Or. Admin. Code § 584-420-0015 - Literacy: Program Standards
(1)
Purpose: These standards are designed to guide the preparation of
Kindergarten through 5th Grade teachers and administrators on evidence-based
practices for teaching literacy. These standards are in concert with the
following two Oregon laws: (1) ORS 342.147, which requires educator preparation
programs to provide training to candidates that enables public school students
to meet or exceed third-grade reading standards and become proficient readers
by the end of the third grade; and (2) ORS 342.147 which requires the
Commission to establish standards for approval of an educator preparation
provider (EPP) that require early childhood education, elementary education,
special education and reading programs to provide instruction on dyslexia and
that the instruction be consistent with the knowledge and practice standards of
an international organization on dyslexia. While the intent of these standards
is to provide the essential knowledge, skills, and dispositions of teacher and
administrator candidates, we recognize that knowledge of these concepts, the
ability to recognize the inclusion of the concepts in instruction, and the
ability to provide coaching and feedback to improve instruction will be the
emphasis for those obtaining administrator licensure.
(2)
Scope: The requirements for
instruction on Literacy Program Standards apply to Oregon EPPs preparing
candidates for:
(a) Elementary-Multiple
Subjects (including early childhood education).
(b) Reading Intervention.
(c) Special Education: Generalist.
(d) English for Speakers of Other
Languages.
(e)
Administrator.
(3)
Literacy Program Standards: For each of the standards in this
rule, teacher and administrator candidates will demonstrate knowledge,
understanding, and application of effective literacy instruction for all
students.
(4)
Dispositions: Recognizing the importance of standards related to
OAR 584-420-0070 Culturally Sustaining Practices to Promote Equity, OAR 584-410
Competent and Ethical Performance of Oregon Educators, and OAR 584-420-0075
Social and Emotional Development to Promote Equity that should guide all
instructional decisions, the following professional dispositions of teacher and
administrator candidates are essential beliefs, recognitions, and awareness for
evidence-based literacy instruction:
(a) Value
students' identities, including their race, ethnicity, ability, gender,
identity, home languages, culture, religion, and lived experiences;
(b) Believe all students can learn to read
and write when provided systematic, explicit instruction using evidence-based
practices;
(c) Recognize that the
acquisition of reading, unlike the acquisition of oral language, is not a
natural human process. Reading and writing must be taught explicitly and
systematically to ensure proficiency in literacy;
(d) Understanding that all practices must be
evidence-based and rooted in ever-evolving research findings;
(e) Recognize that there are cognitive and
social-emotional learning benefits to becoming both multilingual and
multiliterate. Educational communities will design instruction that builds upon
the multilingualism, home languages and cultures of emergent multilingual
students, including those who bring Indigenous languages and English language
varieties to the classroom;
(f)
Belief that all students, including students experiencing disabilities and
multilingual learners, deserve access to grade-level content, texts, tasks, and
experiences alongside robust support; and
(g) Value that Indigenous communities have
centered story and oral language since Time Immemorial, passing information and
carrying meaning and connection over generations without it being transcribed
or written.
Note: Refer to Division 410, State Standards For Educator Preparation Providers; 584-410-0070 Culturally Sustaining Practices to Promote Equity and Chapter 584, Division 20, Standards For Competent And Ethical Performance Of Oregon Educator, as well as OAR 584-410-0075 Social and Emotional Development to Promote Equity.
(5)
Standard 1: Knowledge of Literacy
Acquisition & Instruction:
(a)
Literacy Acquisition
(A)
Understand the major models of reading development and core ideas from the
convergence of research on literacy.
(B) Understand the phases of reading
development and how that information guides planning for instruction.
(C) Understand the structure of language,
including phonology, orthography, morphology, semantics, syntax, pragmatics,
and discourse.
(D) Understand the
reciprocal relationships among oral language, phonemic awareness, decoding,
word recognition, fluency, spelling, vocabulary knowledge, and background
knowledge to attain reading proficiency.
(E) Identify and explain major research
findings on aspects of cognition, behavior, and environmental, cultural, and
social factors that affect reading and writing development.
(F) Understand how each of the above concepts
impact and apply to the learning and experiences of multilingual learners and
students with disabilities.
(b)
Instruction
(A) The general principles and practices of
structured language and literacy teaching, including explicit, systematic,
cumulative, and teacher-directed instruction.
(B) Effective instructional routines to
enhance student engagement and memory through rehearsal and retrieval of
information.
