Longwood Education Program SPA Assessment Plan
Longwood Educational Program: Literacy & Culture
Program Coordinator e-mail Address: perryjr@longwood.edu
Program Coordinator: Jeannine R. Perry
Program Coordinator Office Phone: 2469
SPA Name: International Reading Association
SPA Website: reading.org
Date SPA Assessment Plan Submitted:
Longwood SPA Assessment Plan: Literacy & Culture
Date Plan Approved by AIR:
Page 1
Jeannine R. Perry 6/28/2016
Chart 1: Required (RQ) and Recommended (RC) Standards for Each Assessment
SPA Assessments
International Reading Association
STANDARDS
Recommended Method of Assessment:
1. Foundational Knowledge. Candidates have
knowledge of the foundations of reading and writing
processes and instruction.
Standard 2. Instructional Strategies and Curriculum
Materials. Candidates use a wide range of instructional
practices, approaches, methods, and curriculum materials to
support reading and writing instruction.
Standard 3. Assessment, Diagnosis, and Evaluation.
Candidates use a variety of assessment tools and practices
to plan and evaluate effective reading instruction
Standard 4. Creating a Literate Environment.
Candidates create a literate environment that fosters reading
and writing by integrating foundational knowledge, use of
instructional practices, approaches and methods,
curriculum materials, and the appropriate use of
assessments.
Standard 5. Professional Development. Candidates
view professional development as a career-long effort
and responsibility.
Longwood SPA Assessment Plan: Literacy & Culture
1
Content
Knowledge
(Required)
2
Content
Knowledge
(Required)
3
4
PedagogicalProfessional
KSD
PedagogicalProfessional
KSD
5
Effects on
Learning
(Required)
6
Program
Choice
(Required)
7
Program
Choice
(Optional)
Virginia
Reading
Assessment
Comprehensive
Exams
Lesson Plan
Clinical
Evaluation
Child Study
Portfolio
Tasks
Hall of Fame
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
Page 2
(Required)
(Required)
8
Program
Choice
(Optional)
Jeannine R. Perry 6/28/2016
Chart 2: Program Assessment Descriptions and Delineation of Specific Items that Meet SPA Standards
SPA Assessments
International Reading Association
STANDARDS
1. Foundational Knowledge. Candidates have knowledge of the foundations of
reading and writing processes and instruction. As a result, the candidates:
1.1 Demonstrate knowledge of psychological, sociological, and linguistic
foundations of reading and writing processes and instruction.
1.2 Demonstrate knowledge of reading research and histories of reading.
1.3 Demonstrate knowledge of language development and reading acquisition
and the variations related to culture and linguistic diversity.
1.4 Demonstrate knowledge of the major components of reading (phonemic
awareness, word identification and phonics, vocabulary and background
knowledge, fluency, comprehension strategies, and motivation) and how they are
integrated in fluent reading.
Standard 2. Instructional Strategies and Curriculum Materials. Candidates
use a wide range of instructional practices, approaches, methods, and curriculum
materials to support reading and writing instruction. As a result, the candidates:
2.1 Use instructional grouping options (individual, small-group, whole-class, and
computer based) as appropriate for accomplishing given purposes.
2.2 Use a wide range of instructional practices, approaches, and methods,
including technology-based practices, for learners at differing stages of
development and from differing cultural and linguistic backgrounds.
2.3 Use a wide range of curriculum materials in effective reading instruction for
learners at different stages of reading and writing development and from different
cultural and linguistic backgrounds.
Standard 3. Assessment, Diagnosis, and Evaluation. Candidates use a
variety of assessment tools and practices to plan and evaluate effective reading
instruction. As a result, candidates:
3.1 Use a wide range of assessment tools and practices that range from individual
and group standardized tests to individual and group informal classroom
assessment strategies, including technology-based assessment tools.
3.2 Place students along a developmental continuum and identify students’
proficiencies and difficulties.
3.3 Use assessment information to plan, evaluate, and revise effective instruction
that meets the needs of all students including those at different developmental
stages and those from diverse cultural and linguistic backgrounds
3.4 Communicate results of assessments to specific individuals, (students,
parents, caregivers, colleagues, administrators, policymakers, policy officials,
community, etc.).
Longwood SPA Assessment Plan: Literacy & Culture
1
Virginia
Reading
Assessment
2
Comprehensive
Exams
3
Lesson
Plan
4
Clinical
Evaluation
5
Child
Study
X
Question 1
X
X
X
X
Domain 5, 6
X
X
X
Domain 5, 6
X
Domain 2- 6
X
Domain 2-6
X
X
X
X
X
X
Question 2
X
X
Domain 1-6
X
X
X
Domain 2-6
X
X
X
X
Domain 2-6
X
X
X
X
X
Question 3
X
X
X
Domain 1
X
X
X
X
Domain 1
X
X
X
Domain 2 –6
X
X
X
X
X
Page 3
7
Hall of
Fame
8
X
X
Domain 5, 6
6
Professional
Portfolio
Jeannine R. Perry 6/28/2016
SPA Assessments
International Reading Association
STANDARDS
1
Virginia
Reading
Assessment
2
Comprehensive
Exams
3
Lesson
Plan
4
Clinical
Evaluation
5
Child
Study
X
Question 4
X
X
X
Domain 2 - 6
X
X
X
X
Domain 2 - 6
X
X
X
X
4.3 Model reading and writing enthusiastically as valued life-long activities.
X
X
X
4.4 Motivate learners to be life-long readers.
X
X
X
Standard 4. Creating a Literate Environment. Candidates create a literate
environment that fosters reading and writing by integrating foundational
knowledge, use of instructional practices, approaches and methods, curriculum
materials, and the appropriate use of assessments. Candidates:
4.1 Use students’ interests, reading abilities and backgrounds as foundations for
the reading and writing program.
