provides opportunities for candidates to learn how to assess, instruct, and provide intervention, if needed, for each component of research-based literacy instruction, including:

3.2a. oral language development,


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

As with all Reading and Literacy Added Authorization and Reading and Literacy Leadership Specialist Credential competencies, this topic, research on oral language development ,is addressed in various courses throughout this program. This competency although addressed in our entire prerequisite course in English language linguistics, is also addressed via specific work on oral language acquisition in first and second languages in Developing English Reading/Language Arts Skills in Bilingual/Cross-cultural Individuals (EDCI 549). The literacy ethnography and case study in EDCI 549 support the candidates in applying the research by designing effective literacy interventions for an EL or SEL. The group commentaries also allow candidates to present a critical analysis of the current research that they have read to the class. The service learning component of the case study allows candidates to implement a sustained literacy intervention plan for the home, school, and/or community of their targeted case study student. Oral language development is emphasized in weeks 3 and 4, and is integrated with candidates conducting the ELDRA which is the language portion of the Case study.Further, candidates learn to provide intervention tutorial services/activities explicitly linked to individual diagnoses and then debriefing sessions about tutor observations for a variety of factors including oral language development issues, including instruction involving adapting published programs to the needs of different learners in Reading/Language Arts Clinical Practicum (EDCI 540A).

3.2b. word analysis,


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

Candidates’ knowledge bases of English language morphology are enhanced in Linguistics in Language Education (TESL 400) for example, and then strengthened with

98

respect to interpreting diagnostic assessment data related to word analysis and other reading issues in Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522). In that course, candidates learn about and then administer and interpret a battery of reading assessments to students experiencing reading difficulties. Candidates then get hands-on practice providing remediation based on those assessment results and receive written feedback on observations of their intervention sessions by our CSULA Reading and Writing Clinic director in Reading/Language Arts Clinical Practicum (EDCI 540A).

3.2c. fluency,


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

Fluency is assessed in a battery of tests including administration and analysis of oral reading passages via a Classroom Reading Inventory in Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522). Supervised intervention to enhance fluency and other reading skills is provided by candidates in Reading/Language Arts Clinical Practicum (EDCI 540A). Developing English Reading/Language Arts Skills in Bilingual/Cross-cultural Individuals (EDCI 549) addresses the stages of second language acquisition including specific types of characteristics and questions to ask for an action research study they do examining fluency and comprehension with respect to second language learners later in the course. During weeks 7 and 8, candidates continue their case study assessments with the IRI and a focus on fluency. In-class practice along with peer coaching is provided in administering and interpreting the IRI and emergent literacy assessments such as core phonics and phonemic awareness. Additional online resources (videos, articles, websites, etc.) and practice are also provided through the course Moodle.

Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522) is a combination of teaching Candidates literacy strategies to meet the needs of all learners and formal and informal assessments for classroom use. It focuses on teaching Candidates how to teach literacy strategies that are research-based to meet PreK-14 students’ needs and be able to administer, score and interpret a variety of assessments including curriculum-embedded assessments, norm-referenced and criterion based assessments for summative and formative purposes. Here is an example from EDCI 522…


C:\\Users\\Michener\\Desktop\\ctc_docs\\Part II 2013 CSULA CTC Reading doc submitted by DM on 4-2-13.docx#passages

99



3.2d. vocabulary development,


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

Candidates learn to administer a variety of reading assessments addressing vocabulary development including the Peabody Picture Vocabulary Test in Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522) and receive further instruction on vocabulary strategies week 8 of that course. Then in Reading/Language Arts Clinical Practicum (EDCI 540A) candidates develop and teach remediation lessons for enhancing vocabulary and other remediation issues with the students they are assigned to tutor in our CSULA Reading and Writing Clinic under the direction of our clinic director. Cross-linguistic vocabulary transfer issues with respect to second language learners are further specifically addressed in Developing English Reading/Language Arts Skills in Bilingual/Cross-cultural Individuals (EDCI 549) where a variety of activities emphasize strategies to enhance vocabulary development including the Group Commentary on Dutro & Kinsella, 2010, Quiocho & Ulanoff, 2009; Discussions and intervention strategies during weeks 8 and 9, and the case study sharing where a majority of intervention plans address vocabulary interventions.

3.2e. listening and reading comprehension,


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

100

Listening and Reading Comprehension skills are assessed in a battery of tests including administration and analysis of passages via a Classroom Reading Inventory in in Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522). Supervised intervention lessons to enhance listening and reading comprehension and other reading skills is provided by candidates in Reading/Language Arts Clinical Practicum (EDCI 540A). Listening and Reading Comprehension skills are introduced throughout the quarter in Developing English Reading/Language Arts Skills in Bilingual/Cross-cultural Individuals (EDCI 549) through discussions of first and second language acquisition, comprehensible input and output, RTI, and all components of the case study. Both the ELDRA and IRI in-class practice and fieldwork through the Case study address intervention plans for supporting listening and reading comprehension.

3.2f. written language development,


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

In Reading/Language Arts Across the Curriculum (EDEL 525) the stages of writing development are introduced and candidates have an opportunity to assess actual children’s writing samples. Candidates also work with actual writing samples from young students at 2nd and 5th grade levels, to select areas of remediation in terms of spelling, syntax and overall (holistic) qualities, and an opportunity to practice remediation strategies to enhance written language development. A variety of activities emphasize strategies to enhance writing development including the Group Commentary on August & Shanahan, 2010, Quiocho & Ulanoff, 2009, discussions and intervention strategies during weeks 9 and 10, and the case study sharing highlighting effective writing interventions. An overview of sheltered writing strategies begins week 4, but continues throughout the course, ending with the Service Learning project for promoting sustained support in writing development in Developing English Reading/Language Arts Skills .

3.2g and to develop the skills needed to modify curriculum to address the specific needs of diverse groups of students, including but not limited to struggling students, English learners, gifted and talented students, and students with special needs.


TESL EDEL EDEL EDCI EDCI EDCI EDCI EDCI

101

400 412 525 527 513 522 540A 549

In this part of the CSULA Reading and Literacy Added Authorization and Reading and Literacy Leadership Specialist Credential program, candidates learn practice administering a battery of reading and writing assessments to a wide range of diverse students including struggling students, English learners, gifted and talented students, and students with special needs in Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522). They practice developing remediation plans and make recommendations to teachers for adjusting classroom materials in such ways as to meet the needs of the individual students. Candidates then tutor a diverse group of students in our CSULA Reading & Writing Clinic under the supervision of our clinic director in Reading/Language Arts Clinical Practicum (EDCI 540A), differentiating curriculum to meet students’ individual needs. The focus of Developing English Reading/Language Arts Skills in Bilingual /Cross-cultural Individuals (EDCI 549) is on addressing literacy challenges among diverse groups of students. The literacy ethnography and case study support the candidates in applying the research by designing effective literacy interventions for diverse groups of students. The group commentaries also allow candidates to present a critical analysis of the current research on literacy interventions for diverse students they have read to the class. The service learning component of the case study allows candidates to implement a sustained literacy intervention plan for the home, school, and/or community of their targeted case study student.

3.3 The program provides opportunities for candidates to learn the normal progression of complexity for each component of literacy, as explicated in the Foundations/Standards and their Frameworks, the expected stages and patterns in students’ development including early and adolescent literacy, the implications of delays or differences in students’ literacy development relative to grade level standards, and when such delays/differences warrant further assessment, differentiated instruction and intervention.


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

Candidates begin the process by learning about Literacy Beginnings: Unlocking the Code; Phonics, Phonemic Awareness in Emergent Literacy (EDEL 412) and then continue the process of learning about the normal progression of literacy component development in Reading as a Cognitive Process (EDCI 513) through readings by Kuhn, Juel, Stanovich , Anderson, and others. Learning to administer a battery of reading and writing assessments in Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522), and then practicing remediation strategies based on those findings in Reading/Language Arts Clinical Practicum (EDCI 540A) helps

102

solidify those understandings. Scaffolding the components of literacy for English learners, including English learners with special needs are also taught and experienced in Developing English Reading/Language Arts Skills in Bilingual /Cross-cultural Individuals (EDCI 549) through lectures, readings, and discussions building from first and second language acquisition to first and second literacy acquisition during weeks 3, 4, 5, and 6 allowing candidates to learn the normal progression of complexity for each component of literacy. The ELDRA Essential Standards provide a simple guide to the expected stages and patterns in students’ development in each of the language arts. These standards are infused into the case study based upon the assessments given.

3.4 The program provides opportunities for candidates to learn instructional sequences and routines that develop and accelerate students’ language and literacy learning, including RtI2, and how to maximize students’ literacy development by using the reciprocal relationships among the components of a research-based literacy program,


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

Research on Metacognition and Comprehension by Nagy , Many, and by Brown is examined in Reading as a Cognitive Process (EDCI 513) to provide opportunities for candidates to learn more effective instructional sequences and routines to develop and accelerate students’ language and literacy learning. RTI2 and other strategies are specifically addressed in Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522). The literacy ethnography and case study in Developing English Reading/Language Arts Skills in Bilingual /Cross-cultural Individuals (EDCI 549) support the candidates in not only learning instructional sequences and routines that develop and accelerate students’ language and literacy learning, but also in applying the research by designing effective literacy interventions for an EL or SEL. The group commentaries, particularly of California State Department of Ed (2010) also allow candidates to present a critical analysis of the current research that they have read to the class. The service learning component of the case study allows candidates to implement a sustained literacy intervention plan for the home, school, and/or community of their targeted case study student.

3.5 as well as methods to incorporate information literacy skills into classroom activities in which students learn to access, evaluate, use and integrate information and ideas found in print, media, and digital resources enabling them to function in a knowledge-based economy and technologically-oriented society…. (California Model School Library Standards for Students)

Description of Relevant Program Features:

103

“thematically and effectively integrated throughout;” most comprehensively addressed in …

TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

The use of media and other technology in the classroom, including demonstration lessons at both K-3rd and 4 th -8th grade levels using technology in the classrooms takes place in Reading/Language Arts Across the Curriculum (EDEL 525). Accessing digital resources is a foundational part of Issues and Trends in the Use of Children’s Literature (EDCI 527) as candidates use Moodle and/or WebCT to learn about issues related to using Children’s literature in the classroom. Activities such as the Read Aloud paper and the Book Defense activity teach candidates hands-on use of information literacy skills in this course and thus their own classrooms. Research on the effects of various instructional methods on literacy development by Ruddell and Many is studied in Reading as a Cognitive Process (EDCI 513). In Issues and Trends in the Use of Children’s Literature (EDCI 527) an assignment

was added; Creating a Digital Literacy Lesson: You will create a lesson that incorporates technology, critical thinking and inquiry-based learning for children and implement it in a classroom or group setting. Pick a topic or unit that will require the use of different genres of children’s books and create a lesson that incorporates a digital literacy activity to enhance student responses. For example, your lesson must give students opportunities to respond through the use of multiple media--blogs, wikis, Google, movies, PowerPoint, Prezi or any other technology based medium that combine multimodal formats and incorporate information literacy skills. If you are teaching a preschool or early elementary classroom such as PreK – 2nd grade, you can easily find popular apps that can substitute for the digital literacy component. I will demonstrate one for each age range in the class. In the first part of this assignment you will prepare a detailed plan including objectives, questions for eliciting responses and activities for eliciting responses. (About 2 to 3 pages) This is for Session 2 in the course schedule.










Overall lesson plan and

Well organized, detailed, clear

Organized, clear objectives, adequate

Poorly organized, lacks objectives, and /or poor

104

Implementation objectives, excellent delivery of instruction

delivery of instruction

delivery of instruction






Clarifications/Additions for EDEL 412: We have also added competency 3.5 to Emergent Literacy (EDEL 412) and thus

addressed it further with an updated assignment in that course.(See updated Assignment 4 [below] Evaluation of Literacy Websites for Classrooms. The assignment includes a specific library session on identifying/evaluating high quality websites and how use such literacy websites, in classrooms including YouTube, etc.)

Assignment 4 - Evaluation of literacy websites for classroom use: [3.5] Review/evaluate four (4) high quality literacy PreK-12 websites. Refer to Classrooms That Work under the shaded box sections entitled ‘Tech-Savvy Teacher’ (p. 18, 43, 52, 77, 115) …see sampling of websites found in this syllabus entitled ‘Tech-Savvy Teacher’ (p. 18, 43, 52, 77, 115) …see sampling of websites found in this syllabus AND websites you have researched from the library session. Students may review only one commercial (.com) emergent literacy program/publisher. Write at least one page per website and answer the following questions in this format:




105

3.6 The program provides opportunities for candidates to learn the types and uses of assessments across the continuum of literacy skill components, including informal and curriculum-embedded assessments, and reliable and valid norm-referenced and criterion-based assessments that are used for formative and summative purposes, such as, screening, diagnosis, placement, and progress monitoring.


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

Learning the types and uses of assessments across the continuum of literacy skill components, including informal and curriculum-embedded assessments, and reliable and valid norm-referenced and criterion-based assessments that are used for formative and summative purposes, such as, screening, diagnosis, placement, and progress monitoring is the entire focus of Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522).

3.7 The program provides opportunities for candidates to learn the differences and relationships between the skills needed for assessing and supporting students’ literacy development and those necessary for promoting language acquisition and development in order to know when a student may be struggling with a language acquisition problem rather than a reading problem.


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

Our CSULA Charter College of Education is located within the Greater Los Angeles Basin and our mission and purpose is a focus on urban learners which is reflected thematically throughout our program and effectively integrated in the lectures, discussions, readings, projects, and clinic/fieldwork components of all of our courses and prerequisites for our Reading and Literacy Added Authorization and Reading and Literacy Leadership Specialist Credential programs. As such, our focus on Urban Learners has shown us over and over first-hand, that reading problems are not always a function of language acquisition and conversely, language acquisition issues (especially for English learners) do not always result in reading problems. That understanding is integral for our candidates to understand and is reflected in each of our program courses, including Reading as a Cognitive Process (EDCI 513) where those differences are addressed following the research readings by Ruddell and Many, and

106

especially throughout Developing English Reading/Language Arts Skills in Bilingual/Cross-cultural Individuals (EDCI 549) addressing culturally responsive instruction assessing and supporting students’ literacy development and language acquisition. The case study explores the differences and relationships between the skills needed for assessing and supporting students’ literacy development and those necessary for promoting language acquisition and development. Candidates must identify strengths and challenges in both language development and literacy development and differentiate between the interventions needed for each. group commentaries, lectures, readings and class discussions during weeks 9 and 10 are devoted to helping candidates make this distinction.

Additionally, in Developing English Reading/Language Arts Skills in Bilingual/ Cross-cultural Individuals (EDCI 549) language was added to the following assignments to clarify this expectation:







Conclusions/recommendations: This section provides the opportunity to summarize your findings and to offer an interpretation of what was observed. Then offer any recommendations you wish to make, e.g., you might recommend that “María” be placed in a heterogeneous Spanish reading group so that a more proficient reader can assist her as necessary. Be sure to tie this section into the readings from this or others of your courses. The recommendations should include multi-tiered interventions as appropriate based on the assessed individual, academic language and literacy, and diverse learning needs of the full range of learners (e.g. struggling readers, students with special needs, English learners, speakers of non-dominant varieties of English non-standard English, and advanced learners). The reader should be able to easily identify how the recommendations you have selected honor and capitalize on the diverse knowledge, skills and backgrounds of the students to engage students, families and the community in the acquisition of English literacy skills.

107

3.8 The program provides opportunities for candidates to learn methods to assist teachers in using grade level or school-wide assessment data to implement and revise instructional programs and to plan, implement, and evaluate school-wide professional development.


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

Opportunities for candidates to learn methods to assist teachers in using grade level or school-wide assessment data to implement and revise instructional programs and to plan, implement, and evaluate school-wide professional development take place throughout Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522) and culminates with the individualized diagnostic letter candidates write based on their students’ assessment results. Various research-based instructional program models are also studied in Reading as a Cognitive Process (EDCI 513) after reading research by Adams and by Ruddell.

EDCI 522 Added Assignment: School Administrator Interview on School-wide assessment data: Candidates must interview a school principal, assistant principal, reading specialist, curriculum coordinator, or other school professional who can provide knowledge related to their school-wide assessment data system/program for reading/language arts (any school/grade level). In the interview, ask such questions as: “How does your school use school-wide assessment data for reading/language instruction? What assessments are used and at what grade levels for reading/language? In what ways are you implementing RTI or other reading/language intervention programs? In what ways are the teachers being assisted to use grade level and/or school-wide reading/language assessment data? What types of reading/language professional development are you using to improve your reading/language curriculum and programs based on assessment data? How has school-wide reading/language data helped improve your school? Etc.[3.8]






108














109

Standard 4

Integrating Curriculum through Fieldwork


4.1 The program will provide Reading and Literacy Added Authorization candidates with opportunities to evaluate research for appropriateness to the target population, integrate research and practice, and to apply appropriate assessment, instruction, and differentiation in the field.


