RDGED 722: Reading Specialist Practicum Field Experience Handbook

Transcription

1 RDGED 722: Reading Specialist Practicum Field Experience Handbook Reading Specialist (Wisconsin Administrator License #5017) Post Baccalaureate Add-On Certification Program University of Wisconsin-Stout College of Education, Hospitality, Health, and Human Sciences 267 Heritage Hall Menomonie, WI Dr. Emily Hines Reading Program Coordinator 114 Heritage Hall Menomonie, WI Reading Specialist Handbook Page 1 Revised: September 5, 2017

2 Table of Contents Introduction and Responsibilites 3 Benchmark III Requirements 5 Pedagogical Knowledge Base for Reading Specialists 6 Overview of Wisconsin Requirements for Licensure 7 Field Experience Syllabus 9 Field Experience Process Checklist 10 Field Experience Application Form 12 Reading Specialist Site Supervisor Agreement Form 13 Verification Form- Reading Specialist Site Supervisor Meets DPI Code Requirement 14 Training Plan and Template 15 Field Journal Template and Example 16 Action Research Project, Ideas, and Timeline 24 Field Experience Rubric (for midterm and final conferences) 38 Dispositions Rubric (for final conference) 41 eportfolio Rubric 43 Reading Specialist Handbook Page 2

3 Introduction RDGED-722 Reading Specialist Field Experience This is the final course in the Reading Specialist (WI #5017) licensure program. The purpose of this course is to prepare reading specialists for reading program implementation and evaluation in a school-based setting. Emphasis in this course is directed toward developing coaching practices, planning professional development programs, and facilitating evidence-based reading programs. This experience is designed to align with the coursework and build on knowledge, skills, and dispositions developed in the coursework. The field experience should consist of observed experiences related to the role of the reading specialist in a school environment. This handbook should be used as a guide to navigate the requirements for the field experience. Following is a summary of the responsibilities of the field experience student, site-based supervisor, and university supervisor. The responsibilities are meant to guide you in your success as a reading specialist, but are not limited to this summary based on unique experiences and individual needs. Field Experience Student Responsibilities: Observe and learn the role of the reading specialist in a school-district. Work and collaborate with school personnel to develop a reading program, implement interventions, and or suggest evidence-based literacy strategies. Collaborate with teachers to understand literacy and assessment analysis needs. Evaluate the reading program to determine effects on student achievement. Interact with site and university supervisors in a professional and positive manner always. Complete progress, journal and evaluation reports by expected due dates. Complete an action research project. Finalize eportfolio and submit all required artifacts prior to completing the field experience. Update university and site supervisor as needed of any changes in contact information during the field experience. Site-based Supervisor Responsibilities: DPI states: Supervision and primary responsibility should be a licensed local school district supervisor and indirectly the college or university supervisor. Introduce the field experience student to the administrators and staff at the school. Insure the student is totally aware of and adheres to all established institutional rules and regulations as they apply to protocol, schedules, dress and formalities. Help the field experience student develop a training plan and facilitate experiences to guide the student in meeting the experiences outlined in the training plan. Observe/meet with the student regularly and evaluate progress at least 2 times during the semester using the evaluation form provided by the university. Complete evaluation forms and disposition rating on the field experience student. Communicate with the university supervisor at the midterm and completion of the field experience to discuss progress and evaluations. Reading Specialist Handbook Page 3

4 University Supervisor Responsibilities: Understand organizational patterns and structures of the host school. Acquaint the host school site supervisor with the objectives and goals of the UW-Stout Reading Specialist Certification program. Monitor the field experience student progress by telephone, Skype, Google Hangouts and or conversations. In-person visits may be necessary when the situation dictates. Converse with site supervisor to discuss the training plan. Converse with the site supervisor at mid-term and completion of the experience to discuss progress. Complete an eportfolio evaluation at the end of the field experience. Assign a grade based on the total field experience, including the Benchmark III requirements and eportfolio evaluation. Reading Specialist Handbook Page 4

5 Benchmark III Requirements for Reading Specialist Certification Benchmark III: Program Completion Evaluation (completed by Reading Specialist Program Coordinator) a. Minimum cumulative grade point average of 3.0 on a 4.0 scale b. Satisfactorily complete the Reading Specialist Field Experience evaluation with a minimum rating of proficient on all items on the Supervisor Rating Form that is aligned to the Wisconsin Administrative Standards and the International Literacy Association Standards. Completed by the candidate s site-based supervisor and university instructor. c. Receive satisfactory dispositions rating by the site-based supervisor. d. Receive minimum ratings of proficient on the eportfolio review of all artifacts and reflections illustrating competency in the Wisconsin Administrative Standards and the International Literacy Association Standards for Reading Specialists*. *As many of you are aware, on January 26, 2015, the International Reading Association (IRA) renamed itself to International Literacy Association (ILA). This name-change decision was due in part to be more encompassing of the broad set of skills to prepare students for the global workforce; reading is just one piece to the literacy puzzle. The Standards for Reading Professionals (2010) are the most current standards in ILA presently, which we base our coursework upon; we will be sure to update any standards as they become available Reading Specialist Handbook Page 5

