List of Alternative Credentials & Professional Development in Research- Based Reading Instruction. A teacher of a grade 3 student who has been retained or is on a reading improvement plan must have at least one year of teaching experience and must meet at least one of the following qualifications required in law (further clarification for each teacher qualification is available in the Third Grade Reading Guarantee Manual): Has a K- 1. Completed a master’s degree with a major in reading or literacy; Rated “most effective” for reading instruction consecutively for the most recent two years based on state- approved tests of student growth; Rated “above expected value- added” in reading instruction consecutively for the most recent two school years; Earned a passing score on a rigorous test of principles of scientifically research- based reading instruction; Holds an educator license for teaching grades pre. K- 3 or 4- 9 issued on or after July 1, 2. Holds a license issued by the Board of Speech- Language Pathology and Audiology under Chapter 4. Reading Program A CORE Briefing Paper by Linda Diamond. Once a school selects such an. Research Based Curriculum and Instruction Materials Citizens Complaint. You are here: Home » Departments » Special Education » Research Based Curriculum and Instruction. This research-based program transforms “strategy. It includes the key elements of reading. Ohio Revised Code and a professional pupil services license as a school speech- pathologist issued by the State Board of Education. An additional option for teachers of students who are English learners, and have been in the United States for three years or less, or are students with an individualized education program (IEP) to meet the teacher qualification requirement of the Third Grade Reading Guarantee is to: Hold a department approved alternative credential or. Successfully complete professional development on principles of research- based reading instruction. Teachers qualified under this alternative qualification who provide reading instruction to grade 3 students who have been retained or are on a reading improvement and monitoring plan must now meet one of the qualifications outlined in the Third Grade Reading Guarantee law and listed at the top of this page. The State Board of Education adopted reading competencies for credentials and professional development in January 2. To achieve alignment, the department developed a set of alignment criteria to assess each program’s capacity to equip teachers with the knowledge and skills necessary for reading instruction, as outlined by the reading competencies. Reading Competencies. Approved Alternative Credentials for Teachers of Third Grade Students who are English Learners or have an Individulized Education Program. National Board Certification in Literacy. TESOL Endorsement (for English learner instruction only)Approved Professional Development in Research- Based Reading Instruction for Teachers of Third Grade Students who are English Learners or have an Individulized Education Program 2. Success builds confidence. The research-based instructional design of Journeys, the most widely-used reading program in the country, is backed by the following efficacy studies that prove results were achieved. Research Core Knowledge Works! Summary of Core Knowledge Evaluation Data. Read about the Core Knowledge Language Arts Program Pilot and view pilot results (2011). Base educational decisions on evidence, not ideology (Learning First Alliance, 1998, see References) Promote adoption of programs based on what works. If there is little evidence about a particular program, rely on the. CORE’s literacy publications include the Teaching Reading Sourcebook. Interpretation is based on skill mastery and. CORE's Innovative Vocabulary Program Read more. CORE’s CCSS Reading Foundational Skills. The below list is an approved list of teacher professional development in research- based reading instruction. This list is not a list of approved instruction/intervention programs and should not be used as such. ODE does not maintain a list of approved instruction/intervention programs. If a child is best served by an instruction/intervention program that is not represented below, the school is expected to have a qualified teacher to provide such instruction. Teachers that are implementing a program associated with professional development listed below but did not receive professional development that meets the program/educator criteria described herein do not meet the requirements of this qualification. This list will continue to be available for teachers of students who are English Learners, and have been in the United States for three years or less, or have an individualized education program (IEP) for the 2. A new application cycle, for the 2. CLLIP (Collaborative Language and Literacy Instruction Program)IMSE Comprehensive Orton- Gillingham (3. IMLSEC (International Multisensory Structured Language Education Council)Literacy Collaborative. LLI (Leveled Literacy Intervention System)Mayerson Academy Orton- Gillingham Multisensory Reading Practicum 1. Reading Recovery. SFA (Success for All)Wilson Language Training. The professional development series on the Ohio Department of Education- approved list above have met both educator and program criteria. Supplement to the core. Tier 2 and 3 Supplement to the core. Research-Based Secondary Reading Programs. 12 Components of Research-Based Reading Programs. Research-based reading instruction allows children opportunities to both. Beginning Reading Instruction: Components and Features of a Research-Based Reading Program. Research shows that students need a minimum of 90 minutes of uninterrupted reading instruction with the core reading program. Providing at least 90 minutes of instruction gives students the best opportunity to receive. Professional Development in RESEARCH- BASED READING INSTRUCTION CRITERIAProgram Criteria: The program must support the development, intervention and acceleration of reading in children.
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