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

Throughout our Reading and Literacy Added Authorization and Reading and Literacy Leadership Specialist Credential programs, candidates have multiple opportunities to evaluate research for appropriateness to target populations, integrating research and practice and applying appropriate assessment, instruction and differentiation with students in the field for multiple assignments in multiple courses. For example, in Developing English Reading/Language Arts Skills in Bilingual/Cross-cultural Individuals (EDCI 549), candidates do a reading interview with a student in the field. The literacy ethnography and case study support the candidates in applying the research by designing effective literacy interventions for diverse groups of students. The group commentaries, particularly of California State Department of Ed (2010) also allow candidates to present a critical analysis of the current research that they have read to the class. The service learning component of the case study allows candidates to implement a sustained literacy intervention plan for the home, school, and/or community of their targeted case study student based upon research. Candidates read aloud to students in EDCI 527, digitally record themselves teaching a lesson and reflecting upon that lesson in EDEL 525, and assess a variety of students in EDCI 522. However, this competency is most strongly addressed in Reading/Language Arts Clinical Practicum (EDCI 540A) where candidates design and follow research-based lessons to tutor students based on their assessment results.

4.2 Candidates will work with individuals and/or small groups of students at both early (PreK-3) and intermediate (4th grade and up) levels of literacy acquisition.

110


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

Candidates in both our Reading and Literacy Added Authorization and our Reading and Literacy Leadership Specialist Credential programs work with a variety of grade level students in the field for a variety of assessments and field-based assignments. They assess students for Reading and Writing in courses such as Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522) and others. However, to ensure our candidates have worked with students in both early (PreK-3) and intermediate (4th grade and up) levels of literacy acquisition, in Reading/Language Arts Clinical Practicum (EDCI 540A) candidates are assigned students to tutor within the [(PreK-3) or (4th grade and up)] grade level span which is different from their other levels of experience. Therefore for example, if a candidate works with PreK-3rd grade level students and/or has worked with that age level for other field based assignments, the candidate is assigned students to tutor within the 4th grade or higher grade level span and vice-versa.

Note:-In the second half of our graduate reading program (Reading and Literacy Leadership Specialist Credential) candidates in EDCI 540B are assigned students to tutor within the grade level span they did not work with in EDCI 540A –either pre K-3 or 4 th and higher.

4.3 Candidates will demonstrate the knowledge, understanding, and application of all elements of the curriculum defined in Curriculum Standards 2 and 3. Comprehensive experiences will be available for candidates to: interpret results of classroom assessments, including formative, on-going and summative; perform additional assessments as appropriate; implement instructional strategies based on results of the assessment; and monitor and evaluate student progress.


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

Demonstrating the knowledge, understanding, and application of all elements of the curriculum defined in Curriculum Standards 2 and 3 is the foundation of both our Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522) and our Reading/Language Arts Clinical Practicum (EDCI 540A)courses.Comprehensive experiences are available in various courses, but most specifically in these two courses for candidates to: interpret results of classroom assessments, including formative, on-going and summative, and perform additional assessments as appropriate as they implement

111

instructional strategies based on results of their students’ assessments while they monitor and evaluate their students’ progress.

4.4 The program ensures that candidates work at field sites or clinical settings where the instructional approaches and methods are consistent with a balanced, comprehensive program of reading and literacy instruction.


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

At CSULA, we are lucky enough to have our own Reading and Writing Clinic. We have designed our clinic specifically for our graduate reading programs and thus the instructional approaches and methods candidates use in that field experience is consistent with a balanced, comprehensive program of reading and literacy instruction. Our clinic director is part of our teaching faculty for both our Reading and Literacy Added Authorization and our Reading and Literacy Leadership Specialist Credential programs. Our clinic director also directs our CSULA Charter College of Education Literacy Resource Lab where our reading/writing assessment materials are housed (along with a wide variety of reading/language arts teaching materials including class and small group sets of children’s literature books, teaching games, software, and more ). Our clinic director is the instructor for our Reading/Language Arts Clinical Practicums (EDCI 540A and EDCI 540B).Clarifications about CSULA Reading/Language Arts Practicums:

The CSULA Reading and Writing Clinic is located at the CSULA campus in the Charter College of Education (KH C160). It serves PreK-12 students who come from families of diverse and ethnic backgrounds. While almost all are struggling readers, about 2% are gifted and talented, about 25% are students with special needs, (Dyslexia, ADHD, autistic...), and of all of the clinic students, about 30% are ELLs (Spanish, Mandarin/Cantonese, Farsi, …).


This clinical practicum is designed into two sections: Part 1 (clinic) includes Candidates tutoring students PreK-grade 12 students who generally are referred to the clinic by their classroom teachers, and Part 2 (class) is class time afterwards which focuses on debriefing and teaching tutors formal literacy instruction for all learners.

While students are tutored in the small clinic cubicles, their parents gather in the large clinic classroom where parent education sessions take place. Topics covered in the parent sessions include ways parents can help their children improve with reading/writing skills, regardless of language spoken at home to build/strengthen a culture of literacy within the home and community. For example, reading aloud to their children is modeled and encouraged whether that reading aloud at home happens in English or their native language if that is the

112

language spoken at home. Parents are encouraged to check out children’s literature books (which are available in several languages) from the clinic library (or the CSULA Literacy Resource Lab) to read with their children at home. One focus strategy per session is modeled, discussed and practiced (such as asking questions and helping their children predict what comes next as they read to their child) – with follow-up session discussions about what worked for them and what didn’t.


4.5 Fieldwork must include on-going guidance, assistance, and feedback by the instructor, professor, or other designated, qualified personnel, including Reading and Literacy Leadership Specialist Credential candidates, (in conjunction with the program faculty) to ensure that candidates demonstrate the knowledge and skills identified in Standards 2 and 3.


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

Our Reading/Language Arts Clinical Practicum (EDCI 540A) not only include tutoring experiences, but each weekly tutoring experience includes a debriefing session with the clinic director who is the instructor for the course. An added bonus for the clinical experiences at CSULA is that both the EDCI 540A and EDCI 540B clinical experience classes happen at the same day/time/locations. Thus, Reading and Literacy Leadership Specialist Credential candidates taking Reading/Language Arts Clinical Practicum (EDCI 540B), are present to act as mentors and give helpful suggestions in conjunction with the clinic director faculty member during the debriefing sessions each week. The clinic director and candidates discuss successes and challenges, and various scenarios are presented that support candidate knowledge base growth and deepen their understandings of what the assessment results tell and what remediation strategies are most effective with which students in which situations. Having Reading and Literacy Leadership Specialist Credential candidates present is invaluable.

113

Category C:

Assessment of Candidate Competence

Standard 5

Planning, Organizing, and Providing Literacy Instruction

5A. Reading and Literacy Research and Assessment The program uses multiple measures through which each candidate

demonstrates competence in the following areas:


5.A1 Candidates evaluate the culture of literacy at a classroom, grade or school level, and identify how it supports or impedes students’ literacy development. Candidates use that information and current research and theories on reading and literacy development, including first and second language development, to develop a plan of action to strengthen the culture so that it better supports literacy learning.


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

The culture of literacy in a classroom/grade/school plays an important role in literacy development. In Reading as a Cognitive Process (EDCI 513) candidates examine the research by Haliday, by Gee, and by Dyson concerning sociocultural context of literacy learning. Since the candidate population in our CSULA Reading and Literacy Added Authorization and Reading and Literacy Leadership Specialist Credential programs is so diverse (many candidates coming from different cultural backgrounds and primary languages), lively discussions take place. This topic is further explored in Developing English Reading/Language Arts Skills in Bilingual/Cross-cultural Individuals (EDCI 549) where the emphasis is on including first and second language development. Candidates develop a plan of action to strengthen the culture of

114

literacy in classroom/grade/school practices , so that classrooms/grades/schools can better support literacy learning.

This is also now better addressed in Reading as a Cognitive Process (EDCI 513). Week 1 we added: Overview of the syllabus; introductions; reading definitions; culture of

literacy As an introduction/focus students examine models and discuss the current research on the

elements of an effective culture of literacy to meet the needs of all learners. In small groups they will discuss examples of an effective culture of literacy as it relates to the classroom, school, and district level. Students will share their vision of a culture of literacy and in groups will draft and share in class a plan of action (working knowledge) to strengthen the culture of literacy to better support literacy learning. 2.3




Directions: Write a paper that includes the following points:1. Write a description of the method or approach; you must explain the

approach as you use it or as you have seen it used in a classroom. Add observational information about how you believe the approach is working in the classroom. How are the children responding to this approach? Based upon what you have seen, are they engaged and learning to read? Give examples.

2. Describe how method/approach is used in the classroom to further a development of the culture of literacy. How does this approach foster students’ independence, engagement, motivation and/or attitude towards reading? 2.2, 2.3, 2.4, 2.5, 5.A1



115





theoretical work in the paper6. The description of the modification of the method/activity reflects a clear understanding

of the method/approach and the culture of literacy 7. There is a conclusion to the paper.8. The citations follow currently approved APA format9. The paper is 10-12 pages including complete bibliography

5.A2 Candidates interpret results of disaggregated school-wide assessment data to propose changes in instructional practices through grade and school level discussion and professional development.


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

Candidates in Reading as a Cognitive Process (EDCI 513) examine research on the importance of disaggregated assessment data so that it can correctly be used to propose changes in instructional practices through grade and school level discussion and professional development. This is done through the lens of the history and perspectives on, reading and reading research.

This has now been further strengthened in Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522) through an added assignment:EDCI 522 Added Assignment: School Administrator Interview on School-wide assessment data: Candidates must interview a school principal, assistant principal, reading specialist, curriculum coordinator, or other school professional who can provide knowledge related to their school-wide assessment data system/program for reading/language arts (any school/grade level). In the interview, ask such questions as: “How does your school use school-wide assessment data for reading/language instruction? What assessments are used and at what grade levels for reading/language? In what ways are you implementing RTI or other reading/language intervention programs? In what ways are the teachers being assisted to use grade level and/or school-wide reading/language assessment data? What types of reading/language professional development are you using to improve your reading/language curriculum and programs based

116

on assessment data? How has school-wide reading/language data helped improve your school? Etc. [3.8]












5.A3 Candidates select appropriate assessments, administer, analyze and summarize the results of the assessments and report the results in ways that are meaningful to parents, classroom teachers and administrators.


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

The assessments administered in Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522) are analyzed and evaluated, and an appropriate








117

diagnostic letter is prepared for each student assessed by our candidates. Candidates then tutor students who were assessed, and at the end of the 10 week tutoring sessions in Reading/Language Arts Clinical Practicum (EDCI 540A), an updated report is prepared for the students’ parents .

5.A4 Candidates use assessment results to guide instruction and to determine the timing of appropriate placement in and exit from intervention programs with the goal of accelerated, successful reentry into grade level standards-based programs.


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

Students entering our CSULA Reading and Writing Clinic do so because they are referred to our clinic by their teachers in the Greater Los Angeles Basin. Once they are assessed, the primary goal of our CSULA Reading/Language Arts Clinical Practicums (EDCI 540A and B) is the accelerated, successful reentry of students referred to our clinic by their teachers for assessment and tutoring, to receive necessary remediation so that they can move up to their appropriate grade level standards-based programs in their schools. Thus, our candidates make on-going use of assessment results to guide their intervention instruction and to determine the timing of appropriate exit from our intervention program at our CSULA Reading and Writing Clinic.

5B. Instruction and InterventionThe program uses multiple measures through which each candidate



5.B1 Candidates plan and teach lessons to students who are different from the candidate, including, ethnic, cultural, gender, linguistic, and socio-economic differences.


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

118

Thanks to our urban location within the Greater Los Angeles Basin, our candidates enjoy a range of diversity among area schools second to none. The focus of various courses assures that candidates take advantage of this access, and work with a wide range of students throughout the program including ethnic, cultural, gender, linguistic, and socio-economic differences. For example, in Reading/Language Arts Across the Curriculum (EDEL 525), candidates not only teach demonstration lessons in class to their diverse peers (aiming their lessons for K-3 and 4 th up grade level spans; their peers acting as K-3 and 4 th up students), but they also plan, teach, digitally record, and share in class actual lessons with young children that they reflect upon and receive feedback about from both their instructor and their peers. In Issues and Trends in the Use of Children’s Literature (EDCI 527) candidates perform a critical read aloud assignment with students in area schools. In lieu of formal discussions, to ensure privacy each tutor meets with the clinic director to discuss the progress of their various tutees based upon on-going assessment and needs of each of the students assigned to them and strategies to meet their various needs in Reading/Language Arts Clinical Practicum (EDCI 540A). Candidates similarly work with a diverse variety (including but not limited to ages and backgrounds) of students for Emergent Literacy (EDEL 412) and Developing English Reading/Language Arts Skills in Bilingual /Cross-cultural Individuals (EDCI 549).

Information presented above describes some of the various courses/assignments that provide opportunities for our Candidates to work with a variety of PreK-14 students throughout the program. Although not exhaustive, further information relative to a brief comparison of just a few of the characteristics of our CSULA students and of the students they work with just in one of those experiences…in the CSULA Reading and Writing Clinic (EDCI 540 practicums) follows:

*A Sampling of Graduate Reading Program Student Demographics

Ethnicity Asian Latino African-American White Other/Decline

to state18% 44% 16% 14% 15%

First Language

Armenian,Vietnamese Spanish Chinese Korean English

4%, 2% 26% 5% 4% 60%



Caucasian Other

80% 5% 5% 5% 5%



Special Needs


119

Gifted and Talented

approximately 2%

*NOTE: These tables do not include the full range of diversity our candidates represent and that our candidates work with including the full range of ethnic, cultural, gender, linguistic, and socio-economic differences, but give the readers a flavor of the diversity of our CSULA service area which includes a wide array of school districts in the Greater Los Angeles Basin ranging from inner city Los Angeles to Walnut/Diamond Bar, from Monterey Park to Pasadena, and beyond.

5.B2 Candidates plan, implement, and monitor formal literacy instruction that is sequential, linguistically logical, systematic, explicit, differentiated, and based on ongoing formal and informal assessments of individual students’ progress that assures that the full range of learners develop proficiency as quickly and effectively as possible.


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

Once the clinic students are assessed, candidates in our CSULA Reading/Language Arts Clinical Practicums (EDCI 540A and B) plan, implement, and monitor formal literacy instruction that is sequential, linguistically logical, systematic, explicit, differentiated, and based on the formal and informal assessments of individual students’ progress so that the full range of learners in the clinic develop proficiency as quickly and effectively as possible. As stated previously, , the primary goal of our CSULA Reading/Language Arts Clinical Practicums (EDCI 540A and B) is the accelerated, successful reentry of students referred to our clinic by their teachers for assessment and tutoring, to receive the most effective remediation so that they can move up to their appropriate grade level standards-based programs in their schools.

While Candidates teach formal lessons to students in schools in a variety of our courses including demonstration lessons in EDEL 525 and other classes, EDCI 540A is listed here in greater depth…Updates for EDCI 540A:

A more detailed tutoring schedule and class schedule and requirements has been added to the syllabus and divided into two schedules. These schedules show the differences in how the course responds to evidence showing the difference between formal instruction time and clinic tutoring. It also meets the competencies between planning and implementing formal literacy instruction through teaching a balanced literacy approach and tutors learning how to implement teaching instructional strategies to help all learners. It also includes a rubric for lesson planning and class and clinic course requirements.

120

Clinic and Class Requirements: Tutors = Candidates taking 540A, Pupils = PreK-14 students attending the clinic

9. Tutors will write a detailed lesson plan each week (per pupil). 10. Tutors will complete an end of session client report (per pupil). 11. Tutors will attend all classes and tutoring sessions.12. Tutors will collect artifacts of children’s work (on-going)13. If a tutor is absent during a tutoring session or comes very late they will have to make-up (make

arrangements to meet their pupil for tutoring) before the end of the quarter.14. Tutors will schedule a parent interview to gain background/family information to assist them in

meeting the needs of the student.15. Tutors will be observed for a portion of their tutoring session (as needed). 16. Both parts (class and clinic experience) count equally in configuring the final grade.

“CLASS SCHEDULE” will be in place of “Weekly Schedule of Discussion” The schedule is as follows AFTER the clinic session for tutoring: In particular, Candidates learn formal literacy instruction that is research-based, sequential, linguistically logical, systematic, explicit, differentiated, and based on ongoing formal and informal assessments for all learners grades PreK to 14 including students with special needs and gifted and talented students. (5.B2, standards 1, 6, 9…) Debriefing also occurs at the end of each class session. See guidelines.

Week 1 Explain/model how to analyze/review a clinic student file. Discuss how to use test results to design formal instructional lessons. Provide criteria and demonstrate how to develop formal lesson plans and provide for differentiated instruction for all learners. Discuss needs of children from diverse backgrounds (including struggling readers, English learners, gifted and talented students, and special needs students) for grades PreK-14. 1.1, 1.3, 4.4. 4.1, 4.2, 3.2g, 3.3, 4.3

Week 2 Introduce and model formal instructional strategies that are researched-based for teaching oral language development {3.2a} word analysis [3.2b] for all learners. Share ideas with partners. Assist tutors in planning their lessons and goals. Debrief tutors on first session. Set up observation/supervision schedule of tutors’ lessons. 3.2a, 3.2b, 4.4.

Week 3 Model formal teaching strategies for Language Experience Approach (LEA) for all learners. After debriefing of tutoring sessions, review the various needs of diverse students in grades PreK-14. Discuss lessons aligned to assessments. 1.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.A3, 5.A4, 5.B1, .B2, 5.B3

Week 4 Introduce and model formal instructional strategies for teaching fluency (3.2c) for all learners. After debriefing, share ideas and discuss the importance of fluency in PreK-14. Debrief with tutors.

Week 5 Model formal instructional strategies for teaching listening and reading comprehension strategy [3.2e]. Share ideas. Debriefing with tutors regarding their lesson planning.

Week 6 Model and demonstrate formal instructional strategies for teaching vocabulary development [3.2d] based on information obtained from observations of tutoring sessions. Inform tutors to make conference appointments with parents. Emphasize/review lessons using a balanced literacy approach.

Week 7 Practice role play parenting conferencing. Instruct tutors on how to develop questions and an agenda for parent conferences. Explain how to write a report of their parent conference. Discuss tutors’ use of technology in their lessons. Debrief with tutors. 1.1, 1.3; CCOE 3

Week 8 Demonstrate how to complete the End of Session Report, grid, and summary report. Tutors will work in groups to complete a practice End of Session Report. 1.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.A3, 5.A4, 5.B1, .B2, 5.B3

121

Week 9 Plan for Clinic Family/pupil celebration. Assign tutors responsibilities for their pupil’s involvement in the celebration. 1.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.A3, 5.A4, 5.B1, .B2, 5.B3

Week 10 Tutor mini- presentations of overall assessment of their pupil’s needs and further recommendations. Tutors previously help/assist in the final Family/Parent/pupil celebration.

Submit parent interview report and final end of session report and file with pupil artifacts. 1.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.A3, 5.A4, 5.B1, .B2, 5.B3

Additions and clarifications to the Clinic Schedule with more detailed information including rubrics.

Week 1 (No pupils). Meet with tutors, overview of class and tutoring session requirements: (end of session reports, formal lesson plans, etc.) Tutors read student files analyzing student needs, planning for instruction to assist students in designing and modifying instruction for their students. Tutors will be assigned students ahead of time. See lesson plan criteria. 1.1, 1.3, 3.2, 3.3, 4.1, 4.3, 5.A3, 5.A4

Week 2 Meet new pupils. Prepare a “get to know you” activity with pupils. Informally assess pupils using various informal assessments: reading and interest inventory, obtain a writing sample, administer an abbreviated IRI, record pupil observations. 1.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.A3, 5.A4, 5.B1, .B2, 5.B3

Week 3 Prepare and teach first formal lesson based on information from the clinic files and informal assessments to meet pupils’ instructional needs. Tutor observations will begin. See Tutor observation criteria. Reflect on lesson afterwards. 1.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.A3, 5.A4, 5.B1, .B2, 5.B3

Week 4 Continue formal lesson planning and tutoring children –following up from previous week’s lesson using balanced approach to literacy instruction. Tutors will be observed by clinic director. Tutors start collecting artifacts of child’s work. 1.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.A3, 5.A4, 5.B1, .B2, 5.B3



Week 7 Continue formal lesson planning and tutoring children—following up and assessing pupil’s needs. Tutors will be observed. Tutors will begin to schedule parent conferences. 1.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.A3, 5.A4, 5.B1, .B2, 5.B3

Week 8 Continue formal lesson planning and tutoring children—following up and assessing pupil’s needs. Tutors will be observed. Tutors begin parent conferences. 1.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.A3, 5.A4, 5.B1, .B2, 5.B3

Week 9 Continue formal lesson planning and tutoring children—following up and assessing pupil’s needs. Tutors will continue conferencing with parents if needed. Prepare draft of Final Session of tutoring Report 1.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.A3, 5.A4, 5.B1, .B2, 5.B3

Week 10 Attend and assist in the Family/pupil/parent celebration. 1.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.A3, 5.A4, 5.B1, .B2, 5.B3Final End of Tutoring Session Report due.

122

Tutor Observations and CriteriaThe Clinic Director will observe lessons to help tutors improve their teaching practices. Each tutor will be observed for 10-15 minutes. Some tutors may require longer observation times and more frequent observations. The tutors will be observed based on these criteria.

Are the formal lesson plans and strategies relevant to the students’ needs? Is the tutor using a balanced approach to literacy? Is there evidence of scaffolding? Does the formal lesson link to previous lessons? Are the pupils involved and interested? Are the materials varied, appropriate, and relevant? (See debriefing questions).

Questions for Debriefing for Tutors (after lessons) This debriefing will be done weekly with peers and small groups and the professor.

Guidelines for questions are as follows: 9. How did your formal lesson go? (pacing, etc.)10. How did your pupils participate?11. What was the highlight or most relevant moment in your formal lesson?12. What would you have done differently?13. Were there any “surprises” as you tutored your students? What were they?14. What areas of need in reading or writing did your students exhibit that you weren’t

aware of? 15. How do you plan on meeting your students’ needs?16. How did your pupils behave? Were they engaged? Were there any problems? How did

you manage them?

Lesson Plan Rubric

1 pt.(needs improvement )

Has a minimal lesson plan. Activities/resources are missing or not appropriate or relevant to students’ needs.

2-4 pts.Below standards

Some relevant strategies/materials are appropriate to students’ needs Some parts of formal lesson organized, with some objectives somewhat relevant materials used.

5-7 ptsPassing/adequate

Organized formal lesson plan. Clear objectives, strategies/activities and materials are varied, relevant, and appropriate to meeting students’ needs.

8- 10 ptsOutstanding

Well organized formal lesson plan. Relevant, clear, and effective, balanced approach to literacy, good pacing, and use of time meeting students’ needs, relevant strategies and multiple resources used.

5.B3 Candidates use modeling, massed and distributed practice, and opportunities for application as strategies to facilitate student learning. Candidates select and use instructional materials, technology, routines, and strategies that are appropriately aligned with students’ assessed language and literacy needs.


123

TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

Candidates taking Reading/Language Arts Across the Curriculum (EDEL 525) delve deeply into current and past textbook programs and teaching materials and share their findings in class. They evaluate how those programs/materials need to be adapted to meet the diverse needs of students. They teach demonstration lessons and digitally record themselves teaching students using a variety of routines, strategies, and instructional materials including technology .

In Issues and Trends in the Use of Children’s Literature (EDCI 527) candidates review appropriate websites and hold multicultural book discussions. A variety of strategies and materials aimed at a diversity of student populations also take place in courses such as Emergent Literacy (EDEL 412). In Developing English Reading/Language Arts Skills in Bilingual /Cross-cultural Individuals (EDCI 549) the case study and group commentaries allow candidates to use modeling, massed and distributed practice for application as strategies to facilitate student learning. Online resources are also provided through the course Moodle that demonstrate effective modeling, massed and distributed practice; particularly in weeks 1, 2, 8, and 9. Intel Essential Course resources are also used to supplement the course particularly in the area of English Language Development. In Reading/Language Arts Clinical Practicum (EDCI 540A) candidates adjust materials and strategies that are appropriately aligned with their clinical experience students’ assessed language and literacy needs.

5.B4 Candidates know the critical aspects of, and can facilitate student and teacher use of, multiple digital literacies for 21st Century skills necessary for success in today’s global economy.


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 54A0

EDCI 549

This competency is now better addressed by additions to EDCI 527TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 54A0

EDCI 549

Stated within our CSULA mission statement which was cooperatively and collectively developed by faculty and staff within the Charter College of Education through a series of our SAW (School as a Whole) meetings over several quarters, is reference to “technology integrated instruction” throughout our CSULA Charter College of Education programs. In order to even enter any of our CSULA programs, candidates must sign a Technology Statement that they own or have access to a computer, have a current active email account (which we give them free from the university), and have a

124

basic understanding of how to use the internet and use the library data base system. There is a technology statement in every course syllabus as evidence to our Charter College of Education’s commitment to technology. Therefore, every course we teach addresses the use of technology in some way and our candidates thus learn to use and explore the use of multiple digital literacies in their own classrooms as they progress through their courses. For example in Reading/Language Arts Across the Curriculum (EDEL 525), candidates are exposed to the integration of multiple digital literacies via lessons integrating language arts with media , technology, internet, etc. not only through their readings, but also through demonstration lessons in class and digitally recorded lessons on their own which they plan, teach, reflect upon and share in class which help prepare students for success in not only today’s but future global economies. This is now more fully addressed with an additional lesson in Issues and Trends in

the Use of Children’s Literature (EDCI 527). An follow-up activity was added to increase students’ knowledge needed to facilitate the use of multiple digital literacies by students learning to create a digital lesson whereby they have designed and now implement and reflect upon their implementation and receive appropriate feedback: A Report on Implementing a Digital Literacy Lesson: Once you have received feedback on your lesson plan and have made any necessary changes, you will actually implement this lesson and write a report on this experience including the children’s reactions and responses, your reactions to their responses and any other relevant experiences that may have happened. (About 2 to 3 pages) Session 3

Also, the following Clarification: Students working on-line through Moodle Weekly Posts: Each week, everyone is required to post a paragraph on Moodle for discussion. In this posting you will briefly discuss the readings for that week or discuss what happened in class the previous week etc. This is an informal, talk-like posting where you can voice your concerns, opinions, questions, focusing practicing students’ use of on-line communication skills and building their confidence and ability to facilitate students’ use of multiple digital literacies for the 21st century. On occasional weeks if we are unable to have in class meetings we will have class online. Therefore, it is important that each person log onto Moodle at least once each week. Criteria for Assessment for On-line Moodle Weekly Posts ; In order to receive full

credit/points for this assignment students must: 1) post at least one paragraph for discussion per week, 2) postings must relate to the readings focusing on practicing students’ use of on-line communication skills and building their confidence and ability to facilitate students use of multiple digital literacies for the 21st century, 3) postings must be honest and sincere, and 4) responses must show respect for others opinions posted on Moodle. Points will be deducted from the final grade based on criteria not met.

The documentation of assessments and rubrics in which each of the standards is evaluated are located in course syllabi and the biennial report (located in Part II of this document). To aid the reviewers in locating sample rubrics, hyperlinks are now inserted into Standards 1, 6, 5, and 10 to a sampling of those locations.

For Standards 5 and 10 there are hyperlinks to the aligned assessments and rubrics located in the corresponding syllabi and in the biennial report located in Part II of this document. There are also six decision point benchmark assessments of candidate competence (rubrics

C:\\Users\\Michener\\Desktop\\ctc_docs\\Part II 2013 CSULA CTC Reading doc submitted by DM on 4-2-13.docx#media

125

below are hyperlinked to the numerals (ex. #1) for locations in the biennial report, and to underlined words (ex. overall) for hyperlinks to aligned syllabi):

1) Decision Point Benchmark Assessment # 1 : Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522) – their ability to master a variety of basic reading diagnosis assessments (This rubric is used to help determine overall assessment of candidate competence for EDCI 522 and again for related EDCI 524.)


for EDCI 522 and again for related EDCI 524.Category Below Standard

1ptMeets Standard

2ptExceeds Standard















Student shows adequate awareness, genuine concern, interest, and support of others in class most of

Student shows much awareness, enthusiasm, concern, interest, and support of others consistently in

126

the time in class. class.










Group Commentary
















127


253050


















COMPREHENSION (5 points)Is there a description of instruments used and procedures?

128

Is there a copy of the transcribed oral or written retelling included?Is there an analysis of the student’s comprehension skills (evaluation and comments)?

FLUENCY AND COMPREHENSION (8 points)Is there a comprehensive analysis the student as a reader based on the, reading interview, miscue analysis and the (ELDRA or other) retelling?
















Total Possible Points (50 points)

129

Comments:3) Decision Point Benchmark Assessment # 3 : Reading/ Language Arts Clinical

Practicum (EDCI 540A) and “Advancement to Candidacy.” (This assesses their initial supervised field work where they must master administering remediation based on their assigned preK-14 students’ assessments.)






















- Recent Research (2002-present

- Semi-Recent Research

- Outdated Research (1980-

130

- Written unless seminal research)

- Excellent Research Article (not opinion)

- Accurate, complete Bibliographic information included




(1999-present unless seminal research)

- Good Research Article (not opinion)





older-unless seminal research)

- Opinion Article (not research)

- Incomplete or missing Bibliographic information





- Oral



















-Correspon-dences are short but meaningful



Class Participation


- Careful attention during class lectures and


- Excellent attention during


- Inattention or extraneous talking during class lectures and

131

presentations- Outstanding

participation in all other aspects of class activities

class lectures & presentations

- Excellent participation in all other aspects of class activities

presentations- Questionable participation in other aspects of class activities

















- Excellent Reflection of related teaching strengths and weaknesses









5) Decision Point Benchmark Assessment # 5 : Reading/Language Arts Assessment and Instruction for Reading/Language Arts Specialists (EDCI 524) – their ability to master advanced reading diagnostic assessments.

132

(This rubric is used to help determine overall assessment of candidate competence for EDCI 522 and again for related EDCI 524.)




















Use of professional oral English language testing terminology




133



Additional assessments and rubrics have also been added for some of the course assignments such as in Issues and Trends in Using Children’s Literature (EDEL 527), Emergent Literacy (EDEL 412), and Reading/Language Arts Clinical Practicum (EDCI 540A/B).

134

Introduction to CSULAREADING AND LITERACY LEADERSHIP

SPECIALIST CREDENTIALNOTE TO READER…

Part I: Response to Standards

-and-Part II:

Appendices:








NOTE TO REVIEWERThis document is a Resubmission


To Enhance Clarity and for Ease of ReviewIt is set up as follows:

List of all “More Information Needed” requests from reviewers Followed by narrative paragraph(s) that address each itemo The narrative paragraphs are repeated in the text of the document itself, They appear as highlighted paragraphs located within the standard/competency it

addresses.o The corresponding Clarifications/Additions also appear at the top of the germane

syllabus/syllabi to which that response is linked Rather than include new syllabi, to avoid extra work by the reviewers to re-assess

components previously reviewed; only the clarifications/additions are listed, and appear at the top of the original syllabi.

-------------------------------------------------------------------

135

TABLE OF CONTENTS

“More Information Needed”………………………………………………………………6

Part I: Response to the Standards


Reading and Literacy Added Authorizationand the

Reading and Literacy Leadership Specialist CredentialIntroduction....................................................................................................................................67

Overview of Programs ..................................................................................................................67

Program Requirements ..................................................................................................................68

Reading and Literacy Added Authorization Program Standards

Introduction to CSULA Reading and Literacy Added Authorization...........................................71


Standard 1: Program Design, Rationale and Coordination....................................................73


Standard 2: Promoting a Culture of Literacy..........................................................................89Standard 3: Preparation to Teach Literacy to All Students through Assessment,

Instruction and Appropriate Intervention.........................................................95Standard 4: Integrating Curriculum through Fieldwork.......................................................109


Standard 5: Planning, Organizing, and Providing Literacy Instruction................................113A. Reading and Literacy Research and Assessment......................................113B. Instruction and Intervention.......................................................................117

136

Reading and Literacy Leadership Specialist Credential Program Standards

(In Addition to All of the Above Studies)

Introduction to CSULA Reading and Literacy Specialist Credential..........................................134


Standard 6: Program Design, Rationale and Coordination...................................................141


Standard 7: Research and Evaluation Methodology.............................................................153Standard 8: Advanced Professional Competencies...............................................................162

A. Curriculum, Instruction, and Assessment..................................................162B. Leadership, Collaboration, and Professional Development......................168

Standard 9: Integrating the Curriculum through Clinical Experiences.................................173


Standard 10: Planning, Organizing, Providing and Leading Literacy Instruction................180A. Instruction..................................................................................................180B. Assessment/Research.................................................................................186C. Professional Development and Leadership...............................................188D. Program Evaluation...................................................................................189

-------------------------------------------------------------------------------------------------Standards Specific to the


The following documentation applies specifically to the Reading and Literacy Leadership Specialist Credential. This document does not include the documentation for the Institution Preconditions (documented and submitted elsewhere), nor does it include the documentation for the Common Standards (documented and submitted elsewhere).

However, the additional “Preconditions” specific to the Reading and Literacy Added Authorization and Reading and Literacy Leadership Specialist Credential:

(10) Prerequisite Teaching Credential. A college or university that operates a program for the Reading and Literacy Added Authorization and/or the Reading and Literacy Leadership Specialist Credential shall determine, prior to recommending a candidate for the credential, that the candidate possesses a valid teaching credential as specified in Education Code Section 44203(e).

137

(11) Teaching Experience. A college or university that operates a program for the Reading and Literacy Added Authorization and/or the Reading and Literacy Leadership Specialist Credential shall determine, prior to recommending a candidate for the credential, that the candidate has verified completion of three years of successful full-time teaching experience in any grades preschool through adult, exclusive of student teaching, internship teaching, or teaching while holding an emergency credential or permit.

…are addressed at California State University, Los Angeles through the program completion “co-requisites” and are completed prior to CSULA recommending candidates to the state accreditation agency for either the Reading and Literacy Added Authorization –or- the Reading and Literacy Leadership Specialist Credential. (see requirements)

CSULA Charter College of Education Conceptual Framework

Our CCOE mission is to develop in CCOE students the professional knowledge, skills and dispositions to promote the academic, social, and psychological development of diverse learners in urban schools and related agencies. CCOE graduates become teachers, special educators, school administrators, educational technologists, researchers, program evaluators, school psychologists, counselors, rehabilitation professionals, higher education faculty, and other educational specialists. Within an environment of shared governance, CCOE professional preparation programs utilize data-driven decision-making, technology integrated instruction,meaningful curricula, and outcome-based assessments to ensure high-quality, educational opportunities for all CCOE students. The members of the Charter College of Education have adopted our conceptual framework for the programs for professional educators at California State University, Los Angeles with the following vision in mind: The Charter College of Education (CCOE) is a learning community of faculty, administrators, staff, CCOE students and community members that work collaboratively to ensure that all CCOE students receive a high-quality education, honor the diversity of all learners, advocate for educational and community reforms, develop reflective practices that promote equity, and facilitate the maximum learning and achievement potential of all children and adults. Thus, this underlying framework is also reflected in our courses and guides our activities and assignments.

