Masters Program Portfolio

Documentation of Preparation as a Literacy Professional

ILA Standard 1. Foundational Knowledge:

Candidates demonstrate knowledge of the theoretical, historical, and evidence-based foundations of literacy and language and the ways in which they interrelate and the role of literacy professionals in schools.

TExES Standard:

Standard I. Components of Reading: The Reading Specialist applies knowledge of the interrelated components of reading across all developmental stages of oral and written language and has expertise in reading instruction at the levels of early childhood through grade 12.

Artifact: 1.1

Class: READ 5305

Project: Journal Synthesis

Rationale:

In READ 5305: Teaching Disciplinary Literacy to Adolescents, each week a reading was assigned over strategies to help me understand content literacy and offer strategies to develop language and literacy. The strategies discussed in the the three texts are applicable across disciplines, giving students a base to build a cognitive database of strategies in which to choose from in any given subject area. Much emphasis was placed on ensuring real-world application of strategies and routines. Artifact 1.1 is a collection of my weekly journal entries outlining my thoughts and take-aways from the readings. The artifact is two fold in that it shares what I learned from the texts as well as the importance of self-reflective journaling as an opportunity to grow as an educator.

Reflection:

Artifact 1.1 relates to ILA Standard 1 in that is displays my "knowledge of ... foundations of literacy and language." Through the reflections, I discuss what I've learned about the development of language and literacy, what theories educators have put into practice in the classroom, and of those theories, which strategies have evidence to support effective language and literacy learning. Most of the strategies I reflect on can be adapted to students in any grade level. This artifact connects to Standard I of TExES in a similar manner in that my reflection offers insight into my knowledge of how to teach students reading and reading comprehension strategies across grade levels and content areas that position students for a literate life.

Artifact: 1.2

Class: READ 5301

Project: Research Synthesis

Rationale:

In READ 5301: Language, Literacy, and Culture, I had the opportunity to come up with a topic that I would like to research and create a synthesis of my findings. Specifically, my topic sought to examine what research-based literacy strategies teachers can use to support their at-risk high school students who struggle to achieve reading and reading comprehension proficiency. Through the research, I found that there is a definite need for assistance for secondary students that struggle with reading. Additionally, the research suggests solutions in the form of student engagement, routines, and student driven instruction. The articles included in the synthesis mention a couple of specific strategies that can be used in the classroom, but, as I suspected, there was not a 'one size fits all' approach to teaching students literacy and literacy comprehension skills. However, through this project, I was introduced to research-based routines that provide growth to secondary students in reading and comprehension. RTI methods and similarly modeled curricular programs and subsequent findings were also incorporated into the synthesis. Overall, this synthesis servers as an informative overview for teachers of secondary students that struggle with literacy and literacy comprehension skills, as well as an idea of sound practices for teaching literacy skills to all high school students.

Reflection:

Artifact 1.2 exemplifies ILA Standard 1 in that the synthesis displays my knowledge of research-based routines and strategies that engage secondary students in learning language and literacy skills. Additionally, the synthesis establishes my understanding of how literacy and language intertwine, determining that students must know how to read before they can understand what they are reading. Even at the secondary level, students sometimes struggle with reading comprehension because they struggle with reading. Throughout the synthesis, this artifact also illustrates TExES Standard I, application of my “knowledge of interrelated components of reading” and “reading instruction.” In the conclusion of the synthesis, I reflect on what I learned from the research and how I am best prepared to ensure that students can receive instruction that will develop proficient reading and reading comprehension skills.

ILA Standard 2. Curriculum and Instruction:

Candidates use foundational knowledge to critique and implement literacy curricula to meet the needs of all learners and to design, implement, and evaluate evidence-based literacy instruction for all learners.

TExES Standard:

Standard II. Assessment and Instruction: The Reading Specialist uses expertise in implementing, modeling, and providing integrated literacy assessment and instruction by utilizing appropriate methods and resources to address the varied learning needs of all students.

Artifact: 2.1

Class: READ 5305

Project: Text Set Project

Rationale:

As a culminating project of READ 5305: Teaching Disciplinary Literacy to Adolescents, I created a text set that can be used at the start of the school year. The artifact will show fifteen days worth of lesson plans based on the Readers/Writers Workshop model of beginning with ten minutes of student self-selected reading, followed by a short book talk, proceeding into a mini lesson with subsequent guided and independent practice. The lesson plans outline the TEKS in the form of a "Today I want you to know statement" to ground students in the day's learning objective. Additionally, the plan references how I will model thinking, reading, and writing for students, as well as how I will confer and what students will share. The selected mentor, book talk, and supplemental texts are of high interest and are accessible to high school students. The text set is intended to have students dive into reading and writing in a manner that is approachable, yet that stretches their cognitive abilities.

