M.S. in Education, Option in Reading Instruction 

Assessment Plan

The table below outlines annual assessments undertaken within the Option in Reading Instruction:

TED 6230

Reading Certificate

TED 6220

Reading Certificate

TED 6253

Reading Certificate

TED 6231

Reading Certificate

TED 6232

Reading Certificate

TED 6250

MS

TED 6020

MS

TED 6901

MS

ILO TR

Thinking and Reasoning:

SLO 1
Theory & Practice

Fluency Issues Project Review an area of fluency research where there remains concern and/or controversy.  Sign up for a topic from the list attached and find three scholarly articles about your topic Provide a 2-3-page summary with a bullet point list and bibliography

Summary on the Literacy Education of African American Children Read the assigned research articles and lecture notes on the education of African American children.  Write a two-three-page paper summarizing key points regarding the literacy education of African American children

Sequence of the Standards Examine the Preschool Foundations (including ELD), California’s Common Core State Standards for English Language Arts, and ELD Standards.  Write a paper, discussing the progression of skills in Reading Comprehension that students, including English learners, are expected to attain. 

Site Based Data Analysis and Presentation Analyze the data concerning literacy assessments for the students in a classroom and across grade levels.

Intervention Program Review & Presentation 

Select a research-based program  designed to address reading difficulties.  Provide a description of the program, including its research base, key instructional methods, placement within the RTI2 process, sample materials, documented outcomes, feasibility (cost per student, class school, district, training, etc.), your own evaluation of program effectiveness.

Research Project Implement a research project based on the 5-minute vocabulary test with your class and analyze the results with the class, using SPSS.  Write a paper describing the study, results, and implication of the research.

Research Paper: Write a statement of the research question or project effort; a draft review of the literature; draft method section; draft data analysis section

Action Research Final Paper: Write Data Analysis, Findings Section, Conclusions

Professional Development Plan

ILO COM Communication

Reparable Harm Response Download the article, Reparable Harm and write a summary and a reflection on the challenges of teaching English Learners. Post to the Discussion Board. Then read and respond substantively to five (5) other posts.

Native Language Report Give an Oral Presentation of your report, emphasizing problems that NL students have learning to read in English and ways that teachers can help NL students acquire English language literacy.

Field Experience Report Write a detailed report describing the instructional unit and analyzing how the student responded to instruction based on an analysis of pretest/posttest data.
Write field experience reports for parents and teachers of your clinic student,

Two Assessment Reports Complete two in depth analysis of students’ literacy skills.  Analyze the data and prepare a letter to the student’s parents and one to the teacher or literacy specialist. 

Intervention Program Review & Presentation Present a 15-minute overview of your program, using visual aids.  Post copies of your paper in advance of the presentation.

Research Study Report (Oral presentation) Select a literacy study from the What Works Clearinghouse (http://ies.ed.gov/ncee/wwc/).  Present the following key points to the class: What was the study about?  What was the setting (grade, location, type of students, duration) What was the intervention? What did the researchers find out?

Research Paper: Write a statement of the research question or project effort; a draft Review of the literature; draft method section; draft data analysis section

Write a Proposal or Grant

Class Presentation Action Research Paper

ILO DIV Diversity

UAO 1

Equitable Learning Outcomes

ILO SUS Sustainability (Act Responsibly)

UAO 2

Equitable Environments

Reparable Harm Response Download the article, Reparable Harm and write a summary and a reflection on the challenges of teaching English Learners. Post to the Discussion Board. Then read and respond substantively to five (5) other posts.

Native Language Report Work with 3-4 classmates and select one of the native languages other than English (NL) spoken by children in California schools. Investigate the characteristics of the NL and compare the language to English.  Identify problems that native speakers of the language may experience as they learn English and suggest methods that teachers can use to help students acquire English language literacy

Culture of Literacy Paper Write a paper describing the culture of literacy you have created in your classroom and school.  Describe

how you honor students’ diverse knowledge, skills, abilities, and backgrounds.  Discuss your high expectations for student literacy achievement and how you increase student motivation to read.

Informal Interview Conduct an interview to learn about how your student perceives himself as a person and as a reader.  What does the student like about school, dislike?  What are the student’s interests and abilities?  Where does the student see him/herself in 2-3 years?