Overview of Programs

The CSULA graduate reading programs build and expand upon reading and language arts curriculum in Multiple Subjects and Single Subject credential programs. By program design the (1) Reading and Literacy Added Authorization, the (2) Reading and Literacy Leadership Specialist Credential, and the (3) Master of Arts in Education: Option in Reading programs are all aligned. Virtually all CSULA Reading and Literacy Added Authorization/Reading and Literacy Leadership Specialist Credential/Master of Arts in Education: Option in Reading program candidates at CSULA complete (1) the Reading and Literacy Added Authorization, and (2) the Reading and Literacy Leadership Specialist

138

Credential, and (3) the Master of Arts in Education: Option in Reading programs simultaneously. The CSULA Reading and Literacy Added Authorization program is the first half of the CSULA Reading and Literacy Leadership Specialist Credential program. Candidates who complete the requirements for the CSULA Reading and Literacy Leadership Specialist Credential automatically also meet the requirements for the CSULA Master of Arts in Education: Option in Reading degree. By program design, candidates cannot earn the Reading and Literacy Leadership Specialist Credential without earning the Reading and Literacy Added Authorization.

Throughout our CSULA reading programs, reading content standards are thematically and effectively integrated in the lectures, discussions, readings, projects, and clinic/fieldwork components of the required courses and prerequisites.

The Reading and Literacy Leadership Specialist Credential Program:

For purposes of this review, all “Questions to Consider” for each Reading and Literacy Leadership Specialist Credential standard have been charted on a matrix located in Appendix 1. Many of the component parts, as suggested in COA guidelines, are “thematically and effectively integrated throughout the program,” and as such, it would be counter-productive to list all courses which address each component every time. The component parts are marked on that Matrix only for the course(s) that most comprehensively addresses each component; only the course(s) that most applies to each specific “Question to Consider” is marked in its list of courses located in the Reading and Literacy Leadership Specialist Credential matrix.

To aid the readers of this document, the specific part of the Reading and Literacy Leadership Specialist Credential matrix located in Appendix 1 which applies to each specific “Question to Consider” for each Reading and Literacy Leadership Specialist Credential standard, also appears in the running text of this document directly along with the narrative discussion of each question to consider. All of the syllabi are located in Part II of this document. Specific locations discussed in the narrative below are hyperlinked to those corresponding parts of the syllabi located in Part II of this document.

Prerequisites for the Reading and Literacy Added Authorization : CSULA University requirements for admission to Graduate study Writing Proficiency Exam (WPE) or equivalent (41 or higher on the writing subtest of



reading/language arts methods courses in the CSULA basic credential programs

139

for the Multiple Subject students (EDEL 415 and EDEL 416); for Single Subject students this is EDSE 423


Co-requisites: Linguistics

oTESL 400 Linguistics in Language Education (or equivalent) California Multiple Subject or Single Subject teaching credential (or equivalent) Intensive Teaching Experience (minimum of 3 years with a basic teaching credential) Extensive Teaching Experience (20 hours with K-3 –or- 4th grade or higher …


Required Courses for the Reading and Literacy Leadership Specialist Credential : Required Courses Completed for 1 st half of program

leading toward Reading and Literacy Added Authorization

EDEL 525 Reading/Language Arts Across the Curriculum EDCI 513 Reading as a Cognitive Process EDCI 522 Reading/Language Arts Assessment & Instruction for Classroom Teachers EDCI 527 Issues and Trends in Using Children’s Literature (or equivalent) EDCI 540A Reading/Language Arts Clinical Practicum – first experience EDCI 549 Developing English Reading/Language Arts Skills in Bilingual/Cross-cultural

Individuals




Specialists EDCI 540B Reading/Language Arts Clinical Practicum- second experience EDFN 500 Evaluation of Educational Research EDCI 521 Seminar on Research in Teaching Reading/Language Arts EDCI 541 Fieldwork in Reading/Language Arts **(Option A/Option C) EDCI 596 Comprehensive Examination

Competency/Course alignment grids and copies of syllabi (which identify examples of where specific competencies

…identified in the syllabi by their corresponding competency numbers)appear in the Part II document for this report.

*Note: By program design, candidates cannot earn the Reading and Literacy Leadership Specialist Credential without earning the Reading and Literacy Added Authorization.**Note: There are two EDCI 541 (Fieldwork in Reading/Language Arts) Options. Option A and Option C both cover all EDCI 541competencies. –There is currently no option B. Syllabi for

140

both Option A and Option C appear in Part II of this document. All competency narratives referring to EDCI 541 hyperlink to that place in both Options separately as separate hyperlinks.





NOTE TO REVIEWERThis document is a Resubmission


To Enhance Clarity and for Ease of ReviewIt is set up as follows:

List of all “More Information Needed” requests from reviewers Followed by narrative paragraph(s) that address each itemo The narrative paragraphs are repeated in the text of the document itself, They appear as highlighted paragraphs located within the standard/competency it

addresses.o The corresponding Clarifications/Additions also appear at the top of the germane

syllabus/syllabi to which that response is linked Rather than include new syllabi, to avoid extra work by the reviewers to re-assess

components previously reviewed; only the clarifications/additions are listed, and appear at the top of the original syllabi.

------------------------------------------------------------------------------------------------------------

141

Category A. Program Design

Standard 6

Program Design, Rationale and Coordination

The Reading and Literacy Leadership Specialist Credential program includes a purposeful sequence of course work and field experiences that builds upon the foundational knowledge, skills and competencies developed in the Reading and Literacy Added Authorization program and that is based on a sound rationale informed by current, confirmed, replicable and reliable research in language and literacy development. The program effectively prepares candidates to lead the development and implementation of comprehensive literacy programs at the classroom, school, district, county and state levels that will ensure equitable opportunity and achievement for all of California’s diverse students, PreK to 12th grade. Successful candidates will be able to provide highly specialized services to students and teachers and to serve as active leaders in a comprehensive community system to build, support, sustain, and advocate for the development of effective literacy programs in which all students meet or exceed grade-level content standards. All “students” refers to, but is not limited to, struggling students, English learners, gifted and talented students, and students with special needs. Program Sponsors will need to address all levels whenever the word “students” is used in this document.


6.1 The design of the program follows an explicit statement of program philosophy and purpose. It begins at the level of the Reading and Literacy Added Authorization and prepares the candidate for more advanced learning in the Reading and Literacy Leadership Specialist Credential program, described in Standards 6 through 10.


EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

The Reading and Literacy Leadership Specialist Credential program at CSULA adheres to the CSULA Charter College of Education mission and conceptual framework. The CCOE mission is to develop in CCOE students the professional knowledge, skills and dispositions to promote the academic, social, and psychological development of diverse learners in urban

142

schools and related agencies. CCOE graduates become teachers, special educators, school administrators, educational technologists, researchers, program evaluators, school psychologists, counselors, rehabilitation professionals, higher education faculty, and other educational specialists. Within an environment of shared governance, CCOE professional preparation programs utilize data-driven decision-making, technology integrated instruction, meaningful curricula, and outcome-based assessments to ensure high-quality, educational opportunities for all CCOE students. The members of the Charter College of Education have adopted our conceptual framework for the programs for professional educators at California State University, Los Angeles with the following vision in mind: The Charter College of Education (CCOE) is a learning community of faculty, administrators, staff, CCOE students and community members that work collaboratively to ensure that all CCOE students receive a high-quality education, honor the diversity of all learners, advocate for educational and community reforms, develop reflective practices that promote equity, and facilitate the maximum learning and achievement potential of all children and adults. This underlying framework is reflected in our courses and guides our activities and assignments.

Our CSULA graduate reading programs’ approach to teaching reading and writing processes reflects a conceptual framework grounded in schema theory and social-constructivist learning, exposing our candidates to a variety of points of view, from traditional to progressive reading education in order to address the needs of California's culturally and linguistically diverse student populations. We prepare reading and literacy specialists whose primary responsibility is preK-14 teaching, mentoring, and remediation with acquired expertise in reading and language arts, able to work cooperatively with other professionals to promote and enhance literacy learning for all students. Student learning outcomes for our graduate reading programs address not only our own CSULA Charter College of Education mission and conceptual framework, but also our own CCOE graduate student learning outcomes and all state and professional standards, including organization, planning, implementation, and evaluation of effective reading and writing programs by acquiring a broad base of current research and thinking which guides and supports their decisions, as well as practical application skills to create literate environments for all children and implement effective reading and writing programs.

Our CSULA Charter College of Education conceptual framework, philosophy and purpose is reflected thematically throughout our program and effectively integrated in the lectures, discussions, readings, projects, and clinic/fieldwork components of the required courses and prerequisites in our Reading and Literacy Added Authorization and Reading and Literacy Leadership Specialist Credential programs, and that focus is reflected in each of our program course syllabi. Those syllabi (located in Part II of this document, referred to here and connected via hyperlinks, include: Linguistics in Language Education (TESL 400), Emergent Literacy (EDEL 412), Reading/Language Arts Across the Curriculum (EDEL 525), Issues and Trends in the Use of Children’s Literature (EDCI 527), Reading as a Cognitive Process (EDCI 513), Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522), Reading/Language Arts Clinical Practicum (EDCI 540A), and Developing English Reading/Language Arts Skills in Bilingual /Cross-cultural Individuals (EDCI 549), for the first half (the Reading and Literacy Added Authorization half) of the program.

The second half is the advanced half of the program, the Reading and Literacy Leadership Specialist Credential half of the program which adds the following courses: EDCI 523 Principles and Practices of Teaching Writing in Schools; EDCI 524

143

Reading/Language Arts Assessment & Instruction for Reading/Language Arts Specialists; EDCI 540B Reading/Language Arts Clinical Practicum- second experience; EDFN 500 Evaluation of Educational Research; EDCI 521 Seminar on Research in Teaching Reading/Language Arts; EDCI 541 Fieldwork in Reading/Language Arts (Option A/Option C...there are 2options…both covering all EDCI 541 competencies); and EDCI 596 Comprehensive Examination.

By program design, candidates cannot earn the Reading and Literacy Leadership Specialist Credential without earning the Reading and Literacy Added Authorization.

6.2 The program provides multiple opportunities for candidates to learn and demonstrate the skills required by Standard 10 in Category C: Assessment of Candidate Competence. It includes a planned process of comprehensive course work, field experiences and candidate assessments that prepares candidates to teach all of California’s diverse learners and to be literacy leaders in their school, district, and community.


EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

The planned process of comprehensive coursework, field experiences and candidate assessments in the second half of our Reading and Literacy Added Authorization and Reading and Literacy Leadership Specialist Credential programs at CSULA builds upon the knowledge, skills, and experiences candidates develop in the first half of the program. For example, in the first half, candidates take EDCI 522 Reading/Language Arts Assessment & Instruction for Classroom Teachers which exposes them to a variety of reading and writing assessments such as a Classroom Reading Inventory, followed by a clinical practicum experience in EDCI 540A Reading/Language Arts Clinical Practicum where they put that assessment data to work tutoring students referred to our CSULA Reading and Writing Clinic by their teachers. In the second half of our program, the Reading and Literacy Leadership Specialist Credential half, candidates take Reading/Language Arts Assessment and Instruction for Reading/Language Arts Specialists where they learn more advanced assessments, followed by their final clinical experience working with students more severe reading difficulties in Reading/Language Arts Clinical Practicum (EDCI 540B).

Candidates are exposed to research about effective reading/language arts practices in EDCI 513 during the first half of the program and throughout their first half courses. In this Reading and Literacy Leadership Specialist Credential half of the program, candidates take Evaluation of Educational Research (EDFN 500) to learn to evaluate reading/language arts research studies more critically, followed by Seminar: Research in Teaching Reading/Language Arts (EDCI 521) in which they critically examine more research, and write a research paper. They learn more advanced writing assessments and perform an action research study analyzing the writing skills growth of their own

144

class of students using those advanced writing assessments in Principles and Practice of Teaching Writing (EDCI 523). In both options of Fieldwork in Reading and Language Arts (EDCI 541), candidates delve more deeply into the job of a reading/language arts specialist have opportunities for mentoring other teachers with reading/language arts techniques, and practice planning and providing inservice-type workshops at our annual CSULA-School District Literacy Conference for Parents and their (preK-grade 6) Children as part of their service learning component of both options of Fieldwork in Reading and Language Arts (EDCI 541) requirements. Their culminating experience is a seven week Comprehensive Examination (EDCI 596) study which provides them the opportunity to synthesize and apply all of the information they learned throughout their program through two in-depth case studies involving students at two different grade level spans with reading, writing and English as a second language challenges. Clarification about Principles and Practice of Teaching Writing (EDCI 523): Writing

samples representing a full range of all California’s diverse learners collected from a multitude of classes representing all grade levels include samples from all students in the full range of those classes including but not limited to struggling students, English learners, gifted and talented students, and students with special needs. Those writing samples are evaluated throughout the course during weekly assessment technique practice scoring sessions.





All children and adults refers to the full range of student diversity including but not limited to struggling students, English learners, gifted and talented students, and students with special needs.” For example, the diversity of students our program candidates tutor in EDCI 540A in our CSULA Reading & Writing Clinic at any typical quarter includes approximately:


145


Caucasian Other

80% 5% 5% 5% 5%



Special Needs


Gifted and Talented

approximately 2%


We also added further clarifications/activities/assignments to some of our program courses. For example, in Evaluation of Educational Research (EDFN 500) there are Research group discussions on including all students including English Language Learners, gifted and talented students and students with special needs. In Reading/Language Arts Assessment and Instruction for Reading/Language Specialists (EDCI 524) now explicitly addresses students with special needs and gifted and talented students through an additional assignment. EDCI 524 is an advanced class that is a combination of teaching Candidates literacy strategies to meet the needs of all learners and formal and informal assessments for classroom use. It focuses on teaching Candidates how to teach literacy strategies that are research-based to meet PreK-14 students’ needs and be able to administer, score and interpret a variety of assessments including curriculum-embedded assessments, norm-referenced and criterion based assessments for summative and formative purposes. Here are two examples from EDCI 524…

Addition to EDCI 524: Modifying/Differentiating Instruction for Reading and Language Arts for all learners: The purpose for this assignment is to help students gain knowledge and practice at planning and implementing instructional strategies in lessons for ALL students including gifted and talented, ELLs, struggling readers, and students with special needs. Students will also share and evaluate their work in class. [6.2]

Topics are: Physical disabilities/causes, special needs; hearing and vision modifications, Word analysis/phonics, vocabulary development, listening and reading comprehension, and written language development. Students should refer to the Gunning chapters and

other resources for help. [CTC Program Standard, 1, 6, 9, 3.2c, 3.2d, 3.2e, 3.2f]Candidates must describe a strategy and how the strategy could be modified for all learners*:

Gifted and talented Students with special needs

146

ELL Struggling reader (most at risk of reading and writing failure)

Modifying/Differentiating Instruction for all Learners RubricCategory Below Standard Meets Standard Exceeds Standard

Strategy selections

1 - 2 strategies not appropriate or relevant

2 mostly appropriate and relevant strategies from professional sources

At least 2 appropriate and relevant strategies from professional sources

Purpose of strategy

Limited or no purpose listed

Mostly/adequately described

Clearly and concisely described

Description for Addressing All leaners needs

Limited/vague, emphasizes/addresses few or only one leaners needs

Mostly/adequately emphasizes/addresses all learners needs

Clearly and concisely emphasizes/addresses all learners needs

Overall organization and quality of the writing

Poorly written, contains spelling and/or grammatical errors, or did not follow directions, less than one page, etc.

Very few minor grammatical errors, good content, one page, book activity described

Well written, no writing errors, at least one page per book activity described.

