National Board Identification Paper

For example, in the Tobin and McInnis (2008) qualitative study, teachers were provided two, three hour workshops about how to differentiate their literacy instruction in the classroom. The professional development courses played a role in the increase of literacy skills of students. This finding correlates to research conducted by Connor et al (2011). In a quasi-experimental study, 33 teachers, at seven schools, were put into two randomized groups. Only one group received professional development and provided varying types of literacy instruction to their students. 70% of the students at the beginning of the study were unable to read. Connor et al. found more of an increase in student comprehension in the differentiated classrooms with trained teachers, than with the non-differentiated instruction, untrained teacher classrooms. Results were measured with a reading comprehension test conducted at the beginning and end of the school

In every school across America, effective practices of reading instruction are being discussed. Calkins (2012) suggests that over 85% of students being tested on grade level literacy standards are non-proficient. Research suggests that students, who are unable to read proficiently by third grade, are not predicted to ever learn to read or have successful lives when they reach adulthood (Martinez, 2008). For these reasons, it is important that districts implement literacy models and instructional reforms that have been well researched and shown to be successful. The instructional reform method of Balanced Literacy is being used throughout the country to meet the challenging standards of the Common Core. Teachers will need

This is a very important component in education to be aware of and when you are a teacher. I interviewed a first-grade teacher at my local elementary school to gain more information about the processes that our local schools go through for professional training, interventions, and in the classroom to ensure that students are developing their abilities in reading. My main focus was on what our school’s process was, how support is given, professional training offered, and what more is needed to be done to increase success for students.

In school academic classes, programs have been implemented for those that are CELDT 1-3 reading levels. The ratings are for those that are below proficient to beyond basic. Usually kids that are born in other countries, have not much education and have recently arrived in the community.

Chapter two summary talks about the purpose of reading assessment which there three; identifying the students reading behaviors, determining reading level, and assess students’ progress. When you’re a good reader you don’t realize the different ways you read different genre or material like a story versus informational text and how both are different methods of comprehension, questioning, and vocabulary. Another part of reading good readers don’t know about is that we exhibit a variety of behaviors like building their lexicon, making inferences and determining which information is important. The purpose of reading assessment is to assess the reader’s level. The common assessment is testing the student’s ability to read and comprehend text at different grade levels. Another way of knowing the student has a reading problem is when they are able to read their own grade level text but instead a lower level text, Besides that they are put into three levels of reading; instructional level, independent level, and frustration level. When determining the students reading level so many factors comes into play and as teachers we need to know.

The evaluation of the Leveled Literacy Intervention is being requested by our district superintendent, Dr. Craig Witherspoon, to determine the success of the implementation and the efficacy of the program. During this last year, our district piloted the Leveled Literacy Intervention program throughout the district with our Tier 3 students in the elementary schools. The Leveled Literacy Intervention program provides students with reading assistant system, and the training of classroom teachers and reading specialists. Higgins, Fitzgerald, and Howard (2015) found that providing “early interventions for struggling readers is critical for their future academic success” (p. 260). These authors continued by explaining that “these interventions should contain structured activities where students are supported through scaffolding, modeling and guiding until they gain competence and

Using the bottom-up approach to disseminate the information for teachers and students affected by the Leveled Literacy Intervention program (LLI). Chen (2015) explains that if a “real world program is found practical, an effective evaluation provides systematic and evidence of the of the intervention’s effectiveness long-term and in the real world” (p. 400). Accelerating the dissemination of effective interventions and practices are indispensable to LLI and the improvement in reading achievement (Ng & Bartlett, 2017). The bottom-up reading model ensures sustainability of effective intervention or training and developed by stakeholders and researchers (Ng & Bartlett, 2017; Chen, 2017). Notably, it is the process of getting teachers to collaborate

To reflect confidentiality, the names of individuals and locations are pseudonyms. As I begin my classroom observation and case study reflection, the list of PA Early Learning Standards is by no means an exhaustive list, but it gives an indication of the learning that happens behind the walls of Mrs. Jackson’s room. While I can select seven standards that she clearly meets, the list continues to expand for kindergarten, first, third, and fourth grade students. As the Title I Reading Specialist, Mrs. Jackson takes great pride in her role at St. Madeline Catholic School since 2013. Not only does she work with kindergarten through fourth grade students, Mrs. Jackson is a committed instructor for helping English Language Learners, both in the

In order to analyze evidence of children’s language and literacy learning, I determined my student’s language and literacy skill baseline and compared his progress throughout the semester to this initial starting point. All assessment data came from Bader Reading Passages, Words Their Way Developmental Spelling Analysis Elementary Spelling Inventory, EDT 346 Course Info running records (narrative and informational), 50 Literacy Strategies Cloze procedure, and EDT 346 Course Info multidimensional fluency scale assessment. This assessment data enables me to analyze and understand what the student is proficient at, what he needs more support with, and what his independent, instructional, and frustration reading levels are. One particular example

A second government source that was used was the Department of Education website. This source provided information on the basic elements, structure, and intent of ESEA and NCLB legislation. Additionally, the site provided links to the text of the NCLB legislation. Beyond government sources, a peer reviewed scholarly article from the periodical Creative Education and The Journal of Educational Thought was leveraged to provide specific perspectives on the impact of teachers modifying their curriculum and how teachers across elementary, middle, and high schools manage standardized testing. This research provided a clear overview of the changes in testing programs and their structures over the last three decades. The second peer reviewed scholarly article from the periodical Creative Education was also included in the research which specifically addresses the concept of teaching to the test, the overall reliability and validity of the tests, and a critical assessment of what content the tests fail to cover. Finally, the research included information from non-profit organizations. The Center for American Progress is a nonpartisan

Following the new standard, many teachers are required to make significant changes in their instructional practices. As a result, high-quality training and extensive professional development are often cited as a critical factor for supporting meaningful integration of the Common Core into the day-to-day operation the classroom. (Burks, et al.) The EPE research Center conducted a survey of 599 teachers in states that have currently adopted the new Common Core practices. The findings of this survey showed that teachers were hopeful that common core would help them become better teachers compared to their knowledge of the state’s previous standards. The following statement proves to me that this study shows ambiguous statistics. Many teachers only received four days of training for the new common core standards and the sessions were performed by staff at their very own school.

Shannon, you give great examples again, and I can definitely identify with two of these. While I was a lab assistant in college, the lab manager was very critical and intimidating towards everyone at the lab, but it was very clear, and she even said it once, that she felt other members of the lab were better scientists than her. Her attitude was a projection of her vulnearability, and shortcomings, since she did not like that people with less experience than her were better at the position than her. Your example of identification also resonates my brother trying to emulate my father's behavior. I still live with my siblings and my mother, while my father lives in another city, and visits during the weekend. My brother tries to be like the leader

The researcher analyzed advanced degree teachers in combination with national board certification to reading test scores and subsequent reading levels. A Chic square 2X2 contingency table analysis was administered. Whereas, teachers in the study with an advance degree and national certification showed a significant statistical correlation in reading proficiency scores and reading levels. NBCTs and non-NBCTs with years of experience, showed a statically significant correlation in reading text levels. Comparably, advanced degree teachers also showed a significant correlation to reading proficiency scores and reading text levels. However, all NBCTs, non-NBCTs, and advance degree teachers showed a significant correlation to reading proficiency

A correlation exists between reading proficiency scores and a teacher’s years of experience of national board certified, advanced degree and teachers with only a bachelor’s degree with the random effect of “school.

This article investigates the beliefs and practices in reading instruction of 30 kindergarten through third grade teachers in the suburban school district of Decatur, Georgia.