Continuous Improvement in Educator Preparation (CIEP)

Program Report Submission Form

Class A Reading Specialist

Institution Name:

Date Submitted:

Program Report Status: Choose one of the options below.

  • Initial Review
  • Continuing Review
  • Feedback Only

Essential Purpose for Each Section:

  1. Background Information: Provide background knowledge of the structure of the program (checklist; numbers of admissions, completers, and recommendations for certification).
  2. Key Assessments: Provide an overview of the assessment plan for the program in the chart. Key Assessments are typically summative assessments of candidates’ proficiencies. Evaluation of Key Assessments is based on the assessment instruments, scoring guides or rubrics, data tables, and data analysis. Review teams use the Rubric for Key Assessments.
  3. Alignment of Standards to Curriculum and Key Assessments: Provide an overview of how the program ensures each indicator is adequately addressed in curriculum and Key Assessment(s) so reviewers know where to look to for evidence. Reviewers use the course descriptions and assessment documents, not the chart, to determine each indicator is addressed and whether the standard itself is met.
  4. Summary of Field Experiences: Provide an overview of how the program requires candidates to demonstrate developing proficiencies in field experiences prior to internship. Evaluation of field experiences is based on the chart and assignments or assessments. Copies of assignments or assessments must be submitted. No data are required unless a field experience assessment is also a Key Assessment. Reviewers use the Rubric for Field Experiences Prior to Internship. The evidence should demonstrate field experiences are well-planned, sequential, and meaningful.
  5. Presentation of Data and Analysis: For each key assessment, include the coversheet; assessment instrument; rubric or scoring guide; data chart(s); and data analysis.
  6. Discussion of How Data Analysis Across Program Informs Continuous Improvement: Provide an overview of what the program has learned from analyzing all of the data across Key Assessments and provide evidence of program changes that have been or will be made as a result.

SECTION IBackground Information

  1. Include proposed checklist.
  1. Data on Unconditional Admissions, Program Completers, and Certificates Issued

Academic Year
September 1 to
August 31[1] / Number of Unconditional Admissions / Number of Program Completers[2] / Number Recommended for Alabama Certification
Additional Information (Optional): If needed, provide brief information to explain the data. For example: The program was first approved in July 2011. Candidates have been unconditionally admitted but no program completers are expected until May 2014.

SECTION II Key Assessments

Assessments #1-#5 are required.

# / Key Assessment Title / Name of Key Assessment[3] / Type of Key Assessment[4] / When Required by Program[5]
1 a
1 b
1 c / Praxis II Tests:[6]
Praxis II Content / State Certification Tests
2 / Content Knowledge[7]
3 / Planning Instruction[8]
4 / Internship
5 / Effect on Student Learning[9]
6[10]
7
8

SECTION IIIAlignment of Standards to Curriculum and Key Assessments

Teaching Field: Reading Specialist[11]

For each standard on the chart below, identify the curriculum components and Key Assessments listed in Section II that address the standard and indicators. Each indicator must be supported by at least one Key Assessment that provides solid and direct evidence of candidate mastery of the standard. In most cases, a standard will be addressed by more than one Key Assessment. Cross-references to the standards and indicators should be inserted into the assessment instruments, scoring guides, and/or data tables.

Standard 1 Foundational Knowledge
Candidates understand the theoretical and evidence-based foundation of reading and writing processes and instruction. Prior to program completion, prospective reading specialists shall demonstrate that they:
Indicators / Curriculum Components—Courses or Other Requirements[12]
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
1.1
Understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading-writing connections.
1.2
Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.
1.3
Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.
1.4
Understand the components and expectations of the Alabama Reading Initiative related to effective early reading instructional practices, effective reading instruction for all students, intervention instruction for struggling readers, and strategies for motivating accomplished readers.
Standard 2 Curriculum and Instruction
Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing. Prior to program completion, prospective reading specialists shall demonstrate that they:
Indicators / Curriculum Components—Courses or Other Requirements
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
2.1
Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum.
2.2
Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.
2.3
Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.
Standard 3 Assessment and Evaluation
Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction. Prior to program completion, prospective reading specialists shall demonstrate that they:
Indicators / Curriculum Components—Courses or Other Requirements
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
3.1
Understand types of assessments and their purposes, strengths, and limitations.
3.2
Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.
3.3
Use assessment information to plan and evaluate instruction.
3.4
Communicate assessment results and implications to a variety of audiences.
Standard 4 Diversity
Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in society. Prior to program completion, prospective reading specialists shall demonstrate that they:
Indicators / Curriculum Components—Courses or Other Requirements
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
4.1
Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.
4.2
Use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity.
4.3
Develop and implement strategies to advocate for equity.
Standard 5 Literate Environment
Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. Prior to program completion, prospective reading specialists shall demonstrate that they:
Indicators / Curriculum Components—Courses or Other Requirements
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
5.1
Design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction.
5.2
Design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students’ opportunities for learning to read and write.
5.3
Use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another, discussions, and peer feedback).
5.4
Use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.
Standard 6 Professional Learning and Leadership
Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility. Prior to program completion, prospective reading specialists shall demonstrate that they:
Indicators / Curriculum Components—Courses or Other Requirements
(Include course prefix, number, and name.) / Key Assessment(s)
(Identify by key assessment number[s] in Section II.)
6.1
Use foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.
6.2
Display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors.
6.3
Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.
6.4
Understand and influence local, state, or national policy decisions.

SECTION IV Summary of Field Experiences Prior to Internship

Complete the chart below to provide summary information about the program’s required field experiences prior to internship. Two or more levels are required. IHEs should use their own terms for levels. Identify required courses or other required curriculum components with field experiences at each level. Information in the chart and copies of assessments or assignments should provide evidence the program ensures candidates develop and demonstrate essential knowledge, skills, and dispositions.

Levels
(Use program terms, such as Phase I, Block 2, or STEP 3.) / Course / Minimum number of hours / Placement Requirements[13] / Teaching Field Specific Knowledge, Skills, Dispositions To Be Developed [use plain English] / Alignment to Standardsfor the Teaching Field or Area of Instructional Support
[ex. 2.4] / Assessments [14]
Identify type of required assessment. Submit copies of assessments or assignments.
Semester 1
Semester 2
Semester 3
Are field experiences always completed in the order noted above? If no, provide additional information about other possible sequences of required field experiences.
If the column for Placement Requirements does not indicate specific schools or types of schools, briefly explain how the program ensures placements in diverse schools.

SECTION VPresentation of Key Assessment Instrument, Rubric or Scoring Guide, Data, and Data Analysis

  1. Use a separate coversheet with each Key assessment. For each Key Assessment, submit the coversheet, rubric or scoring guide, data, and data analysis as one document in SharePoint.

The coversheet is available online at: Reviews.

Click on the CIEP Template tab and scroll to the bottom of the page.

  1. Refer to the CIEP Rubric for Key Assessments for criteria used by review teams to evaluate each Key Assessment and its rubric or scoring guide, data table(s), and data analysis.

The CIEP Rubric for Key Assessments is available on the same web page listed above. It is located at the top of the page.

SECTION VI Discussion of How Data Analysis Across Key Assessments Informs Continuous Improvement

Include a document, no more than four pages in length, presenting evidence that assessment results have been analyzed and have been or will be used to improve candidate performance and strengthen the program. This description should summarize principal findings from the evidence, the faculty’s interpretation of those findings, and changes made (or planned) in the program as a result. Describe the steps the faculty has taken to use information from assessments for improvement of both candidate performance and the program. This information should be organized around:

  1. Content knowledge
  1. Ability to fulfill identified professional responsibilities
  1. Ability to promote student achievement

Last revised: 3-5-2018 Page 1

[1] Minimum of three years of data required.

[2] Use the Title II definition for program completers.

[3] Identify assessment by title used in the program.

[4] Types of assessment include but are not limited to essay, case study, project, comprehensive exam, reflection, state certification test, and portfolio.

[5] Assessments might be required at the time of admission to the program, admission to internship, during arequired course, or at program completion.

[6] Praxis II test data must include the percentage of candidates who passed the tests for the last three years. Total scores and appropriate sub-tests must be included.

[7] Examples of appropriate content knowledge assessments include comprehensive examinations and portfolio tasks. If grades or GPAs are used, provide information on the criteria for the grades and how they align with standards for the teaching field or area of instructional support.

[8] Examples of appropriate assessments for planning instruction include an evaluation of abilities to develop lesson or unit plans, individualized education plans, needs assessments, or intervention plans.

[9] Examples of appropriate assessments for effect on student learning include those based on samples of student work, portfolio tasks, case studies, and appropriate follow-up studies.

[10] Examples of optional assessments addressing program standards include but are not limited to evaluations of field experiences, case studies, specific portfolio artifacts, complete portfolios, and follow-up studies.

[11] Standards have been informed by the Alabama Courses of Study for each teaching field and the national specialty area organizations.

[12]A link to catalog course descriptions may be submitted if the catalog course descriptions have sufficient detail to show key concepts in the indicators are addressed.

[13] Placement requirements responses might include rural, urban, or suburban; Title I; grade 4-6; School for the Deaf and Blind; magnet school, or general education classroom.

[14] Assessment instruments which are Key Assessments will be reported elsewhere in this report. It is notnecessary to provide data tables, an analysis of data, or discussion of the use of data in continuous improvement for all assessments of field experiences.