Illinois Administrative Code
Title 23 - EDUCATION AND CULTURAL RESOURCES
Part 27 - STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS
Subpart B - FUNDAMENTAL LEARNING AREAS
Section 27.120 - Reading Specialist
Universal Citation: 23 IL Admin Code ยง 27.120
Current through Register Vol. 48, No. 38, September 20, 2024
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.
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).
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.
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.
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.
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.
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.
Disclaimer: These regulations may not be the most recent version. Illinois may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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