6 Pedagogical Knowledge Base for Reading Specialists Reading specialists are expected to fulfill a multiplicity of leadership roles required by the instructional demands of today's schools including: literacy coaches, intervention teachers, diagnosticians, researchers, curriculum developers and reformers, mentors, consultants, and as resources to classroom teachers, special educators, and families. Reading specialist graduates will become collaborative and reflective instructional leaders with the ability to: Use theoretical and research-based knowledge of language acquisition and child through adolescent development; Navigate and address educational initiatives amid state, national, and international platforms (i.e. Title 1, Response to Intervention (RtI), and Common Core State Standards (CCSS); Be cognizant and sensitive to the multiple needs of the diverse learners in their schools including: special education needs, second language needs, physical and health needs, cultural factors, psychosocial factors and environmental needs; Use knowledge of and practice with a variety of ongoing and instructionally-based assessment approaches to inform and customize instruction; use knowledge of best practices and support materials needed to organize, manage, and teach both reading and writing strategies, as well as all language arts to children from childhood through adolescence including: decoding strategies, fluency, vocabulary development, comprehension strategies, application of literacy skills to content learning, writing through a process approach, metacognitive awareness, and study and learning strategies; Create opportunities for students to develop an appreciation that reading and writing can provide personal usefulness, growth and enjoyment throughout their lives; Use knowledge of best practices to address the needs of those students who struggle with literacy; Create instruction that balances direct teaching of literacy strategies with authentic and literature-based reading and writing opportunities; Work as instructional team members to advocate for students with literacy and learning needs; Develop professional repertoire and increase collaborative efforts within and among professional reading associations at local, national, and international levels (i.e. Wisconsin State Reading Association (WSRA) or International Literacy Association (ILA); Partner with and provide resources for the students and their families to enhance the home-school connection and nurture literacy growth; Apply technology to maximize the instructional opportunities for literacy development. Reading Specialist Handbook Page 6

7 Wisconsin Licensure Requirements for Reading Specialist #5017 This summary of licensure requirements is included for informational purposes only. For further details and upto-date information refer to the Wisconsin Department of Public Instruction. PI.34.32(8) Reading Specialist (#5017) Licensure Program: Statement of Purpose The purpose of this program is to prepare the candidate to become a reading specialist and meet the required competencies of the Wisconsin Department of Public Instruction for certification as Reading Specialist. Teachers who have the #316 license may earn the Reading Specialist license (#5017) by taking graduate level courses in reading. A reading specialist works with school district staff and students in providing in-service training for content area teachers and testing for specific students. Graduate students who do not already have a master's degree must complete the Master of Science in Education degree (MSE) with the Reading Specialist (#5017) license requirements. The MSE degree requires students complete the required reading specialist courses, and a minimum of 30 graduate credits. Certification as a reading specialist requires: A Wisconsin #316 reading teacher license. A master's degree with a major emphasis in reading or at least a 30 graduate semester credit program equivalent to the master's degree with a minimum of 15 graduate semester credits which include all the following: - Guiding and directing the kindergarten through grade 12 reading program - Field experience in kindergarten through grade 12 reading programs - Research related to reading - Supervision of instruction - Content area reading for the reading specialist An e-portfolio demonstrating competencies Procedures for Applying for Certification Applying for Reading Specialist (#5017) Certification after Coursework Is Completed IMPORTANT: Starting December 1, 2013, the Department of Public Instruction will no longer accept paper applications for Wisconsin Educator Licenses, and as of January 2014, all licenses will be issued electronically. 1. Educators will create an account in the ELO (Educator Licensing Online) system and initiate the process online. 2. Educators will enter biographical data and upload supporting documents online. 3. Payment must be made online by credit card. 4. License certificates will be printed by the educator from the online system. Reading Specialist Handbook Page 7

8 For updates and additional information about when the system will be available for you to login, go to: If you have a question about the process, please contact our UW-Stout DPI Liaison/Certification Officer, Heather Klanderman, at klandermanh@uwstout.edu or (715) STEP 1 After the action research paper, final eportfolio rating, dispositions rating, and field experience evaluation have been completed, fill out the Post-Bacc Add-on Form and send it to your instructor for signature. The Post-Bacc form will be ed to you the last week of our practicum. Your instructor will sign the Post-Bacc Form, and give the form to Heather Klanderman, UW-Stout DPI Liaison/Certification Officer. STEP 2 The license application will be endorsed by the UW-Stout Certification officer, and posted directly online with the Wisconsin Department of Public Instruction. NOTE ALL students in the reading specialist (#5017) program who apply to the Wisconsin Department of Public Instruction (DPI) for licensure after January 30, 2014 will be required to take and successfully pass the Foundations of Reading Test (FORT). Practice tests listed on the websites below provide opportunities for students to become familiar with the item types that will appear on the FORT assessment Reading Specialist Handbook Page 8

