RDGED 722: Reading Specialist Practicum
Field Experience Handbook
Reading Specialist (Wisconsin Administrator License #17)
Post Baccalaureate Add-On Certification Program
University of Wisconsin-Stout
College of Education, Health, and Human Sciences
267 Heritage Hall
Menomonie, WI 54751
Dr. Emily Hines
Reading Program Coordinator
114 Heritage Hall
Menomonie, WI 54751
hinese@uwstout.edu/715.232.5487
Revised: January 7, 2016
Reading Specialist Handbook Page 1
Table of Contents
Introduction and Responsibilites __________________________________________________________ 3
Benchmark III Requirements ____________________________________________________________ 5
Pedagogical Knowledge Base for Reading Specialists _________________________________________ 6
Overview of Wisconsin Requirements for Licensure __________________________________________ 7
Field Experience Syllabus _______________________________________________________________ 9
Field Experience Process Checklist________________________________________________________ 10
Field Experience Application Form _______________________________________________________ 12
Reading Specialist Site Supervisor Agreement Form_________________________________________
13
Verification Form- Reading Specialist Site Supervisor Meets DPI Code Requirement________________ 14
Training Plan and Template_____________________________________________________________ 15
Field Journal Template and Example______________________________________________________ 16
Action Research Project, Ideas, and Timeline________________________________________________ 24
Field Experience Rubric (for midterm and final conferences)__________________________________
38
Dispositions Rubric (for final conference)_________________________________________________
41
ePortfolio Rubric ____________________________________________________________________
43
Reading Specialist Handbook Page 2
Introduction
RDGED-722 Reading Specialist Field Experience
This is the final course in the Reading Specialist (WI #17) licensure program. The purpose of this course is to
prepare reading specialists for reading program implementation and evaluation in a school-based setting.
Emphasis in this course is directed toward developing coaching practices, planning professional development
programs, and facilitating evidence-based reading programs. This experience is designed to align with the
coursework and build on knowledge, skills, and dispositions developed in the coursework.
The field experience should consist of observed experiences related to the role of the reading specialist in a
school environment. This handbook should be used as a guide to navigate the requirements for the field
experience. Following is a summary of the responsibilities of the field experience student, site-based supervisor,
and university supervisor. The responsibilities are meant to guide you in your success as a reading specialist,
but are not limited to this summary based on unique experiences and individual needs.
Field Experience Student Responsibilities:
 Observe and learn the role of the reading specialist in a school-district.
 Work with school personnel to develop a reading program.
 Collaborate with teachers to understand literacy and assessment analysis needs.
 Evaluate the reading program to determine effects on student achievement.
 Interact with site and university supervisors in a professional and positive manner at all times.
 Complete progress, journal and evaluation reports by expected due dates.
 Complete an action research project.
 Finalize ePortfolio and submit all required artifacts prior to completing the field experience.
 Update university and site supervisor as needed of any changes in contact information during the course
of the field experience.
Site-based Supervisor Responsibilities:
 DPI states: Supervision and primary responsibility should be a licensed local school district supervisor
and indirectly the college or university supervisor.
 Introduce the field experience student to the administrators and staff at the school.
 Insure that the student is totally aware of and adheres to all established institutional rules and regulations
as they apply to protocol, schedules, dress and formalities.
 Help the field experience student develop a training plan and facilitate experiences to guide the student
in meeting the experiences outlined in the training plan.
 Observe/meet with the student regularly and evaluate progress at least 2 times during the semester using
the evaluation form provided by the university.
 Complete a disposition rating on the field experience student at the end of the experience.
 Communicate with the university supervisor at the mid-term and completion of the field experience to
discuss progress and evaluations.
Reading Specialist Handbook Page 3
University Supervisor Responsibilities:
 Understand organizational patterns and structures of the host school.
 Acquaint the host school site supervisor with the objectives and goals of the UW-Stout Reading
Specialist Certification program.
 Monitor the field experience student progress by telephone, Skype or email conversations. Live visits
may be necessary when the situation dictates.
 Converse with site supervisor to discuss the training plan.
 Converse with the site supervisor at mid-term and completion of the experience to discuss progress.
 Complete an ePortfolio evaluation at the end of the field experience.
 Assign a grade based on the total field experience, including the Benchmark III requirements and
ePortfolio evaluation.
Reading Specialist Handbook Page 4
Benchmark III Requirements for Reading Specialist Certification
Benchmark III: Program Completion Evaluation (completed by Reading Specialist Program Coordinator)
a. Minimum cumulative grade point average of 3.0 on a 4.0 scale
b. Satisfactorily complete the Reading Specialist Field Experience evaluation with a minimum
rating of “proficient” on all items on the Supervisor Rating Form that is aligned to the Wisconsin
Administrative Standards and the International Literacy Association Standards. Completed by
the candidate’s site-based supervisor and university instructor.
c. Receive “satisfactory” dispositions rating by the site-based supervisor.
d. Receive minimum ratings of “proficient” on the ePortfolio review of all artifacts and reflections
illustrating competency in the Wisconsin Administrative Standards and the International Literacy
Association Standards for Reading Specialists*.
*As many of you are aware, on January 26, 2015, the International Reading Association (IRA) renamed itself to International Literacy
Association (ILA). This name-change decision was due in part to be more encompassing of the “broad set of skills to prepare
students for the global workforce;” reading is just one piece to the literacy puzzle. The Standards for Reading Professionals (2010)
are the most current standards in ILA presently, which we base our coursework upon; we will be sure to update any standards as they
become available
Reading Specialist Handbook Page 5
Pedagogical Knowledge Base for Reading Specialists
Reading specialists are expected to fulfill a multiplicity of leadership roles required by the instructional
demands of today's schools including: literacy coaches, intervention teachers, diagnosticians, researchers,
curriculum developers and reformers, mentors, consultants, and as resources to classroom teachers, special
educators, and families. Reading specialist graduates will become collaborative and reflective instructional
leaders with the ability to:

Use theoretical and research-based knowledge of language acquisition and child through adolescent
development;

Navigate and address educational initiatives amid state, national, and international platforms (i.e. Title 1,
Response to Intervention (RtI), and Common Core State Standards (CCSS);

Be cognizant and sensitive to the multiple needs of the diverse learners in their schools including:
special education needs, second language needs, physical and health needs, cultural factors, psychosocial factors and environmental needs;

Use knowledge of and practice with a variety of ongoing and instructionally-based assessment
approaches to inform and customize instruction; use knowledge of best practices and support materials
needed to organize, manage, and teach both reading and writing strategies, as well as all language arts to
children from childhood through adolescence including: decoding strategies, fluency, vocabulary
development, comprehension strategies, application of literacy skills to content learning, writing through
a process approach, metacognitive awareness, and study and learning strategies;

Create opportunities for students to develop an appreciation that reading and writing can provide
personal usefulness, growth and enjoyment throughout their lives;

Use knowledge of best practices to address the needs of those students who struggle with literacy;

Create instruction that balances direct teaching of literacy strategies with authentic and literature-based
reading and writing opportunities;

Work as instructional team members to advocate for students with literacy and learning needs;

Develop professional repertoire and increase collaborative efforts within and among professional
reading associations at local, national, and international levels (i.e. Wisconsin State Reading Association
(WSRA) or International Literacy Association (ILA);

Partner with and provide resources for the students and their families to enhance the home-school
connection and nurture literacy growth;

Apply technology to maximize the instructional opportunities for literacy development.
Reading Specialist Handbook Page 6
Wisconsin Licensure Requirements for Reading Specialist #17
This summary of licensure requirements is included for informational purposes only. For further details and upto-date information refer to the Wisconsin Department of Public Instruction. PI.34.32(8)
Reading Specialist (#17) Licensure Program: Statement of Purpose
The purpose of this program is to prepare the candidate to become a reading specialist and meet the required
“competencies” of the Wisconsin Department of Public Instruction for certification as Reading Specialist.
Teachers who have the #316 license may earn the Reading Specialist license (#17) by taking graduate level
courses in reading. A reading specialist works with school district staff and students in providing in-service
training for content area teachers and testing for specific students. Graduate students who do not already have a
master's degree must complete the Master of Science in Education degree (MSED) with the Reading Specialist
(#17) license requirements. The MSED degree requires students complete the required reading specialist
courses, and a minimum of 30 graduate credits.
Certification as a reading specialist requires:


A Wisconsin #316 reading teacher license.
A master's degree with a major emphasis in reading or at least a 30 graduate semester credit program
equivalent to the master's degree with a minimum of 15 graduate semester credits which include all of
the following:
- Guiding and directing the kindergarten through grade 12 reading program
- Field experience in kindergarten through grade 12 reading programs
- Research related to reading
- Supervision of instruction
- Content area reading for the reading specialist