(C) Educators
recognize and consider their own lived experiences and pursue understanding of
knowledge bases traditionally excluded (i.e., Indigenous knowledge, community
cultural wealth) when designing instruction.
(D) Understand how each of the above concepts
impact and apply to the learning and experiences of multilingual learners and
students with disabilities.
(E)
Analyze instructional materials in terms of the standards and general
principles of effective literacy instruction.
(F) Culturally responsive literacy
instruction includes the selection of a high-quality literacy curriculum and
supplemental materials that include characters, subjects, settings, and authors
which are reflective of the abilities, identities, and cultures of the full
range of students and their communities.
(c)
Administrator candidate
standards
(A) Administrator
candidates will demonstrate knowledge and understanding of the above literacy
acquisition and instruction standards and demonstrate the ability to identify
critical elements of effective literacy instruction and provide appropriate
coaching and feedback.
(B)
Administrator candidates will use evidence-based tools to evaluate and select
literacy instructional materials to ensure their design is aligned with the
standards and general principles of effective literacy instruction.
(6)
Standard 2:
Literacy Foundational Skills
(a) The
following standards unpack the current knowledge base by essential components
of foundational literacy instruction, including principles for effective
instruction. It is essential that candidates understand these components and
the reciprocal relationships among them, as well as the reciprocal relationship
between foundational skills and other literacy skills as described in Standard
3.
(b)
Oral
Language
(A) The primary role oral
language plays in laying the groundwork for a child's ability to read and
write.
(B) The developmental
sequence of oral language common to all spoken languages.
(C) Establish classroom settings where oral
language skills of listening and speaking are emphasized and student-to-student
interaction is promoted.
(D)
Procedures for clearly communicating with students using academic language and
vocabulary.
(E) How oral language
plays a critical role in learning about self, culture, and tradition, including
the importance of Indigenous languages/history and viewing multilingualism
through an asset-based lens.
(F)
Recognize and build from the assets of multilingualism, understanding
multilingual learners' lived experiences, how they learn, and how they acquire
English.
(G) That language
varieties are linguistically equal, and the importance of honoring different
language varieties and languages in literacy instruction.
(c)
Phonological Awareness
(A) Correct identification, classification,
and understanding of how to compare all the consonant phonemes and all the
vowel phonemes of English.
(B)
Identifies opportunities to obtain resources on phonemes of other languages to
inform instruction and support for multilingual learners, recognizing that
phonological awareness skills can transfer across languages when students have
opportunities to build these skills in their native language and
English.
(C) Progression of
phonological awareness skill development across ages and grades, including
phonemic-awareness difficulties.
(D) Principles of effective
phonemic-awareness instruction focusing on segmenting and blending of
phonemes.
(d)
Decoding and Word Recognition
(A) Structure of English orthography and the
patterns and rules that inform the teaching of single- and multisyllabic
regular word reading.
(B)
Principles of explicit instruction of letter names and letter/sound
associations to ensure automaticity.
(C) Principles of effective decoding, word
recognition, and spelling instruction for single and multisyllabic words,
including the general and specific goals of such instruction.
(D) Evidence-based procedures for teaching
irregular words.
(E) Different
types and purposes of texts, emphasizing the role of decodable text in teaching
beginning readers.
(e)
Fluency
(A) Role of fluent
word-level skills in automatic word reading, orthographic mapping, oral reading
fluency, reading comprehension, and motivation.
(B) Varied evidence-based techniques and
methods for building reading fluency.
(C) Considerations for text reading fluency
as an achievement of normal reading development that can be advanced through
informed instruction and progress-monitoring practices.
(f)
General Literacy Foundational
Skills: Develop oral language, phonological awareness, and vocabulary
across each language to the extent possible when working with multilingual
learners.
(g)
Administrator
candidate standards: Administrator candidates will demonstrate
knowledge and understanding of the above standards and demonstrate the ability
to identify critical elements of effective literacy instruction and provide
appropriate coaching and feedback.
(7)
Standard 3: Vocabulary, Background
Knowledge, Writing, and Comprehension
(a)
Vocabulary
(A) The critical role of vocabulary
development and vocabulary knowledge in oral and written language comprehension
including instructional implications of students having varying levels of
vocabulary.
(B) Role and
characteristics of direct, explicit methods of vocabulary
instruction.
(C) Role and
characteristics of indirect (contextual) methods of vocabulary
instruction.
(D) Importance of
developing vocabulary skills through the systems of language, including
phonology, orthography, syntax, semantics, morphology, etymology, and the
relationships among them.
