Reading and Literacy Added Authorization - Program Review Launchpad
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1.1 Reading and Literacy Added Authorization Program Summary
Program Summary
Established in 2015, the Reading and Literacy Added Authorization (RLAA) Program at California State University, Long Beach is an asynchronous, online program. It blends research, theory, and practices to promote a comprehensive and balanced approach to literacy instruction, assessment, and intervention for K-12th grade students. The program prepares candidates who are holding a valid California teaching credential (Multiple Subject Credential, Single Subject Credential, or Education Specialist) to become a more effective and reflective literacy teacher, and literacy leader (e.g., a literacy coach), in their school.
Guided by CTC’s RLAA Program Standards, the RLAA program is structured with five 3-unit courses. The courses address the Common Core State Standards (CCSS), California English language Development Standards (ELD Standards), Next Generation Science Standards (NGSS), and STEM content areas within the context of literacy instruction. The courses cover such content as 1) literacy instruction and assessment, 2) literacy instruction across content areas, 3) literacy instruction for English language learners, struggling students, gifted and talented students, and students with special needs, 4) integrating technology to enhance literacy instruction and assessment, and 5) connections between literacy theory, research, and practices. The RLAA program has a strong component of fieldwork. In four out of the five courses, candidates participate in and reflect on their fieldwork in classroom settings where they conduct literacy assessment and apply instructional and interventional strategies to address the needs of various students. Peer-coaching is also practiced in various courses.
The courses address the following Program Learning Outcomes:
- SLO 1: Understand, articulate, and apply current theories and research on literacy instruction.
- SLO 2: Assess literacy development of all students, including English learners, struggling students, gifted and talented students, and students with special needs, and design appropriate instruction based on assessment data.
- SLO 3: Design and deliver appropriate literacy instruction for all students, including diverse learners, based upon assessment results.
- SLO 4: Understand and articulate linguistic concepts, and theories and research related to first and second language acquisition, and apply concepts, theories, and research to literacy instruction for all students, including diverse learners.
- SLO 5: Integrate technology into literacy instruction and teaching literacy across curriculum for all students, including diverse learners.
When potential candidates contact the program advisor, she provides them with specific information about the program and its website and answers any specific questions that potential candidates have. Once candidates are admitted to the program, the program advisor reminds them of the program expectations and course design and provides them with the Reading and Literacy Added Authorization Credential Planner sheet. Before each term (summer 1, winter, and summer 2), the program advisor sends out information about course registration and required textbooks. Throughout the program, the program advisor answers any specific questions from candidates, such as lessening course load and discussing a revised plan of taking courses in sequence. Towards the end of the program, the program advisor reminds candidates of submitting required documents to the Credential Center for completing the application for Reading and Literacy Added Authorization.
Program Design
Course of Study (Curriculum and Field Experience)
Candidates are admitted in mid-May as a cohort and begin to take courses in late May. They take two courses in the first summer, one course in the winter session, and another two courses in the second summer. Candidates complete the program in 14 months if they follow the schedule of the program courses.
Schedule of Program Courses
|
Summer 2021 |
Winter 2021/2022 |
Summer 2022 |
|---|---|---|
|
EDRG 540 Advanced Studies in Literacy EDRG 551 Assessment and Instruction in Reading and Writing |
EDRG 543 Integration of Technology into Reading/Language Arts |
EDRG 558