# data[].attributes.headline
State BOE calls for adoption of Science of Reading

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State BOE calls for adoption of Science of Reading

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State Board Calls for the Adoption of Science of Reading Statewide

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1.24.23 DRAFT COMAR: Educator Licensure & Preparation Regulations

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1.24.23 DRAFT COMAR: Educator Licensure & Preparation Regulations

# data[].attributes.body
These tabs are populated by information provided by MSDE in the draft regulations presented to the SBOE on 1/24/23.

# data[].attributes.headline
MSDE/Kelly Meadows Marked Up Literacy Competency Regulations

# data[].attributes.subject
MSDE/Kelly Meadows Marked Up Literacy Competency Regulations

# data[].attributes.body
This version includes the edits made to the draft COMARafter receiving public comment and before re-publishing the same COMAR for further comment.

# data[].attributes.attachment_link.title
KM marked up v.13A.07.06 Literacy Competencies with track changes

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1.23.23: MSDE presentation to SBOE on ed prep and licensure DRAFT COMAR

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1.23.23: MSDE presentation to SBOE on ed prep and licensure DRAFT COMAR

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North Carolina, 4.27.20, Educator Preparation & Literacy

# data[].attributes.subject
North Carolina, 4.27.20, Educator Preparation & Literacy

# data[].attributes.body
Resolution of the Board of Governors of the University of North Carolina

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2.2.22: Licensure & Preparation COMAR Comments: DDMD, Amy Siracusano, Literacy Consultant

# data[].attributes.subject
2.2.22: Licensure & Preparation COMAR Comments: DDMD, Amy Siracusano, Literacy Consultant

# data[].attributes.body
These comments were provided to Kelly Meadows with MSDE in response to the DRAFT COMAR regulations.

In this document you can link to a marked up version of the original regulations. This issue is still outstanding and we expect the draft regulations to be reconsidered by MSDE in the near future.

# data[].attributes.attachment_link.title
Professionally Licensed Personnel COMAR Comments

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MSDE Literacy Course Standards Matrix  Four Course Approach

# data[].attributes.body
October 2017

# data[].attributes.headline
MA Foundations of Teaching Reading (MTEL 160)

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MA Foundations of Teaching Reading (MTEL 160)

# data[].attributes.body
Includes teacher preparation, pillar 2
Includes "all children will read on grade level by end of grade 3" -- pillar 3

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An official website of the State of Maryland.

# data[].attributes.body
Highlights show revisions from Reading Courses to Literacy Competencies

# data[].attributes.headline
1.2.22: Licensing and Preparation DRAFT Regs

# data[].attributes.subject
1.2.22: Licensing and Preparation DRAFT Regs

# data[].attributes.body
No longer available online, but this was the original post on the Maryland Register.

"Published in the Maryland Register on January 3, 2022, comments are accepted for 30 days on regs for Professionally licensed personnel for reading along with the literacy competencies developed by the Elementary Literacy Workgroup from 2015-2019.

13A.05.01.03,.08,.09 • 48:26 Md. R. 1124 (12-17-21)

13A.06.07.01,.03,.07,.08—.21 • 48:24 Md. R. 1049 (11-19-21)

13A.07.06.01—.15 • 49:1 Md. R. 39 (1-3-22) (ibr)

13A.07.11.02,.03 • 48:26 Md. R. 1126 (12-17-21)

13A.07.14.02,.03 • 48:22 Md. R. 952 (10-22-21)

13A.07.14.03 • 48:25 Md. R. 1091 (12-3-21) (err)"

# data[].attributes.attachment_link.readable_text
Schedule of Closing Dates and Issue Dates for the
Maryland Register ......................................................................... 5

COMAR Research Aids

Table of Pending Proposals ............................................................... 6

Index of COMAR Titles Affected in This Issue
COMAR Title Number and Name Page
12Department of Public Safety and Correctional Services ....... 35

30Maryland Institute for Emergency Medical Services
Systems (MIEMSS) ......................................................... 16

36Maryland State Lottery and Gaming Control
Agency .............................................................................. 16

PERSONS WITH DISABILITIES

Individuals with disabilities who desire assistance in using the publications and services of the Division of State Documents are encouraged to call (410) 974-2486, or (800) 633-9657, or FAX to (410) 974-2546, or through Maryland Relay.

Final Action on Regulations

COMMISSION OF REAL ESTATE APPRAISERS,
APPRAISAL MANAGEMENT COMPANIES, AND
HOME INSPECTORS-REAL ESTATE APPRAISERS

Standards Applicable to Generators of Hazardous Waste .........

Interim Status Standards for Owners and Operators of
Hazardous Waste Treatment, Storage, and Disposal
Facilities

Standards for the Management of Specific Hazardous
Wastes and Specific Types of Hazardous Waste
Management Facilities

Proposed Action on Regulations

COMAR Online

The Maryland Register is also available at www.dsd.state.md.us .

For additional information, visit www.dsd.state.md .us, Division of State Documents, or call us at (410) 974-2486 or 1 (800) 633-9657.

Availability of Monthly List of
Maryland Documents

Anyone wishing to receive ''Maryland Documents'' should write to: Legislative Sales, Maryland Department of Legislative Services, 90 State Circle, Annapolis, MD 21401.

*Deadlines are for submissions to DSD for publication in the Maryland Register and do not take into account the 15-day AELR review period. Due date for documents containing 8 to 18 pages is 48 hours before the date listed; due date for documents exceeding 18 pages is 1 week before the date listed.

Cumulative Table of COMAR Regulations

Adopted, Amended, or Repealed

This table, previously printed in the Maryland Register lists the regulations, by COMAR title, that have been adopted, amended, or repealed in the Maryland Register since the regulations were originally published or last supplemented in the Code of Maryland Regulations (COMAR). The table is no longer printed here but may be found on the Division of State Documents website at www.dsd.state.md.us.

Table of Pending Proposals

The table below lists proposed changes to COMAR regulations. The proposed changes are listed by their COMAR number, followed by a citation to that issue of the Maryland Register in which the proposal appeared. Errata pertaining to proposed regulations are listed, followed by "(err)". Regulations referencing a document incorporated by reference are followed by "(ibr)". None of the proposals listed in this table have been adopted. A list of adopted proposals appears in the Cumulative Table of COMAR Regulations Adopted, Amended, or Repealed.

08.02.03.01,.09,.11 * 48:25 Md. R. 1083 (12-3-21)
09 MARYLAND DEPARTMENT OF LABOR
09.10.03.08 * 48:7 Md. R. 261 (3-26-21)
10 MARYLAND DEPARTMENT OF HEALTH
10.09.92.08 * 48:3 Md. R. 104 (1-29-21)

48:4 Md. R. 190 (2-12-21) (err)

10.38.06.03 * 48:22 Md. R. 949 (10-22-21)

10.43.16.03-.05 * 48:23 Md. R. 988 (11-5-21)
13A STATE BOARD OF EDUCATION
13A.07.14.02,.03 * 48:22 Md. R. 952 (10-22-21)

13B.01.01.19,.26 * 48:21 Md. R. 904 (10-8-21)

21.10.06.01,.03,.04,.06,.08-.15,.17-.25,
.31 * 48:26 Md. R. 1155 (12-17-21)
22 STATE RETIREMENT AND PENSION SYSTEM
26.11.20.02 * 48:20 Md. R. 865 (9-24-21)
27 CRITICAL AREA COMMISSION FOR THE CHESAPEAKE AND ATLANTIC COASTAL BAYS
31.03.13.02,.04 * 48:11 Md. R. 432 (5-21-21)

48:25 Md. R. 1089 (12-3-21)

31.05.08.24,.28 * 48:8 Md. R. 322 (4-9-21)

31.10.48.02-.05 * 48:24 Md. R. 1062 (11-19-21)

DEPOSITORIES FOR DOCUMENTS
INCORPORATED BY REFERENCE

Depositories for Documents Incorporated by Reference
into the Code of Maryland Regulations (COMAR)

90 State Circle (21401)

410-946-5430, 301-970-5400,

800-492-7111 x5400 (MD only)

FAX 410-946-5405

MD State Archives

350 Rowe Blvd. (21401)

410-260-6438

FAX 410-974-3895

MD State Law Library

Robert C. Murphy Courts of Appeal Bldg.

361 Rowe Blvd. (21401)

410-260-1430, 888-216-8156

FAX 410-974-2063

State Library Resource Center

Enoch Pratt Free Library

400 Cathedral St. (21201)

443-984-2448

FAX 410-396-4570

Law Library

University of Baltimore

1401 North Charles St.

Contact: Patricia Behles

410-837-4583

FAX 410-837-4656

Thurgood Marshall Law Library

501 W. Fayette Street (21201)

410-706-0783

FAX 410-706-8354

Southern MD Regional Library

37600 New Market Rd.

P.O. Box 459 (20622)

301-934-9442

FAX 301-884-0438

Hornbake Library

University of MD

Marylandia Room (20742)

301-314-2712

FAX 301-314-2709

Frostburg State University

Lewis J. Ort Library

1 Susan Eisel Drive (21532)

301-687-4734

FAX 301-687-7069

Government Reference Service of Washington County Free Library

100 South Potomac Street (21740)

301-739-3250 x 310

FAX 301-739-7603

Frederick Douglass Library

University of MD Eastern Shore

410-651-7697

FAX 410-651-6269

Montgomery County Public Library

Rockville Branch

21 Maryland Avenue (20850)

240-777-0140

FAX 240-777-0155

Salisbury University

Guerrieri Academic Commons

Room AC 180A

1134 S Salisbury Blvd. (21801)

410-677-0110

FAX 410-543-6203

Albert S. Cook Library

Towson University

8000 York Road (21252)

410-704-3267

FAX 410-704-4755

Library of Congress

Anglo-American Acquisitions Division

Government Documents Section

101 Independence Ave., S.E. (20540)

202-707-9470

FAX 202-707-0380

For additional up-to-date information concerning bills introduced in the General Assembly, log on to http://mlis.state.md.us and click on Bill Information and Status.You may then enter a specific bill number for information about that bill.You may also click on Senate Synopsis or House Synopsis for the most recent synopsis list for each house, or click on Synopsis Index for a listing of all bill synopses since the beginning of the legislative session.

SYNOPSIS NO. 1

House Bills

[22-01-13]

Senate Bills

[22-01-14]

Sen Kramer.State Employees - Collective Bargaining - Applicability, Bargaining Processes, and Memorandums of Understanding.

Sens Elfreth and Guzzone.State Finance and Procurement - Appropriation Reductions (Board of Public Works Budget Reduction Clarification Act).

Del. Korman - State Finance and Procurement - Appropriation Reductions (Board of Public Works Budget Reduction Clarification Act).

Montgomery County Delegation and Prince George's County Delegation.Maryland - National Capital Park and Planning Commission - Mandatory Referral Review MC/PG 101 - 21.

Del Bartlett.Anne Arundel County - Transfer Tax - Housing Trust Special Revenue Fund.

Sens McCray and Zucker.Transportation - Maryland Transit Administration Funding and MARC Rail Extension Study (Transit Safety and Investment Act).

Sen Feldman.Economic Development Advanced Clean Energy and Clean Energy Innovation Investments and Initiatives.

Sen Rosapepe.Local Tax Relief for Working Families Act of 2021.

Del Lierman, et al.Transportation - Maryland Transit Administration Funding and MARC Rail Extension Study (Transit Safety and Investment Act).

Del Palakovich Carr.Local Tax Relief for Working Families Act of 2021.

Del Qi.Economic Development - Advanced Clean Energy and Clean Energy Innovation Investments and Initiatives.

Del Haynes.Education - Community Colleges - Collective Bargaining.

Del Bridges.State Personnel - Collective Bargaining - Exclusive Representative Access to New Employees.

Sen Rosapepe, et al.COVID - 19 Testing, Contact Tracing, and Vaccination Act of 2021.

Del Pena - Melnyk.COVID - 19 Testing, Contact Tracing, and Vaccination Act of 2021.

The Spkr (Leg Redist Advis Comm).Congressional Districting Plan.

[22-01-18]

The Judiciary

COURT OF APPEALS OF MARYLAND

DISCIPLINARY PROCEEDINGS

This is to certify that by an Order of this Court dated December 8, 2021, MARGOT ELIZABETH ROBERTS (CPF# 1606210229), 2805 US Highway 17, Williamston, North Carolina 27892, has been placed on disability inactive status by consent, effective immediately, and her name as an attorney at law has been stricken from the register of attorneys in this Court Maryland Rule 19-761(b).

[22-01-24]
Symbol Key
Roman type indicates text already existing at the time of the proposed action.

Italic type indicates new text added at the time of proposed action.

Single underline, italic indicates new text added at the time of final action.

Single underline, roman indicates existing text added at the time of final action.

[[Double brackets]] indicate text deleted at the time of final action.

