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Transitioning Your Reading Certificate/Credential Program PowerPoint Presentation
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Transitioning Your Reading Certificate/Credential Program

Transitioning Your Reading Certificate/Credential Program

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Transitioning Your Reading Certificate/Credential Program

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  1. Transitioning Your Reading Certificate/Credential Program January 31, 2011

  2. Technical Assistance Topics • How do I “transition” my program? How do I begin a new program? • What was the thinking behind the new standards? • What are the differences between the old and new standards? • How do I write a program document after transitioning? • How do I create field experiences and candidate competence assessments? • How do I promote this program?

  3. When does your program go through IPR?When is it just transitioned? IPR Do not currently have either certificate or credential but want to add either or both Offer certificate now but want to offer credential—transition certificate, go through IPR for credential May go through Program Assessment at a different time than the rest of your institution Transition Currently have a program and want to transition to new standards Will complete a transition date form and a Reading Transition Form May go through Program Assessment at a different time than the rest of your institution

  4. Initial Program Review • Decide on date to start new program, submit “Intent to Submit” 60 days before the reading date you want your document read (see web page) • Complete Initial Institutional Approval • Submit a program proposal—including Preconditions, Common Standards addendum and Program Standards, with syllabi as complete as possible • CTC reviews new program proposal and determines if each standard is “Met” or if “More Information is Needed” • After proposal has been determined to be “Met,” CTC recommends the program for approval by the Committee on Accreditation

  5. Purpose in Transitioning Programs Allows for a thoughtful switch to new standards Saves time and effort for institution Allows implementation for up to a year prior to finalizing a Program Narrative

  6. Transitioning Decide on date to start new program and submit Reading Literacy Transition Date Form . Please send this by April 1. CompleteReading Transition Form telling how your faculty has decided to make the necessary changes to your program CTC staff approve transition plan Begin the program, revise if necessary and, after a year, turn in program assessment document where each standard is determined if it is “Preliminarily Aligned” or if “More Information is Needed” Reading Specialist web page:

  7. Steps in the Transition Process • Submit transition date form • Gather faculty to plan transitioned program • Review new standards and analyze for your program(s) • Complete institution approvals for transitioned program • Submit Reading Transition Form document (2 questions)

  8. Transition Process (continued) Offer transitioned program to candidates Monitor and make adjustments to transitioned program Finalize Program Assessment Narrative addressing all program standards Refine/collect course syllabi and assessments Prepare to submit program documentation

  9. Transition Plandue 60 days prior to the Transition Date Please describe the process your program engaged in to address the revised standards. Describe the changes that your program will be making to your courses and field experiences to address the modified standards. Please also provide your timeline for implementing your newly-revised courses and field experiences. This document does not need to be more than 2-3 pages. See Sample-ASD-Transition-Plan

  10. Review of Transition Plan • CTC Staff reviews the Transition Plan • If acceptable-- • COA Agenda Item • Approved Programs web page is updated

  11. Timeline for Program Review

  12. What was the thinking behind these standards? • The advisory panel took into consideration how reading instruction and knowledge of reading acquisition have changed since 1998…. (K-12 standards/Frameworks, Adopted curricula, 2042, Reading First, MS/SS Program Reading Standards 7A/B, Revised RICA, Pre-k and adolescent literacy, ELs, Internet) • New accreditation system • Organization • Content (Depth of some standards as compared to others) • RLAA vs RLLSC (roles/authorization)

  13. What are the differences between the old and new standards? • Focus on a Culture of Literacy (not just Reading) which includes Writing, Speaking & Listening and the school/classroom setting • All domains are included equally—not just fluency and comprehension as before • “Students” includes all levels • Research-based best practices • RtI2 model • Use of data • Curriculum/instruction expert • Pre-k & adolescent literacy Pre-k Foundations: Pre-k Frameworks: • Leadership/Coaching and Adult Learning Theory (working w/ other teachers) • Assessment of Candidate Competence • Information/Technology Literacies and K-12 Library content standards (see next slide)

  14. What are Information/TechnologyLiteracies? The new literacies of the Internet and other Information and Communication Technologies (ICTs) include the skills, strategies, and dispositions necessary to successfully use and adapt to the rapidly changing information and communication technologies and contexts that continuously emerge in our world and influence all areas of our personal and professional lives. These new literacies allow us to use the Internet and other ICTs to identify important questions, locate information, critically evaluate the usefulness of that information, synthesize information to answer those questions, and then communicate the answers to others.

  15. Library Standards Model School Library Standards for California Public Schools, Kindergarten Through Grade Twelve were adopted by the State Board of Education in September 2010. New/transitioned reading programs must address candidates becoming familiar with their content.

  16. Transition/IPR Tools • Segmented standards with new emphases/topics highlighted • Matrix between old and new standards • New Topic Table identifying where new topics occurusing segmented numbering system • Develop your own matrix using RLAA/RLLSC Planning Docs to identify which courses will include which standard segments

  17. How do I write a program document? • Use segmented standards document • Write narrative as to “how” you are meeting the standard, provide hyperlinked docu-mentation as to “where” and “when” you will meet the standard (see example in Program Assessment sample) • Include all syllabi and assessment documents

  18. The program document for program assessment Use of the segmented standards is voluntary but it is what reviewers will be using and will be particularly diligent in ensuring all programs have adequately addressed each component. • Note the preface regarding the word “students” • Note areas that are considered important enough to have their own row such as 3.2a-f • Note the stems used in various standards See Program Assessment web page: And Program Assessment Technical Assistance webcast:

  19. What are some ideas for fieldwork/clinical experiences? • Supervision and observation by faculty, site reading specialist, administrator • Work with current students • After school programs (on or off school sites, on- campus tutoring • RLLSCs serving as coaches/mentors • RLLSCs shadowing an administrator or another reading specialist • PD—in own school or with other candidates in class • Others?

  20. What are some ideas for candidate competence assessments?(see Standards 5 and 10) • Self-evaluation beginning, middle, exit on overall objectives • Professional development presentation with evaluation by participants • Specific assignments with rubrics attached • Videos • Reflections • Portfolios • Others?

  21. How do I promote our program? • Site specialists • Intervention program specialist • Special education • Bilingual instructors • Administrators • High school teachers • Community College instructors* • Pre-k directors/teachers* • Promote course by course • Possible: Become an exemplary teacher and receive extra pay? • Other?

  22. Interest in collaborating? • Why re-invent the wheel? • How many of you create course objectives for syllabi based on program standards? • Divide and conquer? • Share reference lists for articles and textbooks? • Learn from excellent program models?

  23. Thank you for your participationGOOD LUCK! Interested in… • blogging about this process? • further faculty workshops? Questions? Contact Dr. Geri Mohler: