Writing an NCATE/IRA Program Report Prepared by Barbara Chesler, Longwood University, on behalf of the International Reading Association.

Writing an NCATE/IRA Program Report

Writing an NCATE/IRA Program Report

Prepared by Barbara Chesler, Longwood University, on behalf of the International Reading Association

Prepared by Barbara Chesler, Longwood University, on behalf of the International Reading Association

Questions That Guide Reports

Questions That Guide Reports

Do candidates meet state licensure requirements?

Have candidates mastered the content knowledge?

Can candidates conceptualize and plan their teaching or other professional educational responsibilities?

Are candidates effective in promoting student learning?

Do candidates meet state licensure requirements?

Have candidates mastered the content knowledge?

Can candidates conceptualize and plan their teaching or other professional educational responsibilities?

Are candidates effective in promoting student learning?

Focus of ReportsFocus of Reports

Assessments are aligned with IRA standards7-8 required assessments

Reviewers will examine:the quality of assessmentsthe appropriateness of the

assessments to the standards

Assessments are aligned with IRA standards7-8 required assessments

Reviewers will examine:the quality of assessmentsthe appropriateness of the

assessments to the standards

New Report FormatNew Report Format

Section I: Contextual Information

Section II: Standards-Assessment Chart

Section III: Required Assessment


Section II: Standards-Assessment Chart

Section III: Required Assessment

Section IV: Evidence for Meeting Standards

Section V: Use of Assessment Results to Improve Candidate and Program Performance


Section V: Use of Assessment Results to Improve Candidate and Program Performance

Cover SheetCover Sheet

Information on the Institution Grade levels candidates are prepared to

teach Degree awarded If program is offered at more than one site Title of state license Program report status

Information on the State Is there a state licensure test for reading

specialist/literacy coach

Information on the Institution Grade levels candidates are prepared to

teach Degree awarded If program is offered at more than one site Title of state license Program report status

Information on the State Is there a state licensure test for reading

specialist/literacy coach



Information is provided that will be used later for the Unit’s Institutional Report (IR)

Information is provided that will be used later for the Unit’s Institutional Report (IR)

Section I: Contextual Information (cont.)


Provides general information and description of the program.

Provides information for the “Overview” of the Unit Institutional Report (IR).

Number of candidates and completers are reported. Provides information on three years’ of data

on candidates enrolled and completing the program.

Provides general information and description of the program.

Provides information for the “Overview” of the Unit Institutional Report (IR).

Number of candidates and completers are reported. Provides information on three years’ of data

on candidates enrolled and completing the program.



Provides information on faculty (used for IR report – Standard 5)Links to a table

Describes the relationship of the program to the Unit’s Conceptual Framework

Provides information on faculty (used for IR report – Standard 5)Links to a table

Describes the relationship of the program to the Unit’s Conceptual Framework



Describes the relationship of assessments used in the program to the Unit’s Assessment System (Standard 2).

Key assessments used in the program, are derived from or inform, the assessment system of the Unit.

Describes the relationship of assessments used in the program to the Unit’s Assessment System (Standard 2).

Key assessments used in the program, are derived from or inform, the assessment system of the Unit.

Section II:Assessment Chart

Section II:Assessment Chart

List of key assessments that are used with all candidates in the program.

Assessments will probably provide evidence for more than one standard.

Think about the four transition points in the program assessment system or the unit assessment system.

List of key assessments that are used with all candidates in the program.

Assessments will probably provide evidence for more than one standard.

Think about the four transition points in the program assessment system or the unit assessment system.

Section II (cont.)Section II (cont.)

For each assessment listed (7-8), an attachment will be sent of the following:

1. The assessment with instructions to candidates about the assigned task.

2. Scoring guides or criteria used to score candidate response on assessment.

3. A table with aggregated results of the assessment providing recent data.

a. Data organized according to scoring guideb. Provide percentage of candidates achieving at

each category

For each assessment listed (7-8), an attachment will be sent of the following:

1. The assessment with instructions to candidates about the assigned task.

2. Scoring guides or criteria used to score candidate response on assessment.

3. A table with aggregated results of the assessment providing recent data.

a. Data organized according to scoring guideb. Provide percentage of candidates achieving at

each category

Samples of AssessmentsSamples of Assessments

Research reports Teacher work samples Unit/lesson plans Case study Interviews Observations Action research projects Online tutorial Comprehensive exams

Research reports Teacher work samples Unit/lesson plans Case study Interviews Observations Action research projects Online tutorial Comprehensive exams

Section III: Standards Assessment Chart

Section III: Standards Assessment Chart

Assessments are aligned with the IRA standards

Must meet:ALL 5 standardsAll 19 elementsComponents within the elements will

be a holistic assessment by reviewers

Assessments are aligned with the IRA standards

Must meet:ALL 5 standardsAll 19 elementsComponents within the elements will

be a holistic assessment by reviewers

Section III (cont.)Section III (cont.)

