COLLEGE OF EDUCATION DEPARTMENT OF TEACHER EDUCATION [READING EDUCATION] [READ PHD.] ANNUAL ASSESSMENT REPORT SUBMITTED MARCH 2013

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1 COLLEGE OF EDUCATION DEPARTMENT OF TEACHER EDUCATION [READING EDUCATION] [READ PHD.] ANNUAL ASSESSMENT REPORT SUBMITTED MARCH 2013 FOR THE REPORTING PERIOD [JULY 1, 2011 JUNE 30, 2012] FOR QUESTIONS ABOUT THIS REPORT, PLEASE THE COE ASSESSMENT COORDINATOR, DR. BRUCE SMITH, COE ASSOCIATE DEAN Doctor of Philosophy in Reading Program Report Page 1 of 91

2 Graduate Degree Program Assessment Progress Report Cover Sheet: Degree: PhD in Reading Education For Calendar Year: Date submitted to college committee: March 22, 2013 Submitted by: Linda Dorn Background on the Program The University of Arkansas at Little Rock (UALR) graduate programs are designed to prepare reading educators for diverse roles and responsibilities in accordance with the International Reading Association standards. At the Master s level, candidates who wish to be certified as a Reading Specialist are required to successfully complete all program requirements, which include course-based assessments, a written comprehensive examination, and a passing score on the Reading Specialist Praxis examination (See Master s Reading Program Report). For students who already possess a Master s degree, UALR offers an Educational Specialist (EdS) in Reading Education degree. This degree is designed for candidates who wish to expand their knowledge, skills, and dispositions in leadership areas related to literacy instruction. At the EdS level, candidates are expected to demonstrate competencies in the IRA standards through course-based assignments, electronic portfolios, a written comprehensive examination, and a passing score on a research project related to a contemporary literacy issue, including a successful defense of the research to the candidate s committee. At the doctoral level, UALR offers a PhD in Reading Education, which is designed to prepare candidates as teacher educators. At the doctoral level, candidates are expected to demonstrate competencies in the IRA standards through course-based assignments, electronic portfolios, written comprehensive examination, and a dissertation in a significant area in literacy education, including a successful defense of the research. The purpose of this report is to document how the PhD in Reading Education program prepares candidates at the level of teacher educator. A description of the teacher educator role is provided below. Doctoral Level - Teacher Educator: A Teacher Educator is a professional who provides teacher preparation to individuals seeking teaching credentials at the undergraduate and graduate levels and candidates seeking advanced graduate credentials in reading. Teacher Educators have a number of responsibilities as well, such as participating in scholarly activities, including creative works and research studies, and forging university-school partnerships with other education agencies to promote the advancement of literacy. These educators may be responsible for developing programs for preparing reading professionals, including the development of course work and field site experiences, and coordinating or leading such programs. They may also be responsible for supervising and mentoring teacher candidates in the field. These professionals identify and use as role models those classroom teachers who demonstrate exemplary use of instruction, physical arrangements, positive social environments, routines, and grouping practices. (IRA Standards, p. 54) PhD in Reading Education Assessment Report Page 2 of 91

3 Prior to enrolling in any doctoral level reading coursework, candidates must demonstrate knowledge of reading theories and practices, including how to (a) administer reading assessments, (b) design reading interventions, (c) create literate environments, (d) coach teachers, (e) develop literacy curriculum, and (f) supervise and organize reading programs. If candidates do not have the necessary foundation in reading education, they will be advised into the appropriate reading coursework from the Master s and Educational Specialist programs. Below is a description of field and clinical experiences that prepare reading educators at three levels (reading specialist, literacy coach, teacher education). For the teacher educator, the candidate must have expertise in teaching reading at K-12 levels in order to prepare reading educators at the college level. Description of Field and Clinical Experiences The Master s and Educational Specialist in Reading programs offer numerous field and clinical experiences, including school observations, distance learning with live teaching, teaching portfolios with video analyses, and clinical observations using a one-way mirror. In the PhD program, the READ 8342 Research in Reading Comprehension includes a clinical component that requires candidates to teach a graduate class in a college setting. In all field courses, candidates document their learning through reflection logs, teaching portfolios, video demonstrations, and live lessons. The following table describes 15 reading courses with clinical components. (Key Assessments in the PhD program have an asterisk next to the course name). Evidence of Clinical Experiences at MEd, EdS, and PhD Levels MEd in Reading Ed Course READ 7351 Foundations of Teaching Reading READ 7352 Diagnosis of Reading Difficulties READ 7356 Practicum in Reading Description of Clinical Experience Candidates assess, teach, and document the reading and writing progress of 3 students in a classroom over a period of 8 weeks. A final paper charting the students change over time in literacy achievement and the teacher s shift in instructional philosophy and methodology is prepared and submitted along with all assessment protocol and anecdotal notes. Candidates select appropriate assessments to administer, and then score and analyze the results in order to develop a program of study for a struggling reader in a classroom or in an after-school reading program at a local elementary school. This report of testing along with all assessment protocols and anecdotal notes are submitted. Candidates work with a colleague to assess a small group of struggling readers using a survey of reading strategies and attitudes, running records, and writing samples. These data are used to plan a reading and a writing lesson to meet the developmental needs of these students. The lessons are taught and videotaped. A discussion, collaborative summary, and personal reflection over the collaborative experience are prepared and submitted. Candidates present their videotapes, PhD in Reading Education Assessment Report Page 3 of 91

4 READ 7370 Advanced Practicum in Reading READ 7342 Principles of Literacy and Cognition I READ 7343 Principles of Literacy and Cognition II READ 7344 Intervention Designs for Struggling Readers READ 7345 Advanced Practicum in Intervention Models lesson rationale, and reflection during class sessions using a Power Point presentation. Candidates assume the role of literacy coach in order to assist a colleague with professional development in reading and/or writing assessment and instruction. Candidates complete 3 coaching cycles consisting of pre-conference, teaching modeling/observation, and post-conference. Reflections, lesson plans, and observation rubrics are submitted. Candidates in training to become Reading Recovery teachers assess and teach identified struggling readers on a daily basis according to the Reading Recovery intervention model. Candidates use specified assessments and anecdotal records to record progress and plan individualized instruction. Candidates work with individual students in a behind the glass setting while being observed by colleagues and a university supervisor. These teaching sessions are discussed and analyzed for effectiveness and to guide future instruction. Candidates submit assessments and lesson records weekly and are observed at their site twice per semester by a university supervisor. Candidates in training to become Reading Recovery teachers assess and teach identified struggling readers on a daily basis according to the Reading Recovery intervention model. Candidates use specified assessments and anecdotal records to record progress and plan individualized instruction. Candidates work with individual students in a behind the glass setting while being observed by colleagues and a university supervisor. These teaching sessions are discussed and analyzed for effectiveness and to guide future instruction. Candidates submit assessments and lesson records weekly and are observed at their site twice per semester by a university supervisor. Candidates use a Response to Intervention process for preventing or reversing the reading failure of struggling readers in grades K-6. These experiences include (a) using a comprehensive data process for identifying students for intervention, (b) selecting the most appropriate intervention, (c) planning for instruction, (d) monitoring student progress and comparing growth with average performing students, (e) and (f) adjusting the intervention if a student is not responding. Candidates implement a small group intervention for struggling readers. Candidates select the most appropriate intervention, implement the intervention, keep data on student progress, and adjust the intervention if a student is not responding. Candidates keep an intervention portfolio for a PhD in Reading Education Assessment Report Page 4 of 91

5 READ 7365 Specialized Assessment in Early Literacy Instruction EdS in Reading Ed Courses READ 7398 Theory and Practice in Literacy* READ 8301 Supervision and Organization of Reading Programs* minimum of 10 weeks on a focus student, including three videotaped lessons, assessment data (summative, formative, progress monitoring), detailed lesson records, diagnostic summary, intervention conferences, and recommendations for continued progress. Candidates provide a minimum of one live demonstration (using distance learning) or a videotaped lesson for observation, discussion, and analysis among classmates. Candidates teach two groups of struggling readers (K-3) for a minimum of 8 weeks in order to develop an Assessment Portfolio, including assessment protocols, anecdotal notes, an analysis of the students performance, and recommendations for instruction to meet the needs of each student. In addition, candidates discuss the link between assessment and literacy instruction. Videotaped observations of reading groups, an indepth analysis of writing samples, and a description of the link between the reading and writing processes are submitted. Description of Clinical Experience Candidates create an individualized research-based intervention (based on professional readings) and design specific procedures for teaching a struggling reader from their grade level for a minimum of 5 weeks. Candidates select appropriate assessments to identify the student s strengths and needs, create a literacy framework for implementing the lesson, and collect data on student progress over the duration of the intervention. Candidates create an Intervention Portfolio that documents their ability to apply theory and research to practice. Candidates work in their own schools or arrange for a minimum of 10 hours of experience in a different school to create a portfolio of field experiences: 1) a comprehensive assessment of literacy programs, including evidence to support (or not) their effectiveness, 2) a comprehensive assessment of the school s literacy environment, including recommendations for professional development in specific areas; 3) planning documents from a pre-and post-coaching session with a teacher and a reflective paper on the effectiveness of the coaching language; 4) a comprehensive review of literacy assessments, including how these assessments align (or do not) with the IRA Assessment Standards; 4) an excellent collection of technological resources for teachers and children; and 5) a well-developed plan for conducting and assessing a literacy team meeting, including specific references to effective principles for working with adult learners. PhD in Reading Education Assessment Report Page 5 of 91

