Analysis of a School-wide Reading Program Masters Project for Literacy Specialist Program

This project should be completed by the end of summer session C in order to graduate from the
program in August (as long as all of the other program requirements are met). This project is attached
to EDU 655 (summer session C), but it can be started or completed at any time. Be sure to read this
entire document because there are built in tips, scaffolds, and checklists!

Some schools are open during the summer and many administrators do work over the summer, but it is
up to you to find a site. You may not complete the project during our summer practicum at Charter
School for Applied Technologies elementary, middle school, or high school (but you can go to a
different site at that time). Please be sure to give the administrators, teachers, etc. copies of the letter
handed out from Dr. Wood and me explaining the project a bit. When working with schools, be sure to
be respectful and remember our Teacher Education Unit Dispositions (included) although they apply
mostly to teaching situations. Be sure to dress appropriately and act professionally.

There are other readings and assignments as well included in the course EDU 655. There will be two
completely online sections offered during summer session C. You will need to submit a statement to
Taskstream conveying that you have completed this assignment, but the entire project does not have
to be uploaded to Taskstream. You will submit it to BLACKBOARD.

The purpose of this project is to provide literacy specialist candidates with the knowledge and
experience necessary to evaluate a reading program. The guidelines for the project will provide you
with features or dimensions to examine and analyze. The research, interviewing, observations, and
analysis of your data will provide the practice and experience that will aid you as a future literacy leader
to select and evaluate reading programs, foster best practices across grade levels and content areas,
select reading materials, develop and evaluate a school vision for reading, develop and/or evaluate
support services, and foster parent and community relationships. You will utilize research methods
(interviewing and making observations) and draw from current research to enhance your project and
experience.

TIPS:

When interviewing, have questions prepared (not too many) and dont be afraid to follow-up after the
interviewee responds with additional questions. Try to frame your questions so that you can address
required elements in this project. Try to keep the questions open-ended and avoid questions that elicit
yes or no responses.

When observing and making notes, try to have a specific focus (the elements of your project should
guide you). Your notes should be objective and describe in an in-depth way what you are experiencing
(seeing, hearing, etc.). Try to avoid being evaluative/judgmental when making your notes (i.e. The
teacher ONLY provided one example for the students vs. The teacher wrote one example of the
strategy on the whiteboard.). Stick to the facts! You may want to make a list of who is present and/or
make some quick sketches or drawings to help remember what you observed.

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You are allowed to record interviews or observations only with permission from all of the participants. I
would avoid recording any children as things can get sticky with parent consent and child assent.

Be sure to cite at least 2-3 research articles (peer reviewed) when asked to cite research to ground your
findings in each section. Tompkins (2006), etc. is not a viable option nor is research solely conducted
by the company who publishes the reading series; you must delve into the research they cite and
think critically about the findings.

The project is modeled after the International Literacy Associations Exemplary Reading Program Award.
You may wish to suggest that your school site apply for this award (depending on the results of your
analysis) using your project. The downfall is that, in the past, only one school per state was selected for
the award. For more information on this award go to www.reading.org, click on the awards section (left
side of screen), and find the Exemplary Reading Program Award.

REQUIRED COMPONENTS

You must keep the identity of the school anonymous if the administrator wishes; however, you
need to include a description of the school without revealing the name. Include demographic
information such as if the school private, public, or charter. Tell the grade levels served in the
school. Write about the ethnic background of the students in the school and if the school is in
an urban, suburban or rural area. You must include the socioeconomic breakdown of the
students, the per pupil expenditure in the school, how much time is allocated for
reading/language arts per week, and approximate class size. See the nysed website for this
information on your school.
An in-depth description of the reading program what it is, how it is implemented, etc. Is it a
reading series? Is it a mix of programs? How strictly is the program followed by all? etc.
An in-depth description of how the reading program does or does not align with the cultural
backgrounds, language, and/or learning needs of the students who attend the school. Then link
your findings to current research.
All ten of the elements below must be addressed in narrative form (not an outline). The
individual elements can be headings for each section of the paper.
Include at least 1-2 pages with your recommendations to the school (do not necessarily give
these to the school) upon completion of your analysis of the reading program. Be sure to
ground your recommendations in current research and learning standards.
You must also include a 2-3 page reflection on your experiences, other aspects of the reading
program youd want to know more about, how this impacted your ideas about an exemplary (or
not so exemplary) reading program, how this will influence how you teach, lead, coach, etc. in
the future.
You must conduct at least one interview with a school administrator, literacy specialist/coach,
or teacher. The interview should be used to find information on the aforementioned ten
elements. Your questions and the interviewees responses should be typed and included with
the project as an appendix.