Assessment evidence in three categories:

1. Content knowledge2. Pedagogical/professional:

Knowledge, skills, and dispositions3. Candidates effects on student

learning

Assessment evidence in three categories:

1. Content knowledge2. Pedagogical/professional:

Knowledge, skills, and dispositions3. Candidates effects on student

learning



Information provided on each of the 7-8 required

assessments1. Each assessment is briefly described and

limited to 2 pages each.2. Statement on how the assessment aligns

with the specific standard indicated in Section III.

3. Brief summary statement of the data findings that were attached with Section II.

4. Interpretation of how data provides evidence for meeting standards.

Information provided on each of the 7-8 required

assessments1. Each assessment is briefly described and

limited to 2 pages each.2. Statement on how the assessment aligns

with the specific standard indicated in Section III.

3. Brief summary statement of the data findings that were attached with Section II.

4. Interpretation of how data provides evidence for meeting standards.

Assessment #1: Content Knowledge

Assessment #1: Content Knowledge

Data from state licensure tests or professional examination of content knowledge

Assessment must show alignment with IRA standards

Must have 80% pass rate

Data from state licensure tests or professional examination of content knowledge

Assessment must show alignment with IRA standards

Must have 80% pass rate

Assessment #2:Content Knowledge

Assessment #2:Content Knowledge

Includes but not limited to standards

1 and 5

Appropriate assessments may be:Child studiesPortfoliosResearch reportsAction research

Includes but not limited to standards

1 and 5

Appropriate assessments may be:Child studiesPortfoliosResearch reportsAction research

Assessment #3: Pedagogical and Professional Knowledge Assessment #3: Pedagogical and Professional Knowledge

Includes but not limited to standards 2 –5

Assessments that demonstrate: candidates knowledge, skills, and dispositions candidates can effectively plan reading and

literacy education candidates can fulfill other professional

responsibilities Examples are lesson plans, teacher work samples,

literacy profiles, coaching experiences, staff development experiences


Assessments that demonstrate: candidates knowledge, skills, and dispositions candidates can effectively plan reading and

literacy education candidates can fulfill other professional

responsibilities Examples are lesson plans, teacher work samples,

literacy profiles, coaching experiences, staff development experiences

Assessment #4: Pedagogical and Professional Knowledge

Assessment #4: Pedagogical and Professional Knowledge

• Includes but not limited to standards 2-5

• Assessment instrument used to evaluate internships, practicum, or clinical experiences should be submitted

• Assessment should demonstrate candidates knowledge, skills, and dispositions are applied effectively in practice

• Includes but not limited to standards 2-5

• Assessment instrument used to evaluate internships, practicum, or clinical experiences should be submitted

• Assessment should demonstrate candidates knowledge, skills, and dispositions are applied effectively in practice

Assessment #5: Effect on Student Learning

Assessment #5: Effect on Student Learning

Includes but not limited to standards 2–5

Assessment of candidates effectiveness on student learning and provision of supportive learning environments for student learning

Examples are teacher work samples, literacy profiles, follow-up studies

Includes but not limited to standards 2–5

Assessment of candidates effectiveness on student learning and provision of supportive learning environments for student learning

Examples are teacher work samples, literacy profiles, follow-up studies

Assessment 6 to 7 or 8: Additional Assessment Assessment 6 to 7 or 8: Additional Assessment


Additional assessment that is needed meet standards


Additional assessment that is needed meet standards

Section V: Use of Assessment Results for Candidate and Program

Performance

Section V: Use of Assessment Results for Candidate and Program

Performance Evidence that the results of the assessment

have been analyzed and used by faculty.

A summary of principle findings should include: faculty interpretations changes made to the program steps taken in using data Organized around (Unit Standard 1):

Content Knowledge Professional and Pedagogical Knowledge Skills Effects on Student Learning and creating

environments that support learning

Evidence that the results of the assessment have been analyzed and used by faculty.

A summary of principle findings should include: faculty interpretations changes made to the program steps taken in using data Organized around (Unit Standard 1):

Content Knowledge Professional and Pedagogical Knowledge Skills Effects on Student Learning and creating

environments that support learning

Tips……Tips……

Align assessments instructions with IRA standards.

Align rubrics and other scoring instruments with IRA standards.

Scoring guides need to be clear, fair, and free from bias.

Scoring guides should have written and shared criteria for judging performance that indicate the qualities by which levels of performance can be differentiated.

Align assessments instructions with IRA standards.

Align rubrics and other scoring instruments with IRA standards.

Scoring guides need to be clear, fair, and free from bias.

Scoring guides should have written and shared criteria for judging performance that indicate the qualities by which levels of performance can be differentiated.

More Tips………..More Tips………..

We suggest you do not use GPA or grades from classes. If you do you must show how these align with the standards.

If you use a generic practicum or internship evaluation you must align this with IRA standards and possibly write an addendum to evaluation.

We suggest you do not use GPA or grades from classes. If you do you must show how these align with the standards.

If you use a generic practicum or internship evaluation you must align this with IRA standards and possibly write an addendum to evaluation.

Writing an NCATE/IRA Program Report Prepared by Barbara Chesler, Longwood University, on behalf of the International Reading Association.

Documents

assessment section

program assessment system

contextual information

standards assessments

unit assessment system

program performance

number of candidates

percentage of candidates