Reflection:

Artifact 2.1 meets the criteria for ILA Standard 2 that the Text Set Project serves as an example of my knowledge of "designing, implementing, and evaluating evidence-based literacy instruction for all learners." Although the artifact was written in the summer of 2020 and has not been implemented at the time of posting, through the lesson plans in the project, I can easily implement the instruction in the fall. Strategies used in the project are based on strategies from the texts explored in READ 5305, which will lead students to successful accumulation of literacy and language skills. Additionally, this artifact correlates to Standard II of TExES in that the lesson plans in the project utilize teacher modeling of reading aloud, thinking aloud, and writing in real time with students as instructional moves in mini-lessons, as well as built in time for conferencing so I can assess students' understanding of the content and adjust, clarify, or reteach as necessary.

Artifact: 2.2

Class: READ 5304

Project: English II Readers Writers Workshop Design Overview

Rationale:

As part of a long-term project in READ 5304: Reading Writing Workshop, I designed a curriculum plan that spans the course of a school year. Heavily influenced by the work and research of field experts Randy Bomer, Nancy Atwell, Kelly Gallagher, and Penny Kittle, the design, shown as an overview in Artifact 2.2, is based on the instructional needs of an on-level English II classroom. The design serves as a guide to a school year of immersion in reading and writing workshop, allocating a balance of time between both. Created using the English II TEKS as a guide and modeled around the 2020-2021 school calendar, the design overview includes an Arc of the Year, which is broken down into four quarters and offers a course of study for ten genres, as well as a preview of fifteen days of Memoir Study. The overview also includes a formative and summative evaluation plan.

Reflection:

Artifact 2.2 demonstrates ILA Standard 2 by way of exemplifying my knowledge on how to effectively design and implement curriculum that meets all students' learning needs. Because the design incorporates the English II TEKS and those TEKS are recursive both throughout the course of a given school year, and they build on each other from one school year to the next, with this design, English II students have the time and space necessary to successfully practice, and therefore grow, their literacy and writing skills. Additionally, this artifact meets TExES Standard II through the provision of daily opportunities for student exposure to self-selected independent reading, guided and independent practice of a presented skill, as well as time for students to share what they've found and learned. This artifact reflects my capability to offer effective literacy instruction, assessment measures, and resources to grow high school students' reading and writing skills.

ILA Standard 3. Assessment and Evaluation:

Candidates understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; participate in professional learning experiences; explain assessment results and advocate for appropriate literacy practices to relevant stakeholders.

TExES Standards:

Artifact: 3.1

Class: READ 5306

Project: Review and Analysis of Literacy Assessments

Rationale: In READ 5306: Literacy Assessment Practicum, I completed a review and analysis of an informal assessment, a criterion-referenced assessment, and a norm-referenced assessment for use as a means to determining students’ literacy skills. Specifically, I reviewed the Qualitative Reading Inventory, 7th Edition, or QRI-7, which measures oral fluency, decoding, and reading comprehension, and I looked at the Critical Reading Inventory, or CRI, which measures decoding and reading comprehension, as well as the Gray Silent Reading Test, or GSRT, which measures reading comprehension. These assessments are rated for use with a wide age range of students. The report includes a description of each assessment, as well as the cost, information on development, and a summary of the assessments. The review offers Reading Specialists a quick glance of three measurement tools that can assist in measuring students’ ability to decode and comprehend reading material.

Reflection: Artifact 3.1illustrates “interrelated components of reading” in TExES Standard I through the measurement of several skills, including reading comprehension, decoding, and fluency. Additionally, by offering a review of assessments that span a wide range of ages, the artifact exemplifies “expertise in reading instruction at the levels of early childhood through grade 12.” This artifact also substantiates TExES Standard II in that the reviewed assessments use “appropriate … resources to address the varied learning needs of all students.” The review examines assessments that have the potential to measure the literacy skills of all learners, ranging from Pre-K to high school grades and beyond, as well as the skills of learners at varying ability levels. This is advantageous to Reading Specialists in that there can be a familiarity with several assessments that are applicable with a wide range of students. Finally, this artifact proves ILA Standard 3, Assessment and Evaluation, through an understanding of “valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement.” By reviewing these assessments, the artifact demonstrates knowledge of assessment selection.

