Graduate Program Prioritization, READING Sixth Year Certificate. 1. History, Development, and Expectations of the Program

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1 Graduate Program Prioritization, READING Sixth Year Certificate 1. History, Development, and Expectations of the Program a. The Graduate Reading Program has existed at Southern CT State University for more than fifty years, first within the Reading Department and, since the early 1990 s as part of the Graduate Reading Program in the merged Special Education and Reading Department. The Sixth Year Certificate in Reading (SYC) is a program for certified teachers who already have a master s degree in a field of education and who wish to become specialists and consultants in the area of reading. The program is designed sequentially to provide coursework to fulfill requirements of the State of Connecticut for Remedial Reading and Remedial Language Arts Specialist certification (102) and Language Arts Consultant certification (097). Since these certifications require previous experience teaching, all students entering this program are certified teachers. They tend to hold initial, provisional, or professional certification in Early Childhood, Elementary, English, or Special Education. Other certifications are also represented. The SYC program in reading is a 39-credit sequence. The curriculum has been revised over the years to keep up with new research in the field of literacy education. The curriculum has been responsive to new state and national policies initiatives. About ten years ago, the Graduate Reading Program was reorganized conceptually into three strands. Courses were arranged into developmental, diagnostic-remedial, and literacy leadership coursework. To meet additional 097 certification requirements, the SYC Reading Program developed two practicum beyond those required for obtaining a 102 certification. These focus on the implementation of an action research study under the supervision of faculty (RDG 665) and the organization, design and implementation of professional development for teachers resulting in the yearly Literacy Conference that is put on at SCSU (RDG 676). RDG 672 offers students the knowledge and practical experiences in preparation for leading a school s literacy intervention plan. These courses prepare our candidates for the changing role of literacy consultants in Connecticut schools. In meeting accreditation standards, the program has responded to the International Reading Association s evolving standards. The faculty realizes that the literacy consultant s roles have expanded to responsibility for providing research-based solutions and professional development for school-wide literacy programs. All of our coursework has been updated to reflect the expanding knowledge base and professional responsibilities of literacy educators and consultants. Coaching components have been added to several courses in the full sequence of courses. Until recently, a second SYC program was available to students. It served students who, after finishing a Master s program and obtaining a 102 certification, wanted to pursue 097 certification. A problem with this program was that beyond the additional courses for the certification, no further were courses available in the 1

2 program (due to lack of adequate staffing to cover additional coursework). The program had to be filled out with coursework from other programs within the department or from outside the department. This program was discontinued when permission came from the state to simply let students take the additional courses to meet requirements for the 097 certification. We have recently proposed a certification only program for the students who are in that situation, which is more in line with university policy. We do, however, also have students who would like to pursue a full SYC in reading after completing the Master s in Reading program. We would like to develop additional 600 level courses and shape a program for that population. b. The Graduate Reading Program has excellent external relationships with Connecticut public and private schools and families in the community. Our graduates are found in elementary, middle, and high schools throughout the state. Our clinics (RDG 568 and 659) serve children and their families from New Haven and neighboring towns; further, SYC candidates conduct research in RDG 665 and also lead professional development in RDG 676. The Graduate Reading Program has been hosted by both East Lyme and Newtown to provide cohorts, bringing our highly valued SYC programs more conveniently to students in geographically remote areas of Connecticut. These cohort programs are popular and bring both recognition and dollars to the University, but they come at a price. The full time faculty is stretched very thin, and currently many adjuncts are needed to staff the various programs at SCSU and the two cohort programs. 2. External Demand for the Program a. The following tables provide information on applicants to the SYC program in Reading. The data clearly demonstrate that our average for admissions is well above the university standard of at least 10 per year. Within the past four years, nearly all students who have applied to the Graduate Reading Program met or exceeded criteria for admission and were accepted into the program. For the past four years, we have accepted over 85% of our applications. The trend in applications has demonstrated a consistent demand for specialized training in reading. Academic Year Program Applications Accepted Acceptance % SYC-RDG % SYC-RDG % SYC-RDG % SYC-RDG % 2