6 READ 8302 Professional Experience in Reading Programs* READ 8305 Literacy Coaches as Agents of Change READ 8340 Research in Language and Literacy Acquisition* READ 8349 Research Practicum in Literacy PhD in Reading Education Course READ 8342 Comprehension Research and Practice* Candidates work in their own school or arrange for a minimum of 10 hours of field experience in a different school to prepare a portfolio of field experiences: 1) a reflective analysis of a collaborative activity (e.g., dialogue journal, classroom observation, action research) that the candidate implemented with a teacher; 2) a reflective analysis of a coaching cycle between the candidate and a teacher; 3) a reflective analysis of two book clubs facilitated by the candidate; and 4) a reflective analysis of a literacy team meeting using a collaborative protocol for examining students writing and planning instruction. Candidates work in their own school or arrange for a minimum of 10 hours of coaching experiences in a different school to prepare a portfolio of coaching experiences. Coaching experiences include 1) teaching one or more lessons on a literacy component for classroom teacher(s); 2) conducting coaching cycles; and 3) providing professional development. Candidates submit video lessons and/or conduct live demonstrations (using Polycom or zoom.us) of professional experiences. Candidates identify a literacy issue in a contemporary area and conduct a case study or action research project over an 8- week period. Candidates formulate the research questions, write a literature review, secure IRB approval, collect and analyze data, report findings, make recommendations, and present results. Candidates conduct a research study in a significant area in literacy education. In READ 8348, candidates write and defend the research proposal, and secure IRB approval. In READ 8349, candidates collect and analyze data, report findings, make recommendations, and present results. Description of Clinical Experiences Candidates create a teaching portfolio of experiences related to preparing reading teachers. The portfolio includes the following evidences: a graduate level reading course aligned with IRA standards, CCSS, and ISTE standards with specific activities and assessments; review of technology resources for teaching reading teachers; professional materials that align with the IRA standards; and video and/or live teaching demonstrations with a class of teachers. Admission, Retention, and Exit Requirements A holistic assessment process with multiple measures is used to discern the candidate's promise for doctoral studies and to ascertain the match of the candidate's educational goals with those of the reading education program. The GRE test is required; however the GRE scores are not be the PhD in Reading Education Assessment Report Page 6 of 91

7 sole determinate of admissibility to the PhD Reading Education program, which means that strong scores do not guarantee admission, while weak scores do not automatically disqualify a candidate for admission. Admission to the program will be based on the following criteria: Minimum grade point average of on master's degree or higher GRE quantitative score with a minimum score of 141 GRE verbal score with a minimum score of 150 GRE analytical writing score with a minimum score of professional letters of recommendation with disposition checklist provided by the reading faculty Reading faculty interview, including professional goals statement, current curriculum vitae, and other requested evidences of the applicant's promise for doctoral studies To be eligible for admission, the applicant must earn a minimum score of 3 on five of the six criteria on the Reading Program s holistic admissions rubric. If the GRE writing score falls below a , an applicant may submit an analytical professional writing sample for consideration. The writing sample may be a graduate thesis, a published article, a manuscript for submission, a research paper, or an on-site writing sample on a professional topic. Conditional Admission If the standard for admission is not met, a conditionally admitted student may enroll in up to 12 semester hours. Upon completion of 12 semester hours in the program, the reading faculty will review the work completed to that point by the applicant as part of the overall admissions application to determine if the student will be granted regular admission to the program. Admission to regular status will be contingent upon the student successfully completing 12 hours of the following coursework with a minimum 3.5 GPA: READ 8320 Phonology, Orthography, and Linguistics READ 8330 Cognitive and Social Theories in Literacy Learning READ 8348 Scholarly Writing in Literacy READ 8349 Research Practicum in Literacy EDFN 7373 Qualitative Research Methods EDFN 8305 Intermediate Statistics EDFN 8306 Advanced Research Methods Gateways in Program All assessments and rubrics required for the graduate reading program are closely aligned with the unit s conceptual framework and the IRA Standards for Reading Professionals, Revised Reading graduate students are required to upload key assessments into Chalk and Wire, the university s online assessment program, for faculty review and evaluation. (Adheres to NCATE standard 2 Assessment System and Unit Evaluation). Reports are generated through Chalk and Wire and used by program faculty to inform program decision-making. The department uses the same gateways (transition points) for all graduate programs in the College of Education. This alignment meets NCATE transition point requirements. The gateways are as follow: Gateway 1: Admission to the program: Candidate is admitted to the program based on admission criteria. Once admitted, the candidate meets with the program advisor for a transcript analysis to PhD in Reading Education Assessment Report Page 7 of 91

