Delivering Well Prepared Teachers Policy
The state should ensure that special education teachers know the science of reading instruction and are sufficiently prepared for the instructional shifts related to literacy associated with college-and career-readiness standards.
Because of dual certification requirements, elementary special education candidates are required to pass the Praxis II Teaching Reading: Elementary Education (5203) test as a condition of initial licensure. Although the test framework contains the five instructional components of scientifically based reading instruction: phonemic awareness, phonics, fluency, vocabulary and comprehension, they are addressed much less explicitly than in the Praxis II Teaching Reading: Elementary Education (5204) test.
West Virginia teacher preparation requirements incorporate some of the instructional shifts associated with the state's college- and career-readiness standards for students. Elementary special education teachers in West Virginia are also required to pass the Praxis II Elementary Education: Multiple Subjects (5001) test. The reading and language arts subtest requires teachers to understand the "basic elements of ... informational texts," but there is no elaboration to suggest that this includes the instructional shifts toward building content knowledge and vocabulary through increasingly complex informational texts and careful reading of informational and literary texts. The Teaching Reading test—under the heading "reading comprehension strategies across text types"—requires teachers to know "how to select and use a variety of informational, descriptive, and persuasive materials at appropriate reading levels to promote students' comprehension of nonfiction, including content-area texts."
Candidates applying for the 5-12 special education certification must hold or qualify for a dual certification in a single subject, which includes reading specialist.
West Virginia addresses some of the instructional shifts toward building content knowledge and vocabulary through careful reading of informational and literary texts associated with the state's college- and career-readiness standards for students through its required assessment for English language arts teachers, the Praxis II English Language Arts: Content Knowledge (5038) test.
Neither teacher standards nor testing frameworks in other content areas address incorporating literacy skills.
The state addresses the needs of struggling readers in its elementary reading test.
Praxis Tests www.ets.org/praxis Title 126 Legislative Rules, Board of Education, Series 114, Policy 5100, 12.3.d
Monitor new reading assessment to ensure adequacy and rigor.
West Virginia should monitor its assessment to make sure it is a rigorous and appropriate measure of teachers' knowledge of and skill in scientifically based early reading instruction, as the track record of Praxis assessments in this regard is mixed at best. Specifically, West Virginia should re-evaluate its use of the Praxis Teaching Reading (5203) assessment. A more rigorous and appropriate measure of teachers' knowledge of and skill in scientifically based early reading instruction is the Praxis Teaching Reading (5204) assessment.
Ensure that new special education teachers are prepared to incorporate informational text of increasing complexity into classroom instruction.
West Virginia has taken a step in the right direction with its adoption of the Multiple Subjects test, which mentions knowledge of informational texts. However, the framework does not appear to capture the major instructional shifts of college- and career-readiness standards. The state is therefore encouraged to strengthen its teacher preparation requirements and ensure that all elementary special education candidates have the ability to adequately incorporate complex informational text into classroom instruction. Further, although West Virginia's required secondary English language arts content test addresses informational texts, the state should strengthen its policy and ensure, too, that secondary special education teachers are able to challenge students with texts of increasing complexity.
Ensure that new special education teachers are prepared to incorporate literacy skills as an integral part of every subject.
To ensure that special education students are capable of accessing varied information about the world around them, West Virginia should also—either through testing frameworks or teacher standards—include literacy skills and using text to build content knowledge in history/social studies, science, technical subjects and the arts.
West Virginia recognized the factual accuracy of this analysis, however this analysis was updated subsequent to the state's review.
Reading science has identified five components of effective instruction.
Teaching children to read is the most important task teachers undertake. Over the past 60 years, scientists from many fields have worked to determine how people learn to read and why some struggle. This science of reading has led to breakthroughs that can dramatically reduce the number of children destined to become functionally illiterate or barely literate adults. By routinely applying in the classroom the lessons learned from the scientific findings, most reading failure can be avoided. Estimates indicate that the current failure rate of 20 to 30 percent could be reduced to 2 to 10 percent.
Scientific research has shown that there are five essential components of effective reading instruction: explicit and systematic instruction in phonemic awareness, phonics, fluency, vocabulary and comprehension. Many states' policies still do not reflect the strong research consensus in reading instruction that has emerged over the last few decades. Many teacher preparation programs resist teaching scientifically based reading instruction. NCTQ's reports on teacher preparation, beginning with What Education Schools Aren't Teaching about Reading and What Elementary Teachers Aren't Learning in 2006 and continuing through the Teacher Prep Review in 2013 and 2014, have consistently found the overwhelming majority of teacher preparation programs across the country do not train teachers in the science of reading. Whether through standards or coursework requirements, states must direct programs to provide this critical training. But relying on programs alone is insufficient; states must only grant a license to new special education elementary teachers who can demonstrate they have the knowledge and skills to teach children to read.
Effective early reading instruction is especially important for teachers of special education students.
By far, the largest classification of students receiving special education services are those with learning disabilities. Based on data from the U.S. Department of Education, it is estimated that reading disabilities account for about 80 percent of learning disabilities. While early childhood and elementary teachers must know the reading science to prevent reading difficulties, special education teachers, and especially elementary special education teachers, must know how to support students who have already fallen behind and struggle with reading and literacy skills. That some states actually require less from special education teachers in terms of preparation to teach reading than they require from general education teachers is baffling and deeply worrisome.
College- and career-readiness standards require significant shifts in literacy instruction.
College- and career-readiness standards for K-12 students adopted by nearly all states require from a teachers a different focus on literacy integrated into all subject areas. The standards demand that teachers are prepared to bring complex text and academic language into regular use, emphasize the use of evidence from informational and literary texts and build knowledge and vocabulary through content-rich text. While most states have not ignored teachers' need for training and professional development related to these instructional shifts, few states have attended to the parallel need to align teacher competencies and requirements for teacher preparation so that new teachers will enter the classroom ready to help students meet the expectations of these standards. For special education teachers, preparation and training must focus on managing these instructional shifts while also helping students who may have serious reading deficiencies.
Elementary Teacher Preparation in Reading Instruction: Supporting Research
For evidence on what new teachers are not learning about reading instruction, see NCTQ, "What Education Schools Aren't Teaching About Reading and What Elementary Teachers Aren't Learning" 2006) at:http://www.nctq.org/nctq/images/nctq_reading_study_app.pdf.
For problems with existing reading tests, see S. Stotsky, "Why American Students Do Not Learn to Read Very Well: The Unintended Consequences of Title II and Teacher Testing," Third Education Group Review, Vol. 2, No. 2, 2006; and D. W. Rigden, Report on Licensure Alignment with the Essential Components of Effective Reading Instruction (Washington, D.C.: Reading First Teacher Education Network, 2006).
For information on where states set passing scores on elementary level content tests for teacher licensing across the U.S., see chart on p. 13 of NCTQ "Recommendations for the Reauthorization of the Elementary and Secondary Education Act, Removing the Roadblocks: How Federal Policy Can Cultivate Effective Teachers," (2011).
For an extensive summary of the research base supporting the instructional shifts associated with college- and career-readiness standards, see "Research Supporting the Common Core ELA Literacy Shifts and Standards" available from Student Achievement Partners.