Title 08
DEPARTMENT OF NATURAL RESOURCES

Subtitle 04 BOATING

08.04.03 Certificate of Boat Number

Authority: Natural Resources Article, §§8-704(c), 8-710.2, 8-712, and
8-712.1,Annotated

Notice of Final Action

[21-178-F]

On December 21, 2021, the Secretary of Natural Resources adopted amendments to Regulation .10 under COMAR 08.04.03 Certificate of Boat Number. This action, which was proposed for adoption in 48:23 Md. R. 984-985 (November 5, 2021), has been adopted as proposed.
Effective Date: January 13, 2022.
JEANNIE HADDAWAY-RICCIO
Secretary of Natural Resources

Title 09
DEPARTMENT OF LABOR

Subtitle 19 COMMISSION OF REAL ESTATE APPRAISERS, APPRAISAL MANAGEMENT COMPANIES, AND HOME INSPECTORS-REAL ESTATE APPRAISERS

09.19.03 Work Experience Requirements

Authority: Business Occupations and Professions Article, §§16-220,
16-302(d)(1) and (2) and (g), and 16-503(b)(1)(iii) and (2), (e), and (f), Annotated Code of Maryland

Notice of Final Action

[21-141-F]

On December 14, 2021, the Commission of Real Estate Appraisers, Appraisal Management Companies, and Home Inspectors adopted amendments to Regulation .01 under COMAR 09.19.03 Work Experience Requirements. This action, which was proposed for adoption in 48:21 Md. R. 897-898 (October 8, 2021), has been adopted as proposed.
Effective Date: January 13, 2022.
ANATOL POLILLO
Chair
Commission of Real Estate Appraisers, Appraisal
Management Companies, and Home Inspectors

Title 10
MARYLAND DEPARTMENT OF HEALTH

Subtitle 09 MEDICAL CARE PROGRAMS
10.09.78 Home Visiting Services Authority: Health-General Article, §§2-104(b), 15-103, and 15-105, Annotated Code of Maryland
Notice of Final Action

[21-163-F]

On December 21, 2021, the Secretary of Health adopted new Regulations .01-.09 under a new chapter, COMAR 10.09.78 Home Visiting Services. This action, which was proposed for adoption in 48:22 Md. R. 946-948 (October 22, 2021), has been adopted as proposed.
Effective Date: January 13, 2022.
DENNIS R. SCHRADER
Secretary of Health

Title 14
INDEPENDENT AGENCIES

Subtitle 22 COMMISSION ON CRIMINAL SENTENCING POLICY

14.22.02 Criminal Offenses and Seriousness Categories

Authority: Criminal Procedure Article, § 6-211, Annotated Code of Maryland

Notice of Final Action

[21-167-F]

On December 21, 2021, the Maryland State Commission on Criminal Sentencing Policy adopted amendments to Regulation .02 under COMAR 14.22.02 Criminal Offenses and Seriousness Categories. This action, which was proposed for adoption in 48:23 Md. R. 991 (November 5, 2021), has been adopted as proposed.
Effective Date: February 1, 2022.
DAVID SOULE
Executive Director

Title 26
DEPARTMENT OF THE ENVIRONMENT

Subtitle 13 DISPOSAL OF CONTROLLED HAZARDOUS SUBSTANCES

Notice of Final Action

[21-073-F]

On December 8, 2021, the Secretary of the Environment adopted:

(1) AmendRegulations .02, .03, .04, and .05 and adopt new Regulation .03-1 under COMAR 26.13.01 Hazardous Waste Management System: General;

(3) Amend Regulations .01,.04, .06, and .07-4, repeal existing Regulations.07-.07-3 and .07-5, and adopt new Regulation .07 under COMAR 26.13.03 Standards Applicable to Generators of Hazardous Waste;

(4) Amend Regulations .01 and.02 under COMAR 26.13.04 Standards Applicable to Transporters of Hazardous Waste;

(5) Amend Regulations .01,.02, .05, and .11-.14, and adopt new Regulation.02-2 under COMAR 26.13.05 Standards for Owners and Operators of Hazardous Waste Treatment, Storage, and Disposal Facilities;

(6) Amend Regulations .01,.02, .19 - .22, and .25 under COMAR 26.13.06 Interim Status Standards for Owners and Operators of Hazardous Waste Treatment, Storage, and Disposal Facilities;

(7) Amend Regulations .02-4,.02-5, .02-8, and .13-2 under COMAR 26.13.07 Permits for CHS Facilities;

(8) Adopt new Regulations . 01 - .03 under a new chapter, COMAR 26.13.09 Land Disposal Restrictions; and

(9) Amend Regulations .03,.04, .18, and .21-.24 under COMAR 26.13.10 Standards for the Management of Specific Hazardous Wastes and Specific Types of Hazardous Waste Management Facilities.

This action, which was proposed for adoption in 48:14 Md. R. 547 - 577 (July 2, 2021), has been adopted with the nonsubstantive changes shown below.
Effective Date: January 13, 2022.
Attorney General's Certification

In accordance with State Government Article, §10-113, Annotated Code of Maryland, the Attorney General certifies that the following changes do not differ substantively from the proposed text. The nature of the changes and the basis for this conclusion are as follows:

COMAR 26.13.01.05B(1)(g): This change adds an entry to the list of federal regulations incorporated by reference into COMAR 26.13. The federal regulation in question was referenced in a regulation proposed to be modified as part of the Notice of Proposed Action, but was inadvertently not included in the list in COMAR 26.13.01.05B(1) at the time of proposal.

COMAR 26.13.02.17D: This change corrects a typographical error by changing "qualify as for" to "qualify for".

COMAR 26.13.04.02A(6)(b)(i): This change corrects a grammatical error by adding the phrase "accompanies the hazardous waste at all times", which was mistakenly omitted from revised text that was created by dividing a paragraph into two subparagraphs.

COMAR 26.13.05.05D(3) and (4): This change deletes text that was mistakenly repeated in the proposal. The provisions that are being removed were proposed elsewhere in the proposal, at COMAR 26.13.05.02D(3) and (4).

COMAR 26.13.05.11D-1(3): This change corrects a typographical error in a reference to a federal regulation, so that the regulation correctly refers to "40 CFR §264.221(c)(2)(i)-(v)" rather than "40 CFR §264.221(c)(2)(i)-(iv)".

COMAR 26.13.05.12E(3): This change corrects a typographical error by changing "the active live" to "the active life".

COMAR 26.13.05.14C(4)(a): This change corrects a typographical error by changing "the active live" to "the active life", and adds a qualifier "of the landfill".

COMAR 26.13.05.14F(2)(b): This change corrects a typographical error in a reference to a federal regulation so that the text refers to 40 CFR §264.304(c) rather than §264.303(c).

COMAR 26.13.06.01A(4)(g)(ii): This change corrects a typographical error in a reference to a regulation so that the text refers to "§A(4)(g)(iii) of this regulation" rather than "§A(3)(g)(iii) of this regulation".

26.13.01 Hazardous Waste Management System: General

Authority: Environment Article, §6-905.3 and Title 7, Subtitle 2, Annotated Code of Maryland

.05 Incorporation by Reference.

A. (proposed text unchanged)

B. Incorporation of Federal Regulations by Reference.

(1) As qualified by §B(2) of this regulation, certain federal regulations are incorporated by reference as follows:

(a) - (f) (proposed text unchanged)

(2) (proposed text unchanged)

C. (proposed text unchanged)

26.13.02 Identification and Listing of Hazardous Waste

Authority: Environment Article, §6-905.3 and Title 7, Subtitle 2, Annotated Code of Maryland

.17 Hazardous Waste from Specific Sources.

A. - C. (proposed text unchanged)
D. To demonstrate that a nonwastewater does not qualify [[as]] for the K181 listing in the organic chemicals industry category, a person shall follow the procedures in 40 CFR §261.32(d).
26.13.04 Standards Applicable to Transporters of Hazardous Waste

Authority: Environment Article, Title 7, Subtitle 2, Annotated Code of Maryland

.02 Compliance with the Manifest System and Record Keeping.

A. The Manifest System.

(1) - (5) (proposed text unchanged)

(6) Rail Shipments. For shipments involving rail transportation, the requirements of §A(3)-(5) of this regulation do not apply, but the following requirements do apply:

(a) (proposed text unchanged)

(b) Rail transporters shall ensure that:

(i) A shipping paper containing all the information required on the manifest, excluding the EPA identification numbers, generator certification, and signatures, accompanies the hazardous waste at all times ; and

(ii) (proposed text unchanged)

(c) - (f) (proposed text unchanged)

(7) (proposed text unchanged)

A-1. - D. (proposed text unchanged)

26.13.05 Standards for Owners and Operators of Hazardous Waste Treatment, Storage, and Disposal Facilities

Authority: Environment Article, Title 7, Subtitle 2, Annotated Code of Maryland
[[(a) Sampling of impoundment contents; (b) Analysis of test data; and (c) Annual removal of residues specified in §D(4) of this regulation that have not been delisted under COMAR 26.13.01.04B-1 or that exhibit a characteristic of hazardous waste. (4) The requirement of §D(3)(c) of this regulation applies to residues that: (a) Do not meet applicable treatment standards of 40 CFR Part 268, Subpart D; or (b) In the absence of any applicable treatment standards in 40 CFR Part 268, Subpart D, are prohibited from land disposal under: (i) 40 CFR §268.32 or §3004(d) of RCRA; or (3) Special Requirements for Surface Impoundments. The owner or operator of a surface impoundment exempted from land disposal restrictions under 40 CFR §268.4(a) shall ensure that the waste analysis plan required by §D(2) of this regulation includes procedures and schedules for the:
.05 Manifest System, Record Keeping, and Reporting.

A. - C. (proposed text unchanged)
D-1. Leachate Collection and Removal System.
D. Operating Record.

(1) - (2) (proposed text unchanged)

E. - H. (proposed text unchanged)

.11 Surface Impoundments.

A. - D. (proposed text unchanged)

(1) - (2) (proposed text unchanged)

(4) (proposed text unchanged)

D-2. - K. (proposed text unchanged)

.12 Waste Piles.

A. - D-2 (proposed text unchanged)]

E. Inspections and Testing.

(1) - (2) (proposed text unchanged)
(4) For a landfill required to have a leak detection system under §B(3) or (4) of this regulation:
F. - J. (proposed text unchanged)

.14 Landfills.

A. - B. (proposed text unchanged)
F. Response Action Plan.
C. Monitoring and Inspection. The owner or operator shall:
(2) The owner or operator shall ensure that the response action plan:
(1) - (3) (proposed text unchanged)

(a) During the active [[live]] life and closure period of the landfill, record the amount of liquids removed from each leak detection sump at least once each week; and

(b) (proposed text unchanged)

D. - E. (proposed text unchanged)

(1) (proposed text unchanged)

(a) (proposed text unchanged)

(3) (proposed text unchanged)

G. - P. (proposed text unchanged)

26.13.06 Interim Status Standards for Owners and Operators of Hazardous Waste Treatment, Storage, and Disposal Facilities

Authority: Environment Article, Title 7, Subtitle 2, Annotated Code of Maryland

A. Purpose, Scope, and Applicability.

(1) - (3) (proposed text unchanged)

(4) The requirements of this chapter do not apply to:

(a) - (f) (proposed text unchanged)

(g) The owner or operator of an elementary neutralization unit or a wastewater treatment unit as defined in COMAR 26.13.01.03B, subject to the following:

(i) (proposed text unchanged)

(iii) (proposed text unchanged)

(h) - (k) (proposed text unchanged)

(5) - (7) (proposed text unchanged)

B. - C. (proposed text unchanged)

BENJAMIN H. GRUMBLES
Secretary of the Environment

Title 30
MARYLAND INSTITUTE FOR EMERGENCY MEDICAL SERVICES SYSTEMS (MIEMSS)

Subtitle 09 COMMERCIAL AMBULANCE SERVICES
Effective Date: January 13, 2022.
30.09.04 Eligibility, Application, and License Renewal

Authority: Education Article, §§13-508 and 13-515, Annotated Code of Maryland

Notice of Final Action

[21-131-F]

On December 14, 2021, the Maryland Emergency Medical Services Board adopted amendments to Regulation .08 under COMAR 30.08.04 Eligibility, Application, and License Renewal. This action, which was proposed for adoption in 48:19 Md. R. 829-830 (September 10, 2021), has been adopted as proposed.

THEODORE R. DELBRIDGE, M.D.
Executive Director

Title 33
STATE BOARD OF ELECTIONS

Notice of Final Action

(1) Regulation .01 under COMAR 33.01.01 Definitions;

(2) Regulation .02 under COMAR 33.05.04 Processing VRAs and Other Requests;

(3) Regulation .01 under COMAR 33.11.02 Applications;

(4) Regulation .08 under COMAR 33.11.03 Issuance and Return; and

(5) Regulation .01under COMAR 33.17.05 Election Judges.

LINDA H. LAMONE
State Administrator of Elections

Title 36
MARYLAND STATE LOTTERY AND GAMING CONTROL AGENCY

Notice of Final Action

[21-108-F]

(1) Amend Regulations .01 and .05 under COMAR 36.01.01 General;

(2) Amend Regulations .04-.06 under COMAR 36.01.02 Administrative Procedures; and

(3) Adopt under a new subtitle, Subtitle 10 Sports Wagering Provisions:
Authority: Business Regulation Article, §§11-101, 11-524, 11-815 - 11-832; Criminal Law Article, §§12-301.1 and 12-308; State Government Article, §§9-110, 9-1A-01, 9-1A-04, 9-1A-05, 9-1A-11, 9-1A-14, 9-1A-24, 9-1E-01, and 9-1E-05, Annotated Code of Maryland; Ch. 603, §6, Acts of 2012, and Ch. 10, §23, Acts of 2018 A. B. Terms Defined. (15) "Client software" means any software or application installed or operating on a bettor's device for the purpose of interacting with [[(f) A method of notifying bettors that a winning ticket expires 182 days after the wager is (j) A (k) A[[(44) "Multi-factor authentication" means a procedure that requires more than one method to verify a bettor's identity through a combination of two or more independent credentials, including: (b) A bettor's biometric data, such as fingerprints, facial or voice recognition, to the extent this data does not violate privacy laws(c) Using something the bettor has, such as the bettor's phone]]. (a) "Predatory marketing practice" means an advertisement or promotion of an activity, product, or service related to sports wagering that is: (73) "Sports wagering contractor-Tier 1" or "Tier 1 contractor" means a sports wagering contractor that provides sports wagering equipment or services and: (74) "Sports wagering contractor-Tier 2" or "Tier 2 contractor" means a sports wagering contractor that supplies equipment or services related to a sports wagering licensee's sports wagering operations, and: (b) Has no contact with, or access to, sports wagering equipment or sports wagering (75) "Sports wagering employee" or "wagering employee" means an individual who: systems platforms; and (80) "Sports wagering (83) "Sports wagering operation" or "sports wagering operations" means the entirety of a sports wagering licensee's business of conducting sports wagering and related activities, including: interactive website" means the website or interactive wagering application through which a sports wagering licensee makes authorized mobile sports wagering available. [[; and (l)]](k) Any other item required by the Commission to be addressed in the licensee's house rules. ]] method of funding a sports wager; and [[process for any employee of a sports governing body or member team who is not prohibited from wagering to register with the Commission prior to placing a sports wager; [[won]] an online]] a sports wagering [[system]] platform and conducting online sports wagering. (proposed text unchanged)
Attorney General's Certification

Regulation .03R: Revision clarifies that a licensee is required to give the Commission "read only" access to its platform, in a manner the Commission requires.

