Reading
Performance Data
Summer 2010 through Spring 2011 (AY 2010-11)
Average n = 19
Standard/Competency
Target
Acceptable
Unacceptable
Missing
0%
0%
0%
22%
0%
15%
25%
11%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
100%
0%
0%
0%
0%
100%
0%
0%
100%
0%
0%
0%
0%
0%
100%
0%
100%
0%
0%
0%
0%
100%
0%
0%
0%
100%
0%
0%
0%
100%
0%
0%
UNIT: College of Education Proficiencies (Knowledge and Skills)
1–
2–
3–
4–
5–
6–
7–
Knowledge
Social Justice & Ethic of Care
Collaboration
Lifelong Learning
Technology
Diversity
High Standards
89%
100%
100%
73%
100%
85%
75%
STATE: READING ENDORSEMENT COMPETENCIES
2.F.1 - Identify comprehensive instructional
plans that synchronize the major reading
components (e.g., a lesson plan: structural
analysis, morphemic analysis, reciprocal
teaching, rereading, etc.).
2.F.2 - Identify comprehensive instructional
plans that synchronize the major reading
components (e.g., a lesson plan: structural
analysis, morphemic analysis, reciprocal
teaching, rereading, etc.).
2.F.3 - Identify resources and research-based
practices that create both language-rich and
print-rich environments (e.g., large and diverse
classroom libraries; questioning the author;
interactive response to authentic reading and
writing tasks, etc.).
3.2 - Understands the role of assessment in
planning instruction to meet student learning
needs
3.3 - Interpret students’ formal and informal
test results.
4.9 - Select appropriate materials that address
cultural and linguistic differences.
5.2 - Apply research-based practices and
materials for preventing and accelerating both
language and literacy development.
5.3 - Identify techniques for scaffolding
instruction for children having difficulty in each
of the five major components of reading
growth.
NATIONAL: INTERNATIONAL READING ASSOCIATION (IRA)
1.3 - demonstrate an understanding of the
importance of literacy for personal and
social growth
3.1- illustrate how differences among
learners influence their literacy
development
3.2 - demonstrate an understanding and
respect for cultural, linguistic, and ethnic
diversity in the teaching process
3.3 - .show that spelling is developmental
96%
4%
0%
0%
100%
0%
0%
0%
82%
15%
3%
0%
90%
10%
0%
0%
and is based on student knowledge of the
phonological system and of the letter
names, their judgments of ??phonetic
similarities and differences, and their ability
to abstract phonetic information from letter
names
3.4 - illustrate the importance of creating
programs to address the strengths and
needs of individual learners
4.1 - demonstrate an understanding of the
nature and multiple causes of reading and
writing difficulties
5.3 - model and discuss reading and
writing as valuable, lifelong activities
95%
5%
0%
0%
87%
10%
3%
0%
92%
8%
0%
0%