Transcript Quality Indicator Review for Literacy

Quality Indicators Review and Recommendations
Sarah McPherson - NYIT, Facilitator
Roberta Schnorr – SUNY Oswego
Rene’ Wroblewski – St. Bonaventure
Lynne Burke –Int’l Dyslexia Association
Study Group can
bridge gaps between
K-12 classrooms
and IHE literacy
programs


Gather input from Inclusion Task Force
Circulate to Critical Friends in Higher Ed
Community

Conduct Statewide Survey

Analyze survey results

Report findings

Submit recommendations

Early Literacy Instructional Practice

Adolescent Literacy (Middle Level)

Adolescent Literacy (High School)


Specially Designed and Intensive Reading for
Students with Disabilities
Systemic Support
Review of IRA and NAEYC standards
 Results from survey
 Research base validation of results


Foundation for all future learning

Opportunity to develop skills for decoding

Competence with text

Comprehension and critical thinking

Develop a love for literature





Foundational Knowledge
Instructional Strategies
and Curriculum Materials
Assessment, Diagnosis,
and Evaluation
Creating a Literate
Environment
Professional
Development





IRA
Promoting Child
Development and
Learning
Building Family and
Community Relationships
Observing, Documenting,
and Assessing to Support
Young Children and
Families
Teaching and Learning
Becoming a Professional
NAEYC
Phonemic awareness
Assessment
Phonics, decoding
Comprehension
Scaffolded instruction
Vocabulary development
100.0%
90.9%
90.9%
90.9%
90.9%
90.9%
Comments from respondents: Comprehension – before, during,
and after reading strategies, questioning strategies, scaffolding…
Assessment - Informal and formal approaches, running records,
portfolios, miscue analysis…
Phonemic awareness and phonics - concepts about print,
interactive reading and writing, oral language experiences…
Assistive technology
Spelling
Handwriting
Universal design for
learning
36.4%
36.4%
36.4%
18.2%
The appropriate use of technology and assistive technology, in
particular, can allow access to the curriculum for many students
with varying literacy needs (Hasselbring & Bausch, 2005/2006).




Focus on ‘reading to learn’
particularly in content areas
Analysis of the behavior and
habits of ‘good readers’
Explicit instruction in strategies
for approaching text structures,
organization, and comprehension
The writing process (prewriting,
drafting, revising, editing, and
publishing)
100
90
80
Percentages
70
60
50
40
30
20
10
0
n=7


Focused on content-embedded literacy
Instruction geared toward college or
employment preparation

Extended Learning Opportunities

Authentic relevance
n=4
Example: QI
(Intensive
SpNeeds)
Diagnostic reading assessments
are used to identify instructional
deficits
Example: IRA
Standards (for Reading
Specialist)
Use assessment information to
plan, evaluate and revise
effective instruction for all
students, including those at
different developmental stages
and from varied cultural and
linguistic backgrounds.
Example: QI
(Intensive
Special Needs)
Researched interventions
are targeted to individual
diagnostic assessment
results
Example: IRA
Standards (for Reading
Specialist)
Use in-depth assessment
information to provide
individualized instruction
for struggling readers,
collaborate with other
professionals to plan and
implement appropriate
instruction for individuals.

Specify Critical Competencies related to Special Educators
role as Literacy teacher (e.g., diagnostic assessments,
intensive, individualized instruction, monitor progress and adjust,
collaborate with teammates for all day literacy programming)

Provide structured courses and supervised FIELD
EXPERIENCES to support Candidates’ development of key
competencies (including student teaching requirements)

Design and implement PERFORMANCE ASSESSMENTS for
candidate DECISION MAKING related to key BEGINNING
PROFESSIONAL COMPETENCIES (for all certification roles)







Universal Design for Learning
Technology – assistive, instructional and
productivity
Authentic real-world relevant instruction
Multiple intelligences
Project-based learning
Pre-service programs with more intense
field experience
More rigorous assessment of pre-service
teachers






Continue review of literacy preparation program
Collect additional data from more survey
responders and syllabi review
Include of English Language Learners in QIs
Develop strategies for implementing QIs in
higher education program
Align programs with QIs
Continue to build stronger linkages between
Higher Ed and SERTC
Hasselbring, T. S. & Bausch, M. E. (2005/2006). Assistive
technologies for reading. Educational Leadership, 63(4), 7275.
International Reading Association Standards for Reading
Professionals (2004). Standards for Reading Professionals. A
Reference for the Preparation of Educators in the United
States, Developed by the Professional Standards and Ethics
Committee of the International Reading Association.
National Institute of Child Health and Human Development.
(2000). Report of the National Reading Panel. Teaching
children to read: an evidence-based assessment of the
scientific research literature on reading and its implications
for reading instruction. Retrieved July 28, 2008, from
http://www.nichd.nih.gov/publications/nrp/smallbook.htm