8 determine any deficiencies in foundational and clinical experiences, and to create a program of study that prepares the candidate for the role of teacher educator. Gateway 2: Approval to remain in the program: At the end of 18 hours of coursework, including 6 hours from the doctoral reading core and 6 hours from the research core, the candidate meets with the program advisor to review his/her progress and determine next steps in the program. The candidate must earn a minimum 3.0 GPA in these courses to proceed. Gateway 3: Specialized Coursework: At completion of all coursework with a minimum 3.0 GPA and a passing score on a doctoral comprehensive examination, the candidate establishes his/her dissertation committee. Gateway 4: Exit: Candidate meets all requirements for the Doctor of Philosophy in Reading Education, including approval of the dissertation by the dissertation committee members. Relationship of Program Assessment Requirements to Unit Assessment Requirements UNIT ASSESSMENT REQUIREMENTS Gate 1: Entry GPA Teaching License Interview UNIT ASSESSMENT REQUIREMENTS Gate 2: After 12 Hours GPA Gate 3: Specialized Coursework Research Proposal Literature Review Teaching Portfolio (Clinical Experiences) Theory Paper Curriculum Project Case Study Gate 4: Exit GPA Transcript PROGRAM ASSESSMENT REQUIREMENTS Gate I: Entry GPA GRE Letters of Recommendation Interview PROGRAM ASSESSMENT REQUIREMENTS Gate 2: After 18 Hours GPA of 3.0 or higher in doctoral level coursework Gate 3: Specialized Coursework READ 8342 Cognitive and Social Theories in Literacy Learning READ 8345 Theoretical Models and Historical Perspectives of Reading READ 8342 Reading Comprehension: From Research to Practice READ 8320 Phonology, Orthography, and Linguistic Processes in Learning to Read READ 8304 Curriculum Design and Evaluation in Literacy READ 8340 Research in Language and Literacy Gate 4: Exit Final Transcript reflecting cumulative GPA of 3.0 or higher PhD in Reading Education Assessment Report Page 8 of 91

9 Portfolio/Comprehensive Exam/Thesis/Dissertation Clinical Practice/Field Experience Doctoral Written Comprehensive Exam and Oral Defense Field Portfolio of Clinical Experiences Dissertation Defense Description of Program s Relationship to University s Conceptual Framework The mission of the University of Arkansas at Little Rock College of Education is to promote and strengthen the professional development of individuals concerned with education and human resource development in a variety of settings such as schools, colleges and universities, private and corporate organizations, and government agencies. The college strives to develop professionals who use state- of-the-art methodologies and technologies. The Conceptual Framework of the College of Education promotes Leadership in Learning through specialized expertise (SE), communication (C), diversity (D), and professional development (PD) in competency, disposition and behavior. The Conceptual Framework of the Educational Specialist in Reading is the same as the conceptual framework for the college. This Conceptual Framework aligns with the Arkansas Department of Education s Competencies for Reading Professionals. The five ADE competencies are as follows: 1) Teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches, can create learning experiences that make aspects of the subject matter meaningful, and can link the discipline to other subjects. 2) Teacher plans curriculum to meet student needs, the content, and the course objectives. 3) Teacher plans instruction based on human growth, development, theory, and student needs. 4) Teacher exhibits human relations skills that support the development of human potential. 5) Teacher works collaboratively with colleagues, parents, and community to support students' learning and well-being. The PhD in Reading program outcomes reflect the alignment of the Standards for Reading Professionals, Revised 2010 as set forth by the International Reading Association as well as the College of Education s Conceptual Framework and the Arkansas Department of Education s Competencies for Reading Professionals. The following table demonstrates this alignment. PhD in Reading Education Assessment Report Page 9 of 91

10 Alignment of College Conceptual Framework, Arkansas State Competencies, and IRA Standards for Reading Professionals, Revised 2010 College Conceptual State Competencies Framework Specialized Expertise Teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches, can create learning experiences that make aspects of the subject matter meaningful, and can link the discipline to other subjects. (ADE Standard 1) Teacher plans curriculum to meet student needs, the content, and the course objectives. (ADE Standard 2) Teacher plans instruction based on human growth, development, theory, and student needs. (ADE Standard 3) IRA Standards for Reading Professionals Candidates understand the theoretical and evidencebased foundations of reading and writing processes and instruction. (IRA Standard 1, Foundational Knowledge) Candidates use instructional approaches, materials, and an integrated comprehensive, balanced curriculum to support learning in reading and writing. (IRA Standard 2, Curriculum and Instruction) Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction. (IRA Standard 3, Assessment and Evaluation) Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society. (IRA Standard 4, Diversity) Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches, and methods, curriculum materials, and the PhD in Reading Education Assessment Report Page 10 of 91

11 Communication Teacher exhibits human relations skills that support the development of human potential. (ADE Standard 4) Teacher works collaboratively with colleagues, parents, and community to support students' learning and well-being. (ADE Standard 5) Diversity Teacher plans curriculum to meet student needs, the content, and the course objectives. (ADE Standard 2) Teacher plans instruction based on human growth, development, theory, and student needs. (ADE Standard 3) Teacher exhibits human relations skills that support the development of human potential. (ADE Standard 4) Teacher works collaboratively with colleagues, parents, and community to support students' learning. (ADE Standard 5) appropriate use of assessments. (IRA Standard 5, Literate Environment) Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction. (IRA Standard 3, Assessment and Evaluation) Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility. (IRA Standard 6, Professional Learning and Leadership) Candidates understand the theoretical and evidencebased foundations of reading and writing processes and instruction. (IRA Standard 1, Foundational Knowledge) Candidates use instructional approaches, materials, and an integrated comprehensive, balanced curriculum to support learning in reading and writing. (IRA Standard 2, Curriculum and Instruction) Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction. (IRA Standard 3, Assessment and Evaluation) Candidates create and engage their students in PhD in Reading Education Assessment Report Page 11 of 91

