1. Writing an IRA/NCATE SPA Report

2. 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.

3. 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.

4. 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.

5. 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.

6. 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.

7. 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

8. 2003 Standards Paradigm Shift Standards 2-5 programs are asked to demonstrate how candidates support classroom teachers and paraprofessionals.

9. 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

10. 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).

11. Section II: List 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.

12. Section III: Relationship of Assessment to Standards Assessments directly align with IRA Standards. Guides reviewers to focus on the specific assessments you identify.

13. 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

14. 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.

15. 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.

16. Assessment #2: Content 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.

17. Assessment #3: Pedagogical and Professional Knowledge (required) Demonstrate candidates can effectively plan reading or literacy instruction, OR fulfill other professional responsibilities.

18. 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.

19. 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

20. 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.

21. 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.

22. 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.

23. Assessment #6: Additional Assessment (required) Includes but not limited to Standards 2 –5. Additional assessment needed to meet IRA Standards –Standards include literacy coaching.

24. 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.

25. 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

26. 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.

27. 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.

28. 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.

29. 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.

30. Things to Remember NCATE requirement of scoring guides: –Accurate, consistent, fair, and free from bias…and identify clear distinctions in level of performance.

31. 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

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

33. 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. www.reading.org

34. Becoming an IRA reviewer IRA needs program reviewers. This is a professional service that is enriching and fulfilling. Contact: Gail Keating IRA Headquarters GKeating@reading.org

35. Contact People for Guidance and Assistance Gail Keating Gkeating@reading.org Dr. Michael L. ShawDr. William E. Smith mshaw@stac.edu smithw@ohio.edu Dr. Barbara J. Chesler- BucknerDr. Lynn Romeo bchesler@coastal.edulromeo@monmouth.edu