PART ONE
Analysis Scenario: Be prepared to review/analyze assessment results, in order to come up with an analysis of student strengths and difficulties based on a sample case study beginning with demographics and data charts.
Provide a strong reflective rationale with rich and detailed information describing the underlying assumptions the candidate holds about data analysis.
Planning Scenario: Given the results of a student assessment data be prepared to outline a reading to intervention plan, (remedial plan) that considers components of the instructional framework of: (1) before, (2) during, and (3) after reading strategies. Provide a strong reflective rationale with rich and detailed information describing the underlying assumptions the candidate holds about data driven planning.
Communication Scenario: You are approached by a teacher/parent with an intervention plan for an individual student. He asks for your input on how to include this student in small group instruction in his classroom. Provide a strong reflective rationale with rich and detailed information describing the underlying assumptions the candidate holds about using effective communication to support parents/teachers.
PART TWO
Differential Instruction Scenario: How Reading Specialists/Literacy
Coaches plan and revise instruction for the following diverse learners:
A. English Language Learners (ELLs)
B. Learners with special needs
C. Learners at different developmental stages and cultural backgrounds
Provide rich and detailed information describing the underlying assumptions the candidate holds about LEARNER, LANGUAGE, LITERACY LEARNING, and CULTURE in relationship to differential instruction.
SPECIAL NOTE

 Keep in mind that Reading Specialists/Literacy Coaches are familiar with all their IRA professional standards.
In particular, Standard 3:
Assessment, Diagnosis, and Evaluation are crucial to being successful.
Element 3.3 of the International Reading Association’s Standards for
Reading Professionals expects candidates to be competent in using
“assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from different cultural and linguistic backgrounds.”
 Make sure you end each scenario you write about with a strong reflective rationale.
Standard 1: Foundational knowledge indicates that the Reading Specialist/Literacy Coach can provide rich and detailed information based on their professional standards describing the underlying assumptions guiding their decision making process. Reflecting on IRA Standard 1 explain the relationship between IRA’s Foundational
Knowledge base and the roles and responsibilities of the Reading
Specialist/Literacy Coach in the 21 st century.