9 Syllabus RDGED 722: Reading Specialist Practicum Credits: 3 Description Supervised school-based practicum in reading program implementation and evaluation. Emphasis is directed toward developing coaching practices, planning professional development programs, and facilitating evidencebased reading programs. Objectives Upon completion of this field experience, students will be able to: 1. Explain and reflect on the multifaceted role of the reading specialist in a school or district. (International Literacy Association Standard 6, Wisconsin Administrator Standard 2) 2. Communicate the major theories of reading and the research on effective reading programs to teachers and other school personnel. (International Literacy Association Standard 1, Wisconsin Administrator Standard 1) 3. Explain district and state assessment frameworks, proficiency standards, and student benchmarks to teachers and other school personnel. (International Literacy Association Standard 3, Wisconsin Administrator Standard 3) 4. Collaborate with teachers and other school personnel in developing a literacy curriculum with vertical and horizontal alignment across PK-12. (International Literacy Association Standard 2, Wisconsin Administrator Standard 2) 5. Evaluate a reading curriculum or instructional program to determine its effect on all learners, including learners who struggle and/or are learning the English language. International Literacy Association Standard 4, 5, Wisconsin Administrator Standard 1) 6. Coach teachers and other school personnel in selecting, utilizing and interpreting assessments that provide a systematic framework for evaluating the effects of literacy instruction. (International Literacy Association Standard 3) 7. Coach teachers in selecting materials, adapting curriculum and differentiating instruction to meet the learning needs of all students. (International Literacy Association Standard 2, 4, 5, Wisconsin Administrator Standard 4) 8. Coach teachers and other school personnel in using assessment results, differentiation, interventions, and flexible grouping techniques to facilitate literacy development. (International Literacy Association Standard 2, 3, 4, Wisconsin Administrator Standard 1) 9. Conduct needs assessment, plan, and develop professional development which addresses the literacy education needs of a district, school, or community. (International Literacy Association Standard 6; Wisconsin Administrator Standard 2) Reading Specialist Handbook Page 9

10 10. Coach colleagues to ensure effective on-going literacy instruction for all students. (International Literacy Association Standard 2, Wisconsin Administrator Standard 3) 11. Collaborate with others to build relationships and strong home-to-school and school-to-home connections to facilitate literacy development. (International Literacy Association Standard 4; Wisconsin Administrator Standard 5) 12. Model effective and ethical interpersonal, communication, social influence, and leadership skills to facilitate a positive culture and effective practices for literacy development. (International Literacy Association Standard 1, 5, 6; Wisconsin Administrator Standard 2, 3, 6) 13. Collaborate with others to determine budgetary needs and identify grants and other sources to support literacy efforts. (International Literacy Association Standard 6; Wisconsin Administrator Standard 4) Course The student will be assigned a specific off-campus experiential learning site. Individual training agreements will be developed for each student at the site to meet the objectives of the field experience. Evaluation Site-based supervisor mid-term/final assessment evaluation forms University supervisor mid-term/final assessment evaluation forms Site-based supervisor completion of dispositions rating at end of practicum University supervisor completion of eportfolio evaluation Process Checklist Submit application to university program advisor in the course Dropbox. Reading program coordinator approval is required to register for the field experience. This will initiate the conversation about a placement for the field experience. Facilitate site supervisor certification verification form and submit in the course Dropbox. Facilitate site supervisor agreement to mentor student form and submit in the course Dropbox. Review the eportfolio rubric and complete the training plan agreement: o Outlines how you will meet the field experience objectives o Requires conferencing and signature of site supervisor o Requires conferencing and signature of university supervisor o Approval of training plan agreement allows the field experience to begin Complete action research project. Reading Specialist Handbook Page 10

11 Keep a field experience journal; this will be submitted at the end of the practicum to our licensing coordinator for acknowledgement of completed/required hours in the practicum. Develop artifacts and upload to your eportfolio to support the field experience objectives, the International Literacy Association Standards, and Wisconsin Administrative standards. Review the eportfolio rubric to identify artifacts that are required for this Reading Specialist Field Experience. Schedule mid-experience meeting to discuss field experience mid-term evaluation with site supervisor and confer with university supervisor by phone, Skype, and or Google Hangout. Schedule meeting at the conclusion of the practicum to discuss field experience final evaluation with site supervisor and university supervisor by phone, Skype, and or Google Hangout. Submit eportfolio to university supervisor for review at the conclusion of the field experience. Reading Specialist Handbook Page 11