Artifact: 3.2

Class: READ 5306

Project: Literacy Assessment and Instruction Report

Rationale: By way of an assignment in READ 5306: Literacy Assessment Practicum, I created a Literacy Assessment and Instruction Report. The report allowed me to choose a student with literacy needs, assess those needs, and build an individualized plan of action based on the assessment data. The report includes a brief introduction of the student, a description of the assessments used to collect data on the student’s needs, an overview of the student’s literacy strengths, as well as her needs, and a projected plan of implementation for the following semester when I will work one-on-one with the student to increase her reading comprehension skills. From this project I was exposed to the tasks necessary to undertake a personalized intervention plan. Additionally, completing this report revealed the need for a dedicated Reading Specialist position at my campus. Because of this project, I am equipped to accurately administer reading diagnostic assessments to students who struggle with reading, and to create a personalized plan, based on assessment results, to grow students' literacy skills.

Reflection: Through Artifact 3.2, I demonstrate TExES Standard I’s application of knowledge of oral and written language and proficiency in reading instruction. The report demonstrates, through the implementation of instruction portion of the report, that I possess the expertise to successfully create individualized instruction based on student data. Additionally, this artifact also exemplifies TExES Standard II by way of the report’s framework. For instance, the report’s framework shows knowledge of components of reading through the inclusion of a familiar reading for the student, a time allotment for book share, followed by guided reading and closing out with writing. Each of these components are a key piece to leading students to a literate life. This artifact also confirms proficiency in ILA Standard 3, Assessment and Evaluation. Specifically, through the use of “appropriate assessment tools to screen” and “diagnose,” as well as through the use of data to “inform instruction,” this artifact displays my ability to effectively evaluate a student’s literacy needs and use the findings of the evaluation to design instruction. Taking both TExES Standards I and II together, as well as ILA Standard 3, this report illuminates my expertise in assessing literacy strengths and needs and, based on the results of the assessments, in creating a data driven plan of instruction that will grow the student’s skills in literacy.

ILA Standard 4. Diversity and Equity:

Candidates demonstrate knowledge of research, relevant theories, pedagogies, essential concepts of diversity and equity; demonstrate and provide opportunities for understanding all forms of diversity as central to students' identities; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community levels.

TExES Standard:

Standard III. Strengths and Needs of Individual Students: The Reading Specialist recognizes how the differing strengths and needs of individual students influence their literacy development, applies knowledge of primary and second language acquisition to promote literacy, and applies knowledge of reading difficulties, dyslexia, and reading disabilities to promote literacy.

Artifact: 4.1

Class: READ 5301

Project: Other People's Children: Cultural Conflict in the Classroom- A Reflection

Rationale:

READ 5301: Language, Literacy, and Culture introduced me to a text called Other People’s Children: Cultural Conflict in the Classroom by Lisa Delpit. The book is a collection of Delpit’s essays that delve into the treatment and educational experiences of the non-dominant culture in the classroom. Specifically, Delpit outlines how despite being represented by students and teachers at schools, minority groups do not have a voice in education and the dominant, white, culture teaches in ways that oppresses minority groups. Additionally, the essays put at the forefront of the readers mind how students from varying cultures learn, which is not specifically the way the white culture learns or that white teachers teach. The artifact offers a brief summary of the essays as well a reflection on my relationship with students from cultures other than mine. The book empowered me to make progress toward really getting to know my students’ cultures so I can teach and personalize lessons the way each student learns best.

Reflection:

Artifact 4.1 depicts ILA Standard 4 in that my reflection of Delpit's book shows a "knowledge of research, relevant theories, pedagogies, essential concepts of diversity and equity." Through studying Delpit's essays, I am knowledgeable of the treatment of cultures outside of the dominant culture as it exists in America. Additionally, the essays make suggestions, which I reflect upon the actions I need to take, on ways to better serve all students from varying cultures. Through committing to being a culturally savvy teacher, I am executing my roll in creating an "inclusive, affirming, and equitable" environment for students. TExES Standard III also correlates to this artifact in that through the study of Delpit's work, I am able to identify that students are inclined to learn in a manner in which is influenced by their cultures. It is through getting to know students and their cultural back grounds that I will be able to successfully employ my "knowledge of ... language acquisition" and "reading difficulties... to promote literacy."