Subtitle 01 GENERAL PROVISIONS

36.01.02 Administrative Procedures

Authority: General Provisions Article, §§3-101-3-501 and 4-101-4-601; State Government Article, §§9-108-9-111, 9-1A-04, 9-1E-04, 10-201, 10-226, 10-301-10-305,[[10-501-10-512, and 10-611-10-630]]; Annotated Code of Maryland

(16)-(28) (proposed text unchanged)

(53) "Personally identifiable information" means a person's name in addition to other data or information that may be used, alone or combined with other data or information, to identify, contact, or locate a registered bettor, including:

(b)-(i) (proposed text unchanged)

(b)-(c) (proposed text unchanged)

(77)-(79) (proposed text unchanged)

(84)-(95) (proposed text unchanged)

Authority: State Government Article, §§9-1A-02 - 9-1A-04, 9-1A-07,9-1A-08, 9-1A-14, 9-1A-18 - 9-1A-20, 9-1A-24, 9-1A-25, and 9-1E-01 - 9-1E-15, Annotated Code of Maryland

.04 Ongoing Requirements and Continuing Obligations for All Licensees.

36.10.04 Specific Requirements for Sports Wagering Facility Licensees

C. Unless a sports wagering facility licensee has obtained a mobile sports wagering license, a sports wagering facility licensee may:

(2) Except for a person conducting testing of a licensee's [[online]] sports wagering [[system]] platform, as required by the Commission, only a person to which the Commission has issued a mobile sports wagering license, or an online sports wagering operator license with which the mobile sports wagering licensee has a current contract, may access the online sports wagering operating system or associated equipment.

36.10.06 Specific Requirements for Other Licenses Required for Sports Wagering

Authority: State Government Article, §§9-1E-01-9-1E-15, Annotated Code of Maryland

(6) Ensure that a radio, television, video, online, or social media advertisement bears the gambling assistance message and meets requirements of COMAR 36.03.06 and 36.03.03.08;

(1) Excluding or ejecting excluded individuals from a sports wagering facility or from participating in sports wagering[[:]]

(b) Individuals who may be eligible for placement on the mandatory exclusion list; and]]

(14) Procedures for suspending or terminating a dormant sports wagering account and the return of any funds remaining in the dormant sports wagering account to the registered bettor;

[[(a) Each time a registered bettor logs into their bettor account; and

(28) Procedures and appropriate measures implemented to deter, detect and prevent cheating;

(5) Maintain a log of all changes or amendments in approved internal controls which includes the initial approval date and the effective date of any change or amendment approved by the Commission; and

N. No later than 7 days after the date of filing with the Financial Crimes Enforcement Network, a sports wagering licensee shall [[file with]] provide the Commission[[a copy]] with access to each Suspicious Activity Report filed under 31 CFR §103.21.

(c) Sports wagering tickets and vouchers redeemed at a facility other than through a ticket redemption unitor kiosk [[; and

(4) A minimum retention period of 7 days shall apply to sports wagering tickets redeemed at a ticket redemption unit or kiosk]].

(g) At least one anti-counterfeiting measure, which appears on one or both sides of the sports wagering ticket;

(i) Verify the validity of the ticket number and amount of the sports wagering ticket or voucher; and

(ii) Electronically cancel the sports wagering ticket or voucher;

(i) Permit access to the complete ticket number of an unredeemed sports wagering ticket or voucher only to sports wagering ticket system administrative employees and accounting department employees not assigned to the cashiers' cage; and

(ii) Maintain a record of all unredeemed sports wagering tickets for a minimum of 2 years from the date of or vouchers the sporting event or issuance of the sports wagering ticket voucher unless a request to remove or relocate system records is submitted in writing and approved in writing by the Commission;

(i) Calculation and transmittal by the sports wagering licensee of its outstanding expired unredeemed sports wagering ticket or voucher balance to the State; and

(ii) An election by a sports wagering licensee to pay a sports wagering ticket or voucher when the sports wagering ticket system is inoperable or otherwise unable to verify the validity of the sports wagering ticket at the time of payment; and

(b) Direct a bettor attempting to redeem a sports wagering ticket or voucher of $3,000 or more to the cashiers' cage; and

(viii) (x) Details required to be included in the sports wagering ticket transaction report required under §E(4)(a) of this regulation; and

D. [[A corporate entity that maintains a special purpose segregated account shall:

(4) Be prohibited from dissolving, merging, or consolidating with another company, other than a special-purpose corporate entity established by another sports wagering licensee that meets the requirements of this section, while there are unsatisfied obligations to bettors.]] A sports wagering licensee shall maintain a reserve in the form of cash, cash equivalents, an irrevocable letter of credit, bond, or a combination of these in an amount approved by the Commission and sufficient to pay all winnings and awards offered to a winning bettor as described in 36.10.14.06.

[[E. A sports wagering licensee shall maintain a reserve in the form of cash, cash equivalents, an irrevocable letter of credit, bond, or a combination of these in an amount approved by the Commission and sufficient to pay all winnings and awards offered to a winning bettor.]]

[[F.]] E. A sports wagering licensee shall implement and prominently publish the following on its platform:

[[I.]] H. If a bettor's segregated account remains unclaimed for [[5]] 3 years after the balances are payable or deliverable to the bettor, the sports wagering licensee shall presume the account to be abandoned and shall report and remit all segregated accounts presumed abandoned to the State Comptroller.

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Academic Programs and Institutional Approvals

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Academic Programs and Institutional Approvals

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MHEC approves courses and educator preparation programs

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Academic Programs and Institutional Approvals

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An official website of the State of Maryland.

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11.12.19

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Educator Prep: Standards and Competencies

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Educator Prep: Standards and Competencies

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Status of Education Preparation and Teacher Certification 

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Status of Education Preparation and Teacher Certification 

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1.28.2020
Report from the Educator Preparation and Certification Advisory Committee re the proposed regulations pertaining to 13A.07.06 (programs for certification) and 13A.12.01-07 (licensure)

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Processes and Acquisition of Literacy  Course Packet 

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MSDE Literacy Course Standards Program Approach Matrix

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MSDE Literacy Course Standards Program Approach Matrix

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MSDE Literacy Course Standards Matrix  Program Approach

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Dec. 27, 2018

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Programs for Professionally Licensed Personnel COMAR: 13A.07.06

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Programs for Professionally Licensed Personnel COMAR: 13A.07.06

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January 26, 2021

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Educator Licensure: Repeal and Replace 13A.12.01-.07

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Educator Licensure: Repeal and Replace 13A.12.01-.07

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January 26, 2021

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TRE 5205

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Memo to Ed Deans, Alt Prep Program Directors, LSS

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Memo to Ed Deans, Alt Prep Program Directors, LSS

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March 5, 2020 w/ competencies attached

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Memo Maryland Elementary Literacy Competencies 3.5.20

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Knowledge & Practice Standards for Reading

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MS Institute for Higher Education Reading Survey

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MS Institute for Higher Education Reading Survey

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Michigan Educator Preparation Standards PK-3

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Michigan Educator Preparation Standards PK-3

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Michigan Educator Preparation Standards 5-9 & 7-12

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Michigan Educator Preparation Standards 5-9 & 7-12

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MA Reading Specialist Subject Matter Guidelines

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MA Reading Specialist Subject Matter Guidelines

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Perceptions and Knowledge of Preservice and Inservice Educators about Early Reading Instruction

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Perceptions and Knowledge of Preservice and Inservice Educators about Early Reading Instruction

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Perceptions and Knowlege of preserve educators 

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Educator Prep & Certification Advisory Committee

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Educator Prep & Certification Advisory Committee

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9.4.19

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2004

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6.25.19: 13A.12.01-.07

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6.25.19: 13A.07.06

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9.2020

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9.2020

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9.2020

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9.2020

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OLD: Pearson

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Literacy in the Content Areas, Rubric, Part 1 and 2

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Literacy in the Content Areas, Rubric, Part 1 and 2

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Fall 2016

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Literacy in the Content Areas Parts 1 and 2

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PSTEB Testimony on Programs for Professional Certified Personnel

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PSTEB Testimony on Programs for Professional Certified Personnel

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July 11, 2019

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Kirwan/Blueprint Teacher Prep Reading Exam

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Kirwan/Blueprint Teacher Prep Reading Exam

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p. 177/118

6–125.
(A) (1) THE DEPARTMENT SHALL DETERMINE WHETHER THE BASIC
LITERACY SKILLS TEST REQUIRED FOR INITIAL TEACHER CERTIFICATION THAT IS
AT LEAST AS RIGOROUS AS THE SIMILAR EXAMINATION ADMINISTERED BY THE
COMMONWEALTH OF MASSACHUSETTS.

(2) IF THE DEPARTMENT DETERMINES THE BASIC LITERACY SKILLS
TEST IS INSUFFICIENT UNDER PARAGRAPH (1) OF THIS SUBSECTION, THE
DEPARTMENT SHALL DEVELOP A NEW LITERACY EXAMINATION OF SUFFICIENT
RIGOR.
(3) THE DEPARTMENT MAY NOT LIMIT THE NUMBER OF TIMES AN
INDIVIDUAL MAY TAKE THE LITERACY EXAMINATION DEVELOPED UNDER THIS
SUBSECTION IN ORDER TO PASS.

6-126
(II) PASS A RIGOROUS STATE–SPECIFIC EXAMINATION OF MASTERY OF READING INSTRUCTION AND CONTENT FOR THE GRADE LEVEL THE INDIVIDUAL WILL BE TEACHING; AND

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Processes and Acquisition of Literacy  Course Packet 

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Includes teacher preparation requirements.

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LIS > Bill Tracking > HB319 > 2022 session

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SEARCHABLE DATABASES ACROSS SESSIONS Developed and maintained by the Division of Legislative Automated Systems. Introduced by: Carrie E. Coyner | all patrons ... notes | add to my profiles SUMMARY AS INTRODUCED: Virginia Literacy Act; early student literacy; evidence-based literacy instruction; science-based reading research.

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Template Letter to Offer Certificates Requiring Science of Teaching Reading Test #293

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Template Letter to Offer Certificates Requiring Science of Teaching Reading Test #293

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K-6 Elementary Teacher Preparation Standards

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K-6 Elementary Teacher Preparation Standards

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Professional Standards and Competencies for Early Childhood Educators

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The professional standards and competencies describe what early childhood educators should know and be able to do.

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Refers to three cueing as part of best practice to teach reading. These standards are outdated and include misinformation and poor teaching practices.

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TX Chapter 235. Classroom Teacher Certification Standards Subchapter E. Science of Teaching Reading Standards

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TX Chapter 235. Classroom Teacher Certification Standards Subchapter E. Science of Teaching Reading Standards

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Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and ReadingSubchapter A. Elementary

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Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and ReadingSubchapter A. Elementary

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TX Science of Teaching Reading (homegrown assessment for teacher licensure)

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TX Science of Teaching Reading (homegrown assessment for teacher licensure)

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Section 3: Overview and Exam Framework
Science of Teaching Reading (293)

Exam Overview

Exam Name

Science of Teaching Reading

Number of Questions

90 selected-response questions and 1 constructed-response question

Format

Computer-administered test (CAT)

The TExES Science of Teaching Reading (293) exam is designed to assess whether an examinee has the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess. The 90 selected-response questions and the 1 constructed-response question are based on the Science of Teaching Reading exam framework. Questions on this exam range from Prekindergarten-Grade 6. Your final scaled score will be based only on scored questions.

The Standards

(a)

Science of Teaching Reading (STR) Standards. The STR standards identified in this section are targeted for classroom teachers of early learners (birth through age eight). The standards address the discipline that deals with the theory and practice of teaching early reading. The standards inform proper teaching techniques, strategies, teacher actions, teacher judgements, and decisions by taking into consideration theories of learning, understandings of students and their needs, and the backgrounds and interests of individual students. The standards are also aligned with the Texas Prekindergarten Guidelines and Chapter 110 of this title (relating to Texas Essential Knowledge and Skills for English Language Arts and Reading). The standards address early reading content knowledge in Prekindergarten-Grade 6, with an emphasis on Prekindergarten-Grade 3, in order to meet the needs of all early learners and address vertical alignment. Candidates in the following categories of classroom teachers will be assessed by the STR standards:

1. Early Childhood: Prekindergarten-Grade 3;

2. Core Subjects with Science of Teaching Reading: Early Childhood-Grade 6;

3. Core Subjects with Science of Teaching Reading: Grades 4-8;

4. English Language Arts and Reading with Science of Teaching Reading: Grades 4-8; and

5. English Language Arts and Reading/Social Studies with Science of Teaching Reading: Grades 4-8.

(b)

Knowledge of Reading Development Components. Classroom teachers identified in subsection (a) of this section demonstrate understanding of Kindergarten-Grade 6 Texas Essential Knowledge and Skills and the Texas Prekindergarten Guidelines pertaining to reading and apply knowledge of developmentally appropriate, research- and evidence-based assessment, and instructional practices to promote students' development of grade level skills within the following components of reading:

1. oral language development;

2. print awareness and alphabet knowledge;

3. phonological and phonemic awareness;

4. phonics (decoding and encoding);

5. reading fluency;

6. vocabulary development;

7. syllabication and morphemic analysis;

8. comprehension of literary text;

9. comprehension of informational text; and

10. beginning strategies and reading comprehension skills.

