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Literacy Study Group Report. Quality Indicators Review and Recommendations. Sarah McPherson - NYIT, Facilitator Roberta Schnorr – SUNY Oswego Rene’ Wroblewski – St. Bonaventure Lynne Burke –Int’l Dyslexia Association. The Rationale. - PowerPoint PPT Presentation
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Quality Indicators Review and Recommendations
Sarah McPherson - NYIT, FacilitatorRoberta Schnorr – SUNY OswegoRene’ Wroblewski – St. BonaventureLynne Burke –Int’l Dyslexia Association
Study Group can bridge gaps between K-12 classrooms and IHE literacy programs
Gather input from Inclusion Task Force Circulate to Critical Friends in Higher Ed
Community Conduct Statewide Survey Analyze survey results Report findings Submit recommendations
Early Literacy Instructional Practice Adolescent Literacy (Middle Level) Adolescent Literacy (High School) Specially Designed and Intensive Reading
for Students with Disabilities Systemic Support
Review of IRA and NAEYC standards
Results from survey Research base validation of results
Foundation for all future learning Opportunity to develop skills for decoding Competence with text Comprehension and critical thinking Develop a love for literature
IRA NAEYC
Foundational Knowledge Instructional Strategies
and Curriculum Materials
Assessment, Diagnosis, and Evaluation
Creating a Literate Environment
Professional Development
Promoting Child Development and Learning
Building Family and Community Relationships
Observing, Documenting, and Assessing to Support Young Children and Families
Teaching and Learning Becoming a Professional
Phonemic awareness 100.0%Assessment 90.9%Phonics, decoding 90.9%Comprehension 90.9%Scaffolded instruction 90.9%Vocabulary development 90.9%
Comments from respondents: Comprehension – before, during, and after reading strategies, questioning strategies, scaffolding…Assessment - Informal and formal approaches, running records, portfolios, miscue analysis…Phonemic awareness and phonics - concepts about print, interactive reading and writing, oral language experiences…
Assistive technology 36.4%Spelling 36.4%Handwriting 36.4%Universal design for learning
18.2%
The appropriate use of technology and assistive technology, in particular, can allow access to the curriculum for many students with varying literacy needs (Hasselbring & Bausch, 2005/2006).
Focus on ‘reading to learn’ particularly in content areas
Analysis of the behavior and habits of ‘good readers’
Explicit instruction in strategies for approaching text structures, organization, and comprehension
The writing process (prewriting, drafting, revising, editing, and publishing)
Perc
en
tages
n=7
Focused on content-embedded literacy Instruction geared toward college or
employment preparation Extended Learning Opportunities Authentic relevance
n=4
Example: QI (Intensive SpNeeds)
Diagnostic reading assessments are used to identify instructional
deficits
Example: IRA Standards (for Reading Specialist)
Use assessment information to plan, evaluate and revise effective instruction for all students, including those at different developmental stages and from varied cultural and linguistic backgrounds.
Example: QI (Intensive Special Needs)
Researched interventions are targeted to individual diagnostic assessment results
Example: IRA Standards (for Reading Specialist)
Use in-depth assessment information to provide individualized instruction for struggling readers, collaborate with other professionals to plan and implement appropriate instruction for individuals.
Specify Critical Competencies related to Special Educators role as Literacy teacher (e.g., diagnostic assessments, intensive, individualized instruction, monitor progress and adjust, collaborate with teammates for all day literacy programming)
Provide structured courses and supervised FIELD EXPERIENCES to support Candidates’ development of key competencies (including student teaching requirements)
Design and implement PERFORMANCE ASSESSMENTS for candidate DECISION MAKING related to key BEGINNING PROFESSIONAL COMPETENCIES (for all certification roles)
Universal Design for Learning Technology – assistive, instructional and
productivity Authentic real-world relevant instruction Multiple intelligences Project-based learning Pre-service programs with more intense
field experience More rigorous assessment of pre-service
teachers
Continue review of literacy preparation program
Collect additional data from more survey responders and syllabi review
Include of English Language Learners in QIs
Develop strategies for implementing QIs in higher education program
Align programs with QIs
Continue to build stronger linkages between Higher Ed and SERTC
Hasselbring, T. S. & Bausch, M. E. (2005/2006). Assistive technologies for reading. Educational Leadership, 63(4), 72-75.
International Reading Association Standards for Reading Professionals (2004). Standards for Reading Professionals. A Reference for the Preparation of Educators in the United States, Developed by the Professional Standards and Ethics Committee of the International Reading Association.
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved July 28, 2008, from http://www.nichd.nih.gov/publications/nrp/smallbook.htm
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