12 Reading Specialist Post Baccalaureate Add-on Certification Field Experience Application Last Name First Name UW-Stout ID Term Applying for Practicum (Fall or Spring) Note: One of your experiential components must take place outside of the school district you are employed. What school district are you currently employed in? In what position? Do you foresee completing your field experience within the district you are employed in? Yes No If yes, is there a licensed reading specialist on staff? If no, what school district have you considered completing your field experience in? Yes No What is the name, position, and contact information for the reading specialist or administrative personnel who has the potential to serve as your site supervisor? What is the name, title, and contact information for the reading specialist at that school district? When completed, please submit to Dropbox and application to: Emily Hines, Reading Program Coordinator hinese@uwstout.edu Reading Specialist Handbook Page 12

13 UNIVERSITY OF WISCONSIN-STOUT READING SPECIALIST SITE SUPERVISOR AGREEMENT TO MENTOR FIELD EXPERIENCE STUDENT Field Experience Student, fill out the top portion of this form. The site supervisor must then sign the form to verify that they are voluntarily agreeing to serve as your site supervisor. It is beneficial to have the site supervisor fill out the Verification That Reading Specialist Supervisor Meets DPI Code Requirement form at the same time. Name of Site Supervisor: Name of Cooperating School District: Site Supervisor s Title: Field Experience Student Name: Semester of Field Experience (Check One): Fall Spring By signing this document, I voluntarily agree to serve as the site supervisor for the above stated Field Experience Student. I also confirm I have sought and gained approval from my school district to serve as the site supervisor for the field experience student listed. Site Supervisor Signature: Date: When completed, please submit to Dropbox and application to: Emily Hines, Reading Program Coordinator hinese@uwstout.edu Reading Specialist Handbook Page 13

14 UW-STOUT VERIFICATION READING SPECIALIST SITE SUPERVISOR MEETS DPI CODE REQUIREMENT PI.34.15(6) A "School-based Supervisor" is a Department of Public Instruction licensed school professional who supervises students during their clinical programs in cooperation with the university supervising staff. All Wisconsin school-based supervisors must: a. Hold a Wisconsin administrative license and have volunteered for assignment as a field experience supervisor. b. Have at least 3 years of administrator experience, with at least one year of experience in the school system of current employment. c. Have completed training in both the supervision of clinical students and in the applicable standards in subch. II PI For the reading specialist field experience, the cooperating teacher is referred to as the Site Supervisor Name of Site Supervisor: Name of Cooperating School District: Home Address: School Address: Telephone (Home): Telephone (School): Telephone (Cell): The above-named Reading Specialist Site-based Supervisor: 1) Holds a Wisconsin Reading Specialist Administrative license (Preferred) or Holds a Wisconsin Administrative license. 2) Has at least 3 years of administrative experience, with at least one year of experience in the school system of current employment. 3) Has completed a course or seminar in the supervision of clinical practice students. UW-Stout web-based training module on supervision of clinical practice students (Date: ) By signing this document, I verify I meet the established criteria: Reading Specialist Site Supervisor Signature: Date: When completed, please submit to Dropbox and application to: Emily Hines, Reading Program Coordinator hinese@uwstout.edu Reading Specialist Handbook Page 14

15 Reading Specialist Post Baccalaureate Add-on Certification Training Plan The purpose of the field experience is to help the reading specialist candidate meet the field experience objectives within the scope of experiences available at the training site. This also helps the site-based supervisor plan for mentorship of the field experience student. The field experience training plan should be drafted by the site supervisor and field experience student prior to an initial conference call with the university supervisor. After the joint meeting or conference call with the field experience student, site supervisor, and university supervisor, the training plan may need some revision to reflect the consensus agreed upon during the meeting. The field experience training plan includes the following: 1. List of experiences available at the site that will allow the field experience student to meet the field experience objectives. 2. Projection of how and when the field experience student and site supervisor anticipate the field experience student will participate in these experiences during the time at the site. 3. Projection of potential artifacts the field experience student can produce to show evidence of meeting the objectives through the experience to complete the eportfolio. 4. Timeline for the field experience. (A minimum of 75 hours is required for the field experience and 65 hours for the action research project, but the hour limit serves only as a minimum guideline.) NOTE: Select one activity on your training plan that you can do with a reading specialist in a neighboring school district. If you are working in a large school district, do this with a small rural district near your district. If you are working in a small school district, do this activity with a large school district. It does not require that you drive to that district, unless you choose to do so. Instead you could complete a phone interview project with a reading specialist or the school superintendent of the smaller district as part of one component in your training plan. The goal of this activity is to expand viewpoints and school culture experiences by comparing what is required in a large district with a much smaller district. Reading Specialist Handbook Page 15