12 Professional Development Teacher works collaboratively with colleagues, parents, and community to support students' learning. (ADE Standard 5) literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society. (IRA Standard 4, Diversity) 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. (IRA Standard 5, Literate Environment) Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility. (IRA Standard 6, Professional Learning and Leadership) PhD in Reading Education Assessment Report Page 12 of 91

13 Student Goals Learning Outcomes Evidences Courses Assessments Standard 1: Foundational Knowledge Understand the theoretical and evidence-based foundations of reading and writing processes and instruction. 1.1: 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. 1.2: Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components. 1.3: Understand the role of professional judgment and practical knowledge for Critique major theories of reading and writing processes, components, and development across the life span and supporting research evidence. Evaluate knowledge claims of reading research, critique research findings, and generate alternate hypotheses. Analyze research evidence about language and reading development in all areas, including knowledge about transfer of skills from the primary or home language (L1) to English (L2) as it affects literacy learning for English Language learners across those components. Analyze historically shared knowledge in reading and writing scholarship and explain its role in an evolving professional knowledge READ 8345 Theoretical Models and Historical Perspectives in Literacy READ 8342 Reading Comprehension Research and Practices READ 8330 Cognitive and Social Theories in Literacy Learning READ 8320 Phonology, Orthographic, and Linguistics in Literacy Learning READ 8340 Research in READ 8345 Rubric: Write a scholarly review of theoretical models, including concept map and timeline for displaying historical results. READ 8342 Portfolio Rubric (Section 2): Analyze and interpret theories and research of reading and writing processes; explain the role in an evolving knowledge base, and align each theory/research with specific IRA standards for preparing reading professionals. READ 8330 Rubric: Prepare a qualitative research proposal to investigate a significant issue in sociocultural learning in literacy education. READ 8320 Rubric: Prepare a scholarly review of current research in phonology, orthography, and linguistics, including research on English Language Learners. READ 8340 Rubric: Conduct an in-depth case study in a language EdS in Reading Program, 2012 Assessment Report Page 13 of 91

14 improving all students reading development and achievement. base. Language and Literacy READ 8302 Professional Experiences in Reading and literacy area. READ 8302 Rubric for preparing a professional portfolio of reflective practice in teacher development. READ 8399 Doctoral Seminar in Reading Rubric: Comprehensive Written Exam Questions 1 and 2. Standard 2: Curriculum & Instruction Use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing. 2.1: Use foundational knowledge to design and implement an integrated, comprehensive, and balanced curriculum. 2.2: Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections. 2.3: Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, Demonstrate knowledge of and evaluate reading and writing curriculum. Convey knowledge and understanding of curriculum to reading professionals. Provide opportunities for reading professionals to develop an integrated, comprehensive, and balanced curriculum. Provide opportunities for reading professionals to understand conceptual underpinnings and evidence based rationales of instructional approaches. READ 7398 Theory and Practice in Literacy Learning READ 8301 Supervision and Organization of Reading Programs READ 7398 Rubric, Intervention Portfolio for Teaching Struggling Readers (Section 2) READ 8301 Portfolio Rubric (Section 1): Conduct a review of reading programs and use this information to assess the school s reading programs including evidence (or lack of) of effectiveness; use this information to present a convincing argument for using research-based programs in your school. READ 8301 Portfolio Rubric (Section 2): Conduct a comprehensive assessment of a school s literacy environment using the ESAIL instrument, including a diagnostic analysis of the strengths and needs. EdS in Reading Program, 2012 Assessment Report Page 14 of 91

15 digital, and online resources. Provide opportunities for reading professionals to select, implement, and evaluate instructional approaches based on knowledge of students needs and interests, and theory-based knowledge. Provide opportunities for reading professionals to review and critique a wide variety of quality traditional print, digital and online resources. READ 8302 Professional Experiences in Reading READ 8304 Curriculum Design and Evaluation of Reading Programs READ 8302 Portfolio Rubric (Section 2): Coach teachers in understanding and implementing a reflective activity (dialogue journal, classroom observation, teaching portfolio) for deepening their understanding in a literacyrelated area; write a reflective analysis of how well the activity met the teaching goal. READ 8304 Portfolio Rubric (Parts I and II): Create a curriculum map using Understanding by Design and the Common Core State Standards for Language Arts, including anchor standards, grade level activities, and materials; develop a literacy unit that uses either literary, expository, or persuasive texts and implement one lesson within the unit with students; share results with other reading professionals. READ 8342 Reading Comprehension Research and Practice READ 8342 Portfolio Rubric (Section 2): Create a graduate level reading course for preparing reading professionals, include course descriptions, IRA standards and elements, required EdS in Reading Program, 2012 Assessment Report Page 15 of 91