And… Addition to EDCI 524:: On-line article

o Focus: Teaching RtI2 Focus: Tier II, III AND (Candidate Choice):

Students with Special Needs Teaching Gifted and Talented

- On-line article REQUIRED: Focus: RtI2 -- (Focus: Tier II, III) (select ONE article and write a one page reflection)

o RTI Nation Network http://www.rtinetwork.org/essential/tieredinstruction/tier1/effectiveteaching (Read links for Tier II and II)

o National Center on Response to Intervention (home page) or http://www.rti4success.org/index.php?option=com_content&task=view&id=1505&Itemid=65

o http://rtinetwork.org/learn/what/whatisrti RTI Action Network-- What is RTI? (introduction/overview of RTI)

o Assisting students who struggle with reading RTI for Elementary Students -- What Works Clearing House (article) http://files.eric.ed.gov/fulltext/ED504264.pdf

http://files.eric.ed.gov/fulltext/ED504264.pdf

http://rtinetwork.org/learn/what/whatisrti





147

o Information for Parents on RTI --National Association of School Psychologists (NASP) http://www.nasponline.org/resources/factsheets/rtiprimer.aspx

o RTI- http://nichcy.org/schools-administrators/rti National Dissemination Center for Children with Disabilities [3.4]

- On-line article option: Focus: Teaching Reading to Students with Special Needs (select ONE article and write a one page reflection). This assignment specifically focuses on improving students’ knowledge and teaching practices of teaching students with special needs. (Note: EDCI 522 introduces students to RTI but EDCI 524 focuses on more advanced knowledge and teaching of Students with Special Needs and RtI2 Tier II, III).

o Teaching students with special needs (National Center for Learning Disabilities) http://www.ncld.org/students-disabilities/ld- education-teachers/reading-comprehension-instruction-students-with-ld

o Reading Rockets Strategies for Students with Special needs http://www.readingrockets.org/article/370

o Teaching Strategies for Students with Disabilities http://www.palmbeachschools.org/ese/documents/TeachingStrategiesandRespondingtoDiverseLearnerNeeds.docx

o Learning Disabilities of America (Home Page several links/articles to select from) http://www.ldaamerica.org/aboutld/teachers/index.asp

- On-line article option: Focus: Teaching Reading to Gifted and Talented Students (select ONE article and write a one page reflection). This assignment specifically focuses on improving students’ knowledge and teaching practices and strategies for teaching gifted and talented students. (Note: EDCI 522 introduces students to RTI but EDCI 524 focuses on more advanced knowledge and teaching of Gifted and Talented Students and RtI2 Tier II, III).

o Dos and Don’ts of Instruction for Gifted and Talented (NAGC) http://www.nagc.org/index.aspx?id=659

o Identifying of and Strategies for Gifted Students http://www.teachersfirst.com/gifted.cfm

o National Association for Gifted Children (choose various resources/links from home web page regarding strategies and lesson/instruction) http://www.nagc.org/GiftedEducationStandards.aspx

Criteria for assessment of article summaries: at least one page, double spaced, well written, brief overview of the benefits of the article for gifted and talented students or students with special needs and how you might use some of the strategies/activities recommended in your own classroom (provide examples).











http://nichcy.org/schools-administrators/rti

http://www.nasponline.org/resources/factsheets/rtiprimer.aspx

148

There are six decision point benchmark assessments of candidate competence (rubrics are hyperlinked to the numerals):

1) Decision Point Benchmark Assessment # 1 : Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522) – their ability to master a variety of basic reading diagnosis assessments

2) Decision Point Benchmark Assessment # 2 : Developing English Reading/ Language Arts Skills in Bilingual/Cross-cultural Individuals (EDCI 549)- their ability to assess English language acquisition factors affecting literacy acquisition

3) Decision Point Benchmark Assessment # 3 : Reading/ Language Arts Clinical Practicum (EDCI 540A) and “Advancement to Candidacy.” This assesses their initial supervised field work where they must master administering remediation based on their assigned preK-14 students’ assessments

4) Decision Point Benchmark Assessment # 4 : Principles and Practice of Teaching Writing (EDCI 523) – their ability to master writing assessments

5) Decision Point Benchmark Assessment # 5 : Reading/Language Arts Assessment and Instruction for Reading/Language Arts Specialists (EDCI 524) – their ability to master advanced reading diagnostic assessments

6) Decision Point Benchmark Assessment # 6 : Comprehensive Examination (EDCI 596) – where candidates must synthesize all program knowledge, skills and abilities and demonstrate their mastery focusing on three main areas: reading diagnosis/remediation; writing diagnosis/remediation; attention to English language learner diagnosis/remediation skills

*(Originally, our programs included only five Decision Point Benchmark Assessments. Based on feedback from biennial report evaluations, and in preparation for the new Reading and Literacy Added Authorization and Reading and Literacy Leadership Specialist Credential standards, an additional midpoint assessment was added in the Fall of 2011.)

6.3 The program addresses the processes of admission, advising, program evaluation and improvement, as well as its coordination and communication with the PreK-12 public schools for field experiences.


EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

In order for candidates to enter the CSULA Reading and Literacy Added Authorization and Reading and Literacy Leadership Specialist Credential programs,

149

candidates must first apply to and be admitted to California State University, Los Angeles. Thus, they must meet university admission requirements for graduate student status. As part of that admissions process to the university, candidate data is forwarded to the coordinator for the program the candidate is applying to be admitted into, and be approved to the program by that program’s coordinator based upon any additional program admission requirements. In addition to CSULA university admission requirements, candidates entering the CSULA Reading and Literacy Added Authorization and Literacy Leadership Specialist Credential programs must also meet the following before being fully admitted to the program:

Passage of CSULA Writing Proficiency Exam (WPE) or equivalent (41 or higher on the writing subtest of the CBEST)

3.0 or higher gpa in the last 90 quarter units Reading & Language Arts Methodology university coursework for basic teaching





---------------- By program design, candidates cannot earn the Reading and Literacy Leadership

Specialist Credential without earning the Reading and Literacy Added Authorization.

When candidates apply to enter the CSULA Reading and Literacy Added Authorization and Literacy Leadership Specialist Credential programs, before or shortly after the program coordinator receives their application data, the program coordinator sets up an interview with the candidate, does initial screening and advisement, and together they complete the rest of the program admission paperwork. During the initial interview and advisement session between the candidate and the program coordinator, the coordinator discusses the way the program is designed, as well as how the program fits into all of the related components which may also interest the candidate. By program design the (1) Reading and Literacy Added Authorization, the (2) Reading and Literacy Leadership Specialist Credential, and the (3) Master of Arts in Education: Option in Reading programs are all aligned. Virtually all CSULA Reading and Literacy Added Authorization program candidates at CSULA complete (1) the Reading and Literacy Added Authorization, and (2) the Reading and Literacy Leadership Specialist Credential, and (3) the Master of Arts in Education: Option in Reading programs simultaneously since the CSULA Reading and Literacy Added Authorization program is the first half of the CSULA Reading and Literacy Leadership Specialist Credential and candidates who complete the requirements for the CSULA Reading and Literacy Leadership Specialist Credential automatically also meet the requirements for the CSULA Master of Arts in Education: Option in Reading degree.

Candidates are given an overview of all Curriculum & Instruction division MA program choices, and the various related reading programs. What each program/option is good for is discussed to ensure the candidate is making an appropriate choice. Once

150

the candidate and the coordinator determine the candidate and the program(s) will be a good fit, all additional paperwork is completed with help from the advisor. Additional paperwork for program admission includes (1) an official program plan form based upon the candidate’s incoming transcripts and work history, (2) an application to the Master of Arts in Education: Option in Reading degree program, (3) an application to the CSULA Credential and/or Certificate programs, (4) official transcripts, (5) candidate’s statement of philosophy and reasons for entering this program, (6) candidate’s resume, and (7) other related documents. These documents are then put through the approval process for all program components and the candidate is then officially accepted into the program as a probationary student. Upon successful completion of 16 program units, including completion of Reading/Language Arts Clinical Practicum (EDCI 540A), candidates are then Advanced to Candidacy and can proceed to program completion based upon successful completion of all other built in Performance Decision Point Benchmark assessments.

Our Reading and Literacy Added Authorization and Reading and Literacy Leadership Specialist Credential programs include six Performance Decision Point Benchmarks. (1) Decision Point Benchmark Assessment #1 happens with Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522) which assesses candidates’ knowledge, skills and dispositions with diagnosis of young students’ reading abilities based upon the candidate’s ability to correctly administer basic reading assessments, diagnose reading difficulties in preK-14 students, and develop a remediation plan. (2) Decision Point Benchmark Assessment #2 happens with Developing English Reading/ Language Arts Skills in Bilingual/Cross-cultural Individuals (EDCI 549). This is the candidates’ major English language acquisition assessment course. Candidates perform several assessments based on advanced research relative to English language acquisition and cross-cultural factors affecting literacy acquisition. (3) Decision Point Benchmark Assessment #3 is Reading/ Language Arts Clinical Practicum (EDCI 540A) and “Advancement to Candidacy.” In order for Candidates to be Advanced to Candidacy, they must meet several additional criteria including:

Completion of 16 units in program with a 3.0 gpa or higher Successful completion of their first field experiences course Reading/ Language Arts

Clinical Practicum (EDCI 540A) Signature Assignment: “Student Assessment Report.” Once the assignment is successfully completed, one copy of that report is attached to the Candidate’s application for Advancement to Candidacy which ultimately must be approved by the CCOE Graduate Studies office.

The fourth (4) Decision Point Benchmark Assessment #4: Principles and Practice of Teaching Writing (EDCI 523) assesses candidates’ knowledge, skills and dispositions with diagnosis of preK-14 student writing abilities based upon the candidate’s ability to correctly administer a variety of writing assessments, diagnose writing difficulties in preK-14 students, and develop an appropriate remediation plan and happens in the Reading and Literacy Leadership Specialist Credential part of their program as do the remaining two Performance Decision Point Benchmark assessments. (5) In Decision Point Benchmark Assessment #5: Reading/Language Arts Assessment and Instruction for Reading/Language Arts Specialists (EDCI 524) candidates’ knowledge, skills and dispositions with diagnosis of preK-14 students’ more severe reading difficulties is assessed based upon the candidate’s ability to correctly administer advanced reading assessments, diagnose severe reading difficulties in preK-14 students, and develop an appropriate remediation plan. (6) Decision Point Benchmark

151

Assessment #6: Comprehensive Examination (EDCI 596) is scored for three main related focal areas: Reading; Writing; and English Language Development. Each area is scored “blind” by a separate scorer. All scorers use the same rubric and are faculty in these graduate reading programs. Candidates must have an average score of no less than 2.5 on a 4-point scale (4 being highest), and no sections with a rating below 2, in order to pass this final benchmark assessment. Candidates who fail one of the three focal areas meet with the Comprehensive Exam Coordinator, and are shown the comments they received for that section from scorers. Those candidates are then given one week for further study and are allowed to retake that section. Candidates who fail more than one of the three sections receive No Credit and are given two quarters to enhance their knowledge base in those areas until the next comprehensive exam administration period. If Candidates fail a second time, they are disqualified from the program.

In addition, candidates complete four Program Effectiveness Assessments: (A) a “Mid-Point Survey” during their Reading and Literacy Added Authorization program; (B) an “Exit Survey” when they apply for graduation after the completion of their Reading and Literacy Leadership Specialist Credential program, (C) a Student Follow-Up Survey, and (D) an Employer Follow-Up Survey two weeks after graduation. Program faculty meet regularly to examine program effectiveness assessment data and make program improvements based upon the evaluation results. (see Biennial Report in Part II of this document)

The graduate reading programs coordinator and the CSULA Reading & Writing Clinic director communicate on an on-going basis with area preK-14 public schools. Teachers from area schools recommend students to the CSULA Reading & Writing Clinic, and receive regular assessment reports on their students’ progress through our Clinic Director. Each Fall, the program’s fieldwork supervisor works with area schools and hosts an annual CSULA-School District Literacy Conference for Parents and their (preK-grade 6) Children as part of the candidates’ service learning component of both options of their Fieldwork in Reading and Language Arts (EDCI 541) requirements. At this conference hosted by an area school, our CSULA Reading and Literacy Added Authorization and Reading and Literacy Leadership Specialist Credential candidates present free workshops for parents and their children to help parents support their children’s literacy development at home. Over the last decade, these workshops have been presented in English, Spanish, and Cantonese to meet the needs of our diverse community.

Before candidates are recommended for their Reading and Literacy Added Authorization and Reading and Literacy Leadership Specialist Credential, they must meet additional requirements including

Preliminary or higher Multiple Subject or Single Subject teaching credential (or equivalent)

Intensive Teaching Experience (minimum of 3 years with a basic teaching credential) Extensive Teaching Experience (20 hours with K-3 –or- 4th grade or higher …

whichever is different from their “intensive experience level)From the time candidates apply to the program, until the time they complete the program,

candidates also receive the Quarterly Graduate Reading Student Newsletter via email each quarter. It

congratulates program completers, addresses frequently asked questions, reminds candidates of deadlines and additional paperwork filings, updates which courses are offered on which days the following quarter, gives the projected course schedule each

152

quarter for at least the next full year, as well as who to contact for additional questions, and more. Topics addressed in the most current (Spring, 2013 issue) include:1 - Congratulations to our new Graduate Reading Program Alumni!2 – Spring Quarter Registration Information/Procedures

a – Tentative course schedule through Spring 2014.b – Class Registration Hints

3 – Annual Field Work Student Meeting Information4 – Postsecondary Reading Certificate5 – EDCI 540A and EDCI 540B Clarification6 – EDCI 524 Clarification7 – CSULA Graduate Admission Application Deadlines

A – Who needs to Re-Apply8 – Comprehensive Exam Information and Procedures9 – Procedures and Deadlines for Applying for

a - California State University, Los Angeles- MA Graduation Procedures and Deadlines

10 – Procedures and Deadlines for Applying for a - California Commission on Teacher Credentialing

- Reading & Language Arts Specialist Credential - California Reading Certificate

b - California State University, Los Angeles - Postsecondary Reading Certificate

11 – Intensive Teaching Experience Requirement12 – Extensive Teaching Experience Requirement13 – Verification of Intensive & Extensive Teaching Experience Form14 – Advancement to Candidacy15 – Course Substitution16 – Who to Go To with Questions…

On-going advisement also include s regular individualized course layout plans and updates for each candidate in order to help

candidates progress through program courses and paperwork in an efficient manner and at the best pace for each individual candidate.

24/7 email advisement with the program coordinator for any additional questions/concerns is also an important communication tool for our candidates and faculty.

If candidates fail to take courses any particular quarter, they are individually contacted via email by the program coordinator to address any issues they may be facing and assistance/recommendations to help them return/continue through program completion.There are four program assessments that are addressed and evaluated in

every biennial report which guide improvements to the program via discussions and consultations at regular graduate reading program faculty meetings:




153

Category B. Curriculum and Fieldwork

Standard 7

Research and Evaluation Methodology


7.1 The program provides opportunities for candidates to learn basic research and evaluation methods including research design, sampling, selection of measures or instruments, and statistical procedures.


EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

Evaluation of Educational Research (EDFN 500) is the course in the Reading and Literacy Leadership Specialist Credential program where students learn aspects of basic educational research, for example, the basic research and evaluation methods including research design, sampling, selection of measures or instruments and statistical procedures. This prepares candidates to more critically examine the authenticity of educational research they read, as well as give them the basics of conducting their own research studies. It is prerequisite to Seminar: Research in Teaching Reading /Language Arts (EDCI 521) where candidates design and conduct a basic action research study or case study or survey research study and write their research paper which includes a review of the research literature related to their reading/language arts topic.

7.2 The program provides candidates with focused instruction and experiences in evaluating literacy programs that generate reliable information about program strengths, weaknesses, and effects on target student populations and that can be used to recommend and implement changes in literacy instruction practices at the classroom, school, or district levels.


154

EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

Candidates read/review/discuss/share a wealth of reading/language arts research throughout their program coursework which gives them the knowledge base and tools to evaluate the effectiveness of research based effective literacy programs. For example, in Seminar: Research in Teaching Reading/Language Arts (EDCI 521) there are 5 groups working in-depth together on research projects that expose candidates to critically evaluate the research they read/review/discuss/share in their course, but also to deepen their understandings of effective literacy programs overall. Candidates analyze classroom/school literacy program in both options (Option A and Option C) of Fieldwork in Reading and Language Arts (EDCI 541).

7.3 The program provides candidates the opportunity to engage in data analysis to diagnose, monitor and evaluate student progress at the individual, group, classroom, grade level, school, and district levels and to develop techniques for analyzing aggregate student data (at the school and district level) for making instructional decisions and for designing and providing staff development activities.


EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

Candidates diagnose, monitor, and evaluate student progress in several courses throughout our program beginning with Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522) and Reading/Language Arts Clinical Practicum (EDCI 540A) in the Reading and Literacy Added Authorization half of their program, progressing on to Reading/ Language Arts Assessment and Instruction for Reading/Language Arts Specialists (EDCI 524) and Reading/Language Arts Clinical Practicum (EDCI 540B) in this Reading and Literacy Leadership Specialist Credential half of their program. Candidates learn to develop techniques for analyzing aggregate student data (at the school and district level) in Evaluation of Educational Research (EDFN 500) and apply that knowledge for functioning as effective educational change agents for literacy programs making effective instructional decisions in Fieldwork in Reading and Language Arts (EDCI 541 – either option). Candidates also learn to design and provide effective staff development activities as witnessed in their service learning component experience and reflection) for that same course (EDCI 541).

In Evaluation of Educational Research (EDFN 500) the SPSS Computer project requires data entry, statistical data analysis, and interpretation. These basic skills can be applied by candidates to analyze student assessment data for instructional decisions in their SPSS workshops.

155

In Reading/ Language Arts Assessment and Instruction for Reading/Language Arts Specialists EDCI 524 Added Assignment: School Administrator Interview on School-wide assessment data:



















156

Clarifications/Additions to Weeks 1- 3 of Fieldwork in Reading/Language Arts- Option C (EDCI 541)…A. Introduction Meetings (Principal, Beginning Teacher, CSULA Supervisor) (6.3, 8.B2)During that meeting, ask/learn about the needs of the local school/district and community population to help you plan the most appropriate implementation of your field experiences in that school. Turn in a very brief 1 paragraph overview of this meeting in your electronic portfolio.

B. Beginning Teacher Self-Assessment Pre-Survey Develop a survey for the teacher you are assigned to mentor, for that teacher to fill out and return to you. For example, list 20 instructional strategies/techniques you are prepared to help that teacher learn/improve. Then ask the teacher to assign a rating of 1 to 5 (1 being low) personal confidence level rating to each. Bring this survey with you the first day. Give it to the teacher to fill out. Based upon the results of this survey (and C below), you and the teacher will select one (1) of the strategies he/she would like to learn (or get better at implementing). Then, you will concentrate of that one strategy during your 3 week placement there. …Scan the completed survey into your electronic portfolio.


E. Daily On-site Observations/Collaborations... ( 7.9, 8.B2) 3 weeks (minimum) You will spend 3 weeks with the teacher. You will arrive before the children and leave after the children. Allow 10-15 minutes of scheduled time to “train/coach” the teacher each day either before/after the children are there. Be sure to keep focused on the needs not only of the teacher, but also of the local school/district and community population. Turn in a very brief 1 page overview of your 3 week experience in your electronic portfolio.