An e-portfolio demonstrating competencies
Procedures for Applying for Certification
Applying for Reading Specialist (#17) Certification after Coursework Is Completed
IMPORTANT: Starting December 1, 2013, the Department of Public Instruction will no longer accept
paper applications for Wisconsin Educator Licenses, and as of January 2014, all licenses will be issued
electronically.
1. Educators will create an account in the ELO (Educator Licensing Online) system and initiate the process
online.
2. Educators will enter biographical data and upload supporting documents online.
3. Payment must be made online by credit card.
4. License certificates will be printed by the educator from the online system.
Reading Specialist Handbook Page 7
For updates and additional information about when the system will be available for you to login, go
to: http://tepdl.dpi.wi.gov/licensing/elo
If you have a question about the process, please contact our UW-Stout Certification Officer, Heather
Klanderman, at klandermanh@uwstout.edu or (715) 232-4088.
STEP 1
After the action research paper, final ePortfolio rating, dispositions rating, and field experience evaluation have
been completed, fill out the Post-Bacc Add-on Form and send it to your instructor for signature.
http://www.uwstout.edu/soe/prospective/upload/Reading_Code317.pdf
Your instructor will sign the Post-Bacc Form, and mail the form to Heather Klanderman, the School of
Education Certification officer.
STEP 2
The license application will be endorsed by the UW-Stout Certification officer, and posted directly online with
the Wisconsin Department of Public Instruction.
NOTE
ALL students in the reading specialist (#17) program who apply to the Wisconsin Department of Public
Instruction (DPI) for licensure after January 30, 2014 will be required to take and successfully pass the
Foundations of Reading Test (FORT). Practice tests listed on the websites below provide opportunities for
students to become familiar with the item types that will appear on the FORT assessment.
https://www.uwstout.edu/soe/current/readtest.cfm
http://www.wi.nesinc.com/PageView.aspx?f=GEN_FOR.html
http://www.wi.nesinc.com/TestView.aspx?f=HTML_FRAG/SA090_PrepMaterials.html
Reading Specialist Handbook Page 8
Syllabus
RDGED 722: Reading Specialist Practicum
Credits: 3
Description
Supervised school-based practicum in reading program implementation and evaluation. Emphasis is directed
toward developing coaching practices, planning professional development programs, and facilitating evidencebased reading programs.
Objectives
Upon completion of this field experience, students will be able to:
1. Explain and reflect on the multifaceted role of the reading specialist in a school or district. (International
Literacy Association Standard 6, Wisconsin Administrator Standard 2)
2. Communicate the major theories of reading and the research on effective reading programs to teachers
and other school personnel. (International Literacy Association Standard 1, Wisconsin Administrator
Standard 1)
3. Explain district and state assessment frameworks, proficiency standards, and student benchmarks to
teachers and other school personnel. (International Literacy Association Standard 3, Wisconsin
Administrator Standard 3)
4. Collaborate with teachers and other school personnel in developing a literacy curriculum with vertical
and horizontal alignment across PK-12. (International Literacy Association Standard 2, Wisconsin
Administrator Standard 2)
5. Evaluate a reading curriculum or instructional program to determine its effect on all learners, including
learners who struggle and/or are learning the English language. International Literacy Association
Standard 4, 5, Wisconsin Administrator Standard 1)
6. Coach teachers and other school personnel in selecting, utilizing and interpreting assessments that
provide a systematic framework for evaluating the effects of literacy instruction. (International Literacy
Association Standard 3)
7. Coach teachers in selecting materials, adapting curriculum and differentiating instruction to meet the
learning needs of all students. (International Literacy Association Standard 2, 4, 5, Wisconsin
Administrator Standard 4)
8. Coach teachers and other school personnel in using assessment results, differentiation, interventions, and
flexible grouping techniques to facilitate literacy development. (International Literacy Association
Standard 2, 3, 4, Wisconsin Administrator Standard 1)
9. Conduct needs assessment, plan, and develop professional development which addresses the literacy
education needs of a district, school, or community. (International Literacy Association Standard 6;
Wisconsin Administrator Standard 2)
Reading Specialist Handbook Page 9
10. Coach colleagues to ensure effective on-going literacy instruction for all students. (International
Literacy Association Standard 2, Wisconsin Administrator Standard 3)
11. Collaborate with others to build relationships and strong home-to-school and school-to-home
connections to facilitate literacy development. (International Literacy Association Standard 4;
Wisconsin Administrator Standard 5)
12. Model effective and ethical interpersonal, communication, social influence, and leadership skills to
facilitate a positive culture and effective practices for literacy development. (International Literacy
Association Standard 1, 5, 6; Wisconsin Administrator Standard 2, 3, 6)
13. Collaborate with others to determine budgetary needs and identify grants and other sources to support
literacy efforts. (International Literacy Association Standard 6; Wisconsin Administrator Standard 4)
Course
The student will be assigned a specific off-campus experiential learning site. Individual training agreements will
be developed for each student at the site to meet the objectives of the field experience.
Evaluation
Site-based supervisor mid-term/final assessment
University supervisor mid-term/final assessment
Dispositions rating
ePortfolio evaluation
Process Checklist

Submit application to university program advisor in the course Dropbox
Reading program coordinator approval is required to register for the field experience.
This will initiate the conversation about a placement for the field experience.

Facilitate site supervisor certification verification form and submit in the course Dropbox

Facilitate site supervisor agreement to mentor student form and submit in the course Dropbox

Review the ePortfolio rubric and complete the training plan agreement:
o Outlines how you will meet the field experience objectives
o Requires conferencing and signature of site supervisor
o Requires conferencing and signature of university supervisor
o Approval of training plan agreement allows the field experience to begin

Complete the action research project.
Reading Specialist Handbook Page 10





Keep a field experience journal.
Develop artifacts and upload to your ePortfolio to support the field experience objectives, the
International Literacy Association Standards, and Wisconsin Administrative standards. Review the
ePortfolio rubric to identify artifacts that are required for this Reading Specialist Field Experience.
Schedule mid-experience meeting to discuss field experience mid-term evaluation with site supervisor
and confer with university supervisor by phone, Skype, or Google Hangouts.
Schedule meeting at the conclusion of the experience to discuss field experience final evaluation with
site supervisor and university supervisor by phone, Skype, or Google Hangouts.
Submit ePortfolio to university supervisor for review at the conclusion of the field experience.
Reading Specialist Handbook Page 11
Reading Specialist Post Baccalaureate Add-on Certification
Field Experience Application
Last Name
First Name
UW-Stout ID
Term Applying for Practicum (Summer, Fall or Spring)
Note: One of your experiential components must take place outside of the school district you are
employed.
What school district are you currently employed in?
In what position?
Do you foresee completing your field experience within the district you are employed in?
Yes
No
If yes, is there a licensed reading specialist on If no, what school district have you considered
staff?
completing your field experience in?
Yes
No
What is the name, position, and contact
information for the reading specialist or
administrative personnel who has the
potential to serve as your site supervisor?
What is the name, title, and contact information
for the reading specialist at that school district?
When completed, please submit to Dropbox and email application to:
Emily Hines, Reading Program Coordinator
hinese@uwstout.edu
Reading Specialist Handbook Page 12
UNIVERSITY OF WISCONSIN-STOUT
READING SPECIALIST SITE SUPERVISOR
AGREEMENT TO MENTOR FIELD EXPERIENCE STUDENT
Directions:
Field Experience Student, fill out the top portion of this form. The site supervisor must then sign the form to verify that
they are voluntarily agreeing to serve as your site supervisor. It is beneficial to have the site supervisor fill out the
“Verification That Reading Specialist Supervisor Meets DPI Code Requirement” form at the same time.
Name of Site Supervisor:
Name of Cooperating School District:
Site Supervisor’s Title:
Field Experience Student Name:
Semester of Field Experience (Check One):
Fall
Spring
By signing this document I voluntarily agree to serve as the site supervisor for the above stated Field Experience Student.
And also confirm that I have sought and gained approval from my School District to serve as the site supervisor for the
field experience student listed.
Site Supervisor Signature:
When completed, please submit to Dropbox and email application to:
Emily Hines, Reading Program Coordinator
hinese@uwstout.edu
Reading Specialist Handbook Page 13
Date:
UW-STOUT VERIFICATION READING SPECIALIST SITE SUPERVISOR MEETS DPI CODE REQUIREMENT PI.34.15(6)
A "School-based Supervisor" is a Department of Public Instruction licensed school professional who supervises students during their
clinical programs in cooperation with the university supervising staff. All Wisconsin school-based supervisors must:
a.
b.
c.
Hold a Wisconsin administrative license and have volunteered for assignment as a field experience supervisor.
Have at least 3 years of administrator experience, with at least one year of experience in the school system of current
employment.
Have completed training in both the supervision of clinical students and in the applicable standards in subch. II PI 34.15.
For the reading specialist field experience the cooperating teacher is called the Site Supervisor
Name of Site Supervisor:
Name of Cooperating School District:
Home Address:
School Address:
Telephone (Home):
Telephone (School):
Telephone (Cell):
E-Mail:
The above-named Reading Specialist Site-based Supervisor:
_____ 1) Holds a Wisconsin Reading Specialist Administrative license (Preferred) or Holds a Wisconsin Administrative license.
_____ 2) Has at least 3 years of administrative experience, with at least one year of experience in the school system of current employment.
_____ 3) Has completed a course or seminar in the supervision of clinical practice students.
UW-Stout web-based training module on supervision of clinical practice students (Date: _____________)
http://www.uwstout.edu/soe/crsorientation.cfm
By signing this document I verify that I meet the established criteria:
Reading Specialist Site Supervisor Signature:
When completed, please submit to Dropbox and email application to:
Emily Hines, Reading Program Coordinator
hinese@uwstout.edu
Reading Specialist Handbook Page 14
Date:
Reading Specialist Post Baccalaureate Add-on Certification
Training Plan
The purpose of the field experience is to help the reading specialist candidate meet the field experience
objectives within the scope of experiences available at the training site. This also helps the onsite supervisor
plan for mentorship of the field experience student.
The field experience training plan should be drafted by the site supervisor and field experience student prior to
an initial conference call with the university supervisor.
After the joint meeting or conference call with the field experience student, site supervisor, and university
supervisor, the training plan may need some revision to reflect the consensus agreed upon during the meeting.
The field experience training plan includes the following:
1. List of experiences available at the site that will allow the field experience student to meet the field
experience objectives.
2. Projection of how and when the field experience student and site supervisor anticipate the field
experience student will participate in these experiences during the time at the site.
3. Projection of potential artifacts the field experience student can produce to show evidence of meeting
the objectives through the experience to complete the ePortfolio.
4. Timeline for the field experience. (A minimum of 75 hours are required for the field experience and 65
hours for the action research project, but the hour limit serves only as a minimum guideline.)
NOTE: Select one activity on your training plan that you can do with a reading specialist in a neighboring
school district. If you are working in a large school district, do this with a small rural district near your district.
If you are working in a small school district, do this activity with a large school district.
It does not require that you drive to that district, unless you choose to do so. Instead you could complete a
phone interview project with a reading specialist or the school superintendent of the smaller district as part of
one component in your training plan. The goal of this activity is to expand viewpoints and school culture
experiences by comparing what is required in a large district with a much smaller district.
Reading Specialist Handbook Page 15
Reading Specialist Post Baccalaureate Add-on Certification
Training Plan Template
Required evidences include:
1. An action research project
2. Consultation with classroom teachers to analyze and plan reading instruction
3. Supervision of reading instruction
4. A reading instruction or literacy professional development presentation
5. Implementation and assessment of the effectiveness of reading instruction including differentiation for diverse learner needs
6. An analysis with recommendations based on school-wide literacy assessment data
7. Effective communications with teachers, administrators, family and community members
8. Home-School advocacy to promote literacy
9. Involvement in planning, obtaining, and managing resources and a budget to support literacy programs.
Field Experience Student Name
Field Experience School
District
Projected Overall Timeline
Starting Date:
Ending Date:
Days/Hours at the Site:
Monday
Tuesday
Field Experience Objectives
1.
Explain and reflect on the
multifaceted role of the
reading specialist in a school
or district. (International
Literacy Association
Standard 6, Wisconsin
Administrator Standard 2)
2.
Communicate the major
theories of reading and the
research on effective reading
programs to teachers and
other school personnel.
(International Literacy
Association Standard 1,
Wisconsin Administrator
Standard 1)
3.
Explain district and state
assessment frameworks,
proficiency standards, and
student benchmarks to
teachers and other school
personnel. (International
Literacy Association
Standard 3, Wisconsin
Administrator Standard 3)
Experience
Available
Reading Specialist Handbook Page 16
Wednesday
Thursday
Field Experience
Student’s
Role
Friday
Timeline
Potential Artifact
4.
Collaborate with teachers
and other school personnel
in developing a literacy
curriculum with vertical and
horizontal alignment across
PK-12. (International
Literacy Association
Standard 2, Wisconsin
Administrator Standard 2)
5.
Evaluate a reading
curriculum or instructional
program to determine its
effect on all learners,
including learners who
struggle and/or are learning
the English language.
International Literacy
Association Standard 4, 5,
Wisconsin Administrator
Standard 1)
6.
Coach teachers and other
school personnel in
selecting, utilizing and
interpreting assessments that
provide a systematic
framework for evaluating the
effects of literacy
instruction. (International
Literacy Association
Standard 3)
7.
Coach teachers in selecting
materials, adapting
curriculum and
differentiating instruction to
meet the learning needs of
all students. (International
Literacy Association
Standard 2, 4, 5, Wisconsin
Administrator Standard 4)
8.
Coach teachers and other
school personnel in using
assessment results,
differentiation, interventions,
and flexible grouping
techniques to facilitate
literacy development.
(International Literacy
Association Standard 2, 3, 4,
Wisconsin Administrator
Standard 1)
9.
Conduct needs assessment,
plan, and develop
professional development
which addresses the literacy
education needs of a district,
school, or community.
(International Literacy
Association Standard 6;
Reading Specialist Handbook Page 17
Wisconsin Administrator
Standard 2)
10. Coach colleagues to ensure
effective on-going literacy
instruction for all students.
(International Literacy
Association Standard 2,
Wisconsin Administrator
Standard 3)
11. Collaborate with others to
build relationships and
strong home-to-school and
school-to-home connections
to facilitate literacy
development. (International
Literacy Association
Standard 4; Wisconsin
Administrator Standard 5)
12. Model effective and ethical
interpersonal,
communication, social
influence, and leadership
skills to facilitate a positive
culture and effective
practices for literacy
development. (International
Literacy Association
Standard 1, 5, 6; Wisconsin
Administrator Standard 2, 3,
6)
13. Collaborate with others to
determine budgetary needs
and identify grants and other
sources to support literacy
efforts. (International
Literacy Association
Standard 6; Wisconsin
Administrator Standard 4)
Student’s Signature
Date
Site Supervisor’s Signature
Date
University Supervisor’s
Signature
Date
When completed, please submit to Dropbox and email:
Emily Hines, Reading Program Coordinator
hinese@uwstout.edu
Reading Specialist Handbook Page 18
Reading Specialist Post Baccalaureate Add-on Certification
Field Experience Journal Template
*Your field experience journal will be submitted in Dropbox at your midterm and final evaluations; this helps
in keeping track of hours as well as needed for DPI verification of hours and activities.
Name:
Date
Hours
Activity
Reading Specialist Handbook Page 19
Reflections (May include key learning,
challenges, highlights, opportunities,
etc.)
Reading Specialist Post Baccalaureate Add-on Certification
Field Experience Journal Example
Name:
Date
Hours
Activity
Reflections
6/26/13
6
Work with District kindergarten
teachers to modify/improve
grade level assessment guides
and rubrics
It is so important to take multiple perspectives
in play when creating universal documents for
an entire district. Especially the teachers using