16 readings, supplemental materials, specific activities, assessments methods, assignment grid, clear evidence of how you are incorporating technology in your course, and a PowerPoint presentation for one teaching activity. READ 8342 Portfolio Rubric (Section 3): Present a video lesson that demonstrates expert planning for online teaching; review and critique a wide variety of digital and online resources, including video lessons for preparing reading professionals. READ 7398 Theory and Practice in Literacy READ 7398 Portfolio Rubric for Intervention Project (Teaching Struggling Readers) Standard 3: Assessment & Evaluation Use a variety of assessment tools and practices to plan and evaluate 3.1: Understand types of assessments and their purposes, strengths and limitations. 3.2: Select, develop, administer, and interpret assessments, Prepare reading professionals to select, analyze, and use assessment tools based on established purposes. Analyze and critique a range of assessment tools based on established purposes. READ 8301 Supervision and Organization of Reading Programs READ 8301 Portfolio Rubric (Section 4): Compile a comprehensive listing of all major assessments used in a school and the purposes of each assessment, including the following categories: screening, placement, diagnostic, formative, and summative; share EdS in Reading Program, 2012 Assessment Report Page 16 of 91

17 effective reading instruction both traditional print, and electronic, for specific purposes. 3.3: Use assessment information to plan and evaluate instruction. 3.4: Communicate assessment results and implications to a variety of audiences. Contribute to the scholarly dialogue about assessment. Read and understand the literature and research related to assessments, their use and misuse. Collaborate with reading professionals to administer and interpret assessments for selected purposes. Analyze and critique a range of diagnostic assessment tools for students in need of reading and writing assistance. Prepare reading professionals to adjust instruction based on ongoing assessment. Prepare and coach reading professionals to communicate assessment results to various audiences in ways that lead to improved instruction. READ 8302 Professional Experiences in Reading READ 8304 Curriculum Design and Evaluation READ 8342 Comprehension Research and Practice READ 7398 Theory and Practice in Literacy Learning assessment profile with other educators. READ 8302 Portfolio Rubric (Sections 5): Create and lead literacy team meetings using a collaborative protocol for examining student work, including a deep analysis of how assessment is used to inform practice. READ 8304 Rubric for Curriculum Project READ 8342 Portfolio Rubric for Preparing Reading Professionals READ 7398 Portfolio Rubric (Sections 3, 4, 5, & 6): Administer a range of literacy assessments and triangulate measures to identify a student atrisk of reading failure; use data to implement a reading intervention; collect data at progress monitoring intervals; analyze results and make recommendations for continued improvement. EdS in Reading Program, 2012 Assessment Report Page 17 of 91

18 Standard 4: Diversity Create and engage students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society. 4.1: Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write. 4.2: Use a literacy curriculum and engage in instructional practices that positively impact students knowledge, beliefs, and engagement with the features of diversity. 4.3: Develop and implement strategies to advocate for equity. Demonstrate an understanding of current theoretical perspectives and empirical evidence related to diversity and reading and writing development and prepare preservice teachers and other reading professionals to understand the relationship between first and second language acquisition and literacy development. Engage reading professionals in multiple experiences and settings to strengthen their understandings about the ways that multiple identities of students intersect with curriculum orientations, literacy instruction, and student agency. Collaborate with reading professionals to READ 8340 Research in Language and Literacy READ 7398 Theory and Practice in Literacy READ 8301 Supervision and Organization of Literacy Programs READ 8302 Professional Experiences in Reading Programs READ 8340 Rubric: Conduct a case study in a literacy and language area; use appropriate literacy assessments to measure learning behaviors over time. READ 7398 Portfolio Rubric (All sections): Design and implement a responsive reading intervention for a struggling reader; select texts and make decisions based on the unique needs of the learner. READ 8301 Portfolio Rubric (Section 2): Administer the ESAIL instrument to assess the quality of a school s literacy environment. Look for patterns, interpret results, and write a paper that summaries your findings. READ 8302 Portfolio Rubric (Section 4): Prepare and facilitate two teacher study groups around a professional text and a literary text; write a reflective paper on each study group, including the effectiveness of the activity as reflective practice for promoting literacy knowledge. EdS in Reading Program, 2012 Assessment Report Page 18 of 91

19 identify and advocate for forms of pedagogy, curriculum orientations, and professional development practices that focus on students diversity. Provide opportunities for reading professionals to reflect on and evaluate literacy-related experiences aimed at providing responsive instruction that honors students diversity. Prepare, coach, and collaborate with reading professionals to respond to literacy practices (both in and outside school) that are inequitable and unfair and replace them with practices that are equitable and fair. Provide and promote experiences for reading professionals that reflect and/or nurture the ideas of tolerance and equity. READ 8304 Curriculum Design and Evaluation READ 8330 Cognitive and Social Learning Theories READ 8342 Reading Comprehension: From Research to Practice READ 8399 Doctoral Seminar READ 8304 Portfolio Rubric (Parts I and II): Create a literacy curriculum, including evidence of differentiating instruction to accommodate diversity. READ 8330 Rubric for Literature Review in Social and Cognitive Learning READ 8342 Portfolio Rubric: Create a teaching portfolio with evidence of differentiated instruction and meeting diversity. Rubric: Comprehensive Exams Questions 1 and 2. Doctoral Comprehensive Exams Standard 5: Creating a Literate 5.1: Design the physical environment to optimize students Provide opportunities to create social learning environments. READ 7398 Theory and Practice in Literacy READ 7398 Portfolio Rubric: Collaborate with teachers to identify children at-risk of EdS in Reading Program, 2012 Assessment Report Page 19 of 91