3 Applications Accepted Linear (Applications) 5 0 SYC-RDG SYC-RDG SYC-RDG SYC-RDG Linear (Accepted) SCSU s Sixth Year Program in Reading includes certified teachers of reading from Litchfield to East Lyme and all points between. With the advent of the state mandate for Scientifically Researched Based Interventions (SRBI) and the need for more highly qualified staff, Southern has led the way with enabling school districts across the state to have a highly qualified and well trained pool of candidates thanks to the Graduate Program in Reading. The program serves public, private and charter schools in urban, suburban and rural school settings. Anecdotally, school districts have remarked that Southern graduates are well-trained and fulfill an area that school districts constantly are in search of, candidates of quality. Other programs in the state do not offer elements covered in the Master s program (courses in writing and formal assessment). The average GPA for students admitted into the Graduate Reading Program is approximately 3.2. Occasionally, however, candidates who have sought program admission require a grade point average (GPA) waiver. Below is the distribution of GPA waivers over the past three years: Academic Year Number of GPA waivers Despite the downturn in the economy, students from all over the state (Danbury, Fairfield, Cheshire, Granby, Morris, etc.) continue to enroll in our Reading program. To broaden our reach for students and eliminate a long commute for many of them, 3

4 we have developed two cohort sites: East Lyme and Newtown. Both sites continue to grow (East Lyme is setting up to start its fourth cohort and Newtown has its first cohort well under way). Although we are generally satisfied with enrollment in the cohorts, one concern is that systems to advertise the cohorts and when/how they run are not well established, consistent, and on-going. This issue may have affected the number of students who applied to cohorts in Newtown and East Lyme. Yet, we remain actively committed to the cohort model and anticipate developing additional sites in the future. Our flexibility in managing the cohorts, as well as our willingness to investigate additional sites, is an indicator of the reading program s adaptability and sensitivity to enrollment trends. b. The merit and logic of the curriculum has always been based on the roles and responsibilities of Reading Specialists and Reading/Language Arts (LA) Consultants in districts across the state. The Sixth Year in Reading is a certification program. After eight courses in their program, all candidates are eligible for their #102 (Remedial Reading Specialist) based on their academic coursework. Additional requirements include teaching experience under an initial certification. After teaching for one year under the #102 and the completion of four additional courses, our graduates are eligible for the #097 certification as a Reading/LA Consultant. As indicated by feedback from alumni and school districts, our graduates are prepared to fulfill roles as reading specialists and consultants in grades K-12. This is a result of the broad curriculum that enables students to understand everything from the foundations of literacy to assessment to intervention/remediation to the schoolwide literacy leadership and professional development. c. Recently, the School of Education re-envisioned its conceptual framework. CALL (Collaborating, Applying, Leading, Learning) explicitly reflects the work reading consultants do within diverse schools. Part of the application process for candidates to our program involves a written essay and personal interview that are both assessed through CALL rubrics. Further, faculty have developed or revised course assessments on the implementation of literacy practices that specifically address the four elements of CALL. The professional dispositions and principles articulated within CALL are the very same constructs that characterize our program. 3. Internal Demand for the Program a. Although the disaggregated data on the number of students from other programs that take reading courses are unavailable, we know that we provide needed courses for various programs. Students from other departments (Special Education, Counseling and School Psychology, Early Childhood Education, Elementary Education, English, TESOL/Bilingual Education, and Communication Disorders) who need to gain expertise in reading regularly enroll in our courses. b. Many of our students have received their Master's degrees from SCSU and return for their Sixth Year degree in Reading. Exploring a more formal pathway from Master's programs like Elementary Education, Special Education, and 4

5 secondary content programs (e.g. English, Science) to the Sixth Year Reading Program would be worthwhile. The increased rigor of the CCSS has increased the need for all teachers, especially content area high school teachers, to become more knowledgeable about reading. c. The Sixth Year program is designed to prepare students for the 097 Reading Consultant Certification. The program shares all but three of its courses with the Master's Degree program. Most of our students in the Master's program continue on to take all three of the extra courses belonging to the Sixth Year Program. This enables our candidates to obtain an additional Reading Consultant Certification, in addition to the Reading Specialist Certification received after the first eight courses in the Master's Degree. d. Sixth Year candidates participate in two supervised clinics in the diagnosis and remediation of reading problems. This program services children from New Haven and neighboring school districts as well as children of faculty/staff. There is usually a waiting list to get into our clinics. Additionally, candidates complete a research practicum. The last practicum is one in which candidates develop and present workshops for our annual SCSU Literacy Conference. The candidates present their research in a poster presentation and also present interactive sessions. This conference is attended by SCSU students, alumni, and other educators Connecticut educators. e. Recognizing that many of our students would like to pursue additional study in literacy, we are exploring the possibility of adding a Sixth Year Certificate Program designed for students who already have a Master s Degree in Reading. One option is a Reading Sixth Year that only contains courses in reading, which are not within our current program (e.g. intergenerational literacy). Another option is an Interdisciplinary Sixth Year, with courses offered by the departments of Communications Disorders, TESOL/Bilingual Education, and Special Education. We are currently discussing our ideas with faculty from these departments and developing a survey to explore student interest. 4. Quality of Program Inputs and Processes a. Currently, the graduate reading program has three full-time tenured or tenure track faculty who teach a variety of courses within the SYC program. In addition, a one year full time temporary position at the instructor level was approved for the academic year. All full time tenured or tenure track faculty have doctoral degrees, are members of the graduate faculty, have extensive teaching experience in P-12 settings (including serving as content leader/chair for literacy), and regularly consult with area school districts. Each full time faculty member teaches a variety of courses in the program specific to their areas of expertise, e.g. diversity in literacy, assessment and intervention/remediation, content area literacy, school and district-wide literacy leadership. In addition, full 5