(c)

Reading Pedagogy. Classroom teachers identified in subsection (a) of this section demonstrate understanding of the principles of reading instruction and assessment and use a range of instructional strategies and assessment methods to promote students' development of foundational reading skills, including:

1. providing explicit, systematic instruction that is sequential and multimodal (e.g., sequential lessons, gradual release model, structured literacy);

2. implementing both formal and informal methods of measuring student progress in early reading development;

3. implementing, designing, and executing developmentally appropriate, standards-driven instruction that reflect evidence-based best practices; and

4. acquiring, analyzing, and using background information (familial, cultural, educational, linguistic, and developmental characteristics) to engage all students in reading, including students with exceptional needs and English learners.

Domains and Competencies

The content covered by this exam is organized into broad areas of content called domains. Each domain covers one or more of the educator standards for this field. Within each domain, the content is further defined by a set of competencies. Each competency is composed of two major parts:

The competency statement, which broadly defines what an entry-level educator in this field in Texas public schools should know and be able to do.

The descriptive statements, which describe in greater detail the knowledge and skills eligible for testing.

Domain I-Reading Pedagogy

Competency 001-(Foundations of the Science of Teaching Reading): Understand foundational concepts, principles, and best practices related to the science of teaching reading.

For example:

1. Demonstrate knowledge of scientifically based reading research (e.g., key findings of the National Reading Panel, the National Early Literacy Panel, the National Literacy Panel for Language Minority Children and Youth), including the key research-based components of reading instruction (i.e., phonemic awareness, phonics, fluency, vocabulary, and text comprehension) and the essential roles that oral language, writing, and motivation play in promoting reading development for students in prekindergarten through grade 3.

2. Demonstrate knowledge of the Texas Prekindergarten Guidelines related to reading and the Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading (ELAR) (Kindergarten through Grade 6).

3. Apply knowledge of the interconnected nature of listening, speaking, reading, writing, and thinking by planning reading instruction that reflects an integrated and recursive model of literacy.

4. Demonstrate knowledge of the characteristics of students at various stages of reading development from learning to read, including emergent (i.e., pre-reading stage or pre-alphabetic stage), beginning (i.e., initial reading and decoding stage or partial- to full-alphabetic stage), and transitional (i.e., confirmation and fluency stage or consolidated-alphabetic stage), to reading to learn, including intermediate (i.e., reading-to-learn-the-new stage) and advanced (i.e., multiple viewpoints stage and construction and reconstruction stage), in order to help inform instructional planning and management of reading instruction.

5. Recognize that decoding and encoding skills are reciprocal and develop synchronously during the early stages of literacy development, and demonstrate knowledge of the characteristics of students at various stages of spelling development (e.g., pre-communicative or pre-phonetic, semi-phonetic, phonetic, transitional, conventional).

6. Demonstrate knowledge of the interrelationships between the various components of reading and the importance of promoting students' development of both foundational reading skills and various dimensions of reading comprehension (e.g., listening comprehension, vocabulary development, literary analysis, analysis of informational text, responses to text) at all stages of reading development.

7. Recognize the importance of planning and managing reading instruction in ways that not only promote students' learning and skill development in reading but also nurture their development as lifelong readers and their self-concept as readers by creating strong associations between reading and feelings of enjoyment, engagement, and self-efficacy and by promoting increased awareness of their own thoughts, feelings, likes, and dislikes with regard to texts.

8. Demonstrate knowledge of key principles of research-based and evidence-based reading instruction, including basing instruction on the standards outlined in the Texas Prekindergarten Guidelines and the TEKS for ELAR (Kindergarten through Grade 6); making instructional decisions based on ongoing assessment results; designing and implementing developmentally appropriate, standards-driven instruction that reflects evidence-based best practices; and ensuring that reading instruction is systematic, sequential, explicit, and strategic and promotes the prevention of reading difficulties.

9. Demonstrate knowledge of factors that can affect students' reading development, including the amount of time they spend daily engaged in reading, the amount of screen time they engage in daily, a reading curriculum that emphasizes the development of productive reading and vocabulary skills (e.g., phonics, structural analysis) rather than overreliance on memorization and context clues and that emphasizes the reading of whole texts rather than worksheets, and the use of culturally responsive instructional practices (e.g., call-and-response strategies).

10. Demonstrate knowledge of the importance of using an assets-based approach when acquiring, analyzing, and using background information about students (e.g., familial, cultural, educational, socioeconomic, linguistic, and developmental characteristics) to inform instructional planning and engage all students in reading.

11. Demonstrate understanding of the importance of differentiating classroom instruction to address the assessed needs of all students (e.g., students with limited prior experiences with literacy, students with exceptional needs, English learners, students who are experiencing difficulty, students who are performing above grade level, students who are gifted and talented), including understanding the importance of being proactive in remediating students' identified reading needs and/or gaps in students' prior learning.

12. Demonstrate knowledge of key factors to consider in planning and delivering differentiated instruction and flexible grouping, including students' assessed strengths and needs in the area(s) of reading to be addressed in a lesson, the prerequisite knowledge and skills required for students to be able to benefit from instruction, the pacing of instruction, the complexity of the content or skills to be taught, and the scaffolds needed to support all students' learning.

13. Demonstrate knowledge of tiered instructional models used in Texas classrooms (e.g., Multi-Tiered Systems of Support [MTSS], including Response to Intervention [RtI]) and basic components of these models (e.g., universal screening, evidence-based practices, research-based core curriculum and interventions, progress monitoring, data-based decision making, fidelity of implementation).

14. Recognize that individual variations in literacy development occur and may require additional support and monitoring in the early childhood education classroom and warrant in-depth evaluation and/or collaboration with other professionals, if growth is not achieved through classroom interventions.

15. Recognize that decoding-related difficulties and disabilities represent the most common source of reading difficulty; demonstrate knowledge of distinguishing characteristics of dyslexia and dysgraphia, including early indicators of dyslexia and dysgraphia; and demonstrate familiarity with evidence-based instructional strategies and best practices that general education teachers in prekindergarten through grade-3 classrooms can use to help support the literacy development of students with identified delays in decoding and spelling.

16. Demonstrate knowledge of the critical role that families play in students' reading development, strategies for promoting collaboration with families to support all students' development in reading, and ways to empower families to engage in at-home reading with their child and to facilitate their child's reading development in various areas (e.g., using new vocabulary, practicing decoding skills and oral reading fluency).

17. Demonstrate knowledge of basic linguistic terminology and concepts used in reading instruction (e.g., phoneme, morpheme, inflectional suffix, derivational affix, prosody), including identifying the role of various language systems (e.g., phonology, morphology, syntax, semantics, discourse, pragmatics) involved in oral language and literacy development.

18. Demonstrate knowledge of various instructional technologies (e.g., hardware, software, applications) that may be used to support students' reading development, reading engagement, and motivation to read.

19. Demonstrate knowledge of criteria for evaluating and selecting curricular resources (e.g., evidence of effectiveness, appropriateness for students' age and developmental levels) and research-based strategies and best practices for teaching students how to select, view, and share books and other reading materials for independent reading.

Competency 002-(Foundations of Reading Assessment): Understand foundational concepts, principles, and best practices related to reading assessment.

For example:

1. Demonstrate knowledge of the role of assessment in standards-based reading instruction, including basing reading assessment on relevant grade-level standards in the Texas Prekindergarten Guidelines or TEKS for ELAR (Kindergarten through Grade 6), and using data from ongoing reading assessments to inform instruction, to plan differentiated instruction, and to adjust instructional planning and delivery to meet all students' reading needs.

2. Demonstrate knowledge of key purposes and characteristics of different types of reading assessment, including screening or entry-level assessments, formative or progress-monitoring assessments, summative assessments, diagnostic assessments, and pre- and post-assessments.

3. Demonstrate understanding of the importance of using both code-based and meaning-based classroom reading assessments to inform instructional planning, and identify techniques for assessing various decoding skills (e.g., using word lists to assess recognition of high-frequency words; using word pattern surveys, pseudo-word assessments, phonics surveys, writing samples, or spelling surveys to assess phonics knowledge and skills; using structural analysis surveys to assess syllabication and morphemic analysis skills) and various dimensions of reading comprehension (e.g., using oral retellings, written responses, or text-based questioning to assess reading comprehension and vocabulary knowledge; using oral language and writing samples to analyze academic language and vocabulary development).

4. Demonstrate understanding of the importance of selecting and using texts for reading assessments that reflect a diversity of genres, cultures, perspectives, and time periods, including the diversity of the classroom, the school community, and society.

5. Demonstrate knowledge of key assessment concepts (e.g., validity, reliability, equity in testing) and the characteristics, uses, and limitations of standardized criterion-referenced and norm-referenced tests to assess reading development and identify reading difficulties.

6. Demonstrate knowledge of the distinctions between group and individual classroom reading assessments and the characteristics, uses, and limitations of various formal and informal reading assessments (e.g., reading-error analyses, phonics surveys, spelling surveys, retellings, oral reading fluency measures, use of rubrics).

7. Demonstrate knowledge of techniques for determining students' independent, instructional, and frustration reading levels and how to use the results for various purposes (e.g., selecting appropriate instructional materials for a given lesson, including for differentiated instruction; supporting students' selection of independent reading materials).

8. Demonstrate knowledge of assessment strategies for monitoring and supporting students' independent reading, including conferencing with individual students about their interests, text selections, and responses to specific texts.

9. Demonstrate knowledge of strategies for communicating a student's progress to stakeholders, including the student, when appropriate, and apply knowledge of strategies for providing feedback to students that encourages, supports, and motivates their continued growth in reading.

10. Demonstrate knowledge of various instructional technologies (e.g., hardware, software, applications) that may be used to support the assessment of reading development.

11. Recognize that accommodations may be necessary to ensure that an assessment accurately measures all students' progress toward and attainment of the relevant grade-level TEKS.

Domain II-Reading Development: Foundational Skills

Competency 003-(Oral Language Foundations of Reading Development): Understand foundational concepts, principles, and best practices related to the development of oral language, including second-language acquisition, and demonstrate knowledge of developmentally appropriate, research- and evidence-based assessment and instructional practices to promote all students' development of grade-level oral language skills.

For example:

1. Demonstrate knowledge of explicit, research-based strategies, tools, and techniques for assessing various aspects of students' oral language development, including their academic language development (e.g., knowledge and usage of sentences and grammatical structures of increasing complexity).

2. Demonstrate ability to accurately interpret the results of ongoing assessments in oral language development, including sentence and grammatical complexity, and to use the results to inform instructional planning and delivery, including differentiation strategies and interventions.

3. Demonstrate knowledge of the continuum of oral language development as described in the Texas Prekindergarten Guidelines and the TEKS for ELAR (Kindergarten through Grade 6), including basic stages of oral language development; characteristic features of children's oral language at different stages of development; and the importance of providing students with frequent, repeated, incremental exposures to and opportunities to use new academic language structures in meaningful contexts, including providing opportunities for low-risk oral language rehearsal.

4. Recognize that individual variations in oral language development occur and that speech or language delays require additional support and monitoring in the early childhood education classroom and may warrant in-depth evaluation and/or collaboration with other professionals, if improvement is not achieved through classroom interventions.

5. Demonstrate knowledge of research-based strategies and best practices for promoting students' understanding and use of sentences and grammatical structures of increasing complexity (e.g., compound sentences, complex sentences, relative clauses).

6. Demonstrate knowledge of research-based strategies and best practices for promoting students' understanding and use of grade-level instructional language, including terminology and sentence structures used to label and describe people, things, places, and locations and to name, describe, and explain actions, directions, positions, sequences, locations, and categories (e.g., colors, shapes, textures).

7. Demonstrate knowledge of the interrelationships between oral language and literacy development and various ways in which oral language provides a critical foundation for reading skills and comprehension development, particularly for young children at the emergent and beginning stages of reading development, including factors that affect oral language development (e.g., familial, cultural, educational, socioeconomic, linguistic, and developmental characteristics).

8. Demonstrate knowledge of the importance of English learners' home language as an asset that provides an essential foundation for their oral language and literacy development in English, and apply knowledge of research-based strategies and best practices for facilitating language transfer by helping English learners make cross-language connections (e.g., explicitly pointing out words that are cognates in English and the home language, using objects or pictures from students' home cultures to connect new English words with familiar meanings).

9. Demonstrate knowledge of basic concepts related to second-language acquisition as described in the Texas Prekindergarten Guidelines and the TEKS for ELAR (Kindergarten through Grade 6) (e.g., recognizing that general education teachers have a shared responsibility in promoting English learners' English language development, that an English learner's English language proficiency level does not relate to the student's grade level, that beginning-level English learners may experience a "silent period" during which they are listening actively without producing oral language, that English learners acquire a new language best when they are provided with multiple, incremental opportunities to expand and extend their English language skills as they build on their strengths in the home language).