16 Reading Specialist Post Baccalaureate Add-on Certification Training Plan Template Required evidences include: 1. An action research project 2. Consultation with classroom teachers to analyze and plan reading instruction 3. Supervision of reading instruction 4. A reading instruction or literacy professional development presentation 5. Implementation and assessment of the effectiveness of reading instruction including differentiation for diverse learner needs 6. An analysis with recommendations based on school-wide literacy assessment data 7. Effective communications with teachers, administrators, family and community members 8. Home-School advocacy to promote literacy 9. Involvement in planning, obtaining, and managing resources and a budget to support literacy programs. Field Experience Student Name Field Experience School District Projected Overall Timeline Starting Date: Ending Date: Days/Hours at the Site: Monday Tuesday Wednesday Thursday Friday Field Experience Objectives Experience Available Field Experience Student s Role Timeline Potential Artifact 1. Explain and reflect on the multifaceted role of the reading specialist in a school or district. (International Literacy Association Standard 6, Wisconsin Administrator Standard 2) 2. Communicate the major theories of reading and the research on effective reading programs to teachers and other school personnel. (International Literacy Association Standard 1, Wisconsin Administrator Standard 1) 3. Explain district and state assessment frameworks, proficiency standards, and student benchmarks to teachers and other school personnel. (International Literacy Association Standard 3, Wisconsin Administrator Standard 3) Reading Specialist Handbook Page 16

17 4. Collaborate with teachers and other school personnel in developing a literacy curriculum with vertical and horizontal alignment across PK-12. (International Literacy Association Standard 2, Wisconsin Administrator Standard 2) 5. Evaluate a reading curriculum or instructional program to determine its effect on all learners, including learners who struggle and/or are learning the English language. International Literacy Association Standard 4, 5, Wisconsin Administrator Standard 1) 6. Coach teachers and other school personnel in selecting, utilizing and interpreting assessments that provide a systematic framework for evaluating the effects of literacy instruction. (International Literacy Association Standard 3) 7. Coach teachers in selecting materials, adapting curriculum and differentiating instruction to meet the learning needs of all students. (International Literacy Association Standard 2, 4, 5, Wisconsin Administrator Standard 4) 8. Coach teachers and other school personnel in using assessment results, differentiation, interventions, and flexible grouping techniques to facilitate literacy development. (International Literacy Association Standard 2, 3, 4, Wisconsin Administrator Standard 1) 9. Conduct needs assessment, plan, and develop professional development which addresses the literacy education needs of a district, school, or community. (International Literacy Association Standard 6; Reading Specialist Handbook Page 17

18 Wisconsin Administrator Standard 2) 10. Coach colleagues to ensure effective on-going literacy instruction for all students. (International Literacy Association Standard 2, Wisconsin Administrator Standard 3) 11. Collaborate with others to build relationships and strong home-to-school and school-to-home connections to facilitate literacy development. (International Literacy Association Standard 4; Wisconsin Administrator Standard 5) 12. Model effective and ethical interpersonal, communication, social influence, and leadership skills to facilitate a positive culture and effective practices for literacy development. (International Literacy Association Standard 1, 5, 6; Wisconsin Administrator Standard 2, 3, 6) 13. Collaborate with others to determine budgetary needs and identify grants and other sources to support literacy efforts. (International Literacy Association Standard 6; Wisconsin Administrator Standard 4) Student s Signature Site Supervisor s Signature University Supervisor s Signature Date Date Date When completed, please submit to Dropbox and Emily Hines, Reading Program Coordinator hinese@uwstout.edu Reading Specialist Handbook Page 18

19 Reading Specialist Post Baccalaureate Add-on Certification Field Experience Journal Template *Your final field experience journal will be submitted in Dropbox; this templated helps in keeping track of hours as well as needed for DPI verification of practicum hours and activities. Name: Date Hours Activity Reflections (May include key learning, challenges, highlights, opportunities, etc.) Reading Specialist Handbook Page 19

20 Reading Specialist Post Baccalaureate Add-on Certification Field Experience Journal Example Name: Date Hours Activity Reflections 6/26/13 6 Work with District kindergarten teachers to modify/improve grade level assessment guides and rubrics 7/2/13 4 Creating Universal Coaching Lesson Plans 7/9/13 4 Work with District fourth grade teachers to modify/improve grade level assessment guides and rubrics 7/10/13 4 Work with District first grade teachers to modify/improve grade level assessment guides and rubrics 7/23/13 2 First Grade PALS and Assessment Frameworks It is so important to take multiple perspectives in play when creating universal documents for an entire district. Especially the teachers using them. A literacy coach working together with a classroom teacher provides so much learning for both. It is always difficult to create something for the first time and trying to predict how it will work. I am excited about the universal coaching model our district is putting in place this year; however, I know the following year it will only get better. After doing something once and revising makes it so much better. Being able to work with different grade level teachers separately on their documents and curriculum gives me such a better understanding of each grade level s expectations rather than just having the documents given to me to look at. I have enjoyed getting to know each of the grade levels in more depth. After having worked on the kindergarten documents a few weeks ago, it was great to work on first grade and see the vertical alignment of standards. I could talk with the first-grade teachers about the differences and their expectations for their students and how they relate to what is expected of the new Common Core State Standards (CCSS). I worked today with the district Assessment Coordinator and the Director of prek-12 Curriculum regarding the implementation of Reading Specialist Handbook Page 20