(b)
Background Knowledge
(A) The role background knowledge, learned
through oral language or print, holds in students' ability to make meaning of
and comprehend verbal language and text.
(B) Strategies for building upon family and
life experiences/languages that contribute rich context to building new
knowledge necessary to support comprehension in reading, listening and
expression of ideas in communication and writing.
(C) Procedures for building knowledge
networks through all grades including general knowledge, domain-specific
knowledge, and world knowledge which begins with educator familiarity of
students' and communities' funds of knowledge and culture.
(c)
Comprehension
(A) Factors that contribute to students'
meaning making and understanding.
(B) Instructional routines appropriate for
each major genre: informational text, narrative text, and
argumentation.
(C) Analyze
instructional materials in terms of the standards and general principles of
effective literacy instruction.
(D)
Culturally responsive literacy instruction includes the selection of a
high-quality literacy curriculum and supplemental materials that include
characters, subjects, settings, and authors which are reflective of the
abilities, identities, and cultures of the full range of students and their
communities.
(E) Critical role of
sentence comprehension in listening and reading comprehension.
(F) Importance of using explicit
comprehension strategy instruction, as supported by research.
(G) Teacher's role as an active mediator of
text-comprehension processes.
(d)
Writing
(A) Reading and writing are reciprocal
skills, and explicitly teaching the relationship to children is
critical.
(B) Major domains that
contribute to written expression, including: transcription (manuscript and
cursive handwriting, letter formation, spelling, conventions, and keyboarding)
and translation skills (i.e., grammar, sentence structure, writing process
[including planning, writing, revising, editing, and publishing] and text
structure) and the developmental phases of writing.
(C) Research-based principles must be aligned
with current research for teaching written spelling and punctuation and must be
explicitly taught.
(D) Demonstrate
an understanding of connecting writing instruction and practice to the
texts/content children are reading/learning.
(E) How to apply in practice the fundamentals
of sentence construction and syntax, connecting writing to content.
(F) How to provide purposeful inclusion of
writing as a strategy to increase comprehension and learning.
(e)
Administrator
candidate standards: Administrator candidates will demonstrate
knowledge and understanding of the above standards and demonstrate the ability
to identify critical elements of effective literacy instruction and provide
appropriate coaching and feedback.
(8)
Standard 4: Assessment &
Data-Based Decision-Making
(a)
Assessment
(A) Understanding
the foundational principles of assessment, such as the differences and purposes
for screening, progress-monitoring, diagnostic, interim, formative, and
summative assessments, including assessments in the student's home language
whenever possible.
(B) Understand
basic principles of how tests and items are developed and formatted to measure
what students know and are able to do (e.g., reliability, validity, criterion,
normed, and potential bias).
(C)
Interpret and analyze multiple data points from both informal and formal
assessments as well as the formative assessment process in order to help both
educators and students understand where students are in their learning process
and identify next instructional moves (e.g. Interpret basic statistics commonly
utilized in formal and informal assessment).
(D) Know and utilize in practice
well-validated screening tests designed to identify students at risk for
reading difficulties.
(E)
Understand and apply the principles of progress monitoring and reporting with
Curriculum-Based Measures (CBMs), including graphing techniques.
(F) Know and utilize in practice informal
diagnostic surveys of phonological and phoneme awareness, decoding skills, oral
reading fluency, comprehension, spelling, and writing.
(G) Integrate, summarize, and communicate
(orally and in writing) the meaning of educational assessment data for sharing
with students, parents, and other teachers to support students in becoming
self-directed learners.
(b)
Data-Based Decision-Making to
Inform Instruction
(A) How to use
multiple sources of data to determine the instructional needs of all students,
including all reader profiles and intervention needs of struggling readers
within an MTSS framework. Note: A Multi-Tiered System of Support (MTSS) is a
systemic, continuous improvement framework in which data-based problem-solving
and decision-making are practiced across all levels of the educational system
for supporting students.
(B) Know
how to elicit evidence of student learning through frequent, ongoing formative
assessment to respond and adjust instruction accordingly; and to deliver
specific, actionable, and timely feedback that restates the goal, describes
what proficiency looks like, and shows students where they are in relation to
the goal.
(C) How to provide all
students with instruction that is needs-based, intensive, and with sufficient
duration to accelerate learning.
(D) How to use a holistic, assets-based
analysis of multilingual students when using data from multiple languages to
inform instruction.
(c)
Administrator candidate standards: Administrator candidates
will demonstrate knowledge and understanding of the above standards and
demonstrate the ability to identify critical elements of effective literacy
instruction and provide appropriate coaching and feedback.