6 time faculty members: advise students; direct reading clinics; mentor students as they organize and present at the annual SCSU Reading Conference; participate in department subcommittees as they pertain to the reading program; provide review sessions related to the recently mandated Connecticut Foundations of Reading Test; and, supervise student research. The number of part time faculty teaching within the reading programs varies by semester but typically doubles, at least, the number of full time faculty. All part time faculty members are educators and possess at least a sixth year certificate in reading or a closely related curricular area such as elementary education or curriculum and instruction. In addition, many part time faculty members have degrees in school leadership and are currently working as administrators in roles such as district associate superintendent or K-12 district language arts coordinator. Combined, the diversity of experience represented by our part time and full time faculty is a strength of the program. Course evaluations typically include comments that speak to the faculty s exceptional knowledge and expertise in reading education as well as their commitment to graduate candidates. The ratio for part time to full time faculty is influenced by the three reading cohorts that run in East Lyme and Newtown, Connecticut. Although full time faculty frequently teach at both sites in addition to teaching on campus, the number of classes offered on and off campus is stretching all of the faculty thin and it has become necessary to recruit new adjuncts every semester as their needs and availability change. Full time faculty work closely with part time faculty to discuss issues and topics related to courses taught in common, and faculty relationships are characterized by a high level of respect and collegiality. Questions and concerns are addressed as readily and thoroughly as possible. Yet, of concern is whether part time faculty who teach only in the cohorts receive adequate support to readily navigate university systems and offices (e.g. TK 20, Blackboard, Buley databases, Banner, payroll, HR, etc.). b. Program curriculum specifically reflects the state-mandated certification requirements for reading consultants (including CT Foundations of Reading Test preparation). The SYC program is made up of thirteen courses, twelve of which are required for certification. These twelve courses include study in literacy learning, instruction, and leadership. Students initially take four courses that trace the developmental aspects of language and literacy from pre-school through high school; within this band is a writing course focusing on discourse analysis. The second band includes courses that build candidates knowledge of progress monitoring, assessment of reading and writing difficulties across grades, and intervention/remediation. All of these courses include field work or clinic experiences (supervised practicum courses). The first practicum is specific to the diagnosis of literacy difficulties and the second targets data-driven, age appropriate intervention. Each practicum takes place at SCSU Reading Center where K-12 students receive services in clinics offered through our program. Occasionally, clinics are offered in public school settings. Within this strand, SYC students also complete a gate assessment examining how to capitalize on the support provided by paraprofessionals. Of particular value to students is a course in the diversity of 6

7 literacy where our candidates - who are primarily monolingual develop skills to better identify/address the needs of culturally/linguistically diverse students. The last strand of courses prepares students to conduct ongoing research and to serve as literacy leaders (program level) since the 097 is an administrative certification. It includes one practicum in reading research and a second that targets professional development in literacy. c. The reading program is most dynamic in its continued revision of current courses to reflect changing trends, new knowledge, and standards within the field. For instance, the Connecticut Department of Education published Connecticut's Blueprint For Reading Achievement and Beyond the Blueprint: Literacy in Grades 4-12 more than ten years ago; these documents articulated the conditions, instruction, and content necessary to maintain and improve reading achievement for all students in Connecticut. Most recently, the adoption of the Common Core State Standards has profoundly influenced the way we prepare educators to teach reading and writing in all grades. Documents like these, along with research and materials published by organizations such as the Institute of Education Sciences, the National Reading Panel, the International Reading Association, the Learning Disabilities Association, and the Literacy Research Association, consistently guide the revision/updating of course content. Faculty improve their course content by staying current in the field. Our faculty members actively participate in a variety of professional organizations by attending and presenting at conferences, publishing, reviewing proposals, conducting program reviews for IDA accreditation, pursuing grants for research and creative activity, and participating in special projects to advance literacy in K-12 schools (see tables). Procedures in place for program review begin with course evaluations. Information provided on these forms help faculty better address student concerns as they relate to their experiences in particular courses. From there, procedures such as the Graduate Program Report and the Specialized Program Area Reports (most recently met criteria for full accreditation in 2013) allow us to carefully review strengths of the program as well as areas needing development. For instance, through surveying current students and alumni, we identified a need to better address the needs of emergent bilinguals. This information led to the development of a new course, Diversity in Literacy, in our program. Publications Type of Publication Book, Non-Scholarly-New Book, Non-Scholarly-Revised Journal Article, Academic Journal Other