10. Demonstrate knowledge of the characteristic features of the four English language proficiency levels as described in the Texas English Language Proficiency Standards (ELPS) (i.e., beginning, intermediate, advanced, and high advanced) in order to plan appropriate language and literacy instruction for English learners.

11. Demonstrate knowledge of culturally responsive instruction, including research-based strategies and best practices for supporting English learners' oral language, literacy, and concept development across academic disciplines as described in the Texas Prekindergarten Guidelines and the TEKS for ELAR (Kindergarten through Grade 6) (e.g., identifying and aligning relevant language objectives with content-area lessons; using appropriate scaffolds, particularly visual cues, to support understanding).

12. Demonstrate knowledge of research-based strategies and best practices for differentiating instruction in oral language development, including in sentence and grammatical structures, in order to address the assessed needs of all students.

Competency 004-(Phonological and Phonemic Awareness): Understand concepts, principles, and best practices related to the development of phonological and phonemic awareness, and demonstrate knowledge of developmentally appropriate, research- and evidence-based assessment and instructional practices to promote all students' development of grade-level phonological and phonemic awareness skills.

For example:

1. Demonstrate knowledge of explicit, research-based strategies, tools, and techniques for assessing students' development of phonological and phonemic awareness skills.

2. Demonstrate ability to accurately interpret the results of ongoing assessments in phonological and phonemic awareness and to use the results to inform instructional planning and delivery, including differentiation strategies and interventions.

3. Demonstrate knowledge of the role of phonological and phonemic awareness in the development of literacy in an alphabetic language.

4. Demonstrate understanding of the distinctions between phonological awareness and phonemic awareness and the distinctions between phonemic awareness and the alphabetic principle.

5. Demonstrate knowledge of key concepts related to the development of phonological and phonemic awareness (e.g., recognizing that young children naturally attend to the meaning of language rather than its sounds and that larger units of sound are easier to detect and manipulate than smaller units of sound).

6. Demonstrate knowledge of the phonological awareness continuum as described in the Texas Prekindergarten Guidelines and the TEKS for ELAR (Kindergarten through Grade 2) and apply knowledge of the phonological awareness continuum in order to plan and deliver instruction that is systematic and sequential.

7. Demonstrate knowledge of research-based strategies and best practices for promoting young children's development of phonological awareness skills.

8. Demonstrate knowledge of research-based strategies and best practices for promoting development of phonemic awareness skills, including strategies that help make the concept of phonemes more concrete for young children (e.g., using manipulatives).

9. Recognize that a student's home language or language variety may not include all the sounds used in standard English and that English learners and speakers of various dialects or regional styles of English may require explicit, linguistically appropriate support in order to perceive and manipulate some of the phonemes of standard English.

10. Demonstrate knowledge of research-based strategies and best practices for differentiating instruction in phonological and phonemic awareness skills in order to address the assessed needs of all students.

Competency 005-(Print Concepts and Alphabet Knowledge): Understand concepts, principles, and best practices related to the development of print concepts and alphabet knowledge, including understanding of the alphabetic principle, and demonstrate knowledge of developmentally appropriate, research- and evidence-based assessment and instructional practices to promote all students' development of grade-level print concepts and alphabet knowledge and their understanding of the alphabetic principle.

For example:

1. Demonstrate knowledge of explicit, research-based strategies, tools, and techniques for assessing various aspects of students' development in print concepts and alphabet knowledge, including their understanding of the alphabetic principle.

2. Demonstrate ability to accurately interpret the results of ongoing assessments in print concepts, alphabet knowledge, and the alphabetic principle, and to use the results to inform instructional planning and delivery, including differentiation strategies and interventions.

3. Demonstrate knowledge of the continuum of development of knowledge and skills related to print concepts, alphabet knowledge, and the alphabetic principle as described in the Texas Prekindergarten Guidelines and the TEKS for ELAR (Kindergarten through Grade 3).

4. Demonstrate knowledge of research-based strategies and best practices for promoting young children's development of print concepts (e.g., understanding that illustrations and print carry meaning; distinguishing between illustrations and print and between a letter and a word; identifying key conventions of print that contribute to meaning) and print and digital book-handling skills (e.g., identifying a book's front cover, back cover, and title page; turning pages correctly).

5. Demonstrate understanding of the role of alphabet knowledge in reading development (e.g., recognizing that phonemic awareness and alphabet knowledge are key predictors of early reading success because phonemic awareness skills, letter recognition, and letter-sound correspondence provide the foundation for decoding and spelling development).

6. Demonstrate knowledge of research-based strategies and best practices for promoting young children's development of alphabet knowledge, including strategies for reinforcing alphabet knowledge (e.g., using multimodal techniques).

7. Demonstrate knowledge of the alphabetic principle (i.e., the understanding that letters and combinations of letters represent the sounds of spoken language and that phonemes have a predictable, systematic relationship to those letters and letter combinations) and the role of the alphabetic principle in reading development (e.g., interrelationships between letter-sound correspondence, phonemic awareness, and beginning decoding).

8. Demonstrate knowledge of research-based strategies and best practices for promoting young children's development of the alphabetic principle (e.g., identifying the most common sound or sounds associated with each letter of the alphabet), including strategies for reinforcing the alphabetic principle (e.g., using articulatory feedback when teaching letter-sound relationships, encouraging engagement in meaningful writing using phonetic spelling).

9. Demonstrate understanding of the role of predictable texts in promoting young children's development of print concepts and alphabet knowledge.

10. Demonstrate understanding that not all written languages are alphabetic, that many alphabetic languages are more phonetically regular than English, and that English learners' literacy development in English is affected by these factors.

11. Demonstrate knowledge of research-based strategies and best practices for differentiating instruction in print concepts, alphabet knowledge, and the alphabetic principle in order to address the assessed needs of all students.

Competency 006-(Phonics and Other Word Identification Skills): Understand concepts, principles, and best practices related to the development of phonics and other word identification skills, including related spelling skills, and demonstrate knowledge of developmentally appropriate, research- and evidence-based assessment and instructional practices to promote all students' development of grade-level phonics and other word identification skills and related spelling skills.

For example:

1. Demonstrate knowledge of explicit, research-based strategies, tools, and techniques for assessing various aspects of students' development in phonics and other word identification skills, including related spelling skills.

2. Demonstrate ability to accurately interpret the results of ongoing assessments in phonics and other word identification skills, including related spelling skills, and to use the results to inform instructional planning and delivery, including differentiation strategies and interventions.

3. Demonstrate knowledge of key concepts related to beginning reading, including the role of phonics and other word identification skills in students' development of accurate, automatic decoding; the role of accurate, automatic decoding in reading fluency and comprehension; the reciprocity between decoding and encoding; the importance of sequencing instruction in phonics according to the increasing complexity and relative utility of linguistic units; and the importance of providing students with explicit, systematic instruction in phonics and frequent practice applying new decoding skills in connected text.

4. Demonstrate knowledge of the continuum of phonics skills as described in the Texas Prekindergarten Guidelines and the TEKS for ELAR (Kindergarten through Grade 5), from sounding out and blending each letter in decodable words, to recognizing VC and CVC words as units, to decoding more advanced words that contain increasingly complex letter combinations and/or less common phonics elements.

5. Demonstrate knowledge of research-based strategies and best practices for delivering explicit, systematic phonics instruction (e.g., short vowels in VC and CVC words; short vowels in CVCC and CCVC words, first with consonant digraphs, then with consonant blends; long-vowel words spelled with silent e [VCe and CVCe]; long-vowel words spelled with vowel teams [CVVC]; words with an r‑controlled vowel [CVrC]; words with vowel teams that are diphthongs; words with consonant trigraphs or complex consonant clusters [CCCVC, CVCCC]).

6. Demonstrate knowledge of research-based strategies and best practices for teaching common word patterns (e.g., word families), including explicitly teaching related spelling skills and patterns once students have developed basic phonics skills and orthographic knowledge.

7. Demonstrate knowledge of the role of high-frequency words in accurate, automatic decoding of grade-level text and knowledge of research-based strategies and best practices for promoting students' accurate, automatic decoding and spelling of grade-level high-frequency words, including high-frequency words that are not phonetically regular.

8. Demonstrate knowledge of research-based strategies and best practices for promoting students' accurate, automatic decoding and spelling of words that contain common inflectional endings (e.g., -s, -ed, -ing, -er, -est), including teaching common orthographic guidelines related to inflections and connecting an inflectional ending to its grammatical meaning.

9. Demonstrate knowledge of research-based strategies and best practices for promoting students' accurate, automatic decoding and spelling of common homophones, homographs, and contractions.

10. Demonstrate knowledge of research-based strategies and best practices for teaching students how to self-monitor when reading connected text in order to confirm accurate decoding and comprehension, including how to use semantic and syntactic clues to verify the meaning and pronunciation of homographs.

11. Demonstrate knowledge of research-based strategies and best practices for reinforcing students' development of beginning reading skills (e.g., reading and rereading decodable texts that feature elements already taught, practicing applying newly taught elements in their writing).

12. Recognize that a student's home language or language variety may not include all the sounds or sound sequences used in standard English and that English learners and speakers of various dialects or regional styles of English may require additional support in order to perceive, produce, read, or spell certain phonics elements (e.g., consonant clusters) or inflectional endings.

13. Demonstrate knowledge of research-based strategies and best practices for differentiating instruction in phonics and other word identification skills in order to address the assessed needs of all students.

Competency 007-(Syllabication and Morphemic Analysis Skills): Understand concepts, principles, and best practices related to the development of syllabication and morphemic analysis skills, including related spelling skills, and demonstrate knowledge of developmentally appropriate, research- and evidence-based assessment and instructional practices to promote all students' development of grade-level syllabication and morphemic analysis skills and related spelling skills.

For example:

1. Demonstrate knowledge of explicit, research-based strategies, tools, and techniques for assessing various aspects of students' development in syllabication and morphemic analysis skills, including related spelling skills.

2. Demonstrate ability to accurately interpret the results of ongoing assessments in syllabication and morphemic analysis skills, including related spelling skills, and to use the results to inform instructional planning and delivery, including differentiation strategies and interventions.

3. Demonstrate knowledge of the continuum of knowledge and skills related to syllabication and morphemic analysis skills as described in the TEKS for ELAR (Kindergarten through Grade 6).

4. Demonstrate knowledge of research-based strategies and best practices for teaching accurate, automatic decoding and spelling of compound words.

5. Demonstrate knowledge of common syllable types in English (e.g., closed, silent e, open, vowel team, r-controlled, consonant + le); common syllable division patterns (e.g., VC/CV, V/CV); and research-based strategies and best practices for developing students' accurate, automatic decoding and spelling of multisyllabic words.

6. Demonstrate knowledge of common morphemes in English (e.g., base words, roots, inflections, derivational affixes), including the distinction between inflectional and derivational suffixes, and research-based strategies and best practices for developing students' accurate, automatic decoding and spelling of multisyllabic words that contain two or more morphemes.

7. Demonstrate understanding of the importance of teaching students to read common syllable types and morphemes as chunks in order to promote accurate, automatic decoding of multisyllabic and multimorphemic words and to support their ability to read increasingly complex texts with fluency.

8. Demonstrate knowledge of research-based strategies and best practices for teaching accurate, automatic decoding and spelling of less common syllable types and morphemes, as well as other more advanced elements, including multisyllabic words with multiple sound-spelling patterns.

9. Demonstrate knowledge of research-based strategies and best practices for teaching students how to use print and digital resources to determine syllabication, pronunciation, meaning, and word origin, including how to alphabetize a series of words to the third letter in order to facilitate their ability to use a variety of print resources.

10. Demonstrate knowledge of research-based strategies and best practices for differentiating instruction in syllabication and morphemic analysis skills in order to address the assessed needs of all students.

Competency 008-(Reading Fluency): Understand concepts, principles, and best practices related to the development of reading fluency, and demonstrate knowledge of developmentally appropriate, research- and evidence-based assessment and instructional practices to promote all students' development of grade-level reading fluency.

For example:

1. Demonstrate knowledge of explicit, research-based strategies, tools, and techniques for assessing various aspects of students' development of reading fluency.

2. Demonstrate ability to accurately interpret the results of ongoing assessments in reading fluency and to use the results to inform instructional planning and delivery, including differentiation strategies and interventions.

3. Demonstrate knowledge of the continuum of fluency development as described in the Texas Prekindergarten Guidelines and the TEKS for ELAR (Kindergarten through Grade 6), from accurate, automatic letter naming, to word reading, to reading connected text, to reading increasingly complex connected text.

4. Demonstrate knowledge of key concepts related to reading fluency, including the key indicators of fluency (i.e., accuracy, rate, and prosody); the role of automaticity in reading fluency; interrelationships between accuracy, rate, and automaticity; the role of fluency in reading comprehension; interrelationships between prosody and comprehension; the importance of providing explicit and frequent instruction in fluency to students at all stages of reading development; and the importance of varying fluency instruction for students at different stages of development in decoding.

5. Demonstrate knowledge of common factors that disrupt reading fluency (e.g., limited phonics knowledge; lack of automaticity in key decoding skills; limited recognition of grade-level, high-frequency words; unfamiliarity with a text's content, vocabulary, and/or grammatical structures), and apply knowledge of strategies for addressing these factors.

6. Demonstrate knowledge of research-based strategies and best practices for promoting students' accuracy in order to enhance reading fluency and comprehension (e.g., reteaching grade-level decoding skills or high-frequency words not yet mastered).