4.2 Use a large supply of books, technology-based information, and non-print
materials representing multiple levels, broad interests, cultures and linguistic
backgrounds.
Standard 5. Professional Development. Candidates view professional
development as a career-long effort and responsibility. As a result, candidates:
5.1 Display dispositions related to reading and the teaching of reading.
5.2 Continue to pursue the development of professional knowledge and
dispositions.
5.3 Work with colleagues to observe, evaluate, and provide feedback on each
other’s practice
5.4 Participate in, initiate, implement, and evaluate professional development
programs.
6
Professional
Portfolio
7
Hall of
Fame
8
X
Question 5
X
Domain 5, 6
X
X
Domain 5, 6
X
X
Domain 5, 6
X
X
X
Domain 5, 6
X
X
X
*Assessment Rubrics are keyed to the SPA Standards.
Longwood SPA Assessment Plan: Literacy & Culture
Page 4
Jeannine R. Perry 6/28/2016
Chart 3: List of Assessments and Time of Administration
(Taken from the SPA Report Template: SECTION II— LIST OF ASSESSMENTS)
Name of Assessment
1
Virginia Reading Assessment
2 Comprehensive Exams
3 Lesson Plans
4 Clinical Experience
5 Child Study
6 Portfolio Tasks
7 Hall of Fame
Type or
Form of Assessment & Evaluation Requirements
State Test
State established passing score 235
6 Domains scored 1-4
Domains have been correlated to IRA standards
Program Exit Examination
Passing Score 45/90
1 question / IRA Standard 18 points each
Lesson Plan Evaluation Rubric
passing score 29/36
12 criteria 3 points each
When the Assessment
Is Administered
Candidates will be advised to take this
near the end of the program.
End of Program
EDUC 524, 527, 530
Clinical Experience Rubric & Observation
90% criteria met at 2.5 or higher
EDUC 626
Child Study Rubric
80% criteria met at 2.5 or higher
EDUC 626
Checklist of Required Portfolio Entries
80% required tasks submitted and accepted
EDUC 646
Hall of Fame Rubric
EDUC 531
8
Longwood SPA Assessment Plan: Literacy & Culture
Page 5
Jeannine R. Perry 6/28/2016
APPENDIX:
Standard Aligned Assessment Rubrics
Longwood SPA Assessment Plan: Literacy & Culture
Page 6
Status of Step 5: Rubrics/scoring guides for each assessment:
Type or
Form of Assessment
1. Virginia Reading Assessment
Progress/Status of this item
Submitted on Chart 2
2. Comprehensive Exams
Complete
3. Lesson Plans
Complete
4. Clinical Experience
Complete
5. Child Study
Complete
6. Portfolio Tasks
7. Hall of Fame
Longwood SPA Assessment Plan: Literacy & Culture
NOT COMPLETE
Complete
Page 7
Longwood SPA Assessment Plan: Literacy & Culture
Page 8
Rubric for Scoring Comprehensive Exams
Literacy & Culture
Content
Target
3
All elements of the
question were
answered
thoroughly.
Acceptable
2
Most elements of
the question were
answered.
Answer
demonstrates clear
understanding of
the standard.
Accurate sources
were cited to
support the answer.
Answer
demonstrates a fair
understanding of
the standard.
Sources were cited
to support the
answer, most were
accurate.
All literacy terms
were used correctly
and appropriately
supported the
question.
Organization Answer was clear,
logical, interesting
and focused on the
question. Very well
written.
Almost no errors in
Mechanics
spelling, word
usage, sentence
structure and/or
punctuation.
Unacceptable
1
Misinterpreted
and/or failed to
answer the elements
of the question.
Standard
1
Standard
2
Standard 3
Standard 4
Standard
5
Answer does not
demonstrate
understanding of
the standard.
No sources were
cited to support the
answer or those
cited were
inaccurate.
Literacy terms were Literacy terms were
used with adequate
not used and/or
accuracy and
were not accurate or
support of the
did not support the
question.
question.
Answer lacked some Answer lacked
clarity, logical order, clarity, logical order,
interest or focus,
interest and/or did
but was acceptable
not focus on the
overall.
question.
Some errors (3-5) in Numerous errors
spelling, word usage, (6+) in spelling,
sentence structure
word usage,
and/or
sentence structure
punctuation..
and/or punctuation.
Total Points
Passed (9+)
Indicate P
Longwood SPA Assessment Plan: Literacy & Culture
Failed (8 or less)
Indicate F
Page 9
Jeannine R. Perry 6/28/2016