I. Projection of Continuing Support & Personal Reflection (8.B2, #6)…Turn in a very brief 1 page personal reflection of your experience in this section of your electronic portfolio.…Also - Turn in a statement of how you plan to be available for the teacher for additional guidance after you leave. Be sure to keep focused on the needs not only of the teacher, but also of the local school/district and community population. (ex. Email, inviting the teacher to come to your classroom later this year to see you implementing the technique/strategy, …)

In Seminar on Research in Teaching Reading/Language Arts (EDCI 521) the added article, Poplin, M. et al. (2009), “Study of Highly Effective Urban Teachers in Low Performing Schools” addresses how to use data to make instructional decisions using disaggregated data. In addition, a guest speaker who is a principal from a local school district will lecture on their overall design of state and district assessments and how technology is used for records and making instructional decisions and to inform professional development decisions. (8.B3). And an additional text was also added as required reading, Fingon, J. & Ulanoff, S. (Eds.) (2012), Learning from culturally and linguistically diverse classrooms: Using inquiry to inform

157

practice, Teachers College Press. From this text, chapters are selected as required reading that develop candidates’ advanced knowledge relating to classroom reading action research promoting advocacy for effective literacy programs in schools.

7.4 The program provides opportunities for candidates to learn to evaluate the technical adequacy of assessments, such as reliability and content and construct validity, based on psychometric standards and applicable populations, and to utilize best practices in the selection, administration, and use of assessments for developing a systemic framework to measure student progress and for planning, monitoring, evaluating, and improving instruction.


EDCI 523

EDCI 524

EDCI 54B0

EDCI 521

EDCI 541

EDCI 596

EDFN 500

Our candidates learn to evaluate the technical adequacy of assessments, such as reliability and content and construct validity, based on psychometric standards and applicable populations, through textbook readings and hands-on experiences with assessments learned in Reading/Language Arts Assessment and Instruction for Reading/Language Arts Specialists (EDCI 524), Evaluation of Educational Research (EDFN 500) and then further develop their understanding of terminology (ex. content and construct validity) in Seminar: Research in Teaching Reading/Language Arts (EDCI 521), and to utilize best practices in the selection, administration, and use of assessments for developing a systemic framework to measure student progress and for planning, monitoring, evaluating, and improving instruction.

This competency has been deleted from EDCI 524 d and strengthened in EDFN 500. After the concepts are taught, they are evaluated by quizzes that include questions on technical adequacy of assessments, including reliability and validity.The research project requires students to describe the technical quality of their assessment instrument.

7.5 The program provides opportunities for candidates to understand large-scale assessment design, the design of state and district assessment systems, and the relationship between those assessments and state frameworks, proficiency standards and benchmarks.


EDCI EDCI EDCI EDCI EDCI EDCI EDFN

158

523 524 540B 521 541 596 500

Opportunities for candidates to understand large-scale assessment design, the design of state and district (testing) assessment systems (ex. Reading/Language Arts Assessment and Instruction for Reading/Language Arts Specialists (EDCI 524)), and the relationship between those assessments and state frameworks, proficiency standards and benchmarks take place throughout our program. For example, the relationship between large scale assessments and standards-based teaching is emphasized in Principles and Practice of Teaching Writing (EDCI 523) which includes standards checklists for California’s Common Core English Language Arts Writing Standards candidates use in their students’ writing folders.An assignment was also added to Reading/Language Arts Assessment and Instruction for Reading/Language Arts Specialists (EDCI 524)…








o Analyze & Act: Appropriate & Effective Use of Assessment Data Unit 7 CA Department of education

159





7.6 The program provides opportunities for candidates to understand state and federal reading initiatives and to learn how to develop, procure and implement programs around those initiatives.


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

Candidates are first exposed to state and federal reading initiatives and to learn how to develop, procure and implement programs around those initiatives taking Reading/Language Arts Across the Curriculum (EDEL 525) where they learn about past and new reading initiatives. In that course they also learn how those initiatives play into the process of selecting and implementing literacy curricula including California procedures for adoption of reading/language arts textbook programs and teaching materials. Candidates spend an entire session researching all components of one textbook series, then get to compare that one to all of the others.

The role of the reading specialist in developing, procuring and implementing literacy programs around initiatives is explored in Reading/Language Arts Assessment and Instruction for Reading/Language Arts Specialists (EDCI 524) and that knowledge base as it pertains to writing is further developed in Principles and Practice of Teaching Writing (EDCI 523). Study into the effectiveness of those initiatives and creating a research based curriculum is further explored in Seminar: Research in Teaching Reading/Language Arts (EDCI 521).

EDEL 525 Reading/Language Arts Across the Curriculum EDCI 513 Reading as a Cognitive Process EDCI 522 Reading/Language Arts Assessment & Instruction for Classroom Teachers








160

EDCI 527 Issues and Trends in Using Children’s Literature (or equivalent) EDCI 540A Reading/Language Arts Clinical Practicum – first experience EDCI 549 Developing English Reading/Language Arts Skills in Bilingual/Cross-cultural

Individuals




Specialists EDCI 540B Reading/Language Arts Clinical Practicum- second experience EDFN 500 Evaluation of Educational Research

7.7 The program provides opportunities for candidates to learn the skills for critically analyzing seminal, developing and cutting edge research findings in the literature related to literacy education.


EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

Candidates learn how to critically analyze seminal, developing and cutting edge research findings in the literature related to literacy education throughout our program courses along the way, (for example in Evaluation of Educational Research (EDFN 500)), and then synthesize that information in their literature reviews for their research reports in Seminar: Research in Teaching Reading/Language Arts (EDCI 521) and their culminating Comprehensive Examination (EDCI 596).

7.8 The program provides opportunities for candidates to learn to critically examine the research and program recommendations of experts in the field of literacy acquisition and instruction as an invaluable aid in the decision-making and leadership process, keeping in mind the limitations of applicability of research based on inclusion of specific target populations.


EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

161

Throughout our Reading and Literacy Added Authorization and Reading and Literacy Leadership Specialist Credential programs, in courses such as Reading/Language Arts Across the Curriculum (EDEL 525), Reading as a Cognitive Process (EDCI 513), Developing English Reading/Language Arts Skills in Bilingual/Cross-cultural Individuals (EDCI 549), Evaluation of Educational Research (EDFN 500), and Reading/Language Arts Assessment & Instruction for Reading/Language Arts Specialists (EDCI 524) for example, candidates are provided with opportunities to learn to critically examine the research and program recommendations of experts in the field of literacy acquisition and instruction as an invaluable aid in the decision-making and leadership process, keeping in mind the limitations of applicability of research based on inclusion of specific target populations. One example is through their reading logs /Moodle discussions, and their research reports in Seminar: Research in Teaching Reading/Language Arts (EDCI 521).

7.9 The program provides opportunities for candidates to develop clear communication strategies for sharing individual, classroom, school, district and state assessment results to a variety of audiences and to identify relevant implications for instructional programs and accountability, and for target student populations, that might assist their communities in obtaining support for literacy development.


EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

Opportunities for candidates to develop clear communication strategies for sharing individual, classroom, school, district and state assessment results to a variety of audiences and to identify relevant implications for instructional programs and accountability, and for target student populations, that might assist their communities in obtaining support for literacy development take place in experiences throughout the program. Some examples include reporting student assessment and remediation results and recommendations to parents, teachers, and the clinic director in Reading/Language Arts Clinical Practicum (EDCI 540B); sharing research written in publishable quality for professional audiences in Seminar: Research in Teaching Reading/Language Arts (EDCI 521); and by learning effective literacy coaching and collaborating communication strategies for working with school site personnel in both options of Fieldwork in Reading and Language Arts (EDCI 541).

162

Standard 8

Advanced Professional Competencies

8A. Curriculum, Instruction, and AssessmentCourse work and fieldwork/clinical experiences in this program ensure that

each candidate will develop and demonstrate advanced professional competencies in, and knowledge of, the following:


8.A1 The process through which students learn to read and write and the structure of the English language, including phonology, morphology and orthography; the relationships between linguistics, spelling, reading and writing; and the psychological and sociolinguistic aspects of reading and writing.


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

The process through which students learn to read and write and the structure of the English language, including phonology, morphology and orthography is examined in several courses such as our Linguistics in Language Education (TESL 400) and our Emergent Literacy (EDEL 412) and Reading/Language Arts Across the Curriculum (EDEL 525) classes in the Reading and Literacy Added Authorization half of the program. Some of the latest brain research on the relationships between linguistics, spelling, reading and writing; and the psychological and sociolinguistic aspects of reading and writing are then further examined in Principles and Practice of Teaching Writing (EDCI 523) and Reading/Language Arts Assessment and Instruction for Reading/Language Arts Specialists (EDCI 524) and other courses in the Reading and Literacy Leadership Specialist Credential part of our program.

163

8.A2 Programs provide candidates opportunities to develop advanced understanding of the continuum of state PreK-12th grade foundations/standards and frameworks in reading and literacy, and relevant research (including terminology) upon which they are based.


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

Candidates are provided with opportunities to develop advanced understanding of the continuum of state PreK-12th grade foundations/standards and frameworks in reading and literacy, and relevant research (including terminology) upon which they are based throughout both the Reading and Literacy Added Authorization and the Reading and Literacy Leadership Specialist Credential halves of the program. For example, writing standards for each grade level preK-14 are examined and then candidates assess authentic student writing samples at each grade level from preK-14 in Principles and Practice of Teaching Writing (EDCI 523) using techniques including Marie Clay’s Early Progress Rating Technique, Kellogg Hunt’s T-Unit Analysis and Holistic and Analytic Scoring techniques throughout the quarter. Reading/language arts grade level standards are integral to the goal of tutoring students referred to our CSULA Reading and Writing Clinic by candidates in Reading/Language Arts Clinical Practicum (EDCI 540B) for example also. An additional opportunity to develop advanced understanding of the continuum of state

PreK-12th grade foundations/standards and frameworks in reading and literacy, and relevant research (including terminology) upon which they are based now takes place in Reading/Language Arts Across the Curriculum (EDEL 525). The continuum of state PreK-12th grade State Frameworks and related documents (including California Common Core standards) are discussed and the relevant research is examined through lecture, followed by perusal of documents/websites (incl. introduction to CCSS learning modules) and group share-outs in *“Learning Communities” under this topic of Week 1. Uncovering the Reading/Language Arts Knowledge Base (8B.1)

California Frameworks, Content Standards, and California Common Core State Standards for ELA/Literacy:

o http://www.cde.ca.gov/re/cc/ccssplm.asp ISSUES: What's New in California Reading/Language Arts?

*Note: Class “Learning Communities” are created which are formed strategically consisting of 4-5 students from varying backgrounds with varying teaching experience which remain in place throughout the class for small group work and reflective discussions to ensure a variety of viewpoints and perspectives within small group activities.

http://www.cde.ca.gov/re/cc/ccssplm.asp

164

8.A3 and about the effective implementation of state- and/or district-approved instructional programs and other supplemental materials, recognizing the importance of thoughtfully following a well-designed sequence of instruction.


EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

Similarly, the effective implementation of state- and/or district-approved instructional programs and other supplemental materials, recognizing the importance of thoughtfully following a well-designed sequence of instruction is also addressed throughout the program including in those same courses: Principles and Practice of Teaching Writing (EDCI 523) and Reading/Language Arts Clinical Practicum (EDCI 540B) through assessment-based remediation lessons for example.

8.A4 The program provides candidates the opportunity to develop advanced professional knowledge of methods for using assessment data to diagnose, design, adapt and differentiate instruction for the full range of learners, including students who are experiencing extreme difficulty in literacy acquisition.


EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

The opportunity to develop advanced professional knowledge of methods for using assessment data to diagnose, design, adapt and differentiate instruction for the full range of learners, including students who are experiencing extreme difficulty in literacy acquisition for reading and writing takes place in many courses in our program. The best examples of some of those opportunities in the Reading and Literacy Leadership Specialist Credential part of the program are the writing assessments and remediation strategies in Principles and Practice of Teaching Writing (EDCI 523); the advanced reading assessments and remediation plans in Reading/Language Arts Assessment and Instruction for Reading/Language Arts Specialists (EDCI 524), and the remediation tutoring for students experiencing severe difficulty in literacy acquisition in Reading/Language Arts Clinical Practicum (EDCI 540B).

165

8.A5 The program provides opportunities for candidates to deepen their understanding of and ability to use theoretical and research-based strategies that assist students to become proficient readers, including direct instruction, flexible grouping, strategies to cognitively engage and sustain students’ interest and focus, and developing students’ strategies to self-regulate and learn independently, in order to meet the needs of English learners, students with reading difficulties, students who are proficient and advanced readers and writers, and students at every age, including preschool and adolescent learners.


EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

Opportunities for candidates to deepen their understanding of and ability to use theoretical and research-based strategies that assist students to become proficient readers, including direct instruction, flexible grouping, strategies to cognitively engage and sustain students’ interest and focus, and developing students’ strategies to self-regulate and learn independently, in order to meet the needs of English learners, students with reading difficulties, students who are proficient and advanced readers and writers, and students at every age, including preschool and adolescent learners take place throughout the program, but perhaps most transparently in Reading/Language Arts Clinical Practicum (EDCI 540B). Writing strategies such as learning and practicing effective writing conferences in writers’ workshop approaches is an example that happens in Principles and Practice of Teaching Writing (EDCI 523). Research-based reading strategies for struggling readers are examined in Reading/Language Arts Assessment and Instruction for Reading/Language Arts Specialists (EDCI 524). D emographics as they relate to research-based literacy strategies are part of the research paper in Seminar: Research in Teaching Reading/Language Arts (EDCI 521). Mentoring preK-14 teachers/parents/students to use research-based strategies to enhance literacy in students is part of both options of Fieldwork in Reading and Language Arts (EDCI 541), and all of this is synthesized in Comprehensive Examination (EDCI 596).

8.A6 The program provides opportunities for candidates to learn about the types of disabilities that have implications for literacy development and to learn effective strategies and practices for providing multiple levels of intervention, including strategic and intensive interventions, or RtI2 Tiers 1, 2, and 3.


166

EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

Opportunities for candidates to learn about the types of disabilities that have implications for literacy development and to learn effective strategies and practices for providing multiple levels of intervention, including strategic and intensive interventions, or RtI2 Tiers 1, 2, and 3 in integral in Reading/Language Arts Assessment and Instruction for Reading/Language Arts Specialists (EDCI 524) and it’s prerequisite related course Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522).EDCI 524 Added/Clarified Assignment: (8.A6) …types of disabilities that have implications for literacy development: Session 2: Jan 15

Review SIT results in class. Discuss emotional/social/cultural/family factors; Cultural testing bias. Share idiom cards for ELLs in class.Introduce Culture Fair (CF) Test.[8.A6]

Due Week 3: Administer two CF practice tests. Read G = Ch. 2 physical disabilities terms p. 29-44; Write idioms on 4x 6” index cards & write 45, 4x6 index cards of Spanish cognates for ELLs, G = p. 358. Plans for Interviewing School Administrator Interview due.

Session 10: Mar 12 CSULA Reading Clinic requirements Due Self Reflection–

Samples--School-wide assessment data & implementation of revision of instructional programs [7.5]. Effective Reading Comprehension and Vocabulary strategies for schools; [9.3, 10A2].Discuss strategies for ELL students and students with special needs. [8.A6].On-going conferences for clinic letters (as needed) [10.B2, 10.A2, 9.3, 8.B2,]

Read G = Ch.15 Intervention programs, p.561-572, On-going clinic letter work in class, students need final approval of reading and writing strategies. Read one on-line article Teaching reading to Students with Special Needs and School-wide assessment data (See below***).

8.A7 The program provides opportunities for candidates to learn how to expand the curriculum to include online and offline reading and literacy experiences that incorporate multiple genres, multiple perspectives, and the use of media and communication technologies to prepare learners for literacy tasks of the 21st century.


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

167

Opportunities for candidates to learn how to expand the curriculum to include online and offline reading and literacy experiences that incorporate multiple genres, multiple perspectives, and the use of media and communication technologies to prepare learners for literacy tasks of the 21st century take place in multiple courses throughout the program such as Issues and Trends in the Use of Children’s Literature (EDCI 527). One of the activities in that course is a Book Defense Speech about a censored children’s literature selection that might be used in their classroom for which candidates use multiple resources to locate evidence to back their book defense speech such as websites and newspaper articles. This is an activity that can then be used by our candidates in their own classrooms with their own students. (CTC Competencies: 3.5, 8.A7, 10.A3) – These competencies are now better addressed

in Issues and Trends in the Use of Children’s Literature (EDCI 527). An assignment was added - Creating a Digital Literacy Lesson You will create a lesson that incorporates technology, critical thinking and inquiry-based learning for children and implement it in a classroom or group setting. Pick a topic or unit that will require the use of different genres of children’s books and create a lesson that incorporates a digital literacy activity to enhance student responses. For example, your lesson must give students opportunities to respond through the use of multiple media--blogs, wikis, Google, movies, PowerPoint, Prezi or any other technology based medium that combine multimodal formats and incorporate information literacy skills. If you are teaching a preschool or early elementary classroom such as PreK – 2nd grade, you can easily find popular apps that can substitute for the digital literacy component. I will demonstrate one for each age range in the class. In the first part of this assignment you will prepare a detailed plan including objectives, questions for eliciting responses and activities for eliciting responses. (About 2 to 3 pages) This is for Session 2 in the course schedule.