Artifact: 4.2

Class: READ 5302

Project: Issue Paper 1: Survival

Rationale:

READ 5302: Issues in the Teaching of Literacy Using Children’s and Adolescent Literature provided opportunity for exploration of diverse works of literature, with characters from several different backgrounds and cultures. Two of the works included Elizabeth George Speare's The Sign of the Beaver and Hatchet by Gary Paulsen. In both novels, one of the central themes is survival, but as the reader takes a closer look at the situations of the characters from each book, connections to students' identities appear. In The Sign of the Beaver, these connections include unlikely friendships, learning from others that are different from yourself, developing patience, following your gut (or heart), and working with people from different cultures, while in Hatchet, the main character is faced with forming persistence, learning not to giving up, and fostering grit. Each of these connections over the span of the two novels speaks to students' identities as students are tasked with developing and utilizing these very skills in their everyday lives. The artifact offers a brief description of each book and how at-risk students can relate to the content. Additionally, the artifact provides specific uses for the texts in the classroom both as a teaching tool for author's craft and descriptive writing, as well as a means in which to hook students' interest in reading.

Reflection:

Artifact 4.2 demonstrates ILA Standard 4 in its connection to diversity and equity as it pertains to diverse student identities. The concepts presented in the texts speak to all students regardless of their culture. The need to persevere and work with others across cultures is relevant to everyone and is something that will leave all learners better citizens of their communities and of the world. In the creation of the artifact, I thought through how the two texts specifically address diversity, and while the issue is straight forward in The Sign of the Beaver when the main character has to work with a character from a culture drastically different from his own, in Hatchet, the diversity is not as apparent. Hatchet treats cultural diversity differently in that the rules of surviving in the culture of the wilderness vary from the rules of surviving in the culture of civilization, which has little to do with people of different cultures interacting with each other as is the case in The Sign of the Beaver. This artifact also relates to TExES Standard III in the way that it aims to engage at-risk students in reading through offering relatable content. Additionally, the allotment of student lead lessons during the teaching of author's craft, allowing students to point out what they notice instead of telling them what I notice, and assigning students to draw before they write in the descriptive writing lesson "recognizes how the differing strengths and needs of individual students influence their literacy development" and focuses on working with those strengths and needs.

ILA Standard 5. Learners and the Literacy Environment:

Candidates meet the developmental needs of all learners and collaborate with school personnel to use a variety of print and digital materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment.

TExES Standards:

Artifact: 5.1

Class: READ 5303

Project: New Media Literacies Project

Rationale: In READ 5303: New and Emerging Media Literacies, I was granted the opportunity to design a one-week unit where English II students would learn the English area content, but where, also, students would be exposed to literacies outside of traditional print. For this project, I focused on building students inferencing skills using Norman Rockwell’s painting, “The Dugout,” which allows students to hone their inferencing skills, deciding what details in the painting are explicit and what might be implied based on those explicit details. Students then progress to examining Blackout Poetry for explicit and implied meaning, eventually creating their own Blackout Poetry, using their knowledge of inferencing to create explicit and implied messages within their project. In addition to the English content, students will also work with an iPad, their district email, the blogging website Blogger, and Notability, an app that allows enhanced note-making capabilities. Using these technologies, students will build real-world media literacy skills that span beyond traditional literacy.

Reflection: Artifact 5.1 illustrates ILA Standard 5 in that the unit I developed encourages student learning through use of digital means. This unit allows students practice with real-world applications that are useful inside of the classroom, but also in their lives beyond the walls of the classroom. Additionally, this artifact addresses TExES Standard II with the inclusion of the Reading/Writing Workshop method to model for students how to practice skills, as well as the inclusion of appropriate literacy assessment towards the end of the unit to account for student mastery of skills. Finally, this artifact also lends a focus to TExES standard III, meeting students where they are in the literacy process, allowing for student choice of the execution of Blackout Poetry. In recognizing students’ individual needs and allowing choice within the assignment, students are more apt to successfully grasp the lesson’s focus as it applies to a student on an individual basis, letting each student work in ways that show case their strengths, while also addressing their needs.

Artifact: 5.2

Class: READ 5308

Project: Action Research Project

Rationale: In READ 5308: Action Research for Literacy Educators I created an action research plan that allowed me to look into a real-world issue that I found in my own classroom. My action research project investigates how choice reading material, time to read in class, time for students to discuss their reading with their peers, and the use of the Reading Workshop method to deliver instruction impacts high school students’ reading motivation. Although not yet implemented, the plan details findings of other studies, outlining key moves that build reading motivation, such as choice reading, building a reading community, and use of Reading Workshop, as well as noting moves that are detrimental to reading motivation, such as reading achievement scores and extrinsic motivators. The plan also proposes a succinct, reliable, and accessible way to collect data through student interviews, teacher reflections, and the use of Reader Self-Perception Scale 2 to measure students’ reading motivation. Additionally, the plan includes reasonable expectations and unexpected implications.

Reflection: Artifact 5.2, my Literacy Action Research Plan, illustrates ILA Standard 5 in that the plan works to motivate students to read by sussing out the root of, and addressing, lack of motivation. Additionally, towards the end of the plan, the overall hope is that through collaboration, a campus can foster a community of readers together, not in just one classroom. This artifact also meets TExES Standard II through best practices of teaching students through the Reading Workshop method. This method dictates that students learn through teacher modeled lessons and ample time to practice skills. Finally, this artifact also supports TExES Standard III in the way individual students who lack reading motivation are the focus of how to increase that motivation; through granting students reading materials that interest them, this plan addresses individual student needs, as well as strengths.

ILA Standard 6. Professional Learning and Leadership:

Candidates recognize the importance of, participate in, and facilitate ongoing professional learning as part of career-long leadership roles and responsibilities.

TExES Standard:

Standard IV. Professional Knowledge and Leadership: The Reading Specialist understands the theoretical foundations of literacy; plans and implements a developmentally appropriate, research-based reading/literacy curriculum for all students; collaborates and communicates with educational stakeholders; and takes a leadership role in designing, implementing, and evaluating professional development programs.

Artifact: 6.1

Class: READ 5309

Project: Literacy Observation and Interview Project

Rationale: In READ 5309: Foundations of Literacy Coaching, I had the opportunity to write a report that encompassed my findings from interviews and observations of professionals in literacy coaching roles. Because I wanted to gain a complete understanding of the various roles of literacy coaches, I interviewed not only the instructional facilitator at my campus, but I also interviewed three additional literacy professionals: an elementary school literacy coach, an ELA coordinator and supervisor of elementary school literacy coaches, and a former middle school coach turned curriculum coordinator. Each had varying perspectives to offer on their role as a coach, as well as differing responsibilities. In addition to the interviews, I also spent time observing the instructional facilitator at my campus in action. From coaching teachers in the English department, to writing assessments, to attending weekly PLC meetings, and hosting professional development opportunities, the instructional facilitator at my campus serves as an invaluable support which not only helps teachers’ professional growth, but also leads students to academic success.

Reflection: Artifact 6.1, the Literacy Observation and Interview Project, correlates to ILA Standard 6, “recognizing the importance of… ongoing professional learning as part of [a] career-long leadership role,” in that the project granted me access to the ‘how’ and ‘why’ of a literacy coach’s position in the campus community. Specifically, the literacy coach facilitates the professional development of teachers and to do that, the coach must stay informed on research-based practices both on strategies that work best with students, as well as strategies that work best to coach teachers. Through their positions as coaches, literacy professionals influence, develop, and assess a campus’ and district’s professional development. Moreover, this artifact also exemplifies TExES Standard IV in that it examines the leadership role of literacy coaches and how those coaches implement professional development for individual teachers, as well as for teams and departments of teachers. The literacy coach provides support for teachers’ betterment of the teaching craft and allows teachers on-the-job, relevant-to-the-teacher, and real-time training.

Artifact: 6.2

Class: READ 5309

Project: Professional Development Plan

Rationale: Through READ 5309: Foundations of Literacy Coaching, I was able to implement what I learned about the role of a literacy coach in my Literacy Observation and Interview Project to create a Professional Development Plan. For this plan, I investigated three types of data: contextual data, curriculum data, and assessment data. Based on the data, I determined that teachers could use some guidance on teaching the revision process through the workshop method. With the need detected, I was able to develop a plan that centers on a data driven instructional focus, as well as on a teacher-centered goal. The plan includes an outline for initial training where I model revision strategies using the workshop method, as well as projected individual training that places a focus on one-on-one coaching. Through constructing this outline, I was able to obtain hands-on practice with designing a data driven professional development plan that benefits both teachers and the students they teach.