21 PALS assessments in First Grade this fall in WI. We discussed timelines and training and then I oversaw updating the district Assessment Frameworks to reflect the changes. 7/25/13 4 Work with District fifth grade teachers to modify/improve grade level assessment guides and rubrics 8/1/13 4 Work on Daily 5 Professional Development 8/8/13 7 WI Literacy Cadre with DPI in Madison, WI 8/9/13 7 WI Literacy Cadre with DPI in Madison, WI 8/12/ Help Create Problem Solving Model Diagram It was very interesting working with the fifthgrade teachers today compared to the other grade levels that I have worked with on similar documents. The fifth-grade teachers wanted to be much more detailed and I had to really keep them focused on our specific goal for the day before we started biting of more than we could chew. It was a challenge, but a great experience to realize the differences in grade levels, teachers, etc. and how I need to make sure I keep our goal at the forefront of our work. Two other district literacy coaches and myself got together to plan professional development for new teachers coming to our district regarding Daily 5. I was asked by our district Director of Curriculum to represent our district on this WI DPI project. I spent two days in Madison with a group of nine literacy coaches, coordinators, and DPI literacy consultants from across the state. We spent Thursday reflecting on our roles as literacy leaders and dove hard into recognizing our strengths and weaknesses. We spent Friday planning and preparing for a statewide blog that will be created by DPI and updated by the nine of us. It is meant to be a resource for WI literacy leaders to share and collaborate about what we are doing in our districts regarding coaching. I helped the district SLD (Specific Learning Disabilities) team re-work their diagram that illustrates our district framework/process of how we will follow and comply with this new SLD law. Reading Specialist Handbook Page 21

22 8/13/13 7 Planning for New Teacher Training/Orientation 8/14/13 4 Planning for Literacy Coach Meeting 8/14/13 4 Building level planning school goal, meeting/collaboration schedule, intervention schedule 8/19/13 2 Universal Coaching Documents and Shared Reading Curriculum Maps Four other district literacy coaches and myself got together to plan professional development for new teachers coming to our district regarding English Language Arts Curriculum. We had several areas to cover: shared reading, assessment, DRA2, Words Their Way, Writing, Guided Reading, and resources. It was another great experience for me. I learned a lot about pin-pointing pertinent details so that I could stick with our tight times constraints. One other district literacy coach and myself got together to plan for our beginning of the year District Literacy Coach collaboration meeting. We needed to include welcoming activities for new lit. coaches and several updates on new initiatives. I met with my building principal to go over our School Improvement Plan (SIP) and discussed budgetary needs. I helped develop the school meeting/collaboration and intervention schedules. I worked with one other district literacy coach to update the Universal Coaching Lesson Plans that I had started earlier in the summer. There were some missing pieces that we wanted to make sure were included. I also updated the district shared reading curriculum documents based on some errors that had been found. 8/19/13 4 Created Introduction/Reflection for first Blog post for the WI Literacy Cadre 8/20/13 3 Work with District fifth grade teachers to modify/improve Reading Specialist Handbook Page 22 I spent hours coming up with my first blog post for this cadre. I am very nervous about being a part of this group. I am afraid my posts won t be good enough, however; I have come to the realization that this constant reflecting is only going to help me become better at my profession and if I can help others along the way, great! I worked with the district fifth grade teachers that I had worked with earlier this summer to

23 grade level assessment guides and rubrics (con.) 8/20/ New Teacher Orientation Set- Up 8/21/13 7 New Teacher Orientation Presentation complete work on their grade level s assessment map and rubric. This was new for me. I had to make sure that a room was reserved for the New Teacher Training, set it up to fit the needs of the group and make sure all materials for the presentation were ready to go. Three other district literacy coaches and I presented professional development, regarding English Language Arts, to the new teachers coming to our district this fall. 8/26/13 7 Daily 5 Presentations One other district literacy coaches and I presented professional development, regarding Daily 5, to the new teachers coming to our district this fall. 8/27/13 7 Facilitate Literacy Coach Meeting 8/28/ Beginning of Year Grade Level Meetings 8/29/ Beginning of Year Grade Level Meetings One other district literacy coach and I facilitated the beginning of the year Literacy Coach collaboration meeting. I facilitated three grade level collaboration meetings today (3-5). We discussed new district documents, i-pad implementation, and new initiatives. I facilitated three grade level collaboration meetings today (K-2). We discussed new district documents, universal coaching that will begin in October, and new initiatives. Total Hours = 98 Reading Specialist Handbook Page 23

