Presentation on theme: "The CSU Center for the Advancement of Reading (CAR)"— Presentation transcript:
1 The CSU Center for the Advancement of Reading (CAR) The California State UniversityThe CSU Center for the Advancement of Reading (CAR)Nancy Brynelson and Hallie Yopp SlowikCo-Directors
2 National Context Calls for international competitiveness CENTER FOR THE ADVANCEMENT OF READINGNational ContextCalls for international competitivenessCommon Core State StandardsEducation reform initiatives related toEarly childhood educationHigh school graduationSTEM (Science, Technology, Engineering, and Mathematics)College readinessCollege completionTeacher preparation
3 CENTER FOR THE ADVANCEMENT OF READING State ContextCommission on Teacher Credentialing (CTC) Accreditation StandardsReading Instruction Competence Assessment (RICA)California’s Common Core Content StandardsReading reforms of the last two decadesState initiatives parallel to national priorities
4 CENTER FOR THE ADVANCEMENT OF READING MissionThe CSU Center for the Advancement of Reading, dedicated to excellence in literacy instruction, promotes the preparation of effective teachers and reading specialists in the California State University by:Facilitating faculty communication and research;Disseminating research and policy information;Fostering connections among the CSU literacy faculty, P-12 partners, and public education stakeholders; andServing as a forum for the interchange of public and academic interests.
5 CENTER FOR THE ADVANCEMENT OF READING Mission (continued)The Center is committed to ensuring that California's children and adolescents will be capable readers and writers; as such, they will have the greatest chance of becoming successful and productive citizens in today's changing world.
6 Council of Faculty Representatives CENTER FOR THE ADVANCEMENT OF READINGCouncil of Faculty Representatives23 membersOne faculty member from each campus that has a teacher preparation program plus CalStateTEACH
7 Advisory Board Association of California School Administrators CENTER FOR THE ADVANCEMENT OF READINGAdvisory BoardAssociation of California School AdministratorsCurriculum and Instruction Steering Committee of California County Superintendents Education Services AssociationCalifornia Department of EducationCalifornia Reading AssociationCalifornia School Boards AssociationCalifornia State Parent Teacher AssociationCSU Faculty
8 CENTER FOR THE ADVANCEMENT OF READING Work of the CenterReading Conferences and Intersegmental Faculty ForumsCAR QuarterlyPublicationsCAR Website
9 Work of the Center (continued) CENTER FOR THE ADVANCEMENT OF READINGWork of the Center (continued)Special ProjectsSingle Subject Reading Task ForceEarly Assessment ProgramERWCRIAPPreservice IntegrationService on System and State Task Forces and Policy Committees
10 Reading Conferences and Intersegmental Faculty Forums CENTER FOR THE ADVANCEMENT OF READINGReading Conferences and Intersegmental Faculty Forums
11 CSU Reading Conferences, 2002-2009 CENTER FOR THE ADVANCEMENT OF READINGCSU Reading Conferences,Literacy for All LearnersLiteracy Leadership and the Science of ReadingDifferentiating Instruction to Meet Diverse NeedsPerspectives on Policy, Research, and PracticeClosing the Literacy Achievement Gap: P-12Preparing Teachers to Teach Reading ComprehensionPreparing Teachers to Teach Older Readers and WritersPreparing Teachers to Teach Reading Effectively
12 Collaborative Conference, 2010 CENTER FOR THE ADVANCEMENT OF READINGCollaborative Conference, 2010CAR Partners:ACSAWestEdCDECTA
13 Intersegmental Faculty Forums, 2004-2008 CENTER FOR THE ADVANCEMENT OF READINGIntersegmental Faculty Forums,Reading and Writing in California Schools: Public Policy and PracticeTeaching Teachers to Teach Reading and WritingTeacher Preparation and Development in Literacy: Research and Best Practice for ALL Students, Including a Focus on English LearnersAdolescent Literacy: Implications for Teacher Education, Including a Focus on English LearnersLanguage Minority Children and Youth: Preliminary Findings from the National Literacy Panel
14 CENTER FOR THE ADVANCEMENT OF READING Quarterly Newsletter
15 CENTER FOR THE ADVANCEMENT OF READING Publications
16 Process CAR Council and Advisory Board recognize a need. CENTER FOR THE ADVANCEMENT OF READINGPublicationsProcessCAR Council and Advisory Board recognize a need.CAR Council and Advisory Board discuss a vision.Lead authors are identified and a document is drafted.Council members review and provide feedback.The draft is revised accordingly.
17 CENTER FOR THE ADVANCEMENT OF READING PublicationsProcess (continued)The draft is submitted to all literacy faculty in the CSU, board members, and other knowledgeable parties.The draft is revised accordingly.The draft is reviewed again by Council and Board members.The document is published and disseminated.