Reflection: Artifact 6.2, my Professional Development Plan, highlights ILA Standard 6 through the plan’s ability to “facilitate ongoing professional learning.” The plan outlines a data driven goal set by the participating teachers. Not only does the initial training serve the immediate needs of teachers, but the individual training has the potential to carry on into ongoing training through use of the coaching cycle. Through planning “research-based… curriculum” and collaborating with “educational stakeholders,” Artifact 6.2 also illustrates TExES Standard IV through the conception of a professional development plan. The plan puts evidence-based curriculum into practice, which not only benefits teachers in improving their craft, but it also ultimately benefits students in achieving success in the revision process. Additionally, by talking with administrators when collecting contextual data, and talking with teachers when collecting assessment data, this professional development plan ensured collaboration with stakeholders for the best possible outcome for students.

ILA Standard 7. Practicum/Clinical Experiences:

Candidates apply theory and best practice in multiple supervised practicum/clinical experiences.

TExES Standards:

Artifacts: 7.1, 7.2. 7.3

Class: READ 5307

Project: Practicum Observation Videos 1, 2, & 3

Rationale: Artifacts 7.1, 7.2, and 7.3 represent the culminating project for READ 5307. In partnership with the Literacy Assessment and Instruction Report from READ 5306, these videos are reflective of the instructional plan I put in place to tutor a student over the course of twenty-four hours across the span of twelve weeks. Utilizing the assessment data I collected and reported on in READ 5306, I was able to carry out instruction that catered directly to the specific needs and interests of the student I tutored. These artifacts show the use of the framework in action, as well as responsive teaching to the student’s specific needs. Through recording these videos, I was able to gain feedback from my supervising teacher, reflect on the outcome of the lessons, and adjust my intervention methods with the student. The act of building a data driven assessment plan and tutoring the student through the implementation of that plan each week has given me a glimpse into my future as a reading specialist at the high school level. As the videos show, having this experience has allowed me to hone my ability to offer students effective and evidence-based interventions.

Reflection: Artifacts 7.1, 7.2, and 7.3, Practicum Observation Videos one, two, and three, demonstrate ILA Standard 7 through the opportunity it provided me to “apply theory and best practices in multiple supervised practicum/clinical experiences.” The artifacts allowed me to collaborate with my supervising teacher over what practices I would use in my lessons and the effect of those practices on the student learning outcomes. Additionally, these artifacts also meet TExES Standard II through the use of my "expertise in implementing, modeling, and providing integrated literacy assessment and instruction by utilizing appropriate methods and resources to address … learning needs." Through assessing the student and designing her instructional plan in the fall, and then applying that plan in the spring, I was able to use the methods I have learned throughout my master's program to facilitate an improvement in the student's reading skills. The plan provided instruction that catered to the student's specific needs, offering her the greatest benefit within the allotted time. Additionally, this set of artifacts also meets TExES Standard IV through proof that I possess the ability to "understand the theoretical foundations of literacy; plan and implement a developmentally appropriate, research-based reading/literacy curriculum... collaborate and communicate with educational stakeholders." For example, the execution of the instructional plan that I designed offers confirmation that I "understand the theoretical foundations of literacy" by providing the student with a "developmentally appropriate, researched-based" curriculum. The artifacts show implementation of thoughtfully designed, researched based curriculum that met the student at her instructional level. By design and implementation of this curriculum, the student was able to grow her literacy skills. Moreover, for the duration of the assessment and curriculum designing process in the fall, as well as the implementation process in the spring, I kept in close contact with the student's family, as well as my mentor teacher on campus and my principal. At any given time, all stakeholders were aware of the plan, what process the student and I were at in the plan, and the expected outcome of the plan, all of which served to benefit the student’s progress.

Lindsey Gregory

Young Adult Literacy Interventionist & Reading Specialist

Documentation of Preparation as a Literacy Professional

ILA Standard 1. Foundational Knowledge:

TExES Standard:

ILA Standard 2. Curriculum and Instruction:

TExES Standard:

ILA Standard 3. Assessment and Evaluation:

TExES Standards:

ILA Standard 4. Diversity and Equity:

TExES Standard:

ILA Standard 5. Learners and the Literacy Environment:

TExES Standards:

ILA Standard 6. Professional Learning and Leadership:

TExES Standard:

ILA Standard 7. Practicum/Clinical Experiences:

TExES Standards: