TED 663 - Literacy Assessment

1. Thinking and Reasoning: Think critically and creatively and apply analytic and quantitative reasoning to address complex challenges and everyday problems (TR)
2. Communication: Communicate ideas, perspectives, and values clearly and persuasively while listening openly to others (COM)
3. Diversity: Apply knowledge of diversity and multicultural competencies to promote equity and social justice in our communities (DIV)
4. Collaboration: Work collaboratively and respectfully as members and leaders of diverse teams and communities (COL)
5. Demonstrate expertise and integration of ideas, methods, theory, and practice in specialized discipline of study (SED)
6. Sustainability: Possess the knowledge, abilities, dispositions to act responsibly and sustainably in their personal and professional life to help build a sustainable future that ensures environmental integrity, economic vitality, and a just society for present and future generations (SUS)
7. Equitable Learning Outcomes: Our candidates will demonstrate knowledge, skills, and dispositions aligned with professional standards to implement universal design and research-based programs to achieve equitable learning outcomes (UAO).
8. Equitable Environments: Our candidates will demonstrate the ability to create environments, systems, and practices in which all individuals are treated with respect, dignity, trust, and fairness (UAO).
9. Working Collaboratively: Our candidates will work collaboratively with students, parents, and professional colleagues to achieve equitable learning outcomes and equitable environments (UAO). 
10. Candidate Knowledge, Skills, and Professional Dispositions: Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn (UAO).
11. Assessments indicate that candidates meet professional, state, and institutional standards (UAO).
12. Demonstrate a thorough understanding of theory and research on an effective culture of literacy for diverse prekindergarten through high school students, their families, and communities (SLO);
13. Demonstrate knowledge of research-based instructional practices in each component of literacy and the ability to assess, instruct, and provide intervention for each component of literacy instruction, including phonemic awareness, phonics, fluency, oral language development, reading and listening comprehension, and vocabulary development, and writing (SLO);
14. Plan and implement successfully a balanced literacy environment, including the selection and use instructional materials, technology, routines, and strategies that are appropriately aligned with students’ assessed language and literacy needs (SLO)
15. The program provides opportunities for candidates to review current research on elements of an effective culture of literacy at the classroom, school, district, and community levels, including the clear and strategic use of reading, writing, listening, and speaking throughout the day, across a variety of contexts using narrative, expository and other texts, and developing online and offline reading and writing skills to meet the diverse needs of students, and the effective implementation of the adopted curriculum including the use of peer coaching and professional development (CTC2.1).
16. The program provides opportunities for candidates to review and analyze current, confirmed, reliable and replicable quantitative and qualitative research pertaining to language and literacy instruction and how that research is reflected in the contents of the California Preschool Learning Foundations and Frameworks (Volume 1) and the California Reading/Language Arts Framework (CTC3.1).
17. The program provides opportunities for candidates to learn the normal progression of complexity for each component of literacy, as explicated in the Foundations/Standards and their Frameworks, the expected stages and patterns in students’ development including early and adolescent literacy, the implications of delays or differences in students’ literacy development relative to grade level standards, and when such delays/differences warrant further assessment, differentiated instruction and intervention (CTC3.3). 
18. The program provides opportunities for candidates to learn the types and uses of assessments across the continuum of literacy skill components, including informal and curriculum-embedded assessments, and reliable and valid norm-referenced and criterion-based assessments that are used for formative and summative purposes, such as, screening, diagnosis, placement, and progress monitoring (CTC3.6).
19. The program provides opportunities for candidates to learn the differences and relationships between the skills needed for assessing and supporting students’ literacy development and those necessary for promoting language acquisition and development in order to know when a student may be struggling with a language acquisition problem rather than a reading problem (CTC3.7).
20. The program provides opportunities for candidates to learn methods to assist teachers in using grade level or school-wide assessment data to implement and revise instructional programs and to plan, implement, and evaluate school-wide professional development (CTC3.8).
21. The program will provide Reading and Literacy Added Authorization candidates with opportunities to evaluate research for appropriateness to the target population, integrate research and practice, and to apply appropriate assessment, instruction, and differentiation in the field (CTC4.1).
22. Candidates will demonstrate the knowledge, understanding, and application of all elements of the curriculum defined in Curriculum Standards 2 and 3.  Comprehensive experiences will be available for candidates to: interpret results of classroom assessments, including formative, on-going and summative; perform additional assessments as appropriate; implement instructional strategies based on results of the assessment; and monitor and evaluate student progress (CTC4.3).
23. The program ensures that candidates work at field sites or clinical settings where the instructional approaches and methods are consistent with a balanced, comprehensive program of reading and literacy instruction (CTC4.4).
24. Fieldwork must include on-going guidance, assistance, and feedback by the instructor, professor, or other designated, qualified personnel, including Reading and Literacy Leadership Specialist Credential candidates, (in conjunction with the program faculty) to ensure that candidates demonstrate the knowledge and skills identified in Standards 2 and 3 (CTC4.5).
25. Candidates interpret results of disaggregated school-wide assessment data to propose changes in instructional practices through grade and school level discussion and professional development (CTC5.A2).
26. Candidates select appropriate assessments, administer, analyze and summarize the results of the assessments and report the results in ways that are meaningful to parents, classroom teachers and administrators (CTC5.A3).
27. Candidates plan, implement, and monitor formal literacy instruction that is sequential, linguistically logical, systematic, explicit, differentiated, and based on ongoing formal and informal assessments of individual students’ progress that assures that the full range of learners develop proficiency as quickly and effectively as possible (CTC5.B2).