Writing an IRANCATE SPA Report - PowerPoint PPT Presentation

Title: Writing an IRANCATE SPA Report


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• Writing an IRA/NCATE SPA Report

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IRA Requirements

• Programs must have
• Minimum of 24 credit hours of reading/literacy
  courses aligned with IRA Standards at the Reading
  Specialist/Literacy Coach level.
• 6 credit supervised practicum
• Can be met by one or two courses
• It can include work in schools and/or a
  reading/literacy clinic.
• Graduate programs that lead to an MSEd. degree or
  a Reading Endorsement are eligible to apply as
  long as they meet the above requirements.

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NCATE Recognition Decision Criteria

• Full National Recognition
• The program meets Standards, but may have some
  Areas for Consideration related to broad
  programmatic issues only.
• National Recognition with Conditions
• The program generally meets Standards however,
  one or more conditions must be remediated within
  18 months to gain full national recognition. If a
  program does not remediate conditions, the
  evaluation will result in Not Nationally
  Recognized.

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NCATE Recognition Decision Criteria

• Not Nationally Recognized
• The Standards that are not met are serious and
  more than a few in number OR are few in number
  but so fundamental that recognition is not
  appropriate.
• Bottom Line
• Programs that make a good-faith effort and
  commitment to align with IRA Standards so that
  they generally meet our Standards, but are
  evaluated to need some remediation will receive
  National Recognition with Conditions.

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For Full IRA/NCATE National Recognition

• Programs must meet
• All 5 Standards at the Reading Specialist/Literacy
  Coach level
• Minimum of 15 out of 19 elements at the reading
  specialist/literacy coach level, with no more
  than a single element in any standard not being
  met, and
• Components within the elements will be holistic
  assessed by reviewers. Programs do not need to
  address every single element within a component.
  Reviewers will evaluate whether institutions
  addressed the main features of the element.

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National Recognition with Conditions

• Given to strong programs that meet 15 out of 19
  elements at the classroom teacher level, but lack
  the required coaching component.
• When the assessment is strong but coaching is
  lacking, Standards will be noted as Met, but in
  the Comments box it will be noted that the
  Standard was Met with Conditions. Reviewers will
  identify steps the institution needs to take make
  sure the Standard at the reading
  specialist/literacy socah level is fully met,,
  but lack the required coaching component.
• Institutions will have 18 months to resubmit
  revised report.
• Coaching component to support teachers and
  paraprofessionals in both the assignment
  directions to candidates and the scoring rubric
  must be added.

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Focus of the Report

• Assessments and scoring guides that are aligned
  with IRA standards at the required reading
  specialist/literacy coach level
• 6 required assessments with scoring guides
• 2 optional assessments with scoring guides

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2003 StandardsParadigm Shift

• Standards 2-5 programs are asked to demonstrate
  how candidates support classroom teachers and
  paraprofessionals.

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Report Format

• Section I Context
• Section II Standards-Assessment chart
• Section III Required assessments

• Section IV Description of each assessment,
  scoring tool and candidate data
• Section V
• Use of assessment results to improve candidate
  and program performance

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Section I Contextual Highlights

• Describe any state or institutional informational
  policies that may influence the application of
  IRA Standards.
• Describe field and clinical experiences,
  including number of hours for field experiences
  and number of hours/weeks for supervised practica
  and/or internships.
• New 2008 NCATE standards require diverse field
  placements.
• Describe the relationship of the program to the
  units conceptual framework.
• Describe the program of study that outlines
  courses and experiences of all candidates (may be
  provided as a catalog attachment).

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Section IIList of Assessments

• List of 6-8 key assessments that are used with
  ALL candidates in the program.
• Minimum of 6 assessments
• Strong assessments are comprehensive and
  generally provide evidence for meeting more than
  one standard.

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Section IIIRelationship of Assessment to
Standards

• Assessments directly align with IRA Standards.
• Guides reviewers to focus on the specific
  assessments you identify.

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Section IV Evidence for Meeting Standards

• The 6-8 assessments listed in Section II are
  described.
• Assessments are organized to align with the NCATE
  Institutional Report, Standard I.
• Content Knowledge
• Pedagogical and professional knowledge, skills
  and dispositions
• Student Learning

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Section IV Evidence for Meeting Standards

• For each assessment
• Describe assessment and its use in the program.
• Describe how assessment aligns with specific IRA
• standards and elements.
• Brief analysis of the data findings.
• Interpret how data provides evidence for meeting
• standards.
• Attachments
• a) description of assessment tool,
• b) scoring guide (often a rubric), and
• c) candidate data derived from assessment.

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Assessment 1 Content Knowledge (required)

• Data from state licensure tests.
• Must show 80 passage for program completers who
  take the State exam.
• Institutions must include alignment with IRA
  Standards at the reading specialist/literacy
  coach level.
• If the state does not require an assessment,
  institution must still assess content knowledge.

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Assessment 2Content Knowledge (required)

• This assessment must focus on content knowledge
  at the reading specialist/literacy coach level.
• Include but not limited to IRA Standards 1 5
• Standard One Foundational Knowledge
• Standard Five Professional Development
• Note that Standard Five focuses on the NCATE
  requirement for dispositions.

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Assessment 3 Pedagogical and Professional
Knowledge (required)

• Demonstrate candidates can effectively plan
  reading or literacy instruction, OR fulfill other
  professional responsibilities.

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Assessment 4 Pedagogical and Professional
Knowledge (required)

• Includes but not limited to Standards 2 5.
• Standards include literacy coaching.
• Assessment demonstrate candidates knowledge,
  skills, and dispositions are applied effectively
  to practice.
• Use of assessment instrument to evaluate
  internships, practicum, or other clinical
  experiences.
• If Unit assessment is used, it must be aligned
  with IRA standards
• Assessment must include literacy coaching.

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Assessment 5 Effect on Student Learning
(required)

• Includes but not limited to Standards 2 5.
• Standards include literacy coaching.
• Assessment of candidates effectiveness on student
  learning and provision of supportive learning
  environments for student learning.
• If Unit assessment is used, it must be aligned
  with IRA standards
• Assessment must include literacy coaching

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Assessment 5 Effect on Student Learning
(required)

• Effect on student learning
• Examples include student work samples (e.g.,
  teacher work sample model) case studies unit
  planning, implementing, evaluating.

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Assessment 5 Effect on Student Learning
(required)

• Implications
• Candidates must be involved in developing
  extended units of study or case studies that
  include
• ?Initial assessment to establish needs that lead
  to the identification of goals and objectives.
• ?Instructional planning to create a sequence of
  meaningful engagements that are designed to
  achieve goals.

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Assessment 5 Effect on Student Learning
(required)

• ?Implementation of instruction that provides a
  sequence of lessons that align with goals and
  objectives, and provide for differentiated
  instruction to meet the diverse needs of all
  learners.
• ?Assessment to determine impact on instruction
  on student learning (at individual and group
  levels) based on student products and/or
  performances.
• ?Reflection for candidates to determine what
  they learned and specific steps they will take
  that they believe will increase their
  effectiveness.

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Assessment 6 Additional Assessment (required)

• Includes but not limited to Standards 2 5.
• Additional assessment needed to meet IRA
  Standards
• Standards include literacy coaching.

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Assessments 7 8 Additional Assessment
(optional)

• Additional assessments that demonstrate
• that all standards, and elements, are met.
• IRA STRONGLY recommends submitting 8 assessments
  to demonstrate the strengths of a program.

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Section V Use of Assessment Results for
Candidate and Program Performance

• Evidence that results of assessment have been
  analyzed and used by faculty.
• Summarize principle findings
• Faculty interpretations of data,
• Changes made to the program based on data, and
• Description of steps taken to use data for both
  candidate and program improvement.
• Organized around (Unit Standard 1)
• Content Knowledge
• Professional and Pedagogical Knowledge Skills
• Effects on Student Learning and creating
  environments that support learning

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Things to Remember

• IRAs Standards are performance-based.
• (Section IV) When interpreting data, the program
  is to make the case that their data, in spite of
  limitations, indicate that candidates meet
  expectations of standards covered by the
  assessment.

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Things to Remember

• (Section IV) Dont forget to include the
  directions to candidates and the instrument used
  for the assessment.
• Rubric category labels need to be consistent with
  what is expected of candidates who reached
  specific stages within the program.

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Things to Remember

• Align assessments with detailed instructions to
  candidates with IRA Standards and Elements at the
  Reading Specialist/Literacy Coach level. (Include
  everything you used to orally communicate to
  candidates in class so that reviewers gain a
  complete understanding of the requirements for
  each assessment.)
• Align rubrics and other scoring instruments with
  IRA Standards and Elements at the Reading
  Specialist/Literacy Coach level.

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Things to Remember

• IRA does not accept GPA or grades from classes
  because these do not identify specific
  outcome-based assessments.
• If you use a generic unit assessment, clearly
  indicate how it aligns with IRA standards and
  possibly write an addendum to evaluation.

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Things to Remember

• NCATE requirement of scoring guides
• Accurate, consistent, fair, and free from
  biasand identify clear distinctions in level of
  performance.

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Final Word

• Institutions that have generally strong
  assessments and rubrics aligned to IRA Standards
  and Specific Elements, but do not have literacy
  coaching components may receive National
  Recognition with Conditions.
• To gain full National Recognition, the
  institution has 18 months to add the required
  coaching components to assessments and rubrics,
  and resubmit.
• If the institution does not add the required
  coaching components within 18 months, it will be
  evaluated as Not Nationally Recognized

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Literacy Coaching Clearinghouse

• Additional information regarding coaching can be
  found at the Literacy Coaching Clearinghouse at
  www.Literacycoachingonline.org
• This clearinghouse is a joint project of the
  International Reading Association and the
  National Council of Teachers of English.

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IRA Website A Valuable Resource

• IRA Standards, model assessments and rubrics, a
  sample of a successful report, and suggested
  coaching activities can be found through links at
  www.reading.org. Type in NCATE in the Search box.

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Becoming an IRA reviewer

• IRA needs program reviewers. This is a
  professional service that is enriching and
  fulfilling.
• Contact
• Gail Keating
• IRA Headquarters
• GKeating_at_reading.org

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Contact People for Guidance and Assistance

• Gail Keating
• Gkeating_at_reading.org
• Dr. Michael L. Shaw Dr. William E. Smith
• mshaw_at_stac.edu smithw_at_ohio.edu
• Dr. Barbara J. Chesler-
• Buckner Dr. Lynn Romeo
• bchesler_at_coastal.edu lromeo_at_monmouth.edu