7. Demonstrate knowledge of research-based strategies and best practices for promoting students' reading rate and automaticity in order to enhance reading fluency and comprehension (e.g., engaging students whose decoding skills are not yet automatic in oral reading or whisper reading with teacher monitoring for accuracy and feedback; engaging students whose decoding skills are accurate and automatic in silent reading with accountability for comprehension).

8. Demonstrate knowledge of research-based strategies and best practices for promoting students' prosody (i.e., reading with appropriate phrasing, expression, and intonation) in order to enhance reading fluency and comprehension (e.g., providing explicit teacher modeling of prosody, engaging students in echo reading and phrase-cued reading, preteaching unfamiliar vocabulary and grammatical structures prior to assigning a text, engaging in readers' theatre).

9. Demonstrate knowledge of research-based strategies and best practices for selecting texts for fluency practice (e.g., using decodable texts with students who are acquiring basic phonics skills, transitioning students to a broader range of appropriate texts as they progress in their decoding skills, using both literary and informational texts for fluency practice).

10. Demonstrate knowledge of research-based strategies and best practices for differentiating instruction in reading fluency in order to address the assessed needs of all students.

Domain III-Reading Development: Comprehension

Competency 009-(Vocabulary Development): Understand concepts, principles, and best practices related to vocabulary development, and demonstrate knowledge of developmentally appropriate, research- and evidence-based assessment and instructional practices to promote all students' development of grade-level vocabulary knowledge and skills.

For example:

1. Demonstrate knowledge of explicit, research-based strategies, tools, and techniques for assessing students' development of vocabulary knowledge and skills in the context of authentic and meaningful reading.

2. Demonstrate ability to accurately interpret the results of ongoing assessments in vocabulary development and to use the results to inform instructional planning and delivery, including differentiation strategies and interventions.

3. Demonstrate knowledge of the essential role of vocabulary in supporting students' oral language development, reading comprehension, and ability to engage in self-sustained reading, including the interrelationships between vocabulary knowledge, reading achievement, and overall academic achievement.

4. Demonstrate knowledge of the continuum of vocabulary development as described in the Texas Prekindergarten Guidelines and the TEKS for ELAR (Kindergarten through Grade 6), including the importance of providing students with frequent, repeated, incremental exposures to and opportunities to use new vocabulary in meaningful contexts.

5. Demonstrate knowledge of factors that affect vocabulary development (e.g., familial, cultural, educational, socioeconomic, linguistic, and developmental characteristics), including the role of frequent and wide reading in vocabulary development.

6. Demonstrate knowledge of the distinctions between various tiers of vocabulary (Tier One-everyday, Tier Two-general academic, and Tier Three-discipline-specific) and the importance of explicitly teaching all students new Tier Two and Tier Three words that are key to understanding a new concept or comprehending a new text, while also identifying any relevant Tier One words with which students may be unfamiliar and explicitly teaching these words.

7. Demonstrate knowledge of criteria for selecting words for explicit word study (e.g., a word's utility and frequency within a discipline or across disciplines) and apply knowledge of strategies for providing students with multiple opportunities to use new Tier Two and Tier Three words in a variety of settings.

8. Demonstrate knowledge of research-based strategies and best practices for promoting students' ability to identify, use, and explain the meaning of grade-level antonyms, synonyms, idioms, adages, and puns.

9. Demonstrate understanding of the importance of teaching students independent word-learning strategies, including structural/morphemic analysis, contextual analysis, and use of print and digital resources, in order to promote their ability to engage in self-sustained reading of assigned or self-selected grade-level texts in multiple genres.

10. Demonstrate knowledge of research-based strategies and best practices for promoting students' ability to use structural/morphemic analysis skills, including etymology, to help them determine the meaning of unfamiliar words.

11. Demonstrate knowledge of research-based strategies and best practices for promoting students' ability to use context within and beyond a sentence to help infer the meaning of an unfamiliar word or to determine the meaning of a multiple-meaning word, including using different types of context clues (e.g., syntax, punctuation, embedded definition/explanation, apposition, restatement/synonym, contrast/antonym).

12. Demonstrate knowledge of research-based strategies and best practices for promoting students' word consciousness and motivation to learn new words and for supporting their retention of new words (e.g., providing student-friendly definitions and meaningful, contextualized examples; grouping words based on conceptual categories and associative meanings; developing semantic maps).

13. Demonstrate knowledge of research-based strategies and best practices for differentiating instruction in vocabulary development in order to address the assessed needs of all students.

Competency 010-(Comprehension Development): Understand concepts, principles, and best practices related to the development of reading comprehension, and demonstrate knowledge of developmentally appropriate, research- and evidence-based assessment and instructional practices to promote all students' development of reading comprehension strategies in order to gain, clarify, and deepen understanding of appropriately complex texts.

For example:

1. Demonstrate knowledge of explicit, research-based strategies, tools, and techniques for assessing students' ability to gain and enhance their understanding of appropriately complex texts.

2. Demonstrate ability to accurately interpret the results of ongoing assessments in reading comprehension, including reading comprehension strategies and trends in student work that provide insights into possible misconceptions, and to use the results to inform instructional planning and delivery, including differentiation strategies and interventions.

3. Demonstrate knowledge of factors affecting reading comprehension (e.g., oral language development, including listening comprehension skills; academic language development, including vocabulary and grammatical knowledge and skills; decoding skills; reading fluency; ability to monitor for understanding; background knowledge relevant to a text's topic or setting; level of English language proficiency; prior literacy experiences with other texts of the same genre or text type; specific text characteristics).

4. Demonstrate knowledge of the importance of and strategies for providing students with multiple opportunities to listen to, independently read, and respond to a wide range of appropriately complex literary and informational texts and to interact with others about texts in order to support and enhance their comprehension development and to gain, clarify, and deepen their understanding of a given text, including providing young children with frequent opportunities to repeat key parts of predictable or patterned texts during read-alouds and to reenact stories using a variety of strategies (e.g., using puppets and character voices, using student illustrations, using digital applications).

5. Demonstrate knowledge of the challenges and supports in a text (e.g., pictures, predictability, decodability, text structure) and strategies for evaluating and sequencing texts for reading instruction according to text complexity (e.g., quantitative dimensions, qualitative dimensions, reader and task variables), including strategies that promote students' self-sustained reading of increasingly complex texts and their ability to self-select appropriately complex texts for independent reading, inquiry, and research.

6. Demonstrate knowledge of different levels of comprehension, including literal comprehension skills, inferential comprehension skills, and evaluative comprehension skills.

7. Recognize the essential role background knowledge (including vocabulary knowledge) plays in a reader's ability to make inferences from text, to make connections within and across texts, and to learn through reading; and apply knowledge of strategies for systematically supporting students in accumulating background knowledge through the reading of informational texts (e.g., reading aloud and discussing a wide range of informational texts with students, having students read and discuss multiple informational texts related to a given topic, helping English learners connect background knowledge from their home language and experiences to reading contexts in English, providing explicit explanations of content and Tier Three vocabulary relevant to a text, engaging students in hands-on learning and academic discussions related to a text's topic, encouraging and supporting students' independent reading of informational texts) to promote students' reading comprehension and deepen their understanding of appropriately complex texts.

8. Demonstrate knowledge of research-based strategies and best practices for promoting students' ability to apply metacognitive reading comprehension strategies to literary and informational texts in order to gain, clarify, and deepen their understanding of appropriately complex texts (e.g., establishing a purpose for reading assigned and self-selected texts; generating questions about a text before, during, and after reading; making predictions about a text and then confirming or correcting the predictions; creating mental images; making connections to personal experiences, ideas in other texts, and society; monitoring comprehension and making adjustments such as rereading, using background knowledge, asking questions, and annotating when understanding breaks down).

9. Demonstrate knowledge of the importance of developing students' ability to comprehend increasingly complex literary and informational texts by engaging students in focused rereadings of complex grade-level texts and applying research-based best practices to support their understanding of the texts (e.g., using text-dependent questions; demonstrating how to use annotation to help construct meaning from and clarify ideas about a text; supporting students in deconstructing grammatically complex sentences; rereading the text with students for different levels of meaning; engaging students in collaborative conversations about and written responses to the text).

10. Demonstrate knowledge of research-based strategies and best practices for promoting students' ability to engage in independent self-sustained reading with comprehension for increasing periods of time (e.g., by explicitly teaching students self-monitoring skills, comprehension repair strategies, and strategies for self-selecting appropriate texts).

11. Demonstrate knowledge of research-based strategies and best practices for teaching students how to vary approaches to reading a text according to the purpose for reading (e.g., skimming for gist, scanning for specific information, focused reading and rereading for deep understanding).

12. Demonstrate knowledge of the importance of structuring students' exposure to and reading of multiple genres of literary and informational texts and strategies for selecting and using multiple texts for reading instruction that reflect a diversity of genres, cultures, perspectives, and time periods, including the diversity of the classroom, school community, and society.

13. Demonstrate knowledge of research-based strategies and best practices for differentiating instruction in text comprehension in order to address the assessed needs of all students.

Competency 011-(Comprehension of Literary Texts): Understand concepts, principles, and best practices related to the comprehension of and critical thinking about literary texts, and demonstrate knowledge of developmentally appropriate, research- and evidence-based assessment and instructional practices to promote all students' development of grade-level comprehension and analysis skills for literary texts.

For example:

1. Demonstrate knowledge of explicit, research-based strategies, tools, and techniques for assessing students' reading comprehension and analysis of appropriately complex literary texts.

2. Demonstrate ability to accurately interpret the results of ongoing assessments in reading comprehension and analysis of literary texts and to use the results to inform instructional planning and delivery, including differentiation strategies and interventions.

3. Demonstrate knowledge of distinguishing characteristics of well-known children's literature, such as folktales, fables, fairy tales, legends, myths, tall tales, nursery rhymes, poetry, and drama from various cultures.

4. Demonstrate knowledge of the continuum of development in the comprehension and analysis of literary texts as described in the Texas Prekindergarten Guidelines and the TEKS for ELAR (Kindergarten through Grade 6).

5. Demonstrate understanding of the importance of reading aloud high-quality, culturally relevant, and appropriately complex literary texts on a regular basis to develop young children's familiarity with literary texts and basic story structures, and apply knowledge of research-based strategies and best practices related to using read-alouds for this purpose (e.g., asking questions about a story as it is being read aloud; providing props for children to use while acting out the story; helping children construct a story map with a clear beginning, middle, and end; providing story cards to assist children in sequencing retellings of the story; encouraging children to provide sound effects through musical instruments or environmental noises that fit what is happening in the story; extending the story into centers for children to continue to explore the story in other ways).

6. Demonstrate knowledge of research-based strategies and best practices for promoting students' ability to comprehend and analyze a range of appropriately complex literary texts, including identifying a text's key ideas and details; analyzing an author's purpose for writing; identifying story elements, such as characters, plot, setting, and theme; analyzing an author's craft, such as word choice and use of imagery and figurative language; and using evidence from a literary text to support responses.

7. Demonstrate knowledge of research-based strategies and best practices for promoting students' comprehension of appropriately complex literary texts at all three comprehension levels (i.e., literal, inferential, and evaluative) and for promoting critical thinking about literary texts (e.g., synthesizing information to create new understandings; asking and having students generate questions related to bias, such as which voices and perspectives are present and absent in a text).

8. Demonstrate knowledge of research-based strategies and best practices for differentiating instruction in the comprehension and analysis of appropriately complex literary texts in order to address the assessed needs of all students.

Competency 012-(Comprehension of Informational Texts): Understand concepts, principles, and best practices related to the comprehension of and critical thinking about informational texts, and demonstrate knowledge of developmentally appropriate, research- and evidence-based assessment and instructional practices to promote all students' development of grade-level comprehension and analysis skills for informational texts.

For example:

1. Demonstrate knowledge of explicit, research-based strategies, tools, and techniques for assessing students' reading comprehension and analysis of appropriately complex informational texts.

2. Demonstrate ability to accurately interpret the results of ongoing assessments in reading comprehension and analysis of informational texts and to use the results to inform instructional planning and delivery, including differentiation strategies and interventions.

3. Demonstrate knowledge of distinguishing characteristics and structures of informational, persuasive, multimodal, and digital texts.

4. Demonstrate knowledge of the continuum of development in the comprehension and analysis of informational texts as described in the Texas Prekindergarten Guidelines and the TEKS for ELAR (Kindergarten through Grade 6).

5. Demonstrate understanding of the importance of reading aloud high-quality, appropriately complex informational texts on a regular basis to develop young children's familiarity with informational texts, and demonstrate knowledge of research-based strategies and best practices related to using read-alouds for this purpose, including asking questions about a text as it is being read aloud, engaging students in activities related to the text's content, and extending an informational text into centers to continue students' interactions with the text's content.

6. Demonstrate understanding of the importance of scaffolding students' comprehension and analysis of informational texts, and apply knowledge of research-based strategies and best practices related to this purpose (e.g., using strategic questioning and engaging students in academic conversations about a text's content, teaching text annotation and note-taking skills, helping students develop semantic maps and other graphic organizers to help clarify or reinforce a text's content or organizational structure, helping students generate and respond to peer questioning about a text).

7. Demonstrate knowledge of research-based strategies and best practices for promoting students' ability to comprehend and analyze appropriately complex informational texts, including identifying different informational text structures (e.g., descriptive, comparison/contrast, cause/effect, sequential, chronological), identifying and summarizing a text's central ideas and supporting evidence, using textual features (e.g., subtitles, bold or italicized text) and graphic features (e.g., charts, diagrams) to gain information, comparing and contrasting the content presented in a book's text with that presented in its graphic features, identifying a sequence of steps or events in a text, recognizing the characteristics of multimodal and digital texts, identifying an author's purpose and intended audience, analyzing an author's craft (e.g., choice of words, evidence, and rhetorical devices), distinguishing facts from opinions, and identifying the claim in an argumentative text.