them. A literacy coach working together with a
classroom teacher provides so much learning
for both.
7/2/13
4
Creating Universal Coaching
Lesson Plans
It is always difficult to create something for the
first time and trying to predict how it will work.
I am excited about the universal coaching
model our district is putting in place this year;
however, I know the following year it will only
get better. After doing something once and
revising makes it so much better.
7/9/13
4
Work with District fourth grade
teachers to modify/improve
grade level assessment guides
and rubrics
Being able to work with different grade level
teachers separately on their documents and
curriculum gives me such a better
understanding of each grade level’s
expectations rather than just having the
documents given to me to look at. I have
enjoyed getting to know each of the grade
levels in more depth.
7/10/13
4
Work with District first grade
teachers to modify/improve
grade level assessment guides
and rubrics
After having worked on the kindergarten
documents a few weeks ago, it was great to
work on first grade and see the vertical
alignment of standards. I was able to talk with
the first grade teachers about the differences
and their expectations for their students and
how they relate to what is expected of the new
Common Core State Standards (CCSS).
7/23/13
2
First Grade PALS and
Assessment Frameworks
I worked today with the district Assessment
Coordinator and the Director of prek-12
Curriculum regarding the implementation of
Reading Specialist Handbook Page 20
PALS assessments in First Grade this fall in WI.
We discussed timelines and training and then I
was in charge of updating the district
Assessment Frameworks to reflect the changes.
7/25/13
4
Work with District fifth grade
teachers to modify/improve
grade level assessment guides
and rubrics
It was very interesting working with the fifth
grade teachers today compared to the other
grade levels that I have worked with on similar
documents. The fifth grade teachers wanted to
be much more detailed and I had to really keep
them focused on our specific goal for the day
before we started “biting of more than we
could chew.” It was a challenge, but a great
experience to realize the differences in grade
levels, teachers, etc. and how I need to make
sure I keep our goal at the forefront of our
work.
8/1/13
4
Work on Daily 5 Professional
Development
Two other district literacy coaches and myself
got together to plan professional development
for new teachers coming to our district
regarding Daily 5.
8/8/13
7
WI Literacy Cadre with DPI in
Madison, WI
8/9/13
7
WI Literacy Cadre with DPI in
Madison, WI
I was asked by our district Director of
Curriculum to represent our district on this WI
DPI project. I spent two days in Madison with a
group of nine literacy coaches, coordinators,
and DPI literacy consultants from across the
state. We spent Thursday reflecting on our
roles as literacy leaders and dove hard into
recognizing our strengths and weaknesses. We
spent Friday planning and preparing for a statewide blog that will be created by DPI and
updated by the nine of us. It is meant to be a
resource for WI literacy leaders to share and
collaborate about what we are doing in our
districts in regards to coaching.
8/12/13
2.5
Help Create Problem Solving
Model Diagram
Reading Specialist Handbook Page 21
I helped the district SLD (Specific Learning
Disabilities) team re-work their diagram that
illustrates our district framework/process of
how we will follow and comply with this new
SLD law.
8/13/13
7
Planning for New Teacher
Training/Orientation
Four other district literacy coaches and myself
got together to plan professional development
for new teachers coming to our district
regarding English Language Arts Curriculum.
We had several areas to cover: shared reading,
assessment, DRA2, Words Their Way, Writing,
Guided Reading, and resources. It was another
great experience for me. I learned a lot about
pin-pointing pertinent details so that I could
stick with our tight times constraints.
8/14/13
4
Planning for Literacy Coach
Meeting
One other district literacy coach and myself got
together to plan for our beginning of the year
District Literacy Coach collaboration meeting.
We needed to include welcoming activities for
new lit. coaches and several updates on new
initiatives.
8/14/13
4
Building level planning – school
goal, meeting/collaboration
schedule, intervention
schedule
I met with my building principal to go over our
School Improvement Plan (SIP) and discussed
budgetary needs. I helped develop the school
meeting/collaboration and intervention
schedules.
8/19/13
2
Universal Coaching Documents
and Shared Reading Curriculum
Maps
I worked with one other district literacy coach
to update the Universal Coaching Lesson Plans
that I had started earlier in the summer. There
were some missing pieces that we wanted to
make sure were included.
I also updated the district shared reading
curriculum documents based on some errors
that had been found.
8/19/13
4
Created
Introduction/Reflection for first
Blog post for the WI Literacy
Cadre
I spent hours coming up with my first blog post
for this cadre. I am very nervous about being a
part of this group. I am afraid my posts won’t
be “good enough,” however; I have come to
the realization that this constant reflecting is
only going to help me become better at my
profession and if I can help others along the
way, great!
8/20/13
3
Work with District fifth grade
teachers to modify/improve
I worked with the district fifth grade teachers
that I had worked with earlier this summer to
Reading Specialist Handbook Page 22
grade level assessment guides
and rubrics (con.)
complete work on their grade level’s
assessment map and rubric.
8/20/13
1.5
New Teacher Orientation SetUp
This was definitely new for me. I had to make
sure that a room was reserved for the New
Teacher Training, set it up to fit the needs of
the group and make sure all materials for the
presentation were ready to go.
8/21/13
7
New Teacher Orientation
Presentation
Three other district literacy coaches and I
presented professional development, in
regards to English Language Arts, to the new
teachers coming to our district this fall.
8/26/13
7
Daily 5 Presentations
One other district literacy coaches and I
presented professional development, in
regards to Daily 5, to the new teachers coming
to our district this fall.
8/27/13
7
Facilitate Literacy Coach
Meeting
One other district literacy coach and I
facilitated the beginning of the year Literacy
Coach collaboration meeting.
8/28/13
2.5
Beginning of Year Grade Level
Meetings
I facilitated three grade level collaboration
meetings today (3-5). We discussed new
district documents, i-pad implementation, and
new initiatives.
8/29/13
2.5
Beginning of Year Grade Level
Meetings
I facilitated three grade level collaboration
meetings today (K-2). We discussed new
district documents, universal coaching that will
begin in October, and new initiatives.
Total Hours = 98
Reading Specialist Handbook Page 23
Reading Specialist - Action Research Project Timeline
Week 1 – Define researchable problem and submit key words for prospective research – 1 week
Week 2 – Discover how other researchers have studied this problem – 1 week
Week 3 – Define the research plan and protocols – 1 week
Week 4 – Submit the research plan, protocols, related documents to IRB – 1 week
Weeks 5-9 – After IRB approval has been given, begin the research – up to 5-7 weeks
Week 10 – Analyze the data – 1 week
Week 11 – Submit final report – 1 week
UW-Stout Library APA Guide-https://www.uwstout.edu/writingcenter/upload/APA_Citation.pdf
APA Citation Guidelines-http://owl.english.purdue.edu/owl/resource/560/01/
Week 1 - Background for Action Research Project
In this course you will be conducting an action research project related to literacy assessment which will be
completed before the end of the course.
There are several steps in this process, and the first is to decide what to research. In this context, research does
not mean to look up something and report back because it is good information to know.
For this action research project, you will need to address a problem in or related to literacy assessment, to which
you can offer and test a solution BEFORE this course ends. A list of possible researchable problems has been
collected from past students. You are encouraged to select one of these.
If you have a problem other than one listed here email the instructor with a detailed explanation of the
researchable problem you wish to research. For an idea list of researchable problems, see pages 33-36 in our
handbook.
Here are some things to consider as you choose a researchable problem.
1. Is the problem significant? Will the educational community benefit by having information and answers
about this issue?
For example: An administrator wants to know if the time spent for teachers to do running records is
equivalent to the increase in achievement test scores.
Allocating teacher time and energy effectively is a significant issue in most schools, and it is likely that
what is true in one school, may be true, and therefore significant, to other schools. That said, action
research is often not published or generalized to other settings. If the problem is significant for your
school then it is worth considering as a researchable problem.
Reading Specialist Handbook Page 24
2.
Is the problem/topic within the researcher’s sphere of influence?
As the researcher the problem you choose, and the possible solutions to the problem, need to be
something over which you have some control.
For example: A teacher wants to see the state testing program changed to a twice a year test from a
once-a-year test. While this may be significant, it is not within the sphere of influence of a single
individual.
3.
Is the problem/topic narrowly defined so that one person can research it within the realm of this
course?
This criteria refers not only to the scope of the research, but the time that will be needed to properly
research it.
For example: An elementary teacher wants to know if the reduced time for art and music classes has a
long-term impact on student interest in reading non-fiction? This is a broad topic but one that could be
narrowed with some help from the instructor and your colleagues however the results won’t be
measurable for a long time, probably years, therefore it is not a good candidate for an action research
project.
Additional task
You will be required to show proof that you have completed the university’s IRB Human Subjects Training
later in the course.
If you believe you completed this training previously use your university ID number and check here.
http://www.uwstout.edu/rs/humansubjects.cfm
If you have not completed this training begin working on it right away, this training takes some time.
Human Subjects Training link-https://uwstout.qualtrics.com/jfe/form/SV_9miEKZTmUCMJSPb
You will need your student ID number when the training is complete. When the certificate appears on the page,
save the certificate by saving the webpage or copy/pasting into a Word document.
Week 1 – Discussion prompt – Researchable Problem and Key Words
Activity 1
Step 1
Post Discussion Board the problem you have chosen from the list and explain how it pertains to your role as a
reading specialist in your school/district. Also, identify key words and concepts to aid in your library research.
Our amazing distance librarian, Ann Vogl, will provide feedback to help in your search!
Reading Specialist Handbook Page 25
Step 2
After getting peer feedback on the discussion board, submit your researchable problem to the Dropbox January
17, 2016 by 11:30 pm, CST.
Make sure the explanation includes the problem and why this is a significant problem, the consequences of not
correcting the problem, and the proposed solution.
Remember to label your document file and include this at the top of your document:
Example: LastNameFirstInitialProblem
JonesZProblem
=============================================
Week 2 - Action Research Project Literature Review
Activity 1
Before beginning any research project, it is necessary to find out what other researchers have already learned
about your topic as well as how THEY studied the topic; this is called a literature review. For this project, you
will be doing a brief review of the existing literature. Using the UW-Stout library, locate at least 6 peerreviewed research articles for your literature review.
The distance librarians can be very helpful in finding supporting peer-reviewed journal articles. Contact the
librarians early in the process before frustration and wasted time have accumulated. Ann Vogl, our distance
librarian, will be available within our discussion board for help!
Ann Vogl, Reference/Distance Learning Librarian
Email: voglan@uwstout.edu
Phone: 715/232-1553
OR
Ask a Librarian
http://www.uwstout.edu/lib/services/askalibn.cfm
Remember, you are looking for scholarly literature not just any publication. Peer-reviewed journals are the best
sources for literature reviews because the peer-review process ensures that you are reviewing only welldesigned studies. Occasionally, you may find information about a study in mainstream newspaper or magazine
articles. Instead of citing these mainstream sources, search for the original study that is discussed in the
mainstream article. Use the References or Bibliography of that mainstream article to help lead you to the
original study so that you can read it and cite it directly.
If you find information on a website (other than sites associated with scientific journals), make sure to
authenticate the author and the study’s findings. Remember anyone can put anything on the web. As a graduate
Reading Specialist Handbook Page 26
level researcher, be sure you are only citing information from valid, authentic sources. Therefore, websites
require extra special care and study to make sure that what you are quoting is a valid, authentic source.
Before explaining the writing process, let us define the meaning of the word "review" as it applies to literature
reviews. You are NOT going to be reviewing the articles like a movie or book review. For example you will not
be writing, “I liked this study. It will really help me with my own study.” The meaning closest to what you are
doing in a literature review is reviewing for a test. You will be looking at all the information and facts, much as
when reviewing for a test, so that you can use the information and facts in your writing.
After you have identified at least six appropriate peer-reviewed research articles, the pre-writing process can
begin.
Take notes from all your sources and sort those notes into sub-topics.
The next step is to group similar facts and discuss them. For example, if you found three studies that discussed
use of cooperative groups in online learning your paragraph might sound something like this:
Grace and Williams (2002) conducted a study of 30 undergrads who favored the use of cooperative
group projects in their online course in sociology. Jones (1999) reported similar findings in a study of
ten graduate students in an architecture course. Yuan and Yu (2007) however found just the opposite in
their study of nursing students at XYZ University.
Notice that the sources are being woven together while still providing good details about the underlying studies.
Notice the citations that accompanied the names in the previous paragraph. Correctly citing sources is critical at
the graduate level. At any time the reader should know exactly what the source of the information is, especially
in the literature review. All citations of sources must correctly use APA format.
A final thought, the literature review is not about you and your opinions. The literature review is about what
other researchers have found. Keep this in mind while writing your literature review. And remember that
quoting sources is OK. In fact, quoting sources can be a very good supplement to the writing. But only about
10-15% of the writing in your literature review should be quoted material. The majority of the writing in the
literature review should be your own words.
Discussion Prompt –
Report to the group how the search for research articles is going. Share any articles which may be of use to
colleagues. Glean additional resources for your literature review from the postings made by others.
Activity 2
Submit your literature review draft to the instructor to the Dropbox. Begin the assignment with your
researchable problem from Module 1.
Reading Specialist Handbook Page 27
TIPS
This document is designed to help the reader understand the literature you have synthesized.
1. Make sure sources are cited throughout the written text of your paper.
2. The paper should also have a References list with an entry for each source cited. The References
should be in alphabetical order by the first name or word in the entries. Include a title page to ensure
your name is on your paper.
3. Name the document LastNameFirstInitalLitReview
Example: GarciaJLitReview.
Activity 3
Submit a copy of your certificate of completion of the Human Subjects Training to the instructor via the
Dropbox.
==========================
Week 3 - Protection of Human Subject in Research
Educational research must be conducted in ethical ways. This seems like a very common sense statement, but it
is possible to plan research with good intentions and still have research be conducted in unethical ways.
Educational research conducted through a university is governed by federal law. All research projects must be
presented to the university to approval prior to the beginning of any research project.
At the University of Wisconsin-Stout this is done by completing the Protection of Human Subjects in Research
form and submitting it to the Institutional Review Board (IRB) for approval.
No research or data gathering can occur until the university has formally approved the Protection of Human
Subjects in Research form which for this course is called for short, the IRB form.
During this module, you will complete the forms necessary to get university approval for your action research
project. FOR INSTITUTIONAL REVIEW BOARD (IRB) RESEARCH APPLICATION, PLEASE USE THE
FOLLOWING LINK:
http://www.uwstout.edu/rs/humansubjects.cfm
At the end of the week you will be submitting a fully completed form and the required attachments.
If you will be collecting any data in the classroom or from parents or staff a letter of consent will be required.
An example is provided; please customize it for your use (see example).
You will also have to submit examples of any assessments used in your research project, as well as a copy of
any survey or interview questions to be used.
Reading Specialist Handbook Page 28
Remember the more complete your documentation is when submitted the more likely your project will be
approved quickly. Sign the first page and scan this page. Submit the scan with your documents.
Activity 1 - Discussion Prompt
Step 1
Share your completed or partially completed IRB form and any questions you have about the form. Also share
your attachments.
Step 2
Submit to the Dropbox your completed IRB form, the scan of the signed first page, and all attachments (consent
letter if applicable, example of assessments, survey or interview questions if applicable.)
Make sure the names of all documents have your last name at the beginning of the filename.
Remember to label your documents include this at the top of your document:
Example: LastNameFirstInitialConsentLetter
Instead of ConsentLetter.doc submit ThompsonLConsentLetter.doc.
=========================
Week 4 - Information for the course materials
When the IRB form has been approved by the course instructor and the instructor has sent you a copy of the
scanned first page with the instructor’s signature, immediately submit it to the IRB committee for approval.
 Send all documents including the signed scanned first page, the IRB form, the consent letter and
examples of all surveys, tests, or any other material which will be used in the research. Sending a
complete packet of materials reduces the time to get the research project approved.
 Send all of the above to IRB@uwstout.edu and copy this email to the course instructor. Request a reply
from IRB@uwstout.edu asking for confirmation the materials were received.
Approvals may happen quickly, within a few days, or take a week or more. If approval has not come through
after a full business week write and ask for an update. Occasionally a submission falls through the cracks so do
not wait too long before asking about approval progress.
After the research has been approved, begin the research project. Make sure to follow all the protocols outlined
in the IRB forms you submitted. The project cannot be changed without going through the IRB approval
process again.
Weeks 5-9 (could be more/less)-Action research
Week 8 – Discussion prompt – Share with everyone how the research project is going. What insights have
already been gained? What roadblocks have appeared and how were they resolved?
Reading Specialist Handbook Page 29
Week 9 – Data gathering ends at the end of week 9. Complete the final editing of the problem statement and
literature review. These will become part of the final draft.
Week 10-Analyzing the Action Research Results
After the data has been gathered from the research project, analyze the results. Keep in mind that with a short
project it is not unusual to have inconclusive or non-existent results.
As the researcher, simply report the findings. Analyze the data using spreadsheet software or other tools to look
for patterns.
Remember to state the facts shown in the data without stretching them in any way.
As the researcher you want to see conclusive results, or you may have expected to have more participants, or
there may have been something else which limited the findings. This often happens and it is important to state
honestly what the data showed, or didn’t show.
Where appropriate, use a few graphs to help illustrate the findings visually. Lead into and out of the graph with
some explanation of what is shown and what it means.
Step 1 Discussion Prompt – By mid-week share a draft of your data analysis for peer review. Respond to the
data analyses of at least two colleagues.
Step 2 Assignment –
After you receive peer feedback, edit the data analysis and submit a revised draft of the data analysis to the
Dropbox for instructor feedback.
Remember to label your document file DataAnalysis and include this at the top of your document:
Example: LastNameFirstDataAnalysis
JonesZDataAnalysis.doc
Week 11-Final Paper
Hurray! We are at the end of the action research project! All that is left is to put everything together and add
some final thoughts to the paper. In the final section, explain the “Aha” moments which occurred in the research
project, what you would have changed or done differently, advice for future researchers conducting similar
research, and any other appropriate final thoughts and analysis to wrap up the project. After your reflections are
written, compile the final paper.
Here is the brief organizational format for the final paper:
Reading Specialist Handbook Page 30
 Centered Title page, which includes the following and running head:
Title of Paper
Name
University of Wisconsin – Stout
 Headings of paper:
 Abstract
 Acknowledgement (optional, as this is not part of your scholarly work)
 Table of Contents
 Chapter One: Introduction and problem statement
 Chapter Two: Literature Review
 Chapter Three: Methodology
 Chapter Four: Data analysis
 Chapter Five: Final thoughts or Discussion
 References
 Appendices
There are two good examples of final action research papers on our course module content page! I will provide
feedback on your final paper in the Dropbox.
Step 1 Discussion Prompt
By mid-week share your final paper with colleagues for review. Respond to the final paper of at least one
colleague.
Reading Specialist Handbook Page 31
Step 2 Assignment
After you receive peer feedback, edit and submit a revised draft of the final paper to the Dropbox for instructor
feedback.
Remember to label your document file and include this at the top of your document:
Example: LastNameFirstActionResearch
JonesZActionResearch.doc
Reading Specialist Handbook Page 32
Literacy Assessment Issues and Possible Targeted Researchable Questions
Student Raised Issue
Researchable Question
The district has used both paper, and now
What is the most
electronic versions of SRI. There appear to
