Appendix A - Literacy Dyslexia Endorsement Application.docx

R.I. DEPARTMENT OF ELEMENTARY & SECONDARY EDUCATION

Shepard Building 255 Westminster Street Providence, Rhode Island 02903-3400

Application for Literacy/Dyslexia Endorsement Providers The Rhode Island Department of Education is seeking providers from higher education institutions, professional learning providers, non-profit organizations, and vendors to become an approved provider of professional learning leading to a Literacy/Dyslexia Endorsement.

Additionally, the Literacy/Dyslexia Endorsement ensures approved providers will develop teacher knowledge in Structured Literacy and the Science of Reading meeting the expectations for proficiency in accordance with the Right to Read Act 16-11.4-6.

Structured Literacy is an approach to teaching that integrates speaking, listening, reading, and writing by providing explicit, systematic, diagnostic-prescriptive instruction in phonological and phonemic awareness, sound-symbol correspondence (phonics), syllables, morphology, semantics, and syntax.

The Science of Reading (also known as Scientific Reading Instruction) is empirically-based instruction that is grounded in the study of the relationship between cognitive science and educational outcomes.

Interested providers must complete the endorsement provider application.

Submission and Review of Application Instructions:

1. Review the competencies associated with this endorsement.

2. Complete this application and provide supporting evidence for each component/concept listed.

3. Please identify the location in your professional learning materials where each of the aforementioned concepts are included.

4. Key program materials including PowerPoints with facilitator notes, syllabus, participant handouts, or other artifacts must be provided for review and be accompanied by this completed review form.

5. Email this application with supporting documentation to Kristin Re at kristin.re@ride.ri.gov The application window is open December 15 through January 31.

6. RIDE will review the submitted documentation to determine if the offerings meet the plan of study for the endorsement. Please allow 6-8 weeks for review. RIDE will notify applicants and publish all approved provider names to the RIDE website.

7. Once approved by RIDE, the provider may begin to offer the plan of study that leads to an approved endorsement area.

Section A: Contact Information Provider Name:

Address:

Contact Name and Title:

Email:

Section B: Description of Provider and Qualifications of Facilitators Provide a brief (250-word max.) description of your qualifications. As attachments, provide resumes or curriculum vitae (two-page limit) for staff responsible for overseeing and facilitating the learning experiences/competencies that lead to endorsement in this area.

Section C: Evidence of Meeting Competencies For each of the competencies listed, please provide a detailed response to the following questions:

Competency I:

Demonstrate and apply foundational knowledge on the science of reading development and reading difficulties derived from interdisciplinary research with special emphasis on language/literacy needs of students with dyslexia and other language-based learning disabilities.

Briefly (250-word max.) describe how you prepare educators to demonstrate Competency I above. How do you assess it?

Knowledge and Skills Related to the Reading Process, Science of Reading Research and Methods:

Theoretical Models including the Simple View of Reading, Scarborough’s Rope and the Four-Part Processor

How the brain learns to read

Permanent word storage and orthographic mapping

Neurobiological learning differences including dyslexia (decoding) and developmental language disorder (word comprehension)

Literacy needs of students with language-based learning difficulties

Please provide attachments or links to documents that demonstrate how you prepare educators to demonstrate this competency. Examples include, but are not limited to, a syllabus, a PowerPoint presentation with facilitator notes, or participant handouts. If you have an online platform, please provide a sample login to assist the review committee in understanding the nature of your offerings. Please list the artifacts here or within the table above.

Please describe the opportunities for educators to apply their knowledge and understanding of Competency I. Please provide a list of applied practice opportunities that includes:

· Identifying which components of Competency I the opportunities support

· When the applied practice opportunities occur (e.g., during professional learning time, in classrooms, in a tutorial setting)

· How reflection and feedback for the applied practice opportunities are provided to educators

Competency II:

Differentiate, accommodate, and scaffold instruction to address the reading difficulties demonstrated by students with dyslexia and other language-based learning disabilities.

Briefly (250-word max.) describe how you prepare educators to demonstrate Competency I above. How do you assess it?

Instruction:

Systematic

Explicit

Incorporating multiple modalities

Code emphasis vs. meaning emphasis in student texts, teaching approaches, and curriculum materials

Differentiating and scaffolding instruction for students with language-based learning differences

Accommodations for students with dyslexia (e.g., audiobooks, speech-to-text)

Please provide attachments or links to documents that demonstrate how you prepare educators to demonstrate this competency. Examples include but are not limited to a syllabus, a PowerPoint presentation with facilitator notes, or participant handouts. If you have an online platform, please provide a sample login to assist the review committee in understanding the nature of your offerings. Please list the artifacts here or within the table above.

Please describe the opportunities for educators to apply their knowledge and understanding of Competency I. Please provide a list of applied practice opportunities that includes:

· Identifying which components of Competency II the opportunities support

· When the applied practice opportunities occur (e.g., during professional learning time, in classrooms, in a tutorial setting)

Competency III:

Select and conduct assessments within a Response to Intervention or Multi-Tiered Systems of Support Framework, analyze assessment data to inform instruction, and communicate findings with students, families and other educators.