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 You are required to do one observation at the school. The observation can take place in a
classroom, at a meeting, or at a school event, etc. The observation should be used to find
information on the aforementioned ten elements. Your observational notes must be typed and
included with the project as an appendix. This is your chance for those of you who have been
hoping to shadow a literacy specialist or literacy coach!
A references list must be included. It should contain a reference for every citation within your
project. Be sure to use APA style throughout the paper. It is expected that you can expertly
write using APA style because this is your Masters Project. If you need access to a tutorial on
APA, please let me know and I can set up an online tutorial for you. As well, if you need further
assistance with APA or writing, please seek help on campus for writing or the library for further
assistance with APA style. Be sure to use the writing checklist (see below).
I am happy to answer your email questions about this project, meet with you during my spring
office hours, and even look at a section or two of the project if you are experiencing difficulty.
Feel free to share your drafts with classmates and ask them to use their knowledge of APA style
and the writing checklist to give you feedback on your project.

You have already become a wonderful community of learners! These are the people (your
classmates) you will be contacting over the years to find out what is going on in different schools
or who you will see at various conferences, who you will network with, and share new ideas.
Stay strong and stay in touch! I suggest that you take time to meet in small groups or in pairs to
share references or review projects from now until the end of EDU 655. I believe in
collaboration and it is such an important skill for a literacy leader. You may not complete an
analysis of the same school, but you can share your work, findings, reference articles, etc.

The finished project will be a paper and appendices that address the following areas:

1. How consistent is the OVERALL reading program with sound theory, research, and practice?
a. You may need to investigate the reading program by interviewing teachers, literacy
specialists/coaches, and /or an administrator
b. You may need to observe reading instruction
c. If the reading program was purchased, you may need to conduct some research about
the program online or follow-up with the company
d. If the school does not know the theory or research in which their program is grounded,
you may have to find theory or research that aligns with the program and critically
evaluate the research
e. You will need to cite specific the research in which the program is grounded within this
section and include a list of references (APA Style) at the end of your paper
2. How the reading program facilitates student learning
a. How is the program set up?
b. What types of instructional practices are utilized?
c. How does the program meet the needs of individual learners?

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 d. What type of professional development, training, collaboration, etc. occurs for
teachers?
e. Upon finding answers to a, b, c, and d above, are these best practices? Cite research
that tells you yes or no. Be sure whatever you cite is included on the References page
3. A description of student access to a wide variety of reading materials
a. Describe the school library media center, classroom libraries, books that go with the
reading program, book room, leveled texts, take home books, or technology, etc.
b. How often and easily can students access these texts?
c. What does the research tell you about what you discovered for a and b above? Be sure
to cite specific research and include the on the References page
4. How successful students are in the area of reading?
a. How is reading achievement or progress assessed?
b. Describe progress monitoring
c. How are administrators, teachers, parents, and students informed about reading
progress?
d. If you are looking for specific school data on state tests, you may have to visit nysed.gov
and look up the schools test scores and/or the school report card
e. Is there any information about student motivation or attitudes toward reading?
f. How is what you discovered above for a,b,c,d,e, and f aligned with current research
and/or trends? Be sure that whatever is cited in this section appears on you References
list.
5. How are comprehension strategies taught and applied across the curriculum?
a. On what comprehension strategies do they focus?
b. How are comprehension strategies taught?
c. How are the strategies integrated in various subject areas?
d. How is comprehension assessed?
e. You may want to do an interview, observation, or look for artifacts to find evidence of
this
f. If the school uses a reading series, you may want to try to gain access to the scope and
sequence for various grade levels
g. How is what you discovered above for a,b,c,d,e, and f aligned with current research
and/or learning standards? Be sure that whatever is cited in this section appears on you
References list.
6. How are listening, speaking, viewing, and writing integrated into and support the reading
program?
a. Address each of these areas
b. You may wish to address how technology comes into play here
c. You may need to ask if you can look at lesson or unit plans or curriculum maps
d. Teachers guides or other reading program materials may offer evidence of this
e. You may need to do an interview, observation, or view artifacts to find this information
f. Link what you discovered to current research and/or learning standards.