effective way to
be score discrepancies between the SRI paper administer the SRI?
and electronic versions.
Key Literature
Review Topics
SRI
Leadership
Electronic testing
Over the years we have grouped students by
reading ability homogeneously and
heterogeneously. Sometimes a group is
created with a low, mid, and high reader in
one group, other times we group low students
with one another so they can use content
materials at their reading level.
I love the QRI, but can't imagine having time
to administer it to all the students that are
looked at for intervention. It definitely
would be ideal but in our school we have
over 116 students receiving intervention
services.
I do feel that it is important not rely too
heavily on one assessment. Looking at the
data from a plethora of assessments gives all
teachers more insight as to the area of
weakness for an individual student.
Who in your district manages Aims web? In
ours it is supposed to be the school psych.
We have been through 3 school psychs in
four years. The current psych. does not
manage the system or people well. I have
been spending a lot of my time helping him.
AIMS is meant to be just a screener but it
appears to be useful when we can get the
data.
Is ability grouping the
most effective way to
help struggling readers?
Ability grouping
Reading groups
Effective grouping
methods
What is an appropriate
assessment to administer
to large groups of
students when looking at
comprehension
interventions?
When looking at
individual weaknesses,
what assessments are
best to use to focus on
needs of students?
What is the role of a
reading specialist when it
comes to assessments?
Or
What are the best
assessment screeners to
use when looking at
diagnostic data?
QRI
Comprehension RTI
screening
assessments
Teachers at the elementary level have so
many assessments tools available. What is
available for the high school level that is
appropriate for HS students?
What are effective
assessments at the high
school level?
Secondary reading
assessments
Reading Specialist Handbook Page 33
Assessment Types
Assessment data
Reading Specialist
RTI assessments
RTI management
Screeners
If students knew the exit criteria, my guess is
that they would work hard to meet those
expectations so that they can follow with
their peers. I think parents would be more
inclined to work with us, rather than against
us, if they knew their child had to pass exit
criteria in order to move on.
Many people never think to instruct students
about authors' techniques such as using
headings, bold-face type, captions, graphs,
charts, and tables when they teach
comprehension.
What are effective
strategies to use when
communicating
assessment criteria to
parents?
Parent
communications
When assessing
comprehension, how can
teachers understand the
effects of author
technique strategies to
improving
comprehension?
Going beyond the literal text with inferential- What is the best way to
type questions is giving teachers lots of
teach and assess
material for lessons.
inferential-type questions
to better understand
student reading
comprehension?
When Allington was asked what he felt was
Why is the running
the best diagnostic reading assessment to
record the best diagnostic
give students he said, “That’s easy, a running reading assessment to
record. I prefer to gain information on a
give students?
student from a running record. I can tell a lot
more about their strengths and weaknesses
from them reading aloud to me.”
Comprehension
assessment
The data from DIBELS is mainly used to
make instructional decisions about individual
students. However, it can also provide
information about classroom needs as well
via DIBELS Next.
We meet with PLC teams to discuss
assessment data.
Dibels
You mentioned further testing to find the
"glitch" in reading weaknesses so that you
Reading Specialist Handbook Page 34
What is the difference
between DIBELS and
DIBELS Next? How can
they be used effectively
in the reading classroom?
What are PLC teams and
how can they be used by
reading specialists to
create data teams to
better understand student
assessment data?
What are the best criteria
to use when targeting
Comprehension
Instruction
Comprehension
Running records
Data teams
PLC effectiveness
Targeted
interventions
can target specific areas in your
instruction. According to RtI we should be
targeting specific areas for intervention in
Tier 2, and also providing differentiated
lessons for Tier 1 instruction.
I really like your ideas that you shared about
how you analyze data with your teams. Do
you have these meetings 3 times per year
after each AIMSWeb administration?
Schools in Wisconsin are mandated to
implement a Response to Intervention
program to assist students who do not have
sufficiently low enough test scores to warrant
Title 1 placement, but who are struggling in
the classroom. Informal assessments are used
throughout RTI to consistently monitor a
student's progress through the RTI program.
Informal assessments should be interwoven
through the framework and is used to help
closely monitor the intervention.
Need to assess incoming freshmen for our
“remedial reading” classes for the purpose of
grouping and pairing students for effective
instruction. Currently all freshmen reading
below the 50% level take a reading class in to
which they are randomly assigned.
What type of informal assessment could be
used to find out if my students comprehend
what they read in leveled text chosen
according to their instructional reading level
and interests?
We are using fluency based measurement as
the sole determiner of a students' reading
ability. Many concerns have been brought up
regarding the exclusion of comprehension
retelling and questions that the IRI tests
included.
Reading Specialist Handbook Page 35
specific areas for
intervention when using
assessment data?
RTI
Assessment data
What are effective
organizational strategies
for data teams and how
can reading specialists
use this information to
create an effective data
action plan?
What are the most
effective informal and
formal assessments to
use in an RTI setting for
reading?
Data teams
Management
Assessment data
What is the most
effective way to assess
and place incoming
freshmen students in
remedial reading classes
for the maximum benefit
to the students?
What informal
assessments of
comprehension can be
used for leveled texts?
Student placement
Remedial groupings
Assessments for
incoming students
Should tests for
comprehension be
included when assessing
student reading ability?
Fluency based
assessments
Comprehension
assessments
Assessing reading
ability
RtI Tier
interventions and
placements
Informal assessment
Comprehension
My goal is to have assessments that can
guide future teaching of my kindergartener or
first grade students which do not take up too
much student/teacher time, and effectively
communicate student abilities to parents.
Reading Specialist Handbook Page 36
How effective is
assessment of
kindergarteners and first
graders reading ability?
How are parents
informed of student
abilities?
Parental involvement
Time effective
assessments in
primary grades
Sample Letter to Parents
January XX, 2016
Dear Parents,
As part of my reading specialist program through the University of Wisconsin–Stout I will be conducting some
research on a writing strategy and its usefulness for students with attention difficulties. Your child would be a
great candidate for this writing strategy and this research study.
In this study, students will receive six weeks of instruction in the POW self-monitoring strategy. POW stands
for Plan, Organize, and Write. The POW strategy will be used along with a four square writing organizer. This
organizer will be modified to fit the writing needs of each individual student. Students will also be allowed to
use word prediction software (Co-Writer) and/or have writing scribed for them as needed, according to each
student’s Individual Education Plans (IEP). Instruction will occur for twenty to thirty minutes, three times a
week during each student’s intervention block time. Progress will be monitored throughout the course of
instruction so changes can be made if we find the strategy is not working as planned. I anticipate that this study
will begin the week of February 8, 2016 and will conclude the week of March 14, 2016.
Be assured the students’ names will not be included on any documents related to this study. The informed
consent (attached) containing your signature will not be kept with any of the other documents completed with
this project.
I hope you will consider allowing your child to participate in this study. There is a place on the attached consent
form for you and your child to both sign indicating your consent for participation. Please k now that
participation is voluntary. A student will become part of the study only if both student and parent agree to the
student’s participation. At any time, students or their parents/guardians may withdraw the student from the
study.
If you have any questions, please feel free to contact me via phone or email. You may also contact my research
advisor, Emily Hines, at hinese@uwstout.edu.
Regards,
Reading Specialist Handbook Page 37
University of Wisconsin - Stout
Evaluation for Reading Specialist Field Experience
Field Experience Student Name and UW-Stout Student ID:
Date:
School:
Please Check One:
Mid-Term Evaluation
Final Evaluation
Please Check One:
University Supervisor
Site-Based Supervisor
Evaluator Name:
Proficient (3)
Performs as a skilled, beginning reading
specialist field experience student, some
support and supervision required.
1. Ability to interpret and summarize research that
undergirds reading and writing to develop and
implement curriculum and meet the needs of
struggling readers and writers.
1.1
1.2
2.1
1
2
1 Unsatisfactory
2 Basic
3 Proficient
4 Distinguished
Not observed
Comment(s):
2. Ability to provide educational leadership,
including visioning, strategic planning, goal-setting,
curricular innovation, program evaluation, problem
solving, and utilizing organizational change theory
and practice.
6.1
2
1
1 Unsatisfactory
2 Basic
3 Proficient
4 Distinguished
Not observed
Comment(s):
Criteria:
Reading Specialist Handbook Page 38
ILA Standard
Field Experience
Objective
Basic (2)
Performs with marginal competency as a
reading specialist field experience
student, support and regular supervision
required.
WI Administrator
Standard
Unsatisfactory (1)
Requires more education and practice as
a reading specialist field experience
student, extensive support and regular
supervision required.
Rating:
Check One
Comment(s):
Distinguished (4)
Performs as an expert, experienced
reading specialist field experience
student, minimal support and
supervision required.
3. Ability to model effective and ethical
interpersonal communication and leadership skills
within the educational community (i.e. students,
educators, parents, staff and general public) to
facilitate a positive culture for literacy
development.
1.3
4. Knowledge of and ability to plan, manage,
budget, make decisions and write or assist in
writing proposals that enable schools to obtain
additional funding to support literacy efforts.
3, 5,
6
12
1 Unsatisfactory
2 Basic
3 Proficient
4 Distinguished
Not observed
Comment(s):
4
13
1 Unsatisfactory
2 Basic
3 Proficient
4 Distinguished
Not observed
Comment(s):
5. Ability to plan and manage the identification,
evaluation, selection, acquisition, and use of print,
digital, and online instructional materials to meet
the specific needs and abilities of all students
2.3
4
7
1 Unsatisfactory
2 Basic
3 Proficient
4 Distinguished
Not observed
Comment(s):
6. Awareness of and ability to apply federal, state
and local assessment frameworks, proficiency
standards, regulations, laws and policies that affect
reading and writing instruction.
6.4
7
3, 6
1 Unsatisfactory
2 Basic
3 Proficient
4 Distinguished
Not observed
Comment(s):
7. Ability to apply principles, purposes and
practices for assessing the reading performance of
all students including tools for screening, diagnosis,
progress monitoring, and measuring student
performance.
3.1
1
6, 8
1 Unsatisfactory
2 Basic
3 Proficient
4 Distinguished
Not observed
Comment(s):
8. Ability to advocate with administrators, school
boards, and community members for needed
organizational and instructional changes to
promote effective literacy instruction.
6.4
7
11,
12
1 Unsatisfactory
2 Basic
3 Proficient
4 Distinguished
Not observed
Comment(s):
9. Ability to support classroom teachers in
providing differentiated instruction and
understanding ways diversity influences reading
and writing development of all students, including
4.1
4.2
3, 5,
6
5, 7,
8,
10
1 Unsatisfactory
2 Basic
3 Proficient
4 Distinguished
Not observed
Comment(s):
Reading Specialist Handbook Page 39
struggling learners and English Language Learners
and how to implement instruction that is
responsive to students with diverse backgrounds.
10. Ability to facilitate and promote the design and
implementation of in-depth instruction to meet the
needs of struggling readers and writers including specific
intervention practices to develop phonemic awareness,
phonics, vocabulary, comprehension, fluency, critical
thinking, and reading/writing connections through the
planning and implementation of appropriate staff
development.
2.2
5.1
5.2
5.3
3
8, 9,
10
1 Unsatisfactory
2 Basic
3 Proficient
4 Distinguished
Not observed
Comment(s):
11. Ability to use assessment analysis to plan and
implement literacy curriculum with vertical and
horizontal alignment across PK-12.
3.1
3.2
1
3, 4,
6, 8
1 Unsatisfactory
2 Basic
3 Proficient
4 Distinguished
Not observed
Comment(s):
12. Ability to collaborate with others and build
relationships for strong home-to-school and school-tohome connections in facilitation of literacy development.
4
5
11
Comment(s):
13. Overall application and ability to apply theoretical
and pedagogical knowledge to demonstrate competence
in the Wisconsin Administrative and International
Literacy Association Standards.
All
All
1
1 Unsatisfactory
2 Basic
3 Proficient
4 Distinguished
Not observed
1 Unsatisfactory
2 Basic
3 Proficient
4 Distinguished
Not observed
Comment(s):
Evaluator’s Signature
Date
Student’s Signature
Date
Reading Specialist Handbook Page 40
Disposition Review
Reading Specialist Field Experience UW-Stout School of Education
Candidate’s Name:
UW-Stout Campus ID:
Reviewer’s Name:
Date:
Dispositions
Unsatisfactory
Basic
Proficient
Distinguished
Rarely demonstrates
disposition
Occasionally demonstrates
disposition
Usually demonstrates
disposition
Consistently demonstrates
disposition
1
2
3
Attendance
Numerous tardies, early
departures, or absences
Preparedness
Rarely, if ever, well prepared
for field experience; e.g.,
No evidence of progress on
action research or engagement
- few journal entries, written
notes, questions, other
responsibilities
Continuous
Learning
Rarely, if ever, demonstrates
curiosity, creativity and flexibility
regarding field experience
activities, processes and tasks
Positive
Climate
Rarely, if ever, views feedback
and situations maturely;
analyzes feedback and makes
appropriate adjustments to
enhance personal growth and
learning; analyzes comments
and
interactions to make
appropriate adjustments that
promote a positive learning
environment
Reading Specialist Handbook Page 41
Several tardies, early
departures, or absences
Few tardies, early departures,
or absences
Occasionally well prepared
for field experience;
e.g., evidence of some
progress on action research
and engagement – journal
entries, written notes,
questions, other
responsibilities
Occasionally demonstrates
curiosity, creativity and
flexibility regarding field
experience activities, processes
and tasks
Usually well prepared for
field experience; e.g.,
evidence of progress on action
research and
engagement - journal entries,
written notes,
questions, other
responsibilities
Usually demonstrates
curiosity, creativity and
flexibility regarding field
experience activities, processes
and tasks
Occasionally views
feedback and situations
maturely; analyzes
feedback and makes
appropriate adjustments to
enhance personal growth and
learning; analyzes
comments and interactions to
make appropriate
adjustments that promote a
positive learning
environment
Usually views feedback and
situations maturely;
analyzes feedback and
makes appropriate
adjustments to enhance
personal growth and learning;
analyzes comments and
interactions to make
appropriate adjustments
that promote a positive
learning environment
4
Consistently demonstrated
timely participation and
presence with no tardies, early
departure or absences.
Consistently well prepared for
field experience; e.g.,
evidence of progress on action
research and engagement
- journal entries, written notes,
questions, other
responsibilities
Consistently demonstrates
curiosity, creativity and
flexibility regarding field
experience activities, processes
and tasks
Consistently views feedback
and situations maturely;
analyzes feedback and makes
appropriate adjustments to
enhance personal growth and
learning; analyzes comments
and interactions to make
appropriate adjustments that
promote a positive learning
environment
Points
Unsatisfactory
Basic
Proficient
Distinguished
Rarely demonstrates
disposition
1
Occasionally demonstrates
disposition
2
Usually demonstrates
disposition
3
Consistently demonstrates
disposition
4
Reflective
Rarely, if ever, willing to
suspend initial judgments,
receptive of a critical
examination of multiple
perspectives, generate
effective/productive options,
make reasoned decisions
with supporting evidence,
makes connections to
previous
reading/courses/experience,
etc.
Occasionally willing to
suspend initial judgments,
receptive of a critical
examination of multiple
perspectives, generate
effective/productive options,
make reasoned decisions
with supporting evidence,
make connections to previous
reading/courses/experience,
etc.
Usually willing to suspend
initial judgments, receptive of
a critical examination of
multiple perspectives,
generate effective/productive
options, make reasoned
decisions with supporting
evidence, make connections
to previous
reading/courses/experience,
etc.
Consistently willing to suspend initial
judgments, receptive of a critical
examination of multiple perspectives,
generate effective/productive options,
make reasoned decisions with
supporting evidence, and make
connections to previous
reading/courses/experience, etc.
Thoughtful and
Responsive
Listener
Rarely, if ever, demonstrates
the ability to listen to
people's insights, needs, and
concerns; appears unable to
respond either positively or
thoughtfully
Occasionally demonstrates
the ability to thoughtfully listen
and respond to people's
insights, needs, and
concerns, e.g. asks
questions, summarizes
points, etc.
Usually demonstrates the
ability to thoughtfully listen
and respond to people's
insights, needs, and
concerns, e.g. asks
questions, summarizes
points, etc.
Clearly demonstrates the ability to
thoughtfully listen and respond to
people's insights, needs, and
concerns, e.g. asks questions,
summarizes points, etc.
Cooperative
and
Collaborative
Rarely, if ever works to keep
group on task, maximize
individual talents, evenly
distribute responsibility, etc.
Occasionally works to keep
group on task, maximize
individual talents, evenly
distribute responsibility, etc.
Usually works to keep group
on task, maximize individual
talents, evenly distribute
responsibility, etc.
Consistently works well with others,
e.g., keeps group on task; maximizes
individuals' talents; evenly distributes
responsibility, etc.
Respectful
Rarely, if ever, interacts
without putdowns or
sarcasm; demonstrates
sensitivity with respect to
language use; sets high
expectations for self and
others; shows courtesy and
consideration for people and
ideas
Occasionally interacts without
putdowns or sarcasm;
demonstrates sensitivity with
respect to language use; sets
high expectations for self and
others; shows courtesy and
consideration for people and
ideas
Usually interacts without
putdowns or sarcasm;
demonstrates sensitivity with
respect to language use; sets
high expectations for self and
others, shows courtesy and
consideration for people and
ideas
Consistently interacts without
putdowns or sarcasm; demonstrates
sensitivity with respect to language
use; sets high expectations for self
and others, shows courtesy and
consideration for people and ideas
Dispositions
Total Points:
Select Level:
Unsatisfactory (8-15)
Reading Specialist Handbook Page 42
Basic (16-23)
Proficient (24-31)
Distinguished (32)
Points
UW-Stout Reading Specialist Certification Benchmark III ePortfolio Assessment Rubric
Student Name: ___________________________
Portfolio Review
Date: __________________ Reviewer: __________________________
Unsatisfactory
Satisfactory
Check One
Unsatisfactory Mark in Portfolio Review
(All ratings basic or higher)
Unsatisfactory
Satisfactory
Standards 1-6 from 2010 International Literacy Association (formerly International Reading Association) and the Wisconsin Administrator
Standards
Unsatisfactory
Basic
Proficient
Distinguished
No portfolio
evidence of
knowledge and skills
relating to standard.
May be missing
reflection(s) on how
the artifact(s)
support(s) the
standard.
Performance is
below expected level
for a beginning
reading specialist.
Limited
portfolio
evidence
related to the
selected
standard.
Limited
reflection on
how the
artifact(s)
support(s) the
standard.
Portfolio
evidence
supports
competence in
knowledge and
skills relating to
the selected
standard.
Reflection
explains how the
artifact(s)
support(s) the
standard.
Portfolio evidence
strongly supports
competence in
knowledge and
skills development
relating to the
selected standard.
Reflection clearly
explains how the
artifact(s)
support(s) the
standard.
Individuals with this
level of skills and
knowledge can
teach, mentor
and/or supervise
others in this
domain area.
Comments
Suggested Course
Artifacts
ILA 1 Foundational Knowledge Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction.
WI Administrator Standard 1 The administrator has an understanding of and demonstrates competence in the Ten Teacher Standards.
1.
Content knowledge is
indicated by evidence of
ability to interpret major
theories of reading and writing
processes and development
that contribute to reading
Unsatisfactory
Reading Specialist Handbook Page 43
Basic
Proficient
Distinguished
RDGED 722 Field Experience
Action Research Paper
Demonstrate your ability to
success (social, cognitive, and
physical) to meet the needs of
all readers in diverse contexts.
interpret and summarize
reading research
2.
Evidence demonstrates your
ability to interpret and
summarize reading research
studies and the impact on
reading instruction, including
ability to inform educators and
others about teaching
practices that relate to reading
research.
RDGED 722 Field Experience
Demonstrate your ability to
interpret and summarize
reading research such as
Professional Development
poster, podcast, YouTube
video, resource website,
graphic organizer,
newsletter, or
demonstration presentation
given to a group of
teachers
3.
Evidence is provided of your
ability to model fair
mindedness, empathy, and
ethical behavior when
teaching students and working
with other professionals
Reflection:
Yes
Unsatisfactory
Basic
Proficient
Distinguished
RDGED 721 Module 11
Literacy Workshop
Reflection - Ethical Literacy
Instruction and Supporting
Reading Professionals
No
ILA 2 Curriculum and Instruction Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced
curriculum to support student learning in reading and writing.
WI Administrator Standard 1 The administrator has an understanding of and demonstrates competence in the Ten Teacher Standards.
Reading Specialist Handbook Page 44
1.
2.
3.
Evidence demonstrates your
understanding of the research
that undergirds reading and
writing in order to develop and
implement curriculum to meet
the needs of struggling readers
and writers.
Pedagogical expertise is
indicated by your ability to
support teachers and other
personnel in the design and
implementation of in-depth
instruction to best meet the
needs of struggling readers
and writers including
instruction to develop
phonemic awareness, phonics,
vocabulary, comprehension,
fluency, critical thinking, and
reading/writing connections.
Evidence demonstrates how
you critically examine print,
digital, and online instructional
materials and lead
collaborative school-wide
efforts to evaluate, select, and
use a wide range of curriculum
materials and technologybased resources to meet the
specific needs and abilities of
all students.
Reflection:
Yes
RDGED 720
Unsatisfactory
Basic
Unsatisfactory
Basic
Unsatisfactory
No
Reading Specialist Handbook Page 45
Basic
Proficient
Distinguished
Proficient
Distinguished
Proficient
Distinguished
Module 3 Literacy Program
Analysis and
Recommendations for
Improvement
RDGED 722 Field
Experience
Video to demonstrate your
ability to coach teachers
in developing instruction
for phonemic awareness,
phonics, vocabulary,
comprehension, fluency,
critical thinking, or
reading/writing
connections
RDGED 720 Module 6
Disciplinary Literacy List
and Budget Using More
Complex Text as Defined
by the Common Core
State Standards
RDGED 721 Module 3
Social Media and Digital
Literacy Tools in the
Literacy Program
ILA 3 Assessment and Evaluation Candidates use a variety of assessment tools and practices to plan and evaluate effective
reading and writing instruction.
WI Administrator Standard 1 The administrator has an understanding of and demonstrates competence in the Ten Teacher
Standards.
1.
Evidence demonstrates how
you apply principles, purposes
and practices for assessing the
reading performance of all
students including tools for
screening, diagnosis, progress
monitoring, and measuring
student performance.
Unsatisfactory
Basic
Proficient
Distinguished
RDGED720 Module 7
Student Screening Report
RDGED 721 Module 4
Analyzing Your Schoolwide Literacy Data
Analysis Presentation
RDGED 722 Field
Experience Action
Research
Demonstrate your ability
to use multiple data
sources to analyze
individual readers’
performance to plan and
implement instruction and
examine the effectiveness
of specific intervention
practices and students’
responses to instruction
RDGED 722 Field
Experience Action
Research
Demonstrate your ability
to lead teachers in
analyzing and using
classroom, individual,
grade-level, or schoolwide assessment data to
Reading Specialist Handbook Page 46
make instructional
decisions
2.
Evidence demonstrates your
ability to administer and
interpret diagnostic
assessments for struggling
readers, including English
language learners (phonemic
awareness and phonics,
automatic sight word
development, fluency,
vocabulary and
comprehension).
Unsatisfactory
Basic
Proficient
Distinguished
3.
Evidence demonstrates your
ability to use assessment
analysis to plan and
implement instruction and
examine the effectiveness of
specific intervention practices
and students’ responses to
instruction.
Unsatisfactory
Basic
Proficient
Distinguished
Reading Specialist Handbook Page 47
RDGED 722 Field
Experience Action
Research Demonstrate
your ability to analyze and
communicate assessment
results for relevant
implications, instructional
purposes, and
accountability
RDGED 722 Action
Research
Demonstrate your ability
to analyze classroom,
individual assessment
data to examine the
effectiveness of specific
intervention practices and
students’ responses to
instruction
RDGED 722 Action
Research
Demonstrate your ability
to collaborate with and
provide support to all
teachers in the analysis of
data and lead schoolwide or larger scale
analyses to select
assessment tools that
provide a systemic
framework for assessing
the reading, writing, and
language growth of all
students
4.
Evidence demonstrates your
ability to interpret and
communicate results of
assessments to the student,
parents, caregivers,
colleagues, and
administration.
Reflection:
Yes
Unsatisfactory
Basic
Proficient
Distinguished
RDGED 721 Module 6
Reporting Assessment
Data to Teachers
Analysis and
communication of
assessment results for
relevant implications,
instructional purposes,
and accountability
No
ILA 4 Diversity Candidates create and engage their students in literacy practices that develop awareness, understanding, respect,
and a valuing of differences in our society.
WI Administrator Standard 5 The administrator models collaborating with families and community members, responding to
diverse community interests and needs, and mobilizing community resources.
WI Administrator Standard 6 The administrator acts with integrity, fairness, and in an ethical manner.
1.
Evidence demonstrates your
ability to support classroom
teachers in providing
differentiated instruction and
your understanding of ways
diversity influences reading and
writing development of all
students, including struggling
learners and English language
learners and how you
implement instruction that is
responsive to students with
diverse backgrounds.
Unsatisfactory
Reading Specialist Handbook Page 48
Basic
Proficient
Distinguished
RDGED721 Module 11
Literacy Workshop Event
Your ability to lead teams
in selecting culturally
appropriate materials
consistent with curricular
framework and how the
information was shared
with parents, principal or
PTO
2.
Evidence demonstrates your
ability to use curriculum
materials and instructional
practices that are sensitive to
the needs of all students and
respond to a variety of
diversities.
Unsatisfactory
Basic
Proficient
Distinguished
RDGED 722 Field
Experience
Literacy Coaching
Demonstrate your ability
to assist teachers in
understanding the
relationship between the
culture and native
language of English
learners and how to
provide a support system
to meet their needs in
learning to read and write
in English
3.
Evidence shows how you
provide students with linguistic,
academic, and cultural
experiences that link their
community with the school.
Unsatisfactory
Basic
Proficient
Distinguished
RDGED721 Module 11
Literacy Workshop Event
Reflection:
Yes
No
ILA 5 Literate Environment Candidates create a literate environment that fosters reading and writing by integrating foundational
knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.
WI Administrator Standard 2 The administrator leads by facilitating the development, articulation, implementation, and
stewardship of a vision of learning that is shared by the school community.
WI Administrator Standard 3 The administrator manages by advocating, nurturing and sustaining a school culture and
instructional program conducive to pupil learning and staff professional growth.
WI Administrator Standard 4 The administrator ensures management of the organization, operations, finances, and resources for
a safe, efficient, and effective learning environment.
Reading Specialist Handbook Page 49
1.
2.
3.
Evidence includes your ability to
select texts and online resources
that match the reading levels,
interests, and cultural and
linguistic background of all
students for a variety of
individual, small group, and
whole class activities.
Evidence describes how you
create a classroom community
that is socially supportive and
create an expectation of
success for all students,
including struggling readers and
English language learners.
Evidence demonstrates how
you create effective routines to
support reading and writing
instruction (e.g. time allocation,
transitions from one activity to
another; conducting
discussions, giving peer
feedback).
Unsatisfactory
Basic
Proficient
Distinguished
Unsatisfactory
Basic
Proficient
Distinguished
Unsatisfactory
Basic
Proficient
Distinguished
Reading Specialist Handbook Page 50
RDGED 720 Module 6
Disciplinary Literacy List
Using More Complex
Text as Defined by the
Common Core State
Standards
RDGED721 Module 11
Literacy Workshop
RDGED 722 Field
Experience
Literacy coaching
Demonstrate your ability
to support teachers in
arranging instructional
areas to provide easy
access to books and
other instructional
materials for a variety of
individual, small-group,
and whole-class
activities
.
Unsatisfactory
4.
Basic
Proficient
Distinguished
Evidence demonstrates how
you support teachers is using
effective instructional grouping
practices to meet specific
needs of struggling readers and
writers (individual, small-group,
whole-class, and computer
based).
Reflection:
Yes
RDGED 722 Field
Experience
A literacy coaching or
professional
development
presentation for
teachers demonstrating
effective grouping
practices
No
ILA 6 Professional Learning and Leadership
Candidates recognize the importance of, demonstrate, and facilitate professional
learning and leadership as a career-long effort and responsibility.
WI Administrator Standard 2 The administrator leads by facilitating the development, articulation, implementation, and
stewardship of a vision of learning that is shared by the school community.
WI Administrator Standard 3 The administrator manages by advocating, nurturing and sustaining a school culture and
instructional program conducive to pupil learning and staff professional growth.
WI Administrator Standard 4 The administrator ensures management of the organization, operations, finances, and resources for
a safe, efficient, and effective learning environment.
WI Administrator Standard 6 The administrator acts with integrity, fairness, and in an ethical manner.
WI Administrator Standard 7: The administrator understands, responds to, and interacts with the larger political, social, economic,
legal, and cultural context that affects schooling.
Reading Specialist Handbook Page 51
1.
Evidence is provided of your
knowledge of adult learning
theories, organizational change,
professional development, and
school culture in working with
colleagues and other
professionals.
Unsatisfactory
Basic
Proficient
Distinguished
RDGED 720 Module 8
Culture of Literacy
Action Plan
RDGED720 Module 9
Organizational Change
Guiding Principle
Response Chart
RDGED720
Module 10 Needs
Assessment and
Professional
Development Plan
to build professional
learning communities
and facilitate study
groups or a team
meeting (grade level,
reading teachers)
RDGED 722Field
Experience
Demonstrate your
ability to assist in
building an effective,
school-wide
professional
development action
plan.
Reading Specialist Handbook Page 52
2.
Evidence of your active
membership in professional
organizations, symposia,
conferences, and/or workshops
to pursue the development of
professional knowledge and
dispositions demonstrates your
commitment to professionalism.
3.
Evidence is provided of your
participation in building or
district professional
development experiences with
individual and/or groups of
teachers and demonstrates our
collaboration with colleagues
and ability to observe,
evaluate, and provide
feedback on each other’s
practice.
Unsatisfactory
Basic
Proficient
Distinguished
Unsatisfactory
Basic
Proficient
Distinguished
RDGED 722 Field
Experience
Portfolio Introduction
RDGED 721 Module 3
Collaborative Lesson
Planning or
Collaborative Inquiry
Study Group
RDGED 721 Module 3
Social Media and
Digital Literacy Tools in
the Literacy Program
RDGED 721 Module 7
Observation Rubric and
Coaching Conference
Report
RDGED 721 Module 8
Professional
Development Plan
and Evaluation Using
Reading Specialist Handbook Page 53
Assessment Data
v
4.
Evidence is provided of your
understanding of local, state,
and national policies that affect
reading and writing instruction.
Unsatisfactory
Proficient
Distinguished
RDGED 722Field
Experience
Demonstrate your ability
to effectively
communicate and
collaborate with
stakeholders, including
parents and guardians,
teachers,
administrators,
policymakers, and
community members
Unsatisfactory
5.
Basic
Evidence is provided of your
ability to write or assist in writing
proposals that enable schools
to obtain additional funding to
support literacy efforts.
Reading Specialist Handbook Page 54
Basic
Proficient
Distinguished
RDGED 722 Field
Experience
Demonstrate how you
assisted in writing a minigrant or other funding
proposals which enable
schools to obtain
materials and or
support literacy efforts.
6.
Evidence demonstrates your
ability to advocate with
administrators, school boards,
and community members for
needed organizational and
instructional changes to
promote effective literacy
instruction.
Unsatisfactory
Basic
Proficient
Distinguished
RDGED 721 Module 3
Social Media and
Digital Literacy Memo
RDGED721 Module 11
Literacy Workshop
Event
RDGED 722
Demonstrate how you
advocate with various
groups (e.g.,
administrators, school
boards, and local,
state, and federal
policymaking bodies)
for needed
organizational and
instructional changes to
promote effective
literacy instruction
Reflection:
Yes
No
Reading Specialist Handbook Page 55