24 Reading Specialist - Action Research Project Timeline Week 1 Define researchable problem and submit key words for prospective research 1 week Week 2 Discover how other researchers have studied this problem 1 week Week 3 Define the research plan and protocols 1 week Week 4 Submit the research plan, protocols, related documents to IRB 1 week Weeks 5-9 After IRB approval has been given, begin the research up to 5-7 weeks Week 10 Analyze the data 1 week Week 11 Submit final report 1 week UW-Stout Library APA Guide- APA Citation Guidelines- Week 1 - Background for Action Research Project In RDGED 722, you will be conducting an action research project related to literacy assessment which will be completed before the end of the course. There are several steps in this process, and the first is to decide what to research. In this context, research does not mean to look up something and report back because it is good information to know. For this action research project, you will need to address a problem in or related to literacy assessment, to which you can offer and test a solution BEFORE this course ends. A list of possible researchable problems has been collected from past students. You are encouraged to select one of these. If you have a problem other than one listed below, the instructor with a detailed explanation of the researchable problem you wish to research. For an idea list of researchable problems, see pages in our handbook. Here are some things to consider as you choose a researchable problem. 1. Is the problem significant? Will the educational community benefit by having information and answers about this issue? For example: An administrator wants to know if the time spent for teachers to do running records is equivalent to the increase in achievement test scores. Allocating teacher time and energy effectively is a significant issue in most schools, and it is likely that what is true in one school, may be true, and therefore significant, to other schools. That said, action research is often not published or generalized to other settings. If the problem is significant for your school, then it is worth considering as a researchable problem. Reading Specialist Handbook Page 24

25 2. Is the problem/topic within the researcher s sphere of influence? As the researcher the problem you choose, and the possible solutions to the problem, need to be something over which you have some control. For example: A teacher wants to see the state testing program changed to a twice a year test from a once-a-year test. While this may be significant, it is not within the sphere of influence of a single individual. 3. Is the problem/topic narrowly defined so that one person can research it within the realm of this course? These criteria refer not only to the scope of the research, but the time that will be needed to properly research it. For example: An elementary teacher wants to know if the reduced time for art and music classes has a long-term impact on student interest in reading non-fiction? This is a broad topic but one that could be narrowed with some help from the instructor and your colleagues however the results won t be measurable for a long time, probably years, therefore it is not a good candidate for an action research project. Additional task You will be required to show proof that you have completed the university s IRB Human Subjects Training later in the course. If you believe you completed this training previously, the IRB team (IRB@uwstout.edu) to get a copy of your training certificate. Be sure to include your university ID number in your . If you have not completed this training, begin working on it right away as this training takes some time. Human Subjects Training link: You will need your student ID number when the training is complete. When the certificate appears on the page, save the certificate by saving the webpage or copy/pasting into a Word document. Week 1 Discussion prompt Researchable Problem and Key Words Activity 1 Step 1 Post Discussion Board the problem you have chosen from the list and explain how it pertains to your role as a reading specialist in your school/district. Also, identify key words and concepts to aid in your library research. Our amazing distance librarian, Ann Vogl, will provide feedback to help in your search! Reading Specialist Handbook Page 25

26 Step 2 After getting peer feedback on the discussion board, submit your researchable problem to the Dropbox Sunday, September 17, 2017 by 11:30 pm, CST. Make sure the explanation includes the problem and why this is a significant problem, the consequences of not correcting the problem, and the proposed solution. Remember to label your document file and include this at the top of your document: Example: LastNameFirstInitialProblem JonesZProblem ============================================= Week 2 - Action Research Project Literature Review Activity 1 Before beginning any research project, it is necessary to find out what other researchers have already learned about your topic as well as how THEY studied the topic; this is called a literature review. For this project, you will be doing a brief review of the existing literature. Using the UW-Stout library, locate at least SIX peerreviewed research articles for your literature review. The distance librarians can be very helpful in finding supporting peer-reviewed journal articles. Contact the librarians early in the process before frustration and wasted time have accumulated. Ann Vogl, our distance librarian, will be available within our discussion board for help! Ann Vogl, Reference/Distance Learning Librarian voglan@uwstout.edu Phone: 715/ OR Ask a Librarian Remember, you are looking for scholarly literature not just any publication. Peer-reviewed journals are the best sources for literature reviews because the peer-review process ensures that you are reviewing only welldesigned studies. Occasionally, you may find information about a study in mainstream newspaper or magazine articles. Instead of citing these mainstream sources, search for the original study that is discussed in the mainstream article. Use the References or Bibliography of that mainstream article to help lead you to the original study so that you can read it and cite it directly. If you find information on a website (other than sites associated with scientific journals), make sure to authenticate the author and the study s findings. Remember anyone can put anything on the web. As a graduate Reading Specialist Handbook Page 26

