Section 27.120 Reading Specialist
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Illinois Administrative Code › Title 23 EDUCATION AND CULTURAL RESOURCES › CHAPTER I: STATE BOARD OF EDUCATION › Part 27 STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS › Section 27.120 Reading Specialist
Text
Section 27.120 Reading Specialist
By October 1, 2024, all candidates for a Reading Specialist endorsement
will be required to complete a program aligned to the Standards for the
Preparation of Literacy Professionals (2017) published by the International
Literacy Association, P.O. Box 8139, Newark DE 19714, and available at https://www.literacyworldwide.org/
get-resources/standards. (No later amendments to or editions of these
guidelines are incorporated.) The standards effective until September 30, 2024
are as follows:
a) The competent reading specialist has a deep understanding of
reading and reading instruction.
1) Knowledge Indicators – The competent reading specialist:
A) knows theoretical models and philosophies of reading education
and their relevance to instruction.
B) knows the scope and sequences for reading instruction at all
developmental levels, pre-K through grade 12.
C) knows the history of reading instruction and its relevance to
current theory and practice.
D) is aware of trends, controversies, and issues in reading
education.
E) understands the construction and psychometric properties of
classroom reading tests, including the State assessment.
F) understands, respects, and values cultural, linguistic, and
ethnic diversity and knows how such differences can influence learning to read.
G) understands the differences between reading skills and
strategies and the role each plays in reading development.
H) knows a wide range of quality literature for students.
2) Performance Indicators – The competent reading specialist:
A) adjusts reading instruction to meet the learning needs of
diverse learners (e.g., gifted students, students with limited English proficiency)
as well as those who speak non-standard dialects.
B) locates, evaluates, and uses literature for readers of all
abilities and ages.
C) uses various tools to estimate the readability of texts
tors – The competent reading specialist:
A) adjusts reading instruction to meet the learning needs of
diverse learners (e.g., gifted students, students with limited English proficiency)
as well as those who speak non-standard dialects.
B) locates, evaluates, and uses literature for readers of all
abilities and ages.
C) uses various tools to estimate the readability of texts.
D) uses technology to support reading and writing instruction.
E) demonstrates ability to meet all the requirements set forth in
Section 27.100(a) through (l).
b) The competent reading specialist understands how to diagnose
reading disabilities and how to teach and support the education of students with
reading disabilities.
1) Knowledge Indicators – The competent reading specialist:
A) understands a model of reading diagnosis that includes
students' proficiency with print conventions, word recognition and analysis,
vocabulary, fluency, comprehension, self-monitoring, and motivation.
B) is aware of models of reading disabilities used in special
education.
C) knows a wide variety of informal and formal assessments of
reading, writing, spelling, and oral language.
D) understands the uses and limitations of informal and formal
assessments.
E) is aware of a variety of individualized and group instructional
interventions or programs for students with reading problems.
F) knows models of and procedures for providing reading diagnosis
and educational services to students with reading problems.
2) Performance Indicators – The competent reading specialist:
A) screens classes to identify students in need of more thorough
reading diagnosis.
B) determines strengths and needs of individual students in the
areas of reading, writing, and spelling.
C) determines students' reading levels (independent, instructional,
frustrational)
to students with reading problems.
2) Performance Indicators – The competent reading specialist:
A) screens classes to identify students in need of more thorough
reading diagnosis.
B) determines strengths and needs of individual students in the
areas of reading, writing, and spelling.
C) determines students' reading levels (independent, instructional,
frustrational).
D) gathers and interprets information for diagnosis of the reading
problems of individual students.
E) develops individual educational plans for students with severe
learning problems related to literacy.
F) interprets and explains diagnostic information for classroom
teachers, parents, and other specialists to assist them in planning
instructional programs.
G) develops case study reports of students with reading problems.
H) designs, implements, and evaluates appropriate reading programs
for small groups and individuals.
c) The competent reading specialist understands how to interpret
and use reading research.
1) Knowledge Indicators – The competent reading specialist:
A) understands the role that reading research should play in
guiding pedagogical decisions.
B) understands the types of questions that can be answered by
different types of research studies.
C) is aware of major research findings on reading instruction.
2) Performance Indicators – The competent reading specialist:
A) searches and accesses research literature in a systematic way.
B) reads and interprets research findings and applies them to
decisions about assessment, curriculum, instruction, selection of materials,
and programs.
C) explains research findings to a variety of audiences.
D) collects, analyzes, and interprets State and local test data to
describe achievement trends for districts, schools, and special populations
re in a systematic way.