Instructional Strategy Presentation Choose an instructional strategy that you will be incorporating into your intervention plan.
Locate a theoretical reference or foundations of the strategy. 

Identify the components of the strategy and the target area/skills for use.
Learn the strategy so that you are able to teach it to the class. 

Bring materials to demonstrate the strategy and if possible, student work.

ILO COL Collaboration

UAO 3

Working Collaboratively

Reparable Harm Response Download the article, Reparable Harm and write a summary and a reflection on the challenges of teaching English Learners. Post to the Discussion Board. Then read and respond substantively to five (5) other posts.

Native Language Report Work with 3-4 classmates and select one of the native languages other than English (NL) spoken by children in California schools.

Text Analysis and Strategy Selection:  Work in a group of 3-4.  Analyze several passages from each of three texts.   Identify text features that might impede students' comprehension, and select strategies to support comprehension.

Standardized Reading Assessment Instrument Evaluation and Implementation  In groups of four review and use a standardized test that is distributed in class.  These assessments will be available to you during your enrollment in the RLAA program.  The evaluation will begin in class and will be concluded in the field. Prepare one report per group for presentation to the class.

Professional practices discussion circle Work in teams of 4.  Locate a professional article or chapter in a book or monograph on a topic of interest.  Post the article on Blackboard for colleagues to read.  Lead a small group discussion on your article. After small group discussion, convene whole class discussion on implications for practice.

Research Project Implement a research project based on the 5-minute vocabulary test with your class and analyze the results with the class, using SPSS.  Write a paper describing the study, results, and implication of the research.

Peer Review and Feedback of Research Paper

ILO SED Demonstrate expertise

UAO 4

Candidate Knowledge, Skills, and Professional Dispositions

SLO 2

Research-based practices

SLO 3

Balanced Literacy Environment

Fluency Assessment and Lesson Plan Project Project  Design, implement, and assess research-based fluency lesson plans for primary level students. 

Field Experience Plan and implement lessons for one or more English learners (ELs) in the Clinic.  The assignment can be completed with students at any grade level, Prek-12.  The students must be designated English language learners (ELs) by their school district at a level less than proficient

Field Experience Plan and implement a five-lesson unit for a struggling reader, focusing on reading comprehension
Professional Development Workshop: Review school-wide assessment data on reading at your school site. Evaluate school literacy achievement and identify an area of need for the school. Design a professional development workshop for teachers at the school site. 

Two Assessment Reports Complete two in depth analysis of students’ literacy skills.
Analyze the data collected. Provide a detailed analysis to the reader. Then discuss student's reading strengths and difficulties based on specific information derived from the assessment battery and provide recommendations for reading instruction designed to improve achievement.

Intervention Project Implement a Reading/Language Arts intervention plan with one student based on the results of an IRI (expository) and phonics survey or case study from last quarter.  Intervention will take place for a minimum of 10 hours over the course of the quarter. 

Mini Literature Review  Develop a research question about a literacy topic that you might want to investigate in your own classroom. Read six or more peer-reviewed research studies about the topic.
Identify themes and write a synthesis of the research
Point out the need for your proposed study.

Research Paper: Write a statement of the research question or project effort; a draft review of the literature; draft method section; draft data analysis section

Action Research Final Paper: Write Data Analysis, Findings Section, Conclusions

Professional Development Plan

SLO 4

Action Research

Research Paper: Write a statement of the research question or project effort; a draft review of the literature; draft method section; draft data analysis section

Action Research Final Paper: Write Data Analysis, Findings Section, Conclusions

Professional Development Plan

Closing the Loop

TED 6253 scores on the signature assignment, the Field Experience Report, declined overall (3.77 – 2012/2013 and 3.63 – 2013/2014) and in most rubric categories.  This is most likely due to the fact that the field experience curriculum was changed during the summer of 2013 in response to student requests.  Because the data indicate that the changes resulted in lower student achievement, the TED 6253 curriculum will return to the previous model in summer 2014. 

The TED 6231 scores on the signature assignment, the Assessment Report were approximately the same in both years.
All Graduate Reading Program professors focused on improving student reflections during the past year.  This skill was considered an important professional disposition and a necessary precursor to the development of professional competence.  Improvements in this skill were noted in both the signature assignments for both TED 6253 and TED 623.

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