8 Professional Presentations Presentation Type Keynote/Plenary Address Lecture Oral Presentation Paper Poster Professional Conference Participation Role Attendee Other Contracts, Grants and Sponsored Research Type Grant d. The literacy standards initially identified in the Blueprint and Beyond the Blueprint (documents mentioned in 4c) were quite similar to those newly articulated in the Common Core State Standards even if they were not discussed in the same level of detail. This suggests that our department has a relatively long history of working from scientific, research-based models of reading instruction. Anecdotally, candidates have shared that the SCSU reading program has no fat in comparison to their experiences in other programs leading to other certifications. They feel confident in their ability to apply knowledge gained through this program in various school settings. Yet, faculty members in the reading program are also eager to engage students in research and professional development activities beyond what can be accomplished in a single class. Providing students with these opportunities is dependent, in part, upon having more faculty available to mentor students. Finally, we have received a number of inquiries asking whether we provide reading services (akin to those available at the SCSU Writing Center) for SCSU students. We believe this may reflect an unmet need. However, without additional faculty, it is unlikely that our program could develop and/or provide such services to adult learners. 5. Quality of Program Outcomes The Sixth Year Reading program seeks to prepare graduate students, most of whom are already employed as teachers, to serve as literacy leaders in their schools through certification as both a Remedial Reading and Language Arts Specialist and 8

9 as a Reading Consultant. To this end, there are three over-riding goals for Sixth Year candidates: The acquisition of research-based knowledge and competencies in developmental literacy, kindergarten through grade 12 The acquisition of research-based knowledge and competencies related to the assessment and remediation of difficulties in reading and language arts The acquisition of research-based knowledge and skills needed for designing and leading school-wide literacy programs as a resource to both students and staff By the completion of their program, Graduate Reading Program degree candidates will demonstrate the following competencies in accordance with the IRA 2010 Standards based on evaluative criteria within course assignments. Recognize that all standards are achieved through multiple measures. STANDARD 1: FOUNDATIONAL KNOWLEDGE Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction. Elements POSSIBLE indicators Aligned assessments Element 1.1 Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading writing connections. Interpret major theories of reading and writing processes and development to understand the needs of all readers in diverse contexts. Analyze classroom environment quality for fostering individual motivation to read and write (e.g., access to print, choice, challenge, and interests). Early literacy project (RDG 520, Assessment #2) Applied Diversity in Literacy (RDG 649, Assessment #1) Action Research Report (RDG 665, Assessment #6-Sixth Element 1.2: Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing Demonstrate a critical stance toward the scholarship of the profession. Read and understand the literature and research about factors that contribute to reading success (e.g., social, cognitive, and physical). Inform other educators about major theories of reading and writing processes, components, and development with supporting research evidence, including information about the relationship between the culture and native language of English learners as a support system in their learning to read and write in English Interpret and summarize historically shared knowledge (e.g., instructional strategies and theories) that addresses the needs Action Research Report (RDG 665, Assessment #6-Sixth 9

10 development, processes, and components. Element 1.3: Candidates understand the role of professional judgment and practical knowledge for improving all students reading development and achievement. of all readers. Inform educators and others about the historically shared knowledge base in reading and writing and its role in reading education. Model fair-mindedness, empathy, and ethical behavior when teaching students and working with other professionals. Communicate the importance of fair-mindedness, empathy, and ethical behavior in literacy instruction and professional behavior. Early literacy project (RDG 520, Assessment #2) Early literacy project (RDG 520, Assessment #2) Analysis of Literacy Environment (RDG 566, Assessment #6-Master s) Literacy Intervention Plan (RDG 672, Assessment #7-Sixth year) STANDARD 2: CURRICULUM AND INSTRUCTION Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing. Elements POSSIBLE indicators Aligned assessments Element 2.1: Candidates use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum. Demonstrate an understanding of the research and literature that undergirds the reading and writing curriculum and instruction for all pre-k 12 students. Develop and implement the curriculum to meet the specific needs of students who struggle with reading. Support teachers and other personnel in the design, implementation, and evaluation of the reading and writing curriculum for all students. Work with teachers and other personnel in developing a literacy curriculum that has vertical and horizontal alignment across pre- K 12. Literacy Intervention Plan (RDG 672, Assessment #7-Sixth year) Explicit comprehension strategy instruction (RDG 566, Assessment #3) Planning/Implementing Interventions (RDG 659, Assessment #5) Action Research Report (RDG 665, Assessment #6-Sixth Element 2.2: Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading writing connections. Use instructional approaches supported by literature and research for the following areas: concepts of print, phonemic awareness, phonics, vocabulary, comprehension, fluency, critical thinking, motivation, and writing. Provide appropriate in-depth instruction for all readers and writers, especially those who struggle with reading and writing. Support classroom teachers and Explicit comprehension strategy instruction (RDG 566, Assessment #3) Literacy Intervention Plan (RDG 672, Assessment #7-Sixth year) Planning/Implementing Interventions (RDG 659, Assessment #5) Workshop Presentation & 10

