SETRC network guide for assessment of programs
Assessing quality of district program and practice in areas of literacy Determining priority need areas Prescribing and planning activities to change practices and improve student outcomes
SETRC representatives from across state NYSED VESID representatives Faculty Consultant College of St. Rose
Representatives of the Task Force for Quality Inclusive Schooling Sarah McPherson - NYIT, Facilitator Lynne Burke –Int’l Dyslexia Assoc. Roberta Schnorr – SUNY Oswego Rene’ Wroblewski – St. Bonaventure
Early Literacy Instructional Practice Adolescent Literacy (Middle Level) Adolescent Literacy (High School) Specially Designed and Intensive Reading for Students with Disabilities Systemic Support
Key Questions Indicator Level Component Quality Indicators in terms of there is evidence that: Look For suggestions of evidence Comments/Evidence Annotations of definitions and hotlinks
Component: Phonemic Awareness Key Questions: Is there an awareness of the progression and development of phonemic awareness skills students? How does staff consistently provide explicit systematic instruction using research-based materials?
Component: Phonics, decoding Key Questions: What research-based strategies for word identification are consistently used? Are students given instruction in phonics at their level of instruction?
Component: Fluency, automatic reading of text Key Questions: Is the student fluency assessed, recorded, and monitored systematically to guide instruction at least three times per year? Are there instructional strategies, (ex: timed reading, repeated reading, whisper reading) utilized to improve fluency skills?
Component: Vocabulary Component: Reading and Listening Comprehension Component: Written Expression Component: Spelling and Handwriting Component: Progress Monitoring Research Links attached
Component: Direct, Explicit Comprehension Instruction Key Questions: How does our literacy program support student as they move from “learning to read” to “reading to learn”? What are the ways that teachers demonstrate and scaffold students’ application of comprehension strategies to meet the demands of challenging text? How do we determine which vocabulary will be taught and what instructional strategies are used to facilitate vocabulary development?
Component: Literacy Instruction Across the Curriculum Key Questions: What types of teaching aids (visual prompts, graphic organizers, reference charts) are used to promote understanding, mastery of content, and generalizations? What strategies are used to promote content area vocabulary understanding? How do we provide instruction that ensures students are able to identify various structures (text structures) of expository text?
Component: Motivation and Self-directed Learning Component: Support for Struggling Readers Component: Intensive Writing Component: Ongoing Formative Assessment of Students
Component: Direct Literacy Instruction Across Disciplines (Content Areas) Component: Reading to Learn Component: Motivation and Self-Directed Learning Component: Writing Embedded in Content Areas Component: Extended Learning Opportunities
Component: Explicit and Comprehensive Instruction Component: Assessment and Benchmarking Component: Intensive Programming Component: School-wide Supports Component: Motivation and Engagement
Component: Leadership Component: Professional Development Component: Summative Assessment of Student Programs Component: Communication Component: Universal Design for Learning
Review these guidelines Analyze their content Evaluate their relevance to teacher preparation Prepare final report with recommendations for the use of these guidelines in teacher preparation programs
Input from Inclusion Task Force Critical Friends from Higher Ed Community Statewide Survey Data Analysis Report of Findings and Recommendations