20 Environment 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 assessment. use of traditional print, digital, and online resources in reading and writing instruction. 5.2: Design a social environment that is low-risk, includes choice, motivation, and scaffolded support to optimize students opportunities for learning to red and write. 5.3: Use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another; discussions, and peer feedback). 5.4: Use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction. Collaborate with colleagues, teachers, and other professionals to create positive social environments at the university and in schools, including supportive environments where English learners are given opportunities to use English. Collaborate with colleagues, teachers, and other professionals to create positive social environments that incorporate the use of technology at the university and in schools. Collaborate with teachers to use evidencebased instructional grouping options for students. Provide evidence-based information supporting different models of classroom organization and relative benefits and limitations. READ 8301 Supervision and Organization of Reading Programs READ 8302 Professional Experiences in Literacy READ 8304 Curriculum Design and Evaluation READ 8342 Comprehension Research and Practices reading failure and provide intervention to improve their reading achievement. READ 8301 Portfolio Rubric: Collaborate with teachers and other professionals on implementing and assessing a comprehensive literacy program, including creating a school plan. READ 8302 Portfolio Rubric: Collaborate with teachers and other professionals in creating a professional learning environment, including collaborative structures for increasing teacher knowledge through online and face-to-face contexts. READ 8304 Portfolio Rubric: Collaborate with teachers and other professionals in designing a literacy curriculum, including differentiated instruction for students who need more scaffolding. READ 8342 Portfolio Rubric: Collaborate with colleagues and reading professionals on effective literacy practices, EdS in Reading Program, 2012 Assessment Report Page 20 of 91

21 including how to create a literate environment for meeting the needs of diverse learners. Standard 6: Professional Learning and Leadership 6.1: Demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture. 6.2: 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 behavior. 6.3: Participate in, design, facilitate, lead and evaluate effective differentiated professional development programs. 6.4: Understand and influence local, state, or national policy decisions. Read and critique the literature about state and federal initiatives having implications for reading and writing instruction. Provide opportunities for teachers to learn more about these initiatives and their implications for reading and writing instruction. Examine and critique the literature on organizational change, adult learning, professional development, and school culture. Prepare and coach reading professionals to collaboratively plan, lead, and evaluate professional development activities. Conduct research and communicate results for appropriate purposes and audiences. READ 8342 Comprehension Research and Practice READ 7398 Theory and Practice in Literacy READ 8301 Supervision and Organization of Reading Programs READ 8302 Supervision and Organization of Reading Programs READ 8342 Portfolio Rubric: Align standards with Common Core State Standards; use data from state and federal initiatives to support literacy activities. READ 7398 Portfolio Rubric (Section 2): Conduct an extensive review of the Response to Intervention initiative, including substantial evidence from state and federal documents. READ 8301 Portfolio Rubric (Section 1): Conduct a review of reading programs, including effectiveness ratings of programs on What Works Clearinghouse. READ 8302 Portfolio Rubric (Section 1): Reflect on professional readings and field experiences, including the relationship between teachers positive dispositions (selfreflective processes), collaborative problem solving, and student achievement. EdS in Reading Program, 2012 Assessment Report Page 21 of 91

22 Know and critique the research on professional development. READ 8302 Portfolio Rubric (Section 3): Implement and critique two or more coaching cycles with teachers, including pre- and post-conferences; paper indicates deep understanding of principles of effective coaching as a constructivist approach, including a synthesis of theories of working with adult learners. READ 8302 Portfolio Rubric (Section 6): Plan and lead professional development for teachers; reflect on how well the meeting went with references to effective principles for working with adult learners. READ 8340 Research in Language and Literacy READ 8348 Scholarly Writing in Literacy READ 8349 Research Practicum in Literacy READ 8340 Portfolio Rubric: Conduct a case study or action research project in a literacy related area. READ 8348 & READ 8349 Research Rubrics: Conduct an extensive literature review, identify a significant problem in a literacy area, conduct research, and communicate results for appropriate purposes and audiences. EdS in Reading Program, 2012 Assessment Report Page 22 of 91