11 education support personnel to implement instructional approaches for all students. As needed, adapt instructional materials and approaches to meet the language-proficiency needs of English learners and students who struggle to learn to read and write. Conference (RDG 676, Assessment #8-Sixth Applied Diversity in Literacy (RDG 649, Assessment #1) Action Research Report (RDG 665, Assessment #6-Sixth Element 2.3: Candidates use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources. Demonstrate knowledge of and a critical stance toward a wide variety of quality traditional print, digital, and online resources. Support classroom teachers in building and using a quality, accessible classroom library and materials collection that meets the specific needs and abilities of all learners. Lead collaborative school efforts to evaluate, select, and use a variety of instructional materials to meet the specific needs and abilities of all learners. Literacy Intervention Plan (Rdg 672, Assessment #7-Sixth Planning/Implementing Interventions (RDG 659, Assessment #5) Explicit comprehension strategy instruction (RDG 566, Assessment #3) STANDARD 3: ASSESSMENT AND EVALUATION Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction. Diagnostic Portfolio (Rdg 568, Assessment #4) Elements POSSIBLE indicators Aligned assessments Element 3.1: Candidates understand types of assessments and their purposes, strengths, and limitations. Demonstrate an understanding of the literature and research related to assessments and their uses and misuses. Demonstrate an understanding of established purposes for assessing the performance of all readers, including tools for screening, diagnosis, progress monitoring, and measuring outcomes. Recognize the basic technical adequacy of assessments (e.g., reliability, content, and construct validity). Diagnostic Portfolio (Rdg 568, Assessment #4) Early literacy project (RDG 520, Assessment #2) Action Research Report (RDG 665, Assessment #6-Sixth Element 3.2: Candidates select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes. Explain district and state assessment frameworks, proficiency standards, and student benchmarks. Administer and interpret appropriate assessments for students, especially those who Diagnostic Portfolio (Rdg 568, Assessment #4) Literacy Intervention Plan (RDG 11

12 Element 3.3: Candidates use assessment information to plan and evaluate instruction. Element 3.4: Candidates communicate assessment results and implications to a variety of audiences. struggle with reading and writing. Collaborate with and provide support to all teachers in the analysis of data, using the assessment results of all students. Lead school-wide or larger scale analyses to select assessment tools that provide a systemic framework for assessing the reading, writing, and language growth of all students. Use multiple data sources to analyze individual readers performance and to plan instruction and intervention. Analyze and use assessment data to examine the effectiveness of specific intervention practices and students responses to instruction. Lead teachers in analyzing and using classroom, individual, gradelevel, or school-wide assessment data to make instructional decisions. Plan and evaluate professional development initiatives using assessment data. Analyze and report assessment results to a variety of appropriate audiences for relevant implications, instructional purposes, and accountability. Demonstrate the ability to communicate results of assessments to various audiences. 672, Assessment #7-Sixth Planning/Implementing Interventions (RDG 659, Assessment #5) Action Research Report (RDG 665, Assessment #6-Sixth Diagnostic Portfolio (RDG 568, Assessment #4) Literacy Intervention Plan (RDG 672, Assessment #7-Sixth Planning/Implementing Interventions (RDG 659, Assessment #5) Applied Diversity in Literacy (RDG 649, Assessment #1) Diagnostic Portfolio (RDG 568, Assessment #4) Literacy Intervention Plan (RDG 672, Assessment #7-Sixth Action Research Report (RDG 665, Assessment #6-Sixth Planning/Implementing Interventions (RDG 659, Assessment #5) STANDARD 4: DIVERSITY Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society. Elements POSSIBLE indicators Aligned assessments Element 4.1: Candidates recognize, understand, and value the forms of diversity that exist in society and their Demonstrate an understanding of the ways in which diversity influences the reading and writing development of all students, Early Literacy Project (RDG 520, Assessment #2) Applied Diversity in Literacy 12