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7. How do the administrators and teachers provide leadership and vision for the building and/or
district reading program?
a. Does the school or district have a vision statement about reading? What is it?
b. Is there a plan in place to foster reading growth? What is it?
c. RTI, coaching, Common Core Learning Standards, professional development, parent
relations, etc. may come into play here.
d. Link what you find to current research and/or learning standards.
8. How the school and/or district offers support services to the program
a. Are there morning or afternoon services for struggling readers, gifted students, etc.?
b. Are the students in the school eligible for additional services because of the status of
the school (for instance, students who attend lower performing schools may be eligible
for SES)?
c. You may ask about RTI or how many literacy specialists or other interventionists support
teachers and students
d. Are there support services for teachers (professional development, learning
communities, etc.)?
e. Be sure to link your findings to current research.
9. What kinds of literacy activities, if any, occur outside of school?
a. How does the school carry on the reading program after the school day ends, if at all?
b. Link what you discover to current research.
10. How are the community and parents involved in the reading program?
a. Are their volunteer programs?
b. Is there training for parents or opportunities for them to be involved in the reading
program?
c. Is there an after school program or community center or program that has connections
to the school reading program or vision?
d. Link what you discover to research.

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 Analysis of a School-wide Reading Program Checklist

Masters Project for Literacy Specialist Program

***Feel free to organize the sections of your paper according to this checklist. You can include headings
and/or subheadings, but be sure to adhere to the APA Style Guide.

Criteria Possible Points Points Earned

Includes a thorough description 20
of the school while not
revealing the actual name of the
school (type of school, grade
levels, ethnicity of students,
urban, suburban, or rural,
socioeconomic breakdown of
students, per pupil expenditure,
reading time, and approximate
class size)
Includes an in-depth description 40
of the reading program.
Describes and evaluates how 40
the reading program aligns or
does not align with the cultural
backgrounds, language, and/or
learning needs of the students
who attend the school. The
description and evaluation are
then grounded in current
research in this area (2-3).
Describes how consistent the 40
OVERALL reading program is
with sound theory, research,
and practice. Thoroughly
responds to a,b,c,d,e on the
assignment description.
Research cited is current and
critically evaluated (2-3). #1
Evaluates how the reading 40
program facilitates student
learning. Thoroughly responds
to a,b,c, and d on the
assignment description and
grounds findings in current
research (2-3). #2
Describes student access to a 20
wide variety of reading
materials. Responds to a and b
on the assignment description

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and grounds findings in current
research (2-3). #3
Provides an analysis of how 40
successful students are in the
area of reading. Responds to
a,b,c,d,e, and f on the
assignment description and
discusses how this is aligned
with current research and/or
trends (2-3). #4
Describes and evaluates how 40
comprehension strategies are
taught and applied across the
curriculum. Includes evidence
from a,b,c,d,e,f on the
assignment sheet in the
description and evaluation and
grounds findings in current
research and/or learning
standards (2-3). #5
Describes and evaluates how 40
listening, speaking, viewing,
and writing are integrated into
and support the reading
program and includes
information related to a,b,c,d,
and/or e on the assignment
sheet to enhance this
description and evaluation.
Links findings to current
research and/ or learning
standards (2-3). #6
Describes and evaluates how 40
the administrators and teachers
provide leadership and vision
for the building and/or district
reading program. Includes
information related to a,b, and c
on the assignment sheet and
grounds findings in research
and/or learning standards (2-3).
#7
Identifies and evaluates how 40
the school and/or district
provides support services for
the reading program. Includes
information from a,b,c, and d

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on the assignment sheet and
links the information gleaned
to current research (2-3). #8
Describes what kinds of literacy 10
activities, if any, occur outside
of the school and grounds this
in current research (2-3). #9
Describes and evaluates how 20
the community and parents are
involved in the reading
program. Addresses a, b, and c
on the assignment sheet and
links findings to current
research (2-3). #10
Provides several (6-8) 65
thoughtful recommendations
to the school relating to the
reading program in one-two
pages. Recommendations are
grounded in current research
and learning standards (2-3).
Includes a 2-3 page thoughtful 65
reflection on experiences,
further questions, impact on
ideas about an exemplary (or
not so exemplary) reading
program, and influence on
future practices.
Interview questions and 80
responses are typed and
included. Information gleaned
from the interview should be
integrated throughout the
paper. Include as Appendix A.
Observation notes are typed 80
and included as Appendix B.
Information gleaned from the
observation (s) should be
integrated throughout the
paper.
References Page (NOT Works 10
Cited or Bibliography as these
are not APA Style). All citations
within the paper should be
included in the list of
references. Be sure that
references are double-spaced

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throughout (between and
among) not double-double or
single spaced and in
alphabetical order. Do not alter
the given order of the authors of
the articles!
Writing is exemplary. Includes 10
appropriate organization and
mechanics (grammar, spelling,
punctuation, etc.). Use the
writing checklist!!!!
Use of APA Style is appropriate 10
throughout the project.
TOTAL 750

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EER Writing Checklist

After you have completed your draft, use this checklist to edit your work.