18 CAR’s Website www.calstate.edu/car CENTER FOR THE ADVANCEMENT OF READINGCAR’s Website
19 Single Subject Reading Task Force CENTER FOR THE ADVANCEMENT OF READINGSingle Subject Reading Task ForceResponse to evaluation resultsLack of candidate preparedness in readingCSU faculty experts from 12 campuses convened in 2003
20 Identified six Core Principles to increase coherence across the system CENTER FOR THE ADVANCEMENT OF READINGSingle Subject Reading Task ForceIdentified six Core Principles to increase coherence across the systemReading ProcessesComprehension and Content LearningAdolescent LiteracyAssessmentDifferentiationPlanning and Integration
21 CENTER FOR THE ADVANCEMENT OF READING Single Subject Reading Task ForceFaculty resource created to enhance teaching of Single Subject reading coursesCore PrinciplesKey QuestionsDiscussionActivities, Assignments, and AssessmentsCandidate OutcomesEnduring UnderstandingsReferences and ResourcesSample syllabiAdditional Examples and Resources
22 Dissemination and Future Plans CENTER FOR THE ADVANCEMENT OF READINGSingle Subject Reading Task ForceDissemination and Future PlansWorkshops provided to faculty 2004 & 2005Resources created for Single Subject methods courses 2007EnglishMathematicsHistory-social scienceScienceMajor revision planned for 2011
23 Expository Reading and Writing Course (ERWC) CENTER FOR THE ADVANCEMENT OF READINGEarly Assessment ProgramExpository Reading and Writing Course (ERWC)
24 CENTER FOR THE ADVANCEMENT OF READING Early Assessment ProgramStructure of the ERWCCalibrated Peer Review online essay preparationDeveloped by CSU English faculty and high school teachersAligned with ELA content standards for 11th and 12th gradesStructured around assignment template addressing reading and writingApproved to fulfill the “b” English requirement of the UC and CSU “a-g” college entrance requirements in grades 11 and/or 12Intended for broad usage (not as an honors or remedial course and not necessarily tied to EAP results)
25 Emphases of the ERWC Calibrated Peer Review online essay preparation CENTER FOR THE ADVANCEMENT OF READINGEarly Assessment ProgramEmphases of the ERWCCalibrated Peer Review online essay preparationEngages students in a study of rhetoric and compositionEnables students to read and write academic prose effectively and strategicallyIncreases students’ mastery of academic languageEmphasizes in-depth study of expository, analytical, and argumentative writingDeepens students’ critical reading, writing, and thinking skills
26 Key Principles of the ERWC CENTER FOR THE ADVANCEMENT OF READINGEarly Assessment ProgramKey Principles of the ERWCThe integration of interactive reading and writing processes;A rhetorical approach to texts that fosters critical thinking;Materials and themes that engage student interest and provide a foundation for principled debate and argument;Classroom activities designed to model and foster successful practices of fluent readers and writers;Research-based methodologies with a consistent relationship between theory and practice;Built-in flexibility to allow teachers to respond to varied students' needs and instructional contexts; andAlignment with English-Language Arts Content Standards.
27 Professional Development for ERWC CENTER FOR THE ADVANCEMENT OF READINGEarly Assessment ProgramProfessional Development for ERWCDesigned to provide teachers with skills necessary to teach ERWC and insight about expectations for college reading and writingOffered by County Offices of Education and CSU to high school English teachers and other educatorsFacilitated by teams of CSU faculty and high school teachers/county office of education specialistScheduled for 3½ days (20 hrs) over 3-6 months
28 Reading Institutes for Academic Preparation (RIAP) CENTER FOR THE ADVANCEMENT OF READINGEarly Assessment ProgramReading Institutes for Academic Preparation (RIAP)
29 Structure and Emphases of RIAP CENTER FOR THE ADVANCEMENT OF READINGEarly Assessment ProgramStructure and Emphases of RIAPImproves teachers’ capacity to teach academic literacy across the curriculumIncludes ERWC and disciplinary literacyOffered through selected CSU campuses for teachers in grades 9-12 in all subject areasScheduled for 80 hours over 9-12 months
30 CENTER FOR THE ADVANCEMENT OF READING Early Assessment ProgramRegional Meetings for Single Subject Preservice Faculty in English and Content LiteracyDesigned to encourage faculty to integrate college readiness and ERWC into preservice coursework
31 CSU Contributions to Policy CENTER FOR THE ADVANCEMENT OF READINGCSU Contributions to PolicyRICA PanelReading Standards for AccreditationMultiple Subject Teaching CredentialSingle Subject Teaching CredentialReading and Literacy Added AuthorizationReading and Literacy Leadership Specialist CredentialPreschool Stakeholder MeetingsCalifornia Literacy Team (Striving Readers)
32 Promising Aspects of the Center’s Work CENTER FOR THE ADVANCEMENT OF READINGPromising Aspects of the Center’s WorkFaculty conversations and collaborationAccess to relevant informationPartnerships with P-12Partnerships with other stakeholdersParticipation in the development of teacher education policy and regulations