13 importance in learning to read and write. especially those who struggle with reading and writing. (RDG 649, Assessment #1) Assist teachers in developing reading and writing instruction that is responsive to diversity. Assist teachers in understanding the relationship between first- and second-language acquisition and literacy development. Engage the school community in conversations about research on diversity and how diversity impacts reading and writing development. Element 4.2: Candidates use a literacy curriculum and engage in instructional practices that positively impact students knowledge, beliefs, and engagement with the features of diversity. Provide differentiated instruction and instructional materials, including traditional print, digital, and online resources that capitalize on diversity. Support classroom teachers in providing differentiated instruction and developing students as agents of their own literacy learning. Support and lead other educators to recognize their own cultures in order to teach in ways that are responsive to students diverse backgrounds. Explicit comprehension strategy instruction (RDG 566, Assessment #3) Diagnostic Portfolio (RDG 568, Assessment #4) Planning/Implementing Interventions (RDG 659, Assessment #5) Applied Diversity in Literacy (RDG 649, Assessment #1) Analysis of Literacy Environment (RDG 566, Assessment #6-Master s) Collaborate with others to build strong home-to-school and schoolto-home literacy connections. Provide support and leadership to educators, parents and guardians, students, and other members of the school community in valuing the contributions of diverse people and traditions to literacy learning. Element 4.3: Candidates develop and implement strategies to advocate for equity. Provide students with linguistic, academic, and cultural experiences that link their communities with the school. Advocate for change in societal practices and institutional structures that are inherently biased or prejudiced against certain groups. Applied Diversity in Literacy (RDG 649, Assessment #1)\ Analysis of Literacy Environment (RDG 566, Assessment #6-Master s) Diagnostic Portfolio (RDG 568, Assessment #4) Demonstrate how issues of 13

14 inequity and opportunities for social justice activism and resiliency can be incorporated into the literacy curriculum. Collaborate with teachers, parents and guardians, and administrators to implement policies and instructional practices that promote equity and draw connections between home and community literacy and school literacy. STANDARD 5: LITERATE ENVIRONMENT Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. Elements POSSIBLE indicators Aligned assessments Element 5.1: Candidates design the physical environment to optimize students use of traditional print, digital, and online resources in reading and writing instruction. Element 5.2: Candidates design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students opportunities for learning to read and write. Arrange instructional areas to provide easy access to books and other instructional materials for a variety of individual, small-group, and whole-class activities and support teachers in doing the same. Modify the arrangements to accommodate students changing needs. Create supportive social environments for all students, especially those who struggle with reading and writing. Model for and support teachers and other professionals in doing the same for all students. Create supportive environments where English learners are encouraged and provided with many opportunities to use English. Early literacy project (RDG 520, Assessment #2) Analysis of Literacy Environment (RDG 566, Assessment #6-Master s) Literacy Intervention Plan (RDG 672, Assessment #7-Sixth Early literacy project (RDG 520, Assessment #2) Literacy Intervention Plan (RDG 672, Assessment #7-Sixth Planning/Implementing Interventions (RDG 659, Assessment #5) Applied Diversity in Literacy (RDG 649, Assessment #1) Analysis of Literacy Environment (RDG 566, Assessment #6-Master s) Element 5.3: Candidates use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another, discussions, and peer feedback). Understand the role of routines in creating and maintaining positive learning environments for reading and writing instruction using traditional print, digital, and online resources. Create effective routines for all students, especially those who Early literacy project (RDG 520, Assessment #2) Planning/Implementing Interventions (RDG 659, Assessment #5) Literacy Intervention Plan (RDG 672, Assessment #7-Sixth 14

15 Element 5.4: Candidates use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction. struggle with reading and writing. Support teachers in doing the same for all readers. Use evidence-based grouping practices to meet the needs of all students, especially those who struggle with reading and writing. Support teachers in doing the same for all students. Analysis of Literacy Environment (RDG 566, Assessment #6-Master s) Early literacy project (RDG 520, Assessment #2) Literacy Intervention Plan (RDG 672, Assessment #7-Sixth Explicit comprehension strategy instruction (RDG 566, Assessment #3) Analysis of Literacy Environment (RDG 566, Assessment #6-Master s) STANDARD 6: PROFESSIONAL LEARNING AND LEADERSHIP Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility. Elements POSSIBLE indicators Aligned assessments Element 6.1: Candidates demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture. Element 6.2: Candidates display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors. Use literature and research findings about adult learning, organizational change, professional development, and school culture in working with teachers and other professionals. Use knowledge of students and teachers to build effective professional development programs. Use the research base to assist in building an effective, school-wide professional development program. Articulate the research base related to the connections among teacher dispositions, student learning, and the involvement of parents, guardians, and the community. Promote the value of reading and writing in and out of school by modeling a positive attitude toward reading and writing with students, colleagues, administrators, and parents and guardians. Join and participate in professional literacy organizations, symposia, conferences, and workshops. Demonstrate effective interpersonal, communication, Paraprofessional Project (RDG 662, Assessment #7-Master s) Workshop Presentation & Conference (RDG 676, Assessment #8-Sixth Explicit comprehension strategy instruction (RDG 566, Assessment #3) Early literacy project (RDG 520, Assessment #2) Paraprofessional Project (RDG 662, Assessment #7-Master s) Workshop Presentation & Conference (RDG 676, Assessment #8-Sixth Applied Diversity in Literacy (RDG 649, Assessment #1) Literacy Intervention Plan (RDG 672, Assessment #7-Sixth Planning/Implementing Interventions (RDG 659, Assessment #5) 15

