Quality Indicator Review for Literacy

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Quality Indicator Review for Literacy

• SETRC network guide for assessment of programs

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Intended Uses

• 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

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NYSED Literacy Work Group

• SETRC representatives from across state
• NYSED VESID representatives
• Faculty Consultant College of St. Rose

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NYSED Literacy Study Group

• Representatives of the Task Force for Quality
  Inclusive Schooling
• Sarah McPherson - NYIT, Facilitator
• Lynne Burke Intl Dyslexia Assoc.
• Roberta Schnorr SUNY Oswego
• Rene Wroblewski St. Bonaventure

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Levels of Quality Indicators for Literacy

• Early Literacy Instructional Practice
• Adolescent Literacy (Middle Level)
• Adolescent Literacy (High School)
• Specially Designed and Intensive Reading for
  Students with Disabilities
• Systemic Support

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Structure of Quality Indicator Assessment and
Resource Guide

• 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

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Early Literacy Instructional Practice

• 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?

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Early Literacy Instructional Practice

• 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?

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Early Literacy Instructional Practice

• 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?

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Early Literacy Instructional Practice

• Component Vocabulary
• Component Reading and Listening Comprehension
• Component Written Expression
• Component Spelling and Handwriting
• Component Progress Monitoring
• Research Links attached

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Adolescent Literacy (Middle Level)

• 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?

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Adolescent Literacy (Middle Level)

• 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?

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Adolescent Literacy (Middle Level)

• Component Motivation and Self-directed Learning
• Component Support for Struggling Readers
• Component Intensive Writing
• Component Ongoing Formative Assessment of
  Students

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Adolescent Literacy (High School)

• 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

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Specially Designed Intensive Reading

• Component Explicit and Comprehensive Instruction
• Component Assessment and Benchmarking
• Component Intensive Programming
• Component School-wide Supports
• Component Motivation and Engagement

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Systemic Support

• Component Leadership
• Component Professional Development
• Component Summative Assessment of Student
  Programs
• Component Communication
• Component Universal Design for Learning

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Charge to Study Group

• 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

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Next Steps

• Input from Inclusion Task Force
• Critical Friends from Higher Ed Community
• Statewide Survey
• Data Analysis
• Report of Findings and Recommendations