Briefly (250-word max.) describe how you prepare educators to demonstrate Competency III above. How do you assess it?

Assessment:

Diagnostic-Prescriptive

Criterion referenced assessment measures

Using assessment measures to understand a student’s learning profile

Using assessment data within Multi-tiered Systems of Support Framework

Communicating findings of assessment data with students, families, and other educators

Please provide attachments or links to documents that demonstrate how you prepare educators to demonstrate this competency. Examples include but are not limited to a syllabus, a PowerPoint presentation with facilitator notes, or participant handouts. If you have an online platform, please provide a sample login to assist the review committee in understanding the nature of your offerings. Please list the artifacts here or within the table above.

Please describe the opportunities for educators to apply their knowledge and understanding of Competency I. Please provide a list of applied practice opportunities that includes:

· Identifying which components of Competency III the opportunities support

· When the applied practice opportunities occur (e.g., during professional learning time, in classrooms, in a tutorial setting)

Competency IV:

Implement structured literacy instruction in all major skill domains (phonological and phonemic awareness, phonics and word recognition, automatic and fluent reading of text, vocabulary, listening and reading comprehension, and written expression) and review instruction based on analysis of student data.

Briefly (250-word max.) describe how you prepare educators to demonstrate Competency IV above. How do you assess it?

Knowledge and Skills Related to Phonology:

Phonology

Phonological Awareness

Phonemic Awareness

Articulation of the sounds

Knowledge and Skills Related to Phonics, Decoding and Encoding:

Alphabetic Principle

Decoding

Correspondence of letters and sounds

Encoding

Syllable types

Syllable division rules

Schwa

Morphology Supports Word Composition and Spelling (e.g., Latin Bases, Prefixes, Assimilated Prefixes, Inflectional and Derivational Suffixes, and Greek Combining Forms)

Spelling rules and generalizations

Student text selection including decodable text

Assistive technology supports

Knowledge and Skills Related to Fluency:

Rate

Accuracy Prosody

Instruction and practice

Knowledge and Skills Related to Vocabulary:

Taught directly and indirectly

Developing vocabulary through oral language

Morphology Supports Word Comprehension and Vocabulary Building Across Contents: (e.g., Latin Bases, Prefixes, Assimilated Prefixes, Inflectional and Derivational Suffixes, and Greek Combining Forms)

Multiple meanings and contexts

Choosing and Leveling Words for Explicit Instruction

Knowledge and Skills Related to Comprehension:

Listening and reading comprehension

Background knowledge

Assistive technology accommodations including audiobooks to build background knowledge

Grammar

Text Structures

Pre-Reading, During Reading, and After Reading: Metacognitive Strategies to support Executive Functioning

Connecting writing to reading to further comprehension (e.g., explicit instruction in pronoun referents, cohesive ties, and syntax elements including sentence types and sentence combination activities)

Please provide attachments or links to documents that demonstrate how you prepare educators to demonstrate this competency. Examples include but are not limited to a syllabus, a PowerPoint presentation with facilitator notes, or participant handouts. If you have an online platform, please provide a sample login to assist the review committee in understanding the nature of your offerings. Please list the artifacts here or within the table above.

Please describe the opportunities for educators to apply their knowledge and understanding of Competency I. Please provide a list of applied practice opportunities that includes:

· Identifying which components of Competency IV the opportunities support

· When the applied practice opportunities occur (e.g., during professional learning time, in classrooms, in a tutorial setting)

Section D: Offering Details

Plan of Study:

Provide a detailed description of how the plan of study will be taught (modules, courses, PL sessions or workshops), the time requirement to complete endorsement area (number of days, hours) and the fee.

Describe the provider’s continuous improvement process and the data sources and specific data points used to inform improvements to their offering.

Certifications/ Assessment:

List any certifications or credentials participants will be eligible for upon completion of your professional learning (e.g., IMSLEC, AOGPE, Micro-credential):

List the exam(s) participants will be qualified and/or prepared to take upon completion of your professional learning:

_____ KPEERI

_____ Pearson Foundations of Reading _____ Vendor Created Final Assessment _____ Other: _________________________________________________________

Evidence of Past Impact:

Provide evidence of impact from past professional learning your organization has conducted. Evidence reported must include actual results of the professional learning (e.g., percent increase in student achievement), not simply a description of how the evidence was gathered.

Which grade spans do the offerings focus on? Check all that apply.

☐ (PK-12) All Grades ☐ (Birth-G2) Early Childhood ☐ (K-5) Elementary ☐ (6-8) Middle ☐ (9-12) High Section E: District/ School References:

List up to three references of districts or schools with whom you have worked in the past who can speak to the quality of your professional learning support.

1.

2.

3.

Section F: Assurance Please assure the following statement by checking the box, and printing your name below:

☐ On behalf of the organization/provider, I assure that the information provided is accurate.

Organization or Provider Name Date

Name and Title Signature

Please e-mail this application and supporting documentation to Kristin Re at kristin.re@ride.ri.gov

To be completed by the Review Committee

Section B: Provider Description and Staff Qualifications

Section C: Competencies

Section D: Offering Details

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