8. Demonstrate knowledge of research-based strategies and best practices for promoting students' comprehension of appropriately complex informational texts at all three comprehension levels and for promoting critical thinking about informational texts (e.g., synthesizing information to create new understandings; asking and having students generate higher-order questions about a text, such as questions related to voices or perspectives present and absent in a text or questions about the credibility of a text).

9. Demonstrate knowledge of research-based strategies and best practices for promoting students' development of disciplinary-literacy skills, including distinguishing discipline-specific meanings of words (e.g., ruler in mathematics [a measuring device] versus ruler in social studies [a monarch or government leader]), and recognizing text structures commonly used in a discipline.

10. Demonstrate knowledge of research-based strategies and best practices for differentiating instruction in the comprehension and analysis of appropriately complex informational texts in order to address the assessed needs of all students.

Domain IV-Analysis and Response

Competency 013-(Analysis and Response): Analyze assessment data related to reading development in foundational reading skills and reading comprehension, and prepare an organized, developed written response based on the data and information presented.

For example:

1. Demonstrate the ability to analyze, interpret, and discuss accurately and appropriately the results of a reading assessment for an individual student.

2. Demonstrate the ability to identify a significant need that a student demonstrates related to foundational reading skills (e.g., phonemic awareness skills, phonics skills, recognition of high-frequency words, syllabication skills, morphemic analysis skills, automaticity, reading fluency [i.e., accuracy, rate, and prosody]) and to support the analysis with specific, appropriate examples from the student's reading performance.

3. Demonstrate the ability to select and accurately describe an appropriate, effective instructional strategy or intervention to address a student's identified need in foundational reading skills.

4. Using sound reasoning and knowledge of foundational reading skills, demonstrate the ability to explain the effectiveness of the selected instructional strategy or intervention to address a student's identified need in foundational reading skills.

5. Demonstrate the ability to identify a significant need that a student demonstrates related to reading comprehension (e.g., vocabulary knowledge; knowledge of sentence and grammatical structures; application of literal, inferential, or evaluative comprehension skills; use of comprehension strategies; application of text analysis skills to a literary or informational text) and to support the analysis with specific, appropriate examples from the student's reading performance.

6. Demonstrate the ability to select and accurately describe an appropriate, effective instructional strategy or intervention to address a student's identified need in reading comprehension.

7. Using sound reasoning and knowledge of reading comprehension, demonstrate the ability to explain the effectiveness of the selected instructional strategy or intervention to address a student's identified need in reading comprehension.

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Exam Name Science of Teaching Reading Number of Questions 90 selected-response questions and 1 constructed-response question Format Computer-administered test (CAT) The TExES Science of Teaching Reading (293) exam is designed to assess whether an examinee has the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess.

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Identify the educator license(s) for which you want to apply.

All Massachusetts educator licenses can be broken down into four components: category, field, grade level, and type. See the table below for example licenses:

Category: One of three educator license groupings – Academic PreK-12 (applies to Teacher, Specialist Teacher, Professional Support Personnel, or Administrator), Adult Basic Education, or Vocational Technical Education.

Field: The license discipline or subject matter knowledge area within a category. For example, in the category Academic PreK-12 Teacher, possible fields include: biology, elementary, moderate disabilities, dance, etc. In the category Academic PreK-12 Professional Support Personnel, possible fields include: school guidance counselor, school nurse, etc.

Grade Level: The particular grade or range of grades for which a license is valid for employment. There are several possible grade level combinations, including, but not limited to: all, preK-8, and 8-12.

Type: There are four (4) kinds of Massachusetts educator license: Provisional , Temporary (for out-of-state applicants only), Initial, and Professional. Each type is valid for a specific period of time and requires either advancement (Temporary, Provisional, Initial) or renewal (Professional only) by the end of its allotted time period.

Identify the requirements of the educator license(s) for which you want to apply.

The type of license for which you should apply depends upon your educational background, experience, license(s) already held, whether you have taken and passed all required Massachusetts Tests for Educator Licensure (MTEL), whether you have completed any required performance assessments (ex. PAL), and whether you hold the Sheltered English Immersion Endorsements (SEI) (if applicable).

Our Licensure Requirements Tool can help you identify the licensure requirements for a specific type of license.

Please note: When trying to determine which set of requirements apply to you keep these general rules in mind: If this is your first time applying for a particular license type (i.e., Provisional, Initial, Professional, and Temporary) or license category (i.e., teacher, specialist teacher, administrator, professional support personnel) you will most likely fall under a general requirements path.

Typically, if you are adding an additional license, you will look for the path indicating that you are an educator adding an additional license in a new field (e.g., English, mathematics, history) and/or grade level and choosing the path with the most current year.

If you are coming from another state and are applying for an Initial license, you would generally look for the path for educators qualifying for reciprocity.

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massachusetts department of elementary and secondary education

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Massachusetts Department of Elementary and Secondary Education

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General Licensure Components & Requirements

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The goal of the Massachusetts public K-12 education system is to prepare all students for success after high school. Massachusetts public school students are leading the nation in reading and math and are at the top internationally in reading, science, and math according to the national NAEP and international PISA assessments.

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The Science of Reading: Defining Guide provides a firm definition of what the science of reading is, what it is not, and how all stakeholders can understand its potential to transform reading instruction.

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The literacy field has long been beleaguered by generic terms that no one seems to understand - or more exactly, of which nobody agrees on the definitions. Terms like whole language, balanced literacy, direct instruction, dyslexia, sight words, and guided reading, are bandied about in journals, conference presentations, newspaper articles, and teacher's lounges as if there was some shared dictionary out there that we were all accessing. Even terms that seem like they would be widely understood like research or fluency often turn out to be problematic.

This plague of vagueness is exasperating, and I think it prevents productive dialogue or any kind of substantive progress in the field.

Over the decades, reporters and policymakers have often asked me my opinion of [insert any of those undefined terms]. My usual response has been something along the lines of:

"Tell me what ________ is, and I'll give you my opinion," not-so-cleverly shifting the responsibility for definition to my questioner.

If they say, "balanced literacy means providing explicit instruction in key reading skills while trying to provide a motivational and supportive classroom environment", I say, "I'm all for it." If they tell me, "it means teaching reading with a minimum of explicit instruction, particularly in foundational skills like spelling and decoding," then I'm strongly opposed.

That approach keeps me out of the soup, but it really doesn't solve any important problem. My clarity and consistency aside, teachers are still inundated with invitations to professional development programs, textbooks, and classroom instructional practices that are supposedly aligned with some unspecified definition of today's hot jargon.

The biggest offender now - if my Twitter feed is representative - is the "science of reading."

I can't believe the number of webinars, blogs, textbooks, professional development opportunities, and the like that aim to provide the latest and greatest information from the science of reading (whatever that is?).

My advice to everyone: Grab your wallets and run!

Okay, I admit that isn't very helpful, but it should save you a lot of money and aggravation.

What would be more helpful?

Consumers of a science of reading should start out with a definition of what would fairly constitute such a science. That way they could always check to see if what was being promoted was what they were seeking.

Back in the late 1990s, federal education law - recognizing how misleadingly the term "research" was being used by textbook companies, consultants, and the like - provided definitions of "scientifically-based reading instruction (SBRR)."

Unfortunately, in one fell swoop, the feds stopped promoting instructional approaches based on research and did away with the legal definition of scientific evidence; moves that coincided, I might point out, with the last round of gains in national reading scores.

I'd suggest that, though that definition no longer has legal standing, it is a good starting point for deciding what should be in your personal definition of "a science of reading."

What would that look like?

First, the evidence must be derived from a scientific method that is appropriate to the claim being made. If you want to claim that a particular instructional method or approach improves reading achievement, you need to prove that; that such instruction is more beneficial than other approaches.

That can only be accomplished through an educational experiment; that provides a sound comparison between students who are receiving that instruction and those who aren't.

Other scientific methods can provide valuable information, but they can't answer a "what works" kind of question.

Descriptive and correlational research methods are appropriate for many other important questions (e.g., Are kids of different races or genders making equal gains? What kinds of library books are students most interested in? Have reading scores risen in the past three years?). Those other research methods, if implemented appropriately, can provide sound answers to such questions.

You might be surprised how many fine scientists are out there telling teachers how and what to teach - even though their research has never tested the effectiveness of what they are recommending.

Evidence from their studies can be usefully provocative - that is, it may suggest worthwhile questions. If, for example, you noticed greater student engagement when kids were allowed to choose what to read, you might wonder, "Would such choice lead to more learning?" Unfortunately, too often, people see or think they see that kind of pattern and jump right to a conclusion, "Student choice must lead to more learning," without bothering to test that claim through a rigorous experiment. (Sometimes research supports such a claim and sometimes it doesn't. But it certainly can't be recommended as being based on science without such a test).

Something we should remember that when science identifies a potentially valuable avenue to better learning that doesn't mean we know how best to exploit that knowledge.

Basically, all I'm saying is, if you want to claim that something works, you need to try it out and show that it can be beneficial.

Second, a science of reading would require studies that provided a rigorous analysis of the data derived from educational experiments. Such analysis must ensure that the results are due to the instruction and not just to normal variations in performance. It also must ensure that the comparisons being made are sound. Some studies try to compare results with groups that are so different in the beginning that it would be impossible to attribute outcome differences to the instruction.

Third, the studies need to go through peer review or some other kind of independent scientific evaluation to protect against serious flaws in the reasoning or analysis.

Fourth, the studies need to be replicated or generalized. That's why I depend so heavily on meta-analysis; it combines the results of multiple studies. It is not enough to know that the XYZ reading method had great results in one study, if there are 9 other investigations that showed it to be ineffective. That kind of pattern says to me, this technique can work, but it rarely does. Not something I'd be likely to adopt or to recommend to schools.

Fifth, it helps if there are convergent findings - in other words, other evidence that appears to be consistent with these findings. Like the U.S. Department of Education of two decades ago, I would never place the imprimatur of science upon an instructional approach that had not actually been tried out in classrooms and shown to be effective. But once I have that evidence, I am heartened to know of other supporting information.

I don't talk much about the brain research in reading. Not because I'm unaware of its potential importance, but because of its insufficiency. Any pattern revealed in neurological investigations that suggests an instructional possibility still must be evaluated in the classroom. Sometimes a basic idea is sound, but it is more challenging or complicated to implement than you realize.

In any event, descriptive and correlational studies, theories, neurological investigations, and studies of other kinds of learning may bolster your trust in the instructional studies that you have.

We have many studies showing the effectiveness of decoding instruction. Those are studies that have compared the results of a strong phonics emphasis versus a no phonics or a weak phonics approach. My trust in those results goes up when I see the mRI studies showing how the brain connects the visual recognition of letters and words with the part of the brain that carries out phonological processing. That neurological evidence on its own, wouldn't be enough to scientifically endorse phonics as an effective instructional approach, but it sure provides convergent proof that should strengthen my resolve to offer such instruction. (The same, in this case, could be said about digital simulation studies of reading as well.)

Where does this leave us?

If I were invited to a science of reading seminar, and wondered if it would be worthwhile, I'd ask the sponsors if the presenters will either

1. Limit their endorsement of instructional approaches to those that have been evaluated through rigorous and well analyzed classroom experiments that have been published in peer reviewed outlets, and replicated; or

2. Distinguish which of their instructional recommendations have such evidence and which do not?

If I had no choice but to attend, those would be the kinds of questions I'd be asking the presenters if their presentations didn't make the foundations of their claims clear.

If we are serious about improving reading achievement for all children, we are only likely to get there if we hold ourselves to the highest standards of professional practice. Having a sound definition for what constitutes a "science of reading" is more than a game of semantics. Employing instructional approaches that have repeatedly benefited learners in rigorously implemented and analyzed studies is likely to be the most productive way to progress.

These days I'm seeing schools mandating instructional practices that have no direct research evidence in the name of the science of reading. Those practices don't become part of the science of reading because someone wrote them down, or because they were recommended by a researcher, or because they address a particular aspect of reading development.

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How to know if it is the Science of Reading | Shanahan on Literacy

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The literacy field has long been beleaguered by generic terms that no one seems to understand - or more exactly, of which nobody agrees on the definitions. Terms like whole language, balanced literacy, direct instruction, dyslexia, sight words, and guided reading, are bandied about in journals, conference presentations, newspaper articles, and teacher's lounges as if there was some shared dictionary out there that we were all accessing.

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2020 Teacher Prep Review: Program Performance in Early Reading Instruction

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2020 Teacher Prep Review: Program Performance in Early Reading Instruction

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National Council on Teacher Quality (NCTQ)

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Teacher Prep Review: Program Performance in Early Reading Instruction (2020)

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TRLMD Comments on Blueprint Implementation Plan (see NBC comments)

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TRLMD Comments on Blueprint Implementation Plan (see NBC comments)

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TRL MD Comments on Blueprint Implementation Plan 11/22

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TRL MD Comments on Blueprint Implementation Plan 11/22

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2.15.22

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Read by 4th, Strengthening Teacher Preparation

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Read by 4th, Strengthening Teacher Preparation

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Equitable access to literacy for all students will only be realized when all literacy teachers, all classroom teachers, have the knowledge and skill to teach in alignment with the science of reading.