CONTENT

_____Does your thesis statement attempt to answer or explore a question?

_____Does the point you are making have the potential to generate discussion or argument?

_____Is your thesis too vague or general?

_____Does the thesis deal with the specific topic or your own personal feelings?

_____Does the thesis reflect the direction of your argument?

_____Does your introductory paragraph define any terms that are important to your thesis?

_____Does your introduction situate your thesis within the broader, scholarly discussion of your topic?

_____Do your paragraphs support and develop the argument of the thesis?

_____Are the main ideas supported by sufficient evidence in your paragraphs?

_____Does each paragraph make sense within the overall paper?

_____Does each paragraph have a strong topic sentence that furthers your argument and is relevant to
your thesis?

_____Are your arguments clear?

_____Do your conclusions return to the scholarly discussion and your own contribution?

_____Do your conclusions sum up your main point?

ORGANIZATION

_____Does each topic sentence relate in some way to the paragraph preceding it?

_____Have you linked sentences together and/or used transition markers?

_____Is there enough evidence to support the idea of each paragraph?

_____Does your paper flow?

MECHANICS

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_____Are you missing commas after introductory phrases?

_____Do you have wrong or missing inflected ends (-ed, -s, who/whom)?

_____Do you have any possessive apostrophe errors?

_____Do you shift tense throughout?

_____Do you have sentence fragments?

_____Did you use the wrong tense or verb form?

_____Do you have subject-verb agreement?

_____Are you missing commas in a series?

_____Do you have run-on sentences?

_____Do you have a dangling, misplaced modifier?

_____Did you capitalize when necessary?

_____ Did you check your spelling?

_____ Did you use who (not that) when referring to a person?

_____Did you use plurals correctly?

_____Did you place your punctuation marks within quotation marks when appropriate?

_____ Did you select the correct homonym? (Its, its; theyre, there, their, etc.)

_____Did you correctly use words that are often confused such as effect, affect?

_____Did you use correct APA format?

_____Are your pages numbered?

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 Teacher Education Unit Candidate Dispositions

(amended by the Teacher Education Council February 13, 2009)

1. Candidates and other school personnel exhibit behaviors that are consistent with the professions mission, values,
ethical principles, and ethical standards including the New York State Code of Ethics.
2. Education-related professionals act honestly and responsibly and promote ethical practices in the schools, educational
settings, and communities in which they work.
3. The candidate realizes that subject matter knowledge is not a fixed body of facts but is complex and ever-evolving.
S/he seeks to keep abreast of new ideas and understandings in the field.
4. The candidate is committed to continuous learning and engages in professional discourse about the subject matter
knowledge and childrens learning of the discipline.
5. The candidate values ongoing assessment as essential to the instructional process and recognizes that many different
assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning.
6. The candidate is committed to using assessment to identify student strengths, and promote student growth rather than to
deny students access to learning opportunities.
7. The candidate values and appreciates the importance of all aspects of a childs experience.
8. The candidate is concerned about all aspects of a childs well-being (cognitive, emotional, social and physical), and is
alert to signs of difficulties.
9. The candidate values the development of students critical thinking, independent problem solving, and performance
capabilities.
10. The candidate values flexibility and reciprocity in the teaching process as necessary for adapting instruction to student
responses, ideas, and needs.
11. The candidate values the use of educational technology in the teaching and learning process.
12. The candidate values many ways in which people seek to communicate and encourages many modes of communication
(including speaking, writing, other media and technology) in the classroom.
13. The candidate is a thoughtful and responsive listener.
14. The candidate believes that plans must always be open to adjustment and revision based on student needs and changing
circumstances.
15. The candidate appreciates and values human diversity, shows respect for students varied talents and perspectives, and
is committed to the pursuit of individually configured excellence.
16. The candidate respects students as individuals with differing personal and family backgrounds and various skills,
talents, and interests.
17. The candidate is committed to reflection, assessment and learning as an ongoing process.
18. The candidate recognizes his/her professional responsibility for engaging in and supporting appropriate professional
practices for self and colleagues.
19. The candidate understands how participation supports commitment, and is committed to the expression and use of (fair)
democratic values in the classroom.
20. The candidate is committed to seeking out, developing, and continually refining practices that address the individual
needs of students.
21. The candidate appreciates individual variation within each area of developments, shows respect for the diverse talents
of all learners, and is committed to help them develop self-confidence and competence.
22. The candidate is disposed to use students strengths as a basis for growth, and their errors as an opportunity for
learning.

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