27 level researcher, be sure you are only citing information from valid, authentic sources. Therefore, websites require extra special care and study to make sure that what you are quoting is a valid, authentic source. Before explaining the writing process, let us define the meaning of the word "review" as it applies to literature reviews. You are NOT going to be reviewing the articles like a movie or book review. For example, you will not be writing, I liked this study. It will really help me with my own study. The meaning closest to what you are doing in a literature review is reviewing for a test. You will be looking at all the information and facts, much as when reviewing for a test, so that you can use the information and facts in your writing. After you have identified at least six appropriate peer-reviewed research articles, the pre-writing process can begin. Take notes from all your sources and sort those notes into sub-topics. The next step is to group similar facts and discuss them. For example, if you found three studies that discussed use of cooperative groups in online learning your paragraph might sound something like this: Grace and Williams (2002) conducted a study of 30 undergrads who favored the use of cooperative group projects in their online course in sociology. Jones (1999) reported similar findings in a study of ten graduate students in an architecture course. Yuan and Yu (2007) however, found just the opposite in their study of nursing students at XYZ University. Notice that the sources are being woven together while still providing good details about the underlying studies. Notice the citations that accompanied the names in the previous paragraph. Correctly citing sources is critical at the graduate level. At any time, the reader should know exactly what the source of the information is, especially in the literature review. All citations of sources must correctly use APA format. A final thought, the literature review is not about you and your opinions. The literature review is about what other researchers have found. Keep this in mind while writing your literature review. And remember that quoting sources is OK. In fact, quoting sources can be a very good supplement to the writing. But only about 10-15% of the writing in your literature review should be quoted material. Most the writing in the literature review should be your own words. Discussion Prompt Report to the group how the search for research articles is going. Share any articles which may be of use to colleagues. Glean additional resources for your literature review from the postings made by others. Activity 2 Submit your literature review draft to the instructor to the Dropbox. Begin the assignment with your researchable problem from Module 1. Reading Specialist Handbook Page 27

28 TIPS This document is designed to help the reader understand the literature you have synthesized. 1. Make sure sources are cited throughout the written text of your paper. 2. The paper should also have a References list with an entry for each source cited. The References should be in alphabetical order by the first name or word in the entries. Include a title page to ensure your name is on your paper. 3. Name the document LastNameFirstInitalLitReview Example: GarciaJLitReview. Activity 3 Submit a copy of your certificate of completion of the Human Subjects Training to the instructor via the Dropbox. ========================== Week 3 - Protection of Human Subject in Research Educational research must be conducted in ethical ways. This seems like a very common-sense statement, but it is possible to plan research with good intentions and still have research be conducted in unethical ways. Educational research conducted through a university is governed by federal law. All research projects must be presented to the university to approval prior to the beginning of any research project. At the University of Wisconsin-Stout this is done by completing the Protection of Human Subjects in Research form and submitting it to the Institutional Review Board (IRB) for approval. No research or data gathering can occur until the university has formally approved the Protection of Human Subjects in Research form which for this course is called for short, the IRB form. During this module, you will complete the forms necessary to get university approval for your action research project. FOR INSTITUTIONAL REVIEW BOARD (IRB) RESEARCH APPLICATION, PLEASE USE THE FOLLOWING LINK: At the end of the week, you will be submitting a fully completed form and the required attachments. If you will be collecting any data in the classroom or from parents or staff a letter of consent will be required. An example is provided; please customize it for your use (see example). You will also have to submit examples of any assessments used in your research project, as well as a copy of any survey or interview questions to be used. Reading Specialist Handbook Page 28

29 Remember the more complete your documentation is when submitted the more likely your project will be approved quickly. Sign the first page and scan this page. Submit the scan with your documents. Activity 1 - Discussion Prompt Step 1 Share your completed or partially completed IRB form and any questions you have about the form. Also, share your attachments. Step 2 Submit to the Dropbox your completed IRB form, the scan of the signed first page, and all attachments (consent letter if applicable, example of assessments, survey or interview questions if applicable.) Make sure the names of all documents have your last name at the beginning of the filename. Remember to label your documents include this at the top of your document: Example: LastNameFirstInitialConsentLetter Instead of ConsentLetter.doc submit ThompsonLConsentLetter.doc. ========================= Week 4 - Information for the course materials When the IRB form has been approved by the course instructor and the instructor has sent you a copy of the scanned first page with the instructor s signature, immediately submit it to the IRB committee for approval. Send all documents including the signed scanned first page, the IRB form, the consent letter and examples of all surveys, tests, or any other material which will be used in the research. Sending a complete packet of materials reduces the time to get the research project approved. Send all the above to IRB@uwstout.edu and copy this to the course instructor. Request a reply from IRB@uwstout.edu asking for confirmation the materials were received. Approvals may happen quickly, within a few days, or take a week or more. If approval has not come through after a full business week write and ask for an update. Occasionally, a submission falls through the cracks so do not wait too long before asking about approval progress. After the research has been approved, begin the research project. Make sure to follow all the protocols outlined in the IRB forms you submitted. The project cannot be changed without going through the IRB approval process again. Weeks 5-9 (approximate)-action research Week 8 Discussion prompt Share with everyone how the research project is going. What insights have already been gained? What roadblocks have appeared and how were they resolved? Reading Specialist Handbook Page 29