SRCL Literacy Assessment

After completing the learning assessments for each of the classes I chose to meet National Association of Schools of Public Affairs and Administration’s (NASPAA) five core competencies, I feel as though I have a much more complete vision of what the MPA program is set out to accomplish for me in my academic and professional lives. The various assignments included in this portfolio were included because I feel they best represent my best work in the MPA program. NAASPA’s core competencies, I believe, are the living heartbeat of the MPA program. They include the ability to lead and manage in public governance, the ability to participate in and contribute to the policy process, to analyze, synthesize, think critically, solve problems, and make decisions, the ability to articulate and apply a public service perspective, and the ability to communicate and interact productively with a diverse and changing workforce and citizenry. All five of these competencies are crucial to thinking and planning strategically, manage services, understanding the complexities in, managing, and applying effective administration in all aspects of government.

I completed my literacy field experience at Isanti Intermediate School/School for all Seasons in Isanti, MN. I was able to complete my 20 hour observation in a 1st grade classroom (primary), a 3rd grade classroom (intermediate), and conducted fluency tests in a 5th grade classroom. Each class had approximately 22 to 25 students. Also during this literacy class, I was also able to spend a few days observing a 3rd/4th grade classroom and a kindergarten classroom through a couple of sub jobs I completed. I need to note that my understanding was that 3rd grade was part of the intermediate program so I completed half my observation and assessment time with a 3rd grade classroom and completed a 3rd grader assessment. I am happy to say

Once African American’s were given the right to vote the infamous literacy tests became a prerequisite to vote in southern states. This was a nuisance to the African Americans because they were in place to put a barrier between African Americans and voting, these test were impossible for most African Americans. Another part of the voting process that became difficult and complicated for African Americans was the Application itself. The application differed from state to state but in order to fill it out completely the person would have to include personal information about themselves. Comparing the application to modern applications shows the intentions of the officials and how “important” the questions were.

The Wilson Reading System (WRS) is marketed for students from grades 2 to 12 who are not making sufficient progress with their current Tier 2 intervention and need a more intensive intervention at Tier 3. It is used most often with students in upper elementary to high school. The program can also be used with adults who need remedial reading services. Specifically, the program is based on the Orton-Gillingham approach to reading instruction. This approach relies on direct instruction, incorporates ideas of “how” and “why” individuals learn to read, and explores multi-sensory methods (auditory, visual, and kinesthetic). It is intended for individuals who have problems with phonological awareness or orthographic processing.

County are to adolescents in the City of Reading (67.8%). The City of Reading rate is

Identify any textbook or instructional program you primarily use for literacy instruction. If a textbook, please provide the title, publisher, and date of publication.

Our local ROE recently offered a two-day professional development workshop focused on the new Illinois learning standards for English Language Arts. This workshop provided an overview of nine ELA shift kits. These kits are provided by ISBE to aid classroom teachers in the shift to the CCSS. For this evaluation of a reading program, I have chosen to evaluate the usefulness of these ELA shift kits and my school’s familiarity with these ELA shifts.

Taking the Louisiana Literacy Test was frustrating to say the least. With only ten minutes to get through thirty questions, I felt rushed, uncomfortable and full of self doubt. I can’t believe you had to get every single one of them right to be able to vote. Did people they wanted to vote receive an answer key in the mail to prepare, or did the people who graded the test overlook some wrong answers for those they desired to vote? I thought I did well. I then proceeded to look up some answer keys online and realized that I got three wrong, which was infuriating because I thought I followed along with the instructions carefully, or as carefully as I could in ten minutes. After watching the video of the Harvard students not being able to pass

Oh, my goodness! I did not know that there were ELA Reading Standards. Task #4 provides a list of all ELA Reading standards. What an eye-opener for me! I have subbed for quite a few ELA teachers within my district and had no idea what ELA stood for. I learned from Task #5 that ELA is the abbreviation for English Language Arts. There is an ELA standard for each grade level that fits each student’s reading level, I will definitely keep these standards in mind as I continue to sub. I was also unaware of the 10 Components of Language Arts found in Task #5. English and Writing are two of my favorite subjects, because they are the two methods that we use in abundance to communicate as humans. After reviewing this week’s WebQuest and learning of this

I am going to summarize the data that I collected on the SRA program and its effectiveness by collecting data and analyzing data on the following four questions: The first question is how effective is the overall SRA program? The second question is how effective is the SRA program in placing students in the right or proper SRA reading intervention program levels. The third question is how effective is the SRA program in transitioning students with low level reading skills to grade level reading? The fourth question is, how effective are the SRA interventions in helping students that are low level readers progress through the SRA program and reach grade level reading?

The OSSLT is taken to test the literacy skills in The Ontario Curriculum that should be obtained by the end of Grade 9. Skills such as reading and writing will be tested using multiple choice and open-responses, the reading selection include: information paragraphs, graphic text, real-life narrative, dialogue text, and a news report. Grade 10s need to complete long-writing tasks (news report) and two short-writing tasks. Four test booklets will be given (two question booklets

8. How will you determine if your schedule is working for you? What steps will you take if your schedule does not allow you to complete your required lesson submissions?

In Los Angeles Unified School District (LAUSD.) the California English Language Development Test (CELDT) is used by the district to measure the success of K-12 students’ English proficiency. It is used to diagnose the areas students need support in along the fields of listening, speaking, reading, and writing. The CELDT categorizes students into five levels: Beginning, Early Intermediate, Intermediate, Early Advanced, and Advanced. According to the California Department of Education (2011), ELs within LAUSD. in English Language Development programs (ELD) scored 17% Beginning, 14% Early Intermediate, 34% Intermediate, 24% Early Advanced, 11% Advanced, ELs within LAUSD. not receiving any ELD programs

3) Tell me about your schedule and how you plan to get each lesson done. For example, are you carving out 1 block of time in the afternoon?

11. In the NAEYC’s position on kindergarten readiness, I agree with many of their ideas, but I do not think that it is fair for students to be tested one time to see if they are ready. I believe that students should be tested several times throughout the year so students have a better opportunity to show what they know. We don’t know how bad of a day a student is having what’s going on at home during that one testing period. 12. Students with special needs should be treated the same as every other student in the classroom. Inclusion is a huge deal to those students because they just want to be the same as everyone else.