16 Element 6.3: Candidates participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs. Element 6.4: Candidates understand and influence local, state, or national policy decisions. and leadership skills. Demonstrate effective use of technology for improving student learning. Collaborate in, leading, and evaluating professional development activities for individuals and groups of teachers. Activities may include working individually with teachers (e.g., modeling, coplanning, co-teaching, and observing) or with groups (e.g., teacher workshops, group meetings, and online learning). Demonstrate the ability to hold effective conversations (e.g., for planning and reflective problem solving) with individuals and groups of teachers, work collaboratively with teachers and administrators, and facilitate group meetings. Support teachers in their efforts to use technology in literacy assessment and instruction. Demonstrate an understanding of local, state, and national policies that affect reading and writing instruction. Write or assist in writing proposals that enable schools to obtain additional funding to support literacy efforts. Promote effective communication and collaboration among stakeholders, including parents and guardians, teachers, administrators, policymakers, and community members. Advocate with various groups (e.g., administrators, school boards, and local, state, and federal policymaking bodies) for needed organizational and instructional changes to promote effective literacy instruction. Paraprofessional Project (RDG 662, Assessment #7-Master s) Workshop Presentation & Conference (RDG 676, Assessment #8- Sixth Action Research Report (RDG 665, Assessment #6-Sixth Literacy Intervention Plan (RDG 672, Assessment #7-Sixth Explicit comprehension strategy instruction (RDG 566, Assessment #3) Workshop Presentation & Conference (RDG 676, Assessment #8- Sixth Paraprofessional Project (RDG 662, Assessment #7-Master s) Applied Diversity in Literacy (RDG 649, Assessment #1) Literacy Intervention Plan (RDG 672, Assessment #7-Sixth Our Sixth Year candidates are extraordinarily committed to their studies, often juggling school, work and family responsibilities. Their GPAs in the table below reflects the level of their preparation in this very rigorous program. The faculty 16

17 generally teaches to mastery". This means that we provide the support needed so that as many students as possible master the content taught. We do not want to graduate Reading Consultants who have only learned 80% of the content taught. Our primary concern is that Connecticut children receive the best-prepared Reading Consultants possible. SYC-RDG Fall '08 Spr '09 Fall '09 Spr '10 Fall '10 Spr '11 Fall '11 Spr '12 Fall '12 Spr '13 Fall Avg Spring Avg Students Overall GPA Our exit requirements are especially rigorous. The Sixth Year Certificate in Reading requires the completion of all program requirements including evidence of the following: Minimum of 30 graduate credits Overall GPA of 3.0 or higher Successful development and completion of a: o Professional portfolio including program reflection o School-wide Literacy Intervention Plan o Data-driven action research paper and poster o Interactive workshop session at the annual SCSU Reading Conference. We have graduated an average of 17 candidates with Sixth Year degrees in each of the last 5 years. We saw a spike in AY 12/13, and are encouraged by this trend. Degrees Conferred AY 08/09 AY 09/10 AY 10/11 AY 11/12 AY 12/13 SYC-Reading Certification information is presented in the table below. Accordingly, it is clear that the Graduate Reading Program has more than met the University requirement of awarding at least three degrees per year, and it prepares a large number of Reading Consultants who, by and large, serve the children of Connecticut. Over the last 5 years, an annual average of 11 candidates received the Connecticut Certification #097 Remedial Reading and Language Arts Consultant. Although we do not have the AY 12/13 certification data, the spike in Sixth Year degrees granted in AY 12/13 leads us to assume that the number of certifications in that year also rose dramatically. 17