Through the collective impact work of Philadelphia's Read by 4th (Rb4) partners, a small but growing number of universities that prepare elementary teachers, have embedded the science of reading (SoR) in their teacher preparation coursework. The term "The Science of Reading

" represents "the accumulated knowledge about reading, reading development and best practices for reading instruction obtained by the scientific method" (Petscher et al. 2020). But how does a hiring district, or how does a student applying to a university program, know which programs embrace science? "The Knowledge and Practice Standards for Teachers of Reading" (K&PS), developed by the International Dyslexia Association (International Dyslexia Association, 2018) conceptualize the SoR as Structured LiteracyTM. Rb4 partners see the K&PS as the best codification for teaching the Science of Reading and embrace the K&PS as the standard for assessing SoR aligned teacher preparation programs.

Progress to Date

The wealth of resources Philadelphia has in Science of Reading aligned teacher preparation programs, is impressive at a national level. As of December 2020, the IDA has accredited at least one university program in 11 states. Nine of these states have one or two universities with an accredited program. Ohio has four, and Pennsylvania has six. Of Pennsylvania's six universities, four are in the Philadelphia area (and more in process) in addition to an accredited independent program (AIM Institute for Learning & Research), which specifically supports in-service teachers.

Further, Philadelphia is fortunate that Dr. Hite, Superintendent of the School District of Philadelphia, has energized the schools of education to adopt these standards.

"The School District of Philadelphia together with the Read by 4th campaign is committed to strengthening teacher knowledge in the science of literacy instruction in order to ensure that every child is able to read on grade level by age 8. SDP and Read by 4th are using the Knowledge and Practice Standards developed by IDA to strengthen teacher preparation."

WILLIAM R. HITE, JR., Ed.D.
Superintendent, School District of Philadelphia

With Philadelphia's momentum around university program accreditation and the endorsement of Dr. Hite, how are Rb4 partners expanding the impact of SoR preparation for our teachers?

Continuing Peer-to-Peer Outreach

First, Rb4 partners (universities and independent programs) are continuing the collective impact efforts - not state mandates, or a required exam - but through peer-to-peer outreach between university professors. To facilitate outreach, Rb4 partners developed talking points, entitled "Finding the Balance in Literacy Instruction." These talking points facilitate a constructive exchange between professors, highlighting the role of both code-based and meaning-based instruction, as well as the essential knowledge base for teachers as detailed in the IDA Knowledge and Practice Standards.

The power of this approach is reflected in the eventual accreditation of undergraduate programs within a university, subsequent to graduate programs earning IDA accreditation. Nationwide, of the approximately 30 accredited programs, 26 are graduate specialist programs. In Philadelphia, which mirrors National trends, program alignment with the K&PS generally begins with graduate programs, specifically reading specialist or special education - and in a couple of universities, the undergraduate program has followed. This movement illustrates that change takes time, and is fostered by exchange between professors within the university. This trend toward undergraduate program accreditation is critical to preparing teachers in the SoR as they enter the field, and not after years in the classroom.

Science of Reading Aligned Field Placements

Second, with the growing number of teacher preparation programs aligned with the SoR in Philadelphia, Rb4 partners recognize the need to align coursework AND field work. Field work, both observing and teaching, provide opportunities for aspiring teachers to apply and synthesize concepts learned in coursework. However, with so few teachers prepared in the SoR, it is not surprising that few elementary schools are aligned with the Science of Reading. When teacher candidates are deployed to placements that implement incongruent literacy practices, they are likely to abandon what they learned in coursework and espouse literacy practices in line with their cooperating teacher and later adopt these methods as their own (Clift & Brady, 2005; Moore, 2003). And while, K&PS field work guidelines exist for specialists working with one, or a few, children, there is much less defined for preparing teachers to implement SoR for a classroom of students with diverse reading abilities.

Implementing aligned Science of Reading instruction is highly complex, drawing upon a number of domains including knowledge of assessments, curriculum resources, instructional practices, and flexible grouping, among others. Without a clear vision and comprehensive approach, it is unlikely that the impact of isolated SoR practices, such as a phonics curriculum, will be measurable. As such, RB4 and SJU are refining a map, or tool, for field placement schools to use as a guide for evolving to high quality SoR implementation in all key areas including: assessment; instruction; school leadership and culture; supervision and evaluation; teacher quality; and parent engagement. This tool will serve as a guiding framework for a multi-year collaboration between institutions of higher education and elementary schools to improve outcomes for preservice teachers, inservice teachers and most critically, student literacy outcomes. Using this tool as the basis for the collaboration, preservice teachers will benefit from frequent opportunities for practice with extensive formative feedback from both professors and mentor teachers - which will increase the likelihood of the long term adoption of SoR into their instructional repertoire. Inservice teachers will benefit from a commitment to improved alignment of SoR instruction from a leadership level as well as knowledgeable and competent student teachers in the classroom. Elementary schools will benefit from an increased pipeline of teachers from IDA Accredited universities and the increased implementation of SoR instruction will have positive outcomes in reducing the identification of students for special education and the overall literacy outcomes for all students.

To this end, Rb4 partners, Saint Joseph's University, AIM Institute for Learning & Research, and Mastery Charter Schools are working together to establish classroom level field placements aligned with the K&PS, beginning in the 2021/22 SY. In three Mastery elementary schools, during the 2021 summer, all K-2 teachers and many leaders will take the IDA accredited course, AIM Pathways to Proficient Reading. Leaders will also take the AIM Pathways to Literacy Leadership. This professional development will improve Mastery teachers' and leaders' knowledge of the Science of Reading and lay the groundwork for improved implementation of SoR practices in K-2 classrooms. In the fall, SJU will place undergraduate student teachers from its IDA accredited dual certification ECE/Special Education K-8 program in two of these school sites. This multifaceted collaboration recognizes that change needs to be deliberate and will take time. These RB4 partners are committed to collaborating as Mastery teachers and leaders expand their knowledge of the Science of Reading and have discussions on how to strengthen their current practices. SJU and Mastery will work as partners to continue to benefit all stakeholders, including in-service teachers, preservice teachers, parents and most critical, students' literacy proficiency. This partnership, where all literacy instructors know the SoR, where the schools are committed to continuous improvement in SoR implementation and where future teachers can apply the SoR knowledge from their coursework in classrooms implementing the SoR - can become a model for additional future collaborations between elementary schools and colleges and universities.

Jaclyn Galbally, Ph.D.
Assistant Professor, Special Education, Saint Joseph's University
Co-founder, The Reading League PA
Secretary, Everyone Reads PA

Nancy Scharff, M.Ed. Special Education
Read by 4th, Instructional Strategies Consultant
KIPP Philadelphia Schools, Academic Committee
ReadWorks.org, Advisory Council

Equitable access to literacy for all students will only be realized when all literacy teachers, all classroom teachers, have the knowledge and skill to teach in alignment with the science of reading.

Through the collective impact work of Philadelphia's Read by 4th (Rb4) partners, a small but growing number of universities that prepare elementary teachers, have embedded the science of reading (SoR) in their teacher preparation coursework. The term "The Science of Reading

" represents "the accumulated knowledge about reading, reading development and best practices for reading instruction obtained by the scientific method" (Petscher et al. 2020). But how does a hiring district, or how does a student applying to a university program, know which programs embrace science? "The Knowledge and Practice Standards for Teachers of Reading" (K&PS), developed by the International Dyslexia Association (International Dyslexia Association, 2018) conceptualize the SoR as Structured LiteracyTM. Rb4 partners see the K&PS as the best codification for teaching the Science of Reading and embrace the K&PS as the standard for assessing SoR aligned teacher preparation programs.

Progress to Date

The wealth of resources Philadelphia has in Science of Reading aligned teacher preparation programs, is impressive at a national level. As of December 2020, the IDA has accredited at least one university program in 11 states. Nine of these states have one or two universities with an accredited program. Ohio has four, and Pennsylvania has six. Of Pennsylvania's six universities, four are in the Philadelphia area (and more in process) in addition to an accredited independent program (AIM Institute for Learning & Research), which specifically supports in-service teachers.

Further, Philadelphia is fortunate that Dr. Hite, Superintendent of the School District of Philadelphia, has energized the schools of education to adopt these standards.

"The School District of Philadelphia together with the Read by 4th campaign is committed to strengthening teacher knowledge in the science of literacy instruction in order to ensure that every child is able to read on grade level by age 8. SDP and Read by 4th are using the Knowledge and Practice Standards developed by IDA to strengthen teacher preparation."

WILLIAM R. HITE, JR., Ed.D.
Superintendent, School District of Philadelphia

With Philadelphia's momentum around university program accreditation and the endorsement of Dr. Hite, how are Rb4 partners expanding the impact of SoR preparation for our teachers?

Continuing Peer-to-Peer Outreach

First, Rb4 partners (universities and independent programs) are continuing the collective impact efforts - not state mandates, or a required exam - but through peer-to-peer outreach between university professors. To facilitate outreach, Rb4 partners developed talking points, entitled "Finding the Balance in Literacy Instruction." These talking points facilitate a constructive exchange between professors, highlighting the role of both code-based and meaning-based instruction, as well as the essential knowledge base for teachers as detailed in the IDA Knowledge and Practice Standards.

The power of this approach is reflected in the eventual accreditation of undergraduate programs within a university, subsequent to graduate programs earning IDA accreditation. Nationwide, of the approximately 30 accredited programs, 26 are graduate specialist programs. In Philadelphia, which mirrors National trends, program alignment with the K&PS generally begins with graduate programs, specifically reading specialist or special education - and in a couple of universities, the undergraduate program has followed. This movement illustrates that change takes time, and is fostered by exchange between professors within the university. This trend toward undergraduate program accreditation is critical to preparing teachers in the SoR as they enter the field, and not after years in the classroom.

Science of Reading Aligned Field Placements

Second, with the growing number of teacher preparation programs aligned with the SoR in Philadelphia, Rb4 partners recognize the need to align coursework AND field work. Field work, both observing and teaching, provide opportunities for aspiring teachers to apply and synthesize concepts learned in coursework. However, with so few teachers prepared in the SoR, it is not surprising that few elementary schools are aligned with the Science of Reading. When teacher candidates are deployed to placements that implement incongruent literacy practices, they are likely to abandon what they learned in coursework and espouse literacy practices in line with their cooperating teacher and later adopt these methods as their own (Clift & Brady, 2005; Moore, 2003). And while, K&PS field work guidelines exist for specialists working with one, or a few, children, there is much less defined for preparing teachers to implement SoR for a classroom of students with diverse reading abilities.

Implementing aligned Science of Reading instruction is highly complex, drawing upon a number of domains including knowledge of assessments, curriculum resources, instructional practices, and flexible grouping, among others. Without a clear vision and comprehensive approach, it is unlikely that the impact of isolated SoR practices, such as a phonics curriculum, will be measurable. As such, RB4 and SJU are refining a map, or tool, for field placement schools to use as a guide for evolving to high quality SoR implementation in all key areas including: assessment; instruction; school leadership and culture; supervision and evaluation; teacher quality; and parent engagement. This tool will serve as a guiding framework for a multi-year collaboration between institutions of higher education and elementary schools to improve outcomes for preservice teachers, inservice teachers and most critically, student literacy outcomes. Using this tool as the basis for the collaboration, preservice teachers will benefit from frequent opportunities for practice with extensive formative feedback from both professors and mentor teachers - which will increase the likelihood of the long term adoption of SoR into their instructional repertoire. Inservice teachers will benefit from a commitment to improved alignment of SoR instruction from a leadership level as well as knowledgeable and competent student teachers in the classroom. Elementary schools will benefit from an increased pipeline of teachers from IDA Accredited universities and the increased implementation of SoR instruction will have positive outcomes in reducing the identification of students for special education and the overall literacy outcomes for all students.

To this end, Rb4 partners, Saint Joseph's University, AIM Institute for Learning & Research, and Mastery Charter Schools are working together to establish classroom level field placements aligned with the K&PS, beginning in the 2021/22 SY. In three Mastery elementary schools, during the 2021 summer, all K-2 teachers and many leaders will take the IDA accredited course, AIM Pathways to Proficient Reading. Leaders will also take the AIM Pathways to Literacy Leadership. This professional development will improve Mastery teachers' and leaders' knowledge of the Science of Reading and lay the groundwork for improved implementation of SoR practices in K-2 classrooms. In the fall, SJU will place undergraduate student teachers from its IDA accredited dual certification ECE/Special Education K-8 program in two of these school sites. This multifaceted collaboration recognizes that change needs to be deliberate and will take time. These RB4 partners are committed to collaborating as Mastery teachers and leaders expand their knowledge of the Science of Reading and have discussions on how to strengthen their current practices. SJU and Mastery will work as partners to continue to benefit all stakeholders, including in-service teachers, preservice teachers, parents and most critical, students' literacy proficiency. This partnership, where all literacy instructors know the SoR, where the schools are committed to continuous improvement in SoR implementation and where future teachers can apply the SoR knowledge from their coursework in classrooms implementing the SoR - can become a model for additional future collaborations between elementary schools and colleges and universities.

Jaclyn Galbally, Ph.D.
Assistant Professor, Special Education, Saint Joseph's University
Co-founder, The Reading League PA
Secretary, Everyone Reads PA

Nancy Scharff, M.Ed. Special Education
Read by 4th, Instructional Strategies Consultant
KIPP Philadelphia Schools, Academic Committee
ReadWorks.org, Advisory Council

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Strengthening Teacher Preparation in the Science of Reading - Read by 4th

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Equitable access to literacy for all students will only be realized when all literacy teachers, all classroom teachers, have the knowledge and skill to teach in alignment with the science of reading. Through the collective impact work of Philadelphia's Read by 4th (Rb4) partners, a small but growing number of universities that prepare elementary teachers, have embedded the science of reading (SoR) in their teacher preparation coursework.

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PA accredited universities in the IDA Knowledge & Practice Standards for Teachers of Reading

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PA accredited universities in the IDA Knowledge & Practice Standards for Teachers of Reading