B) reads and interprets research findings and applies them to
decisions about assessment, curriculum, instruction, selection of materials,
and programs.
C) explains research findings to a variety of audiences.
D) collects, analyzes, and interprets State and local test data to
describe achievement trends for districts, schools, and special populations.
E) designs and conducts small-scale, instructional research
studies in regular classrooms and special instructional settings.
F) promotes and facilitates teacher research and classroom
research.
d) The competent reading specialist provides leadership in
curriculum design and implementation.
1) Knowledge Indicators – The competent reading specialist:
A) knows State and national educational standards that are
relevant to reading education.
B) knows exemplary programs and practices in reading education.
C) is aware of guidelines for the evaluation of curriculum
material and instructional technology.
2) Performance Indicators – The competent reading specialist:
A) helps faculty and administrators to articulate a philosophy of
reading instruction.
B) participates in the development and implementation of school
improvement plans.
C) participates in and facilitates reading curriculum design,
revision, and implementation efforts.
D) guides the evaluation and selection of instructional materials,
including textbooks, trade books, materials for students with special needs,
and technology.
E) collaborates with allied professionals in assessing, planning,
adapting, and delivering reading instruction.
F) participates in the design and implementation of special
programs such as early intervention, summer school, and after-school programs.
G) assists subject-area teachers in selecting appropriate
textbooks, software, and other instructional materials
technology.
E) collaborates with allied professionals in assessing, planning,
adapting, and delivering reading instruction.
F) participates in the design and implementation of special
programs such as early intervention, summer school, and after-school programs.
G) assists subject-area teachers in selecting appropriate
textbooks, software, and other instructional materials.
e) The competent reading specialist provides leadership in staff
development.
1) Knowledge Indicators – The competent reading specialist:
A) knows models of staff development.
B) understands processes for consensus-building and conflict
resolution.
2) Performance Indicators – The competent reading specialist:
A) provides professional development support to classroom
teachers, including teachers in mathematics, science, social studies, and other
subjects.
B) demonstrates exemplary reading instruction with students in
varied settings, including one-to-one, small group, and classroom.
C) designs staff development programs related to curricular goals.
D) presents professional staff development sessions.
E) locates resources for staff development, including speakers,
courses of study, technology, and workshops.
F) serves as a resource on reading to administrators and other
policymakers.
G) guides and trains paraprofessionals, tutors, and volunteers.
H) uses multiple indicators of professional growth as the basis
for planning and evaluating staff development.
f) The competent reading specialist communicates and works with
the public and other professionals.
1) Knowledge Indicators – The competent reading specialist:
A) knows resources and strategies for facilitating communication
among school, home, and community.
B) understands the value of community support for school reading
programs
and evaluating staff development.
f) The competent reading specialist communicates and works with
the public and other professionals.
1) Knowledge Indicators – The competent reading specialist:
A) knows resources and strategies for facilitating communication
among school, home, and community.
B) understands the value of community support for school reading
programs.
2) Performance Indicators – The competent reading specialist:
A) provides professional presentations on reading curriculum and
issues to school boards and community audiences.
B) communicates effectively about reading to media, policymakers,
and the general public.
C) facilitates home-school connections and parental participation
in school reading programs.
D) develops partnerships with community members, agencies, and
universities.
E) advocates for public support of reading education.
F) is open to constructive peer evaluation and feedback.
g) The competent reading specialist secures and manages
instructional resources.
1) Knowledge Indicators – The competent reading specialist:
A) is aware of resources for supporting effective reading
programs.
B) knows funding sources and strategies for seeking support for
reading programs.
2) Performance Indicators – The competent reading specialist:
A) secures instructional materials.
B) organizes and coordinates efficient access to instructional
materials school-wide.
h) The competent reading specialist has high professional
standards.
1) Knowledge Indicator – The competent reading specialist is
aware of and adheres to ethical standards of professional conduct in reading
education.
2) Performance Indicators – The competent reading specialist:
A) reflects on his or her own teaching practices and conducts
self-evaluation
l-wide.
h) The competent reading specialist has high professional
standards.
1) Knowledge Indicator – The competent reading specialist is
aware of and adheres to ethical standards of professional conduct in reading
education.
2) Performance Indicators – The competent reading specialist:
A) reflects on his or her own teaching practices and conducts
self-evaluation.
B) stays current with developments in reading education and
literature for children and adolescents by reading professional journals and
other publications and by attending professional conferences.
C) participates actively in local, State, or national professional
organizations in reading education.
This is a copy of a public record, reproduced as it was published. It is not legal advice, and it may not be the version a court would rely on. Check the official source before you cite it.