23 Doctor of Philosophy in Reading Education Program of Study Minimum of 108 hours (72 hours beyond Master s Degree) Required Courses: Reading Emphasis (15 credit hours, plus 18 hours of dissertation) Course Offered Course Selection Semester Taken Fall, Rotation 1 READ 8320 Phonology, Orthography, and Linguistics in Reading* Spring, Rotation 1 Fall, Rotation 2 Spring, Rotation 2 Fall, Spring Fall, Spring READ 8345 Theoretical Models and Historical Perspectives in Reading Education* READ 8330 Cognitive and Social Theories in Literacy Learning* READ 8342 Reading Comprehension Research and Practice* READ 8399 Doctoral Seminar in Reading* READ 9X99 Dissertation in Literacy Education* Required Courses: Research Requirements (15 credit hours, plus prerequisites) Course Offered Course Selection Semester Taken Statistics Spring Summer EDFN 8305 Intermediate Statistics EDFN 8308 Advanced Statistics OR Fall EDFN 8330 Mixed Methods Research Fall EDFN 8306 Advanced Research Methods EDFN 8383 Advanced Qualitative Research Fall EDFN 8310 Applied Measurement in Research and Analysis Elective Courses: Reading Emphasis (a minimum of 24 hours) Course Offered Course Selection Semester Taken Fall READ 7321 Processes and Strategies in Reading Comprehension Fall READ 7330 Children s Literature Across the Curriculum Spring READ 7340 Best Practices in Literacy Instruction EdS in Reading Program, 2012 Assessment Report Page 23 of 91

24 Fall, Summer READ 7344 Intervention Designs for Struggling Learners ** Spring READ 7345 Advanced Practicum in Intervention Models ** Fall, Spring READ 7348 Teaching Writing in Elementary and Secondary Schools Fall, Spring READ 7351 Foundations of Teaching Reading Spring READ 7352 Diagnosis of Reading Difficulties I Fall READ 7354 Content Area Reading Fall, Summer READ 7356 Practicum in Reading ** Spring READ 7357 Seminar in Reading Fall, Spring READ 7365 Specialized Assessment in Early Literacy Instruction Spring, Summer READ 7370 Advanced Practicum in Reading ** Summer READ 7395 Comprehensive Literacy Model for School Improvement Summer READ 7397 Creating Literate Environments Fall READ 7398 Theory and Practice in Literacy * ** Fall READ 8301 Supervision and Organization of Reading Programs* ** Fall, Spring READ 8304 Curriculum Design and Evaluation in Reading Programs * Spring READ 8302 Professional Experiences in Reading Programs* ** Spring READ 8305 Literacy Coaches as Agents of Change ** Spring READ 8340 Research in Language and Literacy* ** Fall READ 8348 Scholarly Writing in Literacy Education Spring READ 8349 Research Practicum in Literacy Education ** * Include key assessment for PhD program. ** Include clinical or field experience. EdS in Reading Program, 2012 Assessment Report Page 24 of 91

25 Program Data on PhD Candidates Over Three-Year Period The table presents data from the PhD in Reading program over a three-year period. In fall 2012, 5 candidates had successfully defended their dissertation proposals and are currently collecting data for the dissertation project. If all goes as planned, these 5 candidates will graduate in Additionally, in 2012, 6 candidates successfully passed their doctoral exams and are currently preparing their dissertation proposals. If all goes as planned, these 6 candidates will graduate in 2013 or early Between , five candidates withdrew from the program due to financial or health issues (one was in dissertation stage; one was in proposal stage; and one had completed 18 hours of doctoral coursework). Program: Doctor of Philosophy in Reading Education Degree Academic Year # of Candidates Enrolled in # of Program Completers* the Program EdS in Reading Program, 2012 Assessment Report Page 25 of 91

26 LIST OF ASSESSMENTS In this section, seven assessments are submitted as evidence for meeting the IRA standards. All programs must provide a minimum of six assessments. The table describes the type or form of the assessment and when it is administered in the program. Name of Assessment Type or Form of Assessment When the Assessment is Administered 1 Content-based assessment Written Comprehensive Examination: Doctoral exams and oral defense End of Program: READ 8399 Doctoral Seminar in Reading Education 2 Assessment of content knowledge in reading education 3 Assessment of candidate s ability to plan instruction 4 Assessment of internship, practicum, or other clinical experience 5 Assessment of candidate s effect on student learning 6 Additional assessment that addresses IRA standards (required) 7 Additional assessment that addresses IRA standards (optional) 8 Additional assessment that addresses IRA standards (optional) Paper: Literature Review of Reading Models and Historical Perspectives in Reading Education, including policy and practical implications Portfolio Assessment: Teaching Portfolio for Preparing Reading Professionals, including live and video demonstrations of teaching Portfolio Assessment: Leadership Portfolio for Organizing and Assessing a School s Literacy Program Case Study or Action Research: Reflective Study of Teaching and Learning in Literacy Education Research Proposal: Qualitative Research Proposal to investigate significant area in literacy area Curriculum Project: Curriculum and Evaluation of Literacy Programs Dissertation Proposal: Research Proposal in significant area in literacy education Middle of Program: READ 8345 Reading Models and Historical Perspectives Middle of Program: READ 8342 Reading Comprehension Research and Practice Middle of Program: READ 8301 Supervision and Organization of Reading Programs Beginning of Program: READ 8340 Research in Language and Literacy Middle of Program: READ 8330 Cognitive and Social Learning in Literacy or READ 8345 Theoretical Models of Reading Processes Middle of Program: READ 8304 Curriculum Design and Evaluation of Literacy Programs End of Program: READ 9399 Dissertation in Reading Education