18 #097 Reading Consultant Certifications The aggregate data from the Student Opinion Surveys (course evaluations) reveal that our candidates are very pleased with the quality of our courses. More than 90% of students surveyed agreed or strongly agreed with every item on the course evaluation. Course Information Survey AY 08/09 AY 09/10 AY 10/11 AY 11/12 AY 12/13 Statement SA/A SA/A SA/A SA/A SA/A Methods of instruction have helped me understand the subject matter. 92% 95% 91% 94% 94% Reading the assigned material has helped me understand this subject. 93% 94% 92% 92% 93% Exams and out-of-class assignments have helped me understand the subject matter. 95% 95% 95% 96% 98% Number of exams & other graded assignments has been sufficient to evaluate my progress. 95% 97% My experiences in this class make me want to learn more about this subject. 92% 93% I would rate the quality of instruction in this course as high. 91% 92% I would rate the overall quality of this course as high. 90% 93% This course helped me meet the learning goals. 97% 97% 98% This course evaluated how well I met those learning goals. 94% 97% 98% My experience in this course helped me appreciate this subject. 94% 96% 95% The instructor provided regular feedback on my performance in this course. 93% 96% 95% The instructor had high standards for student achievement. 96% 97% 97% The instructor encouraged me to take responsibility for my own learning. 97% 96% 98% 18

19 Course evaluation data are corroborated by The Graduate Reading Program Student Survey, which was administered to 114 current students at the conclusion of the Fall semester, 2011 (see table). CURRENT STUDENT SURVEY RESULTS (N = 144) Percentage of Current Graduate Reading Program Students Responding to Each Level of the Scale Faculty members showed an interest in my academic and intellectual development Faculty members created an atmosphere w here open discussion w as encouraged Faculty demonstrated enthusiasm about the subject matter Faculty used a variety of engaging teaching methods that helped me to learn Faculty used a variety of assessment methods Faculty w ere up to date in their field Not Strongly Agre Neutral Disagree Strongly applicable agree e disagree Faculty communicated w ell The sequence of courses w as well organized Sufficient courses w ere scheduled each semester Necessary courses and requirements that I needed to earn my degree w ere made clear Requirements for courses were appropriate for learning the material The requirements for this program w ere academically challenging Access to faculty w as convenient I had opportunities to discuss my program experiences w ith faculty My advisor considered my background.. w hen planning my program My advisor w as know ledgeable and provided accurate guidance University provided appropriate classroom environment Faculty used university resources effectively My program has helped me accomplish my educational goals I w ould recommend this program to people interested in this field of study The program attempted to foster a sense of community among students

20 Further, a systematic survey of perceptions of our program by Graduate Reading Program Alumni from the past 5 years was conducted in winter, Alumni responded anonymously. The survey and a cover letter were mailed to approximately 200 alumni along with a stamped, addressed return envelope. A total of 63 Program alumni responded to the survey within the three-week window suggested for the reply. Aggregate data from this survey are presented in the chart below. ALUMNI SURVEY RESULTS, N = 63 Percentage of Graduate Reading Program Alumni Responding to Each Level of the Scale Faculty members showed an interest in my academic and intellectual development Faculty members created an atmosphere where open discussion w as encouraged Faculty demonstrated enthusiasm about the subject matter Faculty used a variety of engaging teaching methods that helped me to learn Faculty used a variety of assessment methods Not Strongly Agree Neutral Disagree Strongly applicable agree disagree Faculty w ere up to date in their field Faculty communicated well The sequence of courses was well organized Sufficient courses were scheduled each semester Necessary courses and requirements that I needed to earn my degree were made clear Requirements for courses were appropriate for learning the material The requirements for this program w ere academically challenging Access to faculty w as convenient I had opportunities to discuss my program experiences w ith faculty My advisor considered my background.. w hen planning my program My advisor was knowledgeable and provided accurate guidance University provided appropriate classroom environment Faculty used university resources effectively My program has helped me accomplish my educational goals I w ould recommend this program to people interested in this field of study The program attempted to foster a sense of community among students

21 6. Size, Scope, and Productivity of the Program a. Credit hours generated: AY 08/09 AY 09/10 AY 10/11 AY 11/12 AY 12/13 Credits Generated Total Academic Credits 1,701 1,704 1,488 1,596 1,566 Major Credits 1,218 1,173 1,095 1,182 1,218 Total Students Note: This data was not disaggregated for us on the basis of MS and SYC programs. b. Sixth Year Certificate in Reading (This program includes coursework required for Reading Specialist Certification (102) and that required for the Reading and Language Arts Consultant Certification (097). c. Number of degrees and/or certificates awarded in the last five years: AY AY AY AY AY Degrees Conferred 08/09 09/10 10/11 11/12 12/13 SYC-Reading The number of Sixth Year Certificates awarded is at its highest level in five years. The relatively low number of degrees awarded in appears to be an anomaly. d. Faculty have been productive: Publications Type of Publication Book, Non-Scholarly-New Book, Non-Scholarly-Revised Journal Article, Academic Journal Other