Overall Reaction Detailed reflection Adequate reflection Limited/vague

168

and Reflection on Lesson

including examples from student reactions/learning experiences and of one’s own teaching performance

including some examples from student reactions/learning experiences and of one’s own teaching performance

reflection, few examples from student reactions/learning experiences and limited reflection of one’s own teaching performance


8B. Leadership, Collaboration, and Professional DevelopmentCourse work and fieldwork/clinical experiences in this program ensure that

each candidate will develop and demonstrate advanced professional competencies in, and knowledge of, the following:


8.B1 The program provides opportunities for candidates to learn about local, state, and national policies that affect reading and literacy instruction and the criteria used for developing instructional programs and supplemental strategic intervention materials identified in the California Reading/ Language Arts Framework.


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

Candidates are first exposed to the about local, state, and national policies that affect reading and literacy instruction including the California Reading/Language Arts Framework in Reading/Language Arts Across the Curriculum (EDEL 525 during the Reading and Literacy Added Authorization half of the program, and then examine some of the research behind effective instructional programs and supplemental strategic intervention materials in Reading as a Cognitive Process (EDCI 513). In Seminar: Research in Teaching Reading/Language Arts (EDCI 521), candidates go into research in more depth.

169

8.B2 Candidates are provided opportunities to develop advanced professional knowledge about how to evaluate, select and support implementation of programs based on the needs of the local school/district and community population


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

The “learning to read and write in hieroglyphics” activity in Reading/Language Arts Across the Curriculum (EDEL 525) helps candidates realize the reality of basing programs on the needs of the local community from the very beginning of their combined Reading and Literacy Added Authorization and Reading and Literacy Leadership Specialist Credential programs at CSULA. Throughout the program, candidates become more and more familiar with local populations and the diverse range of student abilities in first and second language at all grade levels…for example, with respect to writing for example, this happens in the candidate’s action research project for Principles and Practice of Teaching Writing (EDCI 523). In both options of Fieldwork in Reading and Language Arts (EDCI 541), candidates explore and are provided opportunities to develop advanced professional knowledge about how to evaluate, select and support implementation of programs based on the needs of the local school/district and community populations through various aspects of the course including the mandatory service learning component of that course: the annual CSULA-School District Literacy Conference for Parents and their Children as part of both options of Fieldwork in Reading and Language Arts (EDCI 541) requirements. Clarification/Addition to EDCI 541 – option C: Weeks 1- 3

A. Introduction Meetings ( Principal , Beginning Teacher, CSULA Supervisor) (6.3, 8.B2) During that meeting, ask/learn about the needs of the local school/district and community population to help you plan the most appropriate implementation of your field experiences in that school. Turn in a very brief 1 paragraph overview of this meeting in your electronic portfolio.

B. Beginning Teacher Self-Assessment Pre-Survey Develop a survey for the teacher you are assigned to mentor, for that teacher to fill out and return to you. For example, list 20 instructional strategies/techniques you are prepared to help that teacher learn/improve. Then ask the teacher to assign a rating of 1 to 5 (1 being low) personal confidence level rating to each. Bring this survey with you the first day. Give it to the teacher to fill out. Based upon the results of this survey (and C below), you and the teacher will select one (1) of the strategies he/she would like to learn (or get better at implementing). Then, you will concentrate of that one

170

strategy during your 3 week placement there. Scan the completed survey into your electronic portfolio.

C. Initial Assessment of Beginning Teacher’s Program, Strengths & Needs (7.2, 7.3, 8.B2) Develop a checklist that you can use your first day as you observe the teacher you are assigned to help. Fill it out the first day you are there. Use those results (together with Beginning Teacher Self-Assessment Pre-Survey, and the information you gain from your initial meeting with the principal where you learn about the needs of the local school/district and community population) to help you and the teacher select one (1) technique/strategy he/she would like to learn (or get better at implementing). Then, you will concentrate of that one strategy during your 3 week placement there. Turn in the completed checklist in your electronic portfolio.

E. Daily On-site Observations/Collaborations... (7.9, 8.B2) 3 weeks (minimum) You will spend 3 weeks with the teacher. You will arrive before the children and leave after the children. Allow 10-15 minutes of scheduled time to “train/coach” the teacher each day either before/after the children are there. Be sure to keep focused on the needs not only of the teacher, but also of the local school/district and community population. Turn in a very brief 1 page overview of your 3 week experience in your electronic portfolio.

I. Projection of Continuing Support & Personal Reflection (8.B2, #6)…Turn in a very brief 1 page personal reflection of your experience in this section of your electronic portfolio. Also - Turn in a statement of how you plan to be available for the teacher for additional guidance after you leave. Be sure to keep focused on the needs not only of the teacher, but also of the local school/district and community population. (ex. Email, inviting the teacher to come to your classroom later this year to see you implementing the technique/strategy, …)

8.B3 and how to examine, evaluate and select educational technologies to assess or complement individualized or group instruction and to plan, maintain records, and communicate with stakeholders.


EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

Technology is part of our CSULA Charter College of Education Conceptual Framework and thus is part of all of our Reading and Literacy Added Authorization and Reading and Literacy Leadership Specialist Credential program courses. Technology is integral from the beginning…from required use as part of the application process to the program and for on-going communication between faculty and candidates throughout the program. Electronic portfolios are the culminating assignment in either option of Fieldwork in Reading and Language Arts (EDCI 541). Moodle for electronic blackboard postings and electronic class discussions are used in several courses including Seminar: Research in Teaching Reading/Language Arts (EDCI 521). Computer software learning tools are used to supplement tutoring experiences in

171

Reading/Language Arts Clinical Practicum (EDCI 540B). We want our candidates to think of technology use as second nature as it becomes a habit for them to use throughout the program and thus in their own teaching and mentoring activities to assess/complement individualized/group instruction, and to plan, maintain records, and communicate with stakeholders.

Technology is integral throughout our Candidates’ entire program in their class presentations of articles and research assignments, teaching class demonstration lessons, use of technology in their tutoring sessions for teaching and record-keeping, use of Moodle technology for assignments and on-line resources, use of SPSS in their Evaluation of Educational Research Class (EDFN 500), Electronic portfolio submissions and electronic submission of assignments via Turnitin.com, etc. This is now further assessed in Fieldwork in Reading and Language Arts (EDCI 541) for example, through the assignment related to Functioning as an Effective Educational Change Agent which requires Candidates to devise a hypothetical plan for functioning as an effective educational change agent in a school/district. They include plans for working effectively with students, peers, parents, administrators, allied professionals, district/county office personnel, school board members, and community members through technology and in person. They turn in a 2-3 page overview of a hypothetical problem related to “generating and communicating to (those) stakeholders the results of reliable and informative evaluations of current literacy practices including program strengths and weaknesses and program effects on various aggregate student populations” along with their implementation plan to solve that problem. They include this in their electronic portfolio.

8.B4 The program provides opportunities for candidates to develop advanced professional communication and facilitation skills for advocating for a comprehensive literacy program through scholarly writing and/or collaborative work with students and their families, teachers, administrators, specialists, and other interested stakeholders to develop and sustain a comprehensive literacy program.


EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

Candidates (as tutors ) develop advanced professional communication and facilitation skills for advocating for a comprehensive literacy program through scholarly writing and/or collaborative work with students and their families, in Reading/Language Arts Clinical Practicum (EDCI 540B) after each tutoring session and through their workshop presentations at the annual CSULA-School District Literacy Conference for Parents and their Children as part of their service learning component of both options of Fieldwork in Reading and Language Arts (EDCI 541) requirements. Candidates also learn advanced mentoring skills to help them work better with teachers, administrators, specialists, and other interested stakeholders to develop and sustain a comprehensive

172

literacy program as part of both options of that same Fieldwork in Reading and Language Arts (EDCI 541) class. In Seminar: Research in Teaching Reading/ Language Arts (EDCI 521) candidates write a publishable quality research report, and in a variety of other program courses, candidates gain additional experience collaborating and communicating with students and their families, teachers, administrators, specialists, and other interested stakeholders.

8.B5 The program provides opportunities for candidates to develop professional knowledge about the characteristics of effective professional development, including relevant research, adult learning theory, and best practices, in order to plan, implement and evaluate professional development that will enhance teachers’ content knowledge, assessment, and instruction in all aspects of a comprehensive literacy program at the county, district, school and classroom levels.


EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

Candidates learn a series of effective coaching techniques in either option of Fieldwork in Reading and Language Arts (EDCI 541) and discuss 6 research-based coaching strategies as part of their course portfolio. As part of the service learning component for either option of that same course, candidates plan, implement and evaluate professional development workshops at our annual CSULA-School District Literacy Conference for Parents and their Children.

173

Standard 9

Integrating the Curriculum through Clinical Experiences


9.1 The program provides fieldwork and/or clinical experiences that are articulated with courses to allow candidates to develop competency through work at sites where the instructional approaches and methods are consistent with a balanced, comprehensive program of reading and literacy instruction. Fieldwork and/or clinical experiences must include on-going guidance, assistance, and feedback by the instructor, professor, or other designated, qualified personnel (in conjunction with program faculty) to ensure that candidates have an opportunity to practice and demonstrate the knowledge and skills identified in Standards 7 and 8.


EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

At CSULA, we are lucky enough to have our own Reading and Writing Clinic. We have designed our clinic specifically for our graduate reading programs and thus the instructional approaches and methods candidates use in our clinical fieldwork experiences in EDCI 540A (first clinical experience in the Reading and Literacy Added Authorization half of the program) and EDCI 540B (first clinical experience in the Reading and Literacy Leadership Specialist Credential half of the program) are consistent with a balanced, comprehensive program of reading and literacy instruction. Our clinic director is part of our teaching faculty for both our Reading and Literacy Added Authorization and our Reading and Literacy Leadership Specialist Credential programs. Our clinic director also directs our CSULA Charter College of Education Literacy Resource Lab where our reading/writing assessment materials are housed (along with a wide variety of reading/language arts teaching materials including class and small group sets of children’s literature books, teaching games, software, and more ). Our clinic director is the instructor for our Reading/Language Arts Clinical Practicum s (EDCI 540A and EDCI 540B). Our Reading/Language Arts Clinical Practicums (EDCI

174

540A and EDCI 540B) not only include tutoring experiences, but each weekly tutoring experience includes a debriefing session with the clinic director who is the instructor for the course. An added bonus for the clinical experiences at CSULA is that both the EDCI 540A and EDCI 540B clinical experience classes happen at the same day/time/locations. Thus, Reading and Literacy Leadership Specialist Credential candidates taking Reading/Language Arts Clinical Practicum (EDCI 540B), are present to act as and gain additional experience as mentors, giving helpful suggestions in conjunction with the clinic director faculty member during the debriefing sessions each week. The clinic director and candidates discuss successes and challenges, and various scenarios are presented that support candidate knowledge base growth and deepen their understandings of what the assessment results tell and what remediation strategies are most effective with which students in which situations. Having Reading and Literacy Leadership Specialist Credential candidates present is invaluable.

Out third component of fieldwork for our Reading and Literacy Leadership Specialist Credential candidates takes place in Fieldwork in Reading and Language Arts (EDCI 541). There are two formal options for EDCI 541: Option A and Option C (there is no Option B). Option A is an option designed for those candidates whom the graduate reading programs fieldwork coordinator, together with the candidate, determine that the candidate would gain more from an option whereby he/she can more deeply explore all aspects of what a Reading and Literacy Leadership Specialist does in schools. The other option for EDCI 541, Option C is an option designed for those candidates whom the graduate reading programs fieldwork coordinator, together with the candidate, determine that the candidate would gain more from an option whereby he/she can be placed at a designated site consistent with consistent with a balanced, comprehensive program of reading and literacy instruction, and spend an intensive three-week session at a field site working directly with a beginning teacher (or teacher asking for additional training in a research-based reading/language arts instructional technique/strategy). In Option C , the candidate assesses the teacher’s strengths/needs, then building on the teacher’s strengths, mentors that teacher through information sharing, demonstration lessons, co-teaching, written feedback, addition student assessments, and other mentoring duties. In both options of EDCI 541, the candidate’s work takes place under the supervision and guidance of the CSULA Charter College of Education Reading and Literacy Leadership Specialist Credential program fieldwork coordinator who is the instructor for this course.

9.2 The program provides candidates multiple opportunities to integrate research and practice by using research-based strategies at multiple sites or the district level to:

9.3 assess the needs of students most at risk of failure


175

EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

Candidates have multiple opportunities to integrate research and practice by using research-based strategies at multiple sites or the district level to assess the needs of students most at risk of failure throughout the program. For example, in Reading/ Language Arts Assessment and Instruction for Reading/Language Arts Specialists (EDCI 524), candidates assess students referred to our CSULA Reading and Writing Clinic at their CSULA Reading Diagnostic Testing Day . They administer assessments to the students having reading difficulties, then analyze the data and write a diagnostic report, meeting individually with the course instructor to be sure they have understood and analyzed the information correctly. Then in Reading/Language Arts Clinical Practicum (EDCI 540B), candidates tutor these students following the remediation plans developed for each individual Reading and Writing Clinic student they tutor. Other courses offer similar assessment opportunities including Principles and Practices of Teaching Writing in Schools (EDCI 523) for writing assessments and Developing English Reading/Language Arts Skills in Bilingual/Cross-cultural Individuals (EDCI 549).

9.4 evaluate the current instructional practices and use of district-adopted instructional materials at those locations,


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

The program provides candidates with multiple opportunities to integrate research and practice by using research-based strategies at multiple sites or the district level to evaluate the current instructional practices and use of district-adopted instructional materials at those locations. Candidates work with school sites throughout the program beginning in courses such as Reading/Language Arts Across the Curriculum (EDEL 525) where candidates delve into textbook programs used in the schools/districts, to Fieldwork in Reading and Language Arts (EDCI 541) where candidates analyze reading/language arts programs in use in schools /districts .

176

9.5 implement appropriate research-based instructional and intervention strategies, and evaluate the effectiveness of the intervention.


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

Candidates implement appropriate research-based instructional and intervention strategies, and evaluate the effectiveness of the intervention most specifically in the two Reading/Language Arts Clinical Practicum courses (EDCI 540A and EDCI 540B).

9.6 Candidates will have the opportunity to create professional development and coaching/mentoring procedures to support adoption of new instructional or intervention strategies.


EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

Candidates have the opportunity to create professional development and coaching/mentoring procedures to support adoption of new instructional or intervention strategies in Fieldwork in Reading and Language Arts (EDCI 541). Candidates learn a series of effective coaching techniques in either option of Fieldwork in Reading and Language Arts (EDCI 541) and discuss 6 research-based coaching strategies as part of their course portfolio.

9.7 The program provides opportunities for candidates to improve the literacy skills of the full range of learners including beginning, intermediate and adolescent readers, English learners, and students with reading difficulties and to evaluate the effectiveness of the intervention and extended support currently offered to students using standards-aligned and state- and/or district-adopted instructional materials and to implement alternative or additional instructional approaches and materials, as appropriate.

177


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

Our program provides multiple opportunities for candidates to improve the literacy skills of the full range of learners. In Reading/Language Arts Clinical Practicum (EDCI 540A) and Reading/Language Arts Clinical Practicum (EDCI 540B) candidates work with a range of student from beginning through adolescent readers with reading difficulties, and evaluate the effectiveness of the intervention and extended support that is currently offered to students in schools using standards-aligned and state- and/or district-adopted instructional materials in other program courses as well such as Reading/Language Arts Across the Curriculum (EDEL 525) and others. Candidates also implement alternative or additional instructional approaches and materials, as appropriate in Reading/Language Arts Clinical Practicum (EDCI 540A) and Reading/Language Arts Clinical Practicum (EDCI 540B). The case study in Developing English Reading/Language Arts Skills in Bilingual /Cross-cultural Individuals (EDCI 549) provides opportunities for the candidates to apply current literacy research by designing effective literacy interventions for diverse groups of students that will improve their literacy skills. The service learning component of the case study allows candidates to further implement a sustained literacy intervention plan for the home, school, and/or community of their targeted case study student based upon research, and in Principles and Practice of Teaching Writing (EDCI 523) candidates concentrate further on the area of writing. In EDCI 523, writing samples representing a full range of all California’s diverse learners collected from a multitude of classes representing all grade levels (PreK-14) include samples from all students in those classes including but not limited to struggling students, English learners, gifted and talented students, and students with special needs are used for hands-on experiences. Those writing samples are evaluated throughout the course during weekly assessment technique practice scoring sessions. --However, to further explicitly address reviewers’ comments, we have adjusted research

articles shared during the quarter to now include research articles specifically related to struggling students, English learners, gifted and talented students, and students with special needs. (6.2)

Journal Article ReportsTchg. Writing to Special Needs Students1.___________________________Tchg. Writing to Gifted & Talented Students1.___________________________Tchg. Writing to English Lang. Learners1.___________________________

EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

178

Tchg. Writing to Struggling Students1.___________________________

In addition to the course examples already outlined above, Candidates also work with PreK-14 students in the CSULA Reading and Writing Clinic for Reading/Language Arts Clinical Practicum- second experience (EDCI 540B). Below is a breakdown of the types of students Candidates work with in EDCI 540B:



Caucasian Other

80% 5% 5% 5% 5%



Special Needs


Gifted and Talented

approximately 2%


Clarifications about Reading/Language Arts Clinical Practicums: The CSULA Reading and Writing Clinic is located at the CSULA campus in the Charter

College of Education (KH C 160). It serves PreK-14 students who come from families of diverse ethnic backgrounds. While almost all are struggling readers, about 2% are gifted and talented, about 25% are students with special needs, (Dyslexia, ADHD, autistic...), and of all of the clinic students, about 30% are ELLs (Spanish, Mandarin/Cantonese, Farsi, …).

