IRA Standards Met Target Acceptable Unacceptable Rating 2, 3, 4, 5 3 2 1 assessments are aligned learner outcomes. plans and pre-, plans and pre-, with stated (PASS) Pre-, formative, and formative, and formative, and learner outcomes. Formal post-assessments are with with and informal measures aligned with stated stated learner stated learner influence unit planning learner outcomes. outcomes. Formal outcomes. and content. 3.1 Formal and informal and informal Assessment does not measures influence measures have some adequately influence unit planning and influence on unit unit planning and content. planning and content. content. Appropriately Remediation Remediation ASSESSMENT: Remediation techniques selected remediation techniques and techniques and and materials are techniques and materials are adequate materials are limited incorporated in each materials are defined to describe in scope or missing. lesson to modify in detail for each remediation for target Little or no instruction in reading for cross-curricular readers. Assessment assessment target readers. lesson to modify information is given information was Assessment information instruction in reading in general terms used in decision influences what and how for target readers. related to what and making during information is taught for Assessment how information is planning. maximum effect on influences teaching taught. Some student learning. 2.1, 2.2, strategies utilized. assessment 3.1, 3.2, 3.3 information is used during planning. A A professional format An acceptable A less than desirable ASSESSMENT: professional format is is used to prepare a professional format is professional format used to prepare a set of set of plans for the used to prepare a set is used to prepare a plans for the cross-curricular of plans for the set of plans for the thematic unit. thematic unit. Varied thematic cross-curricular Varied instructional creative literacy unit. Some creative thematic unit. Fewer practices, technology, activities, technology, literacy activities, than desired literacy grouping, and literacy grouping, and technology, grouping, activities, materials are used to motivational practices and motivational technology, engage and motivate are included to practices are included grouping, and students. 2.1, 2.2, 2.3, engage learners. to engage learners. motivational practices are 4.1, 4.2, 4.3, 4.4 included.
assessments are aligned with stated (PASS) learner outcomes. Formal and informal measures influence unit planning and content. 3.1 learner outcomes. Pre-, formative, and post-assessments are aligned with stated learner outcomes. Formal and informal measures influence unit planning and content. plans and pre-, formative, and with stated learner outcomes. Formal and informal measures have some influence on unit planning and content. plans and pre-, formative, and with stated learner outcomes. Assessment does not adequately influence unit planning and content. ASSESSMENT: Remediation techniques and materials are incorporated in each lesson to modify instruction in reading for target readers. Assessment information influences what and how information is taught for maximum effect on student learning. 2.1, 2.2, 3.1, 3.2, 3.3 Appropriately selected remediation techniques and materials are defined in detail for each cross-curricular lesson to modify instruction in reading for target readers. Assessment influences teaching strategies utilized. Remediation techniques and materials are adequate to describe remediation for target readers. Assessment information is given in general terms related to what and how information is taught. Some assessment information is used during planning. Remediation techniques and materials are limited in scope or missing. Little or no assessment information was used in decision making during planning. ASSESSMENT: A professional format is used to prepare a set of plans for the thematic unit. Varied instructional practices, technology, grouping, and literacy materials are used to engage and motivate students. 2.1, 2.2, 2.3, 4.1, 4.2, 4.3, 4.4 A professional format is used to prepare a set of plans for the cross-curricular thematic unit. Varied creative literacy activities, technology, grouping, and motivational practices are included to engage learners. An acceptable professional format is used to prepare a set of plans for the thematic unit. Some creative literacy activities, technology, grouping, and motivational practices are included to engage learners. A less than desirable professional format is used to prepare a set of plans for the cross-curricular thematic unit. Fewer than desired literacy activities, technology, grouping, and motivational practices are included. IRA Standards Met 2, 3, 4, 5 Target 3 Acceptable 2 Unacceptable 1 Rating
SWOSU%20Reading%20Program%20Report%209-2010.docx