(9)
Standard 5: Supporting Multilingual
Learners
(a) Understand language and
literacy development of multilingual learners.
(b) Understand the stages of second language
acquisition and how that information guides planning for instruction.
(c) Teach emerging multilingual students the
key components of language and literacy: phonological awareness, phonics,
vocabulary, fluency, spelling, and writing skills.
(d) Use evidence-based research on how best
to teach multilingual learners
(e)
Leverage technology to adapt and enhance instruction of multilingual
learners.
(f) Understand
implications for dual immersion teaching and learning.
(g) Understand the benefits of developing
multilingual learners' home language and literacy alongside English language
and literacy.
(h)
Administrator candidate standards: Administrator candidates
will demonstrate knowledge and understanding of the above standards and
demonstrate the ability to identify critical elements of effective literacy
instruction and provide appropriate coaching and feedback.
(10)
Standard 6: Students with Reading
Difficulties, Reading Disabilities & Dyslexia
Note: By law, these standards must be included for students with dyslexia, but as the rule states, are appropriate for all students. These specific standards, some of which duplicate previous standards, are included to honor the existing dyslexia standards already in rule.
(a) Understand how
reading disabilities vary in presentation and degree.
(b) The aims of literacy instruction apply to
all children; with modifications, accommodations, supports, and technologies,
every child must have access to literacy learning.
(c) Administer, interpret, and apply
screening and progress monitoring assessments identified in OAR 581-022-2445 -
Universal Screenings for Risk Factors of Dyslexia for students who demonstrate
characteristics that may predict or are associated with dyslexia.
(d) Understand how to provide evidence-based
reading instruction to all students, including students who demonstrate
characteristics that may predict or are associated with dyslexia.
(e) Apply dyslexia assessment and instruction
knowledge to pedagogy practice.
(f)
The standards for dyslexia instruction apply to all students the candidate is
being prepared to teach, including emerging multilingual students.
(g) Program alignment with the dyslexia
instruction standards must be consistent with the knowledge and practice
standards of an international organization on dyslexia.
(h) Appropriate uses of assistive technology
for students with serious limitations in reading fluency.
(i)
Administrator candidate
standards: Administrator candidates will demonstrate knowledge and
understanding of the above standards and demonstrate the ability to identify
critical elements of effective literacy instruction and provide appropriate
coaching and feedback.
(11)
Standard 7: Students who are
Gifted and Talented
(a) Understand
implications of sections 3 - 8 for students who are gifted and
talented.
(b) Understand how to
access and use strategic instructional practices that provide appropriate
academic challenges and opportunities to foster academic growth.
(c) Understand how to differentiate
instruction to engage gifted students to accommodate their assessed levels of
learning and accelerated rates of learning..
(d) Understand the incidence of
twice-exceptional learners who may be both gifted and reluctant readers, and
the implications.
(e) Understand
the incidence of multilingual learners who are also gifted and
talented.
(f)
Administrator
candidate standards: Administrator candidates will demonstrate
knowledge and understanding of the above standards and demonstrate the ability
to identify critical elements of effective literacy instruction and provide
appropriate coaching and feedback.
(12)
Standard 8: Field
Experiences
(a) Programs of study for
candidates shall include:
(A) Practice (e.g.,
rehearse, role play, or complete simulations of) evidence-based early literacy
instruction prior to their field-based experiences working with
students.
(B) Opportunity to
observe (in person, virtually, or via video) models of culturally and
linguistically sustaining, evidence-based early literacy practice in PK-5
classrooms aligned to the Oregon Standards for English Language Arts and
Literacy.
(b) Candidates
are given opportunities in field-based experiences and classroom settings
outside of required student teaching requirements to:
(A) Use evidence-based instructional
materials aligned to the Oregon Literacy Framework.
(B) Demonstrate their ability to implement
culturally and linguistically sustaining, evidence-based instructional
practices that are aligned to the Oregon Literacy Framework.
(C) Apply learning about the development of
language and literacy with students within PK-5 grade span, including students
who are multilingual and bidialectal and students who experience reading
difficulties.
(c)
Administrator candidate standards: Administrator candidates
will demonstrate knowledge and understanding of the above standards and
demonstrate the ability to identify critical elements of effective literacy
instruction and provide appropriate coaching and feedback.
Notes
Statutory/Other Authority: ORS 342.165 & ORS 342.147
Statutes/Other Implemented: ORS 342.147
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