A typical tutoring lesson is 75 minutes with tutors implementing formal lessons using a balanced approach to literacy including a variety of instructional materials and resources including technology, direct instruction in reading and writing, time for application and practice, monitoring, informal assessment, and review.

This clinical practicum is designed into two sections: Part 1 (clinic) includes Candidates tutoring students PreK-14 students who generally are referred to the clinic by their classroom teachers; and Part 2 (class) is class time afterwards which focuses on debriefing and teaching tutors formal literacy instruction for all learners.

While students are tutored in the small clinic cubicles, their parents gather in the large clinic classroom where parent education sessions take place. Topics covered in the parent sessions include ways parents can help their children improve with reading/writing skills, regardless of language spoken at home to build/strengthen a culture of literacy within the home and community. For example, reading aloud to their children is modeled and encouraged whether

179

that reading aloud at home happens in English or their native language. Parents are encouraged to check out children’s literature books (which are available in several languages) from the clinic library (or the CSULA Literacy Resource Lab) to read with their children at home. One focus strategy per session is modeled, discussed and practiced (such as asking questions and helping their children predict what comes next as they read to their child) – with follow-up session discussions about what worked for them and what didn’t.


180

Category C. Assessment of Candidate Competence

Standard 10

Planning, Organizing, Providing and Leading Literacy Instruction

10A. InstructionThe program uses multiple measures through which each candidate



10.A1 Candidates work effectively with children from a variety of ethnic, cultural, gender, linguistic, and socio-economic backgrounds and provide specialized instruction that meets the specific needs of students, PreK and elementary, as well as adolescent learners, and students with reading difficulties.


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

Again, thanks to our urban location within the Greater Los Angeles Basin, our candidates enjoy the opportunity to work with a range of diversity among area schools which is second to none. The focus of various courses assures that candidates take advantage of this access as they work with that diversity throughout the program including ethnic, cultural, gender, linguistic, and socio-economic differences. For example, in Emergent Literacy (EDEL 412) candidates work with preschool through grade 3 students for a variety of assignments including a literacy assessment. In lieu of formal discussions, to ensure privacy each tutor meets with the clinic director to discuss the progress of their diverse groups of tutees based upon on-going assessment and needs

181

of each of the students assigned to them and strategies to meet their various needs in Reading/Language Arts Clinical Practicum (EDCI 540A) and Reading/Language Arts Clinical Practicum (EDCI 540B). Candidates similarly assess writing samples from and work with a diverse variety of students (including but not limited to ages and backgrounds) for Principles and Practice of Teaching Writing (EDCI 523). In both options of Fieldwork in Reading and Language Arts (EDCI 541) candidates work with students in schools and districts on various aspects of the course including their service learning component : the CSULA-School District Literacy Conference for Parents and their Children.


10.A2 Candidates employ an advanced level of proficiency in the practice and adaptation of instructional routines and strategies, especially for students with extreme reading difficulty.


EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

Candidates employ an advanced level of proficiency in the practice and adaptation of instructional routines and strategies, especially for students with extreme reading difficulty in both Reading/Language Arts Assessment and Instruction for Reading/Language Arts Specialists (EDCI 524) and Reading/Language Arts Clinical Practicum (EDCI 540B).

10.A3 Candidates select, plan and implement culturally responsive curriculum based on assessed needs and literacy experiences of students in a target population.


TESL 400

EDEL 412

EDEL 525

EDCI 527

EDCI 513

EDCI 522

EDCI 540A

EDCI 549

EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

182

The Multicultural Book Discussions activity in Issues and Trends in the Use of Children’s Literature (EDCI 527) is an example of one implement culturally responsive curriculum based on assessed needs and literacy experiences of students in a target population, the Greater Los Angeles Basin. Similarly, working with preK-12 students in our CSULA Reading and Writing Clinic as part of Reading/Language Arts Clinical Practicum (EDCI 540B) is essential. As their culminating experience, candidates must demonstrate their ability to plan two different culturally responsive remediation plans based on the assessment data about two different levels of students in Comprehensive Examination (EDCI 596). Their ability to adequate address each student’s needs based on the students’ cultural and linguistic background and their reading and writing assessments is evaluated by a minimum of three program faculty to determine the candidate’s ultimate Reading and Literacy Leadership Specialist Credential certification recommendation. In Issues and Trends in the Use of Children’s Literature (EDCI 527) Creating a

Digital Literacy Lesson: You will create a lesson that incorporates technology, critical thinking and inquiry-based learning for children and implement it in a classroom or group setting. Pick a topic or unit that will require the use of different genres of children’s books and create a lesson that incorporates a digital literacy activity to enhance student responses. For example, your lesson must give students opportunities to respond through the use of multiple media--blogs, wikis, Google, movies, PowerPoint, Prezi or any other technology based medium that combine multimodal formats and incorporate information literacy skills. If you are teaching a preschool or early elementary classroom such as PreK – 2nd grade, you can easily find popular apps that can substitute for the digital literacy component. I will demonstrate one for each age range in the class. In the first part of this assignment you will prepare a detailed plan including objectives, questions for eliciting responses and activities for eliciting responses. (About 2 to 3 pages) This is for Session 2 in the course schedule.














183






10.A4 Candidates demonstrate the ability to facilitate the implementation of the state-and/or district-adopted literacy curricula at classroom, school and/or district levels.


EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

Similarly, in various courses throughout the program, candidates demonstrate their ability to facilitate the implementation of state-and/or district-adopted literacy curricula at classroom, school and/or district levels with students covering a wide variety of backgrounds. In Principles and Practice of Teaching Writing (EDCI 523), candidates assess writing samples of students at all grade levels and recommend remediation plans that align with state curricula and standards for writing. In Fieldwork in Reading and Language Arts (EDCI 541), candidates work with school /district curriculums. In Reading/Language Arts Clinical Practicum (EDCI 540B) as later in their Comprehensiv e Examination (EDCI 596), candidates evaluate students’ and recommend remediation plans that fit within adopted literacy curriculum in the students’ classrooms/school/districts.

10.A5 Candidates have an advanced level of knowledge about, and can advocate for resources to support, students’ acquisition of the critical aspects of multiple digital literacies for 21st Century skills necessary for success in today’s global economy.


TESL EDEL EDEL EDCI EDCI EDCI EDCI EDCI

184

400 412 525 527 513 522 540A 549

EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

As mentioned previously, stated within our CSULA mission statement which was cooperatively and collectively developed by faculty and staff within the Charter College of Education through a series of our SAW (School as a Whole) meetings over several quarters, is reference to “technology integrated instruction” throughout our CSULA Charter College of Education programs. In order to even enter any of our CSULA programs, candidates must sign a Technology Statement that they own or have access to a computer, have a current active email account (which we give them free from the university), and have a basic understanding of how to use the internet and use the library data base system. There is a technology statement in every course syllabus as evidence to our Charter College of Education’s commitment to technology. Therefore, every course we teach addresses the use of technology in some way and our candidates thus learn to use and explore the use of multiple digital literacies in their own classrooms as they progress through their courses. For example, candidates submit their Comprehensiv e Exam for (EDCI 596) via Turnitin.com, use of Moodle and/or WebCT which they access through the CSULA Portal using their CSULA (NIS account) use id and password to learn about issues related to using children’s literature in the classroom for example in Issues and Trends in the Use of Children’s Literature (EDCI 527). Emergent Literacy (EDEL 412) and Developing English Reading/Language Arts Skills in Bilingual /Cross-cultural Individuals (EDCI 549) are just a few other examples of how our courses are taught with the use of technology.

In Fieldwork in Reading and Language Arts (EDCI 541) candidates work with technology in the schools as they may use classroom computers and projectors for PowerPoint presentations at our annual CSULA-School District Literacy Conference for Parents and their Children as part of their service learning component of both options of that course’s requirements and/or develop a list of internet resources/websites appropriate for linguistically and culturally different learners spanning grades Kindergarten through Grade Twelve appropriate for use by teachers, parents and students for that same course. In Reading/Language Arts Across the Curriculum (EDEL 525), candidates are exposed to the integration of multiple digital literacies via lessons integrating language arts with media , technology, internet, etc. not only through their readings, but also through demonstration lessons in class and digitally recorded lessons on their own which they plan, teach, reflect upon and share in class which help prepare students for success in not only today’s but future global economies. This is further addressed in Issues and Trends in the Use of Children’s Literature

(EDCI 527) through the follow-up class discussions after the Creating a Digital Literacy Lesson: You will create a lesson that incorporates technology, critical thinking and inquiry-based learning for children and implement it in a classroom or group setting. Pick a topic or unit that will require the use of different genres of children’s books and create a lesson that incorporates a digital literacy activity to enhance student responses. For

185

example, your lesson must give students opportunities to respond through the use of multiple media--blogs, wikis, Google, movies, PowerPoint, Prezi or any other technology based medium that combine multimodal formats and incorporate information literacy skills. If you are teaching a preschool or early elementary classroom such as PreK – 2nd grade, you can easily find popular apps that can substitute for the digital literacy component. I will demonstrate one for each age range in the class. In the first part of this assignment you will prepare a detailed plan including objectives, questions for eliciting responses and activities for eliciting responses. (About 2 to 3 pages) This is for Session 2 in the course schedule.



















186

10B. Assessment/ResearchThe program uses multiple measures through which each candidate demonstrates

competence in the following areas:


10.B1 Candidates critically analyze and interpret research; identify appropriate research design and methodology; and recognize research that is current, confirmed, reliable and replicable.


EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

Candidates critically analyze and interpret research; identify appropriate research design and methodology; and recognize research that is current, confirmed, reliable and replicable in both halves of the program: the Reading and Literacy Added Authorization and the Reading and Literacy Leadership Specialist Credential half, however in Evaluation of Educational Research (EDFN 500) the focus is on teaching students the difference between quality research methodology and that which is not. In Seminar: Research in Teaching Reading/Language Arts (EDCI 521) candidates read more research articles (they have read research articles throughout the program), and report on a minimum of three articles on their own and as part of a group…which they can also apply to their culminating publishable research paper for that class.

10.B2 Candidates select, administer, analyze, summarize and communicate results of diagnostic literacy assessments and provide appropriate intervention, including strategic and intensive, with beginning readers and students who have reading difficulties, and can reflect upon, monitor and adjust instruction over an extended period of time.


EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

Candidates learn to select, administer, analyze, summarize and communicate results of diagnostic literacy assessments in their two reading assessment courses Reading/Language Arts Assessment and Instruction for Classroom Teachers (EDCI 522) and Reading/Language Arts Assessment and Instruction for Reading/Language Arts Specialists (EDCI 524). Candidates provide appropriate intervention, including strategic and

187

intensive, with beginning readers and students who have reading difficulties in both Reading/Language Arts Clinical Practicum courses (EDCI 540A and EDCI B). They reflect upon, monitor and adjust instruction over an extended period of time not only in those practicum courses, but also for example in Principles and Practice of Teaching Writing (EDCI 523) as part of their action research project, candidates collect pre-writing samples from their students at the beginning of the quarter, institute research-based effective writing strategies with their students throughout the quarter, then collect post-writing samples from their students at the end of the quarter on which they submit their analysis results using at least three different types of writing assessments. Then candidates synthesize and apply all they have learned as they complete their Comprehensive Examination (EDCI 596).

10.B3 Candidates know and use theories and research related to adult learning theory as it informs professional development on literacy acquisition at the school or district level. Candidates can facilitate collaborative processes with teachers and administrators for designing, implementing, and evaluating action research projects, case studies, and/or state or federal programs.


EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

In Candidates both options of Fieldwork in Reading and Language Arts (EDCI 541), candidates learn adult learning theory as it informs professional development and mentoring skills on literacy acquisition at the school/district level. Candidates facilitate collaborative processes with teachers and administrators for designing, implementing, and evaluating action research projects, case studies, and/or state or federal programs because of their training and experiences in a variety of courses requiring action research including Principles and Practice of Teaching Writing (EDCI 523) and Seminar: Research in Teaching Reading/Language Arts (EDCI 521). Their experiences with both options of Fieldwork in Reading and Language Arts (EDCI 541) (such as the annual CSULA-School District Literacy Conference for Parents and their Children as part of their service learning component ) add to their knowledge base in this area.

Candidates in both options of Fieldwork in Reading and Language Arts (EDCI 541) are now further assessed on their knowledge and use of “theories and research related to adult learning theory as it informs professional development” (10.B3) as follows:

Literacy Coaching - The Literacy Coaching Series DVD set (Literacy Resource Center - running time approx. 3 hours) View each of the 6 vignettes. For each of the 6 vignettes, turn in a 1 paragraph summary/reaction, and a 1 paragraph plan of how implementation of these has helped you (or can help you better in the future) as a reading and literacy leader including how it informed you to better plan the professional development you provided at the Annual CSULA/School District Fall Literacy Conference and/or professional development you will plan/provide for your school/district... Include this in your electronic portfolio.

188

10C. Professional Development and LeadershipThe program uses multiple measures through which each candidate



10.C1 Candidates demonstrate their capacity to identify areas of growth as a professional and to select resources and opportunities to stay current with the teaching profession and with the professional community of other specialists, including those at the community level (such as, social agencies, after school programs, etc.).


EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

In both options of Fieldwork in Reading and Language Arts (EDCI 541) candidates must identify in their course portfolio how they intend to grow as a professional /stay current once they graduate.

10.C2 Candidates demonstrate advanced professional competencies in reading and literacy development, curriculum, instruction, and assessment, including a deep, rich and interconnected understanding of Program Standards 2, 3, 7 and 8.


EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

As a culminating experience for this program, candidates must pass a comprehensive exam. Their Comprehensive Examination (EDCI 596) is scored for three related focal areas: Reading; Writing; and English Language Development. Each area is scored “blind” by a separate scorer. All scorers use the same rubric and are faculty in these graduate reading programs. Candidates must have an average score of no less than 2.5 on a 4-point scale (4 being highest), and no sections with a rating below 2, in order to pass this final benchmark assessment. Candidates who fail one of the three focal areas meet with the Comprehensive Exam Coordinator, and are shown the comments they received for that section from scorers. Those candidates are then given one week for further study and are allowed to retake that section.

189

Candidates who fail more than one of the three sections receive No Credit and are given two quarters to enhance their knowledge base in that area until the next comprehensive exam administration period. If Candidates fail a second time, they are disqualified from the program. Comprehensive Examination (EDCI 596)

10.C3 Candidates analyze instructional practices and evaluate student assessment data at grade, school or district levels to plan and provide guidance, coaching and/or professional development to strengthen appropriate practices as needed and work collaboratively with students and their families, teachers, administrators, specialists, and other interested stakeholders to design, implement and evaluate a comprehensive literacy plan or a specific component of that plan.


EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

For their Comprehensive Examination (EDCI 596) culminating experience, candidates must synthesize all of the information and experiences they have gained throughout the program. Candidates analyze instructional practices and evaluate student assessment data, then develop a remediation plan based on that data. They must demonstrate their ability to plan and provide guidance, coaching and/or professional development to strengthen appropriate practices as needed and work collaboratively with students and their families, teachers, administrators, specialists, and other interested stakeholders to design, implement and evaluate a comprehensive literacy plan or a specific component of that plan.

10D. Program EvaluationThe program uses multiple measures through which each candidate demonstrates

competence in the following areas:


10.D1 Candidates critically examine the relevant research and recommendations of experts in the field and incorporate that information when generating and communicating to stakeholders the results of reliable and informative evaluations of current literacy practices including program strengths and weaknesses and program effects on various aggregate student populations. Candidates utilize that information to develop a plan for improving literacy learning that includes communication about the planned changes to all interested stakeholders and a process for implementing and evaluating those changes.

190


EDCI 523

EDCI 524

EDCI 540B

EDCI 521

EDCI 541

EDCI 596

EDFN 500

Candidates must demonstrate a synthesis of all of their research knowledge and experience they have gained throughout the program in order to pass their Comprehensive Examination (EDCI 596) which is scored “blind” by a minimum of three scorers who are faculty in the program. Candidates must demonstrate that they critically examine the relevant research and recommendations of experts in the field to back their recommendations. Candidates incorporate that information when generating and communicating to stakeholders the results of reliable and informative evaluations of current literacy practices including program strengths and weaknesses and program effects on various aggregate student populations. Finally, throughout the program candidates have learned to and must demonstrate in this exam, their ability to utilize that information to develop a plan for improving literacy learning that includes communication about the planned changes to all interested stakeholders and a process for implementing and evaluating those changes.

This is further assessed in Fieldwork in Reading and Language Arts (EDCI 541) for example, through the assignment related to Functioning as an Effective Educational Change Agent which requires Candidates to devise a hypothetical plan for functioning as an effective educational change agent in a school/district. They include plans for working effectively with students, peers, parents, administrators, allied professionals, district/county office personnel, school board members, and community members through technology and in person. They turn in a 2-3 page overview of a hypothetical problem related to “generating and communicating to (those) stakeholders the results of reliable and informative evaluations of current literacy practices including program strengths and weaknesses and program effects on various aggregate student populations” along with their implementation plan to solve that problem. They include this in their electronic portfolio.

this rubric is used to help determine overall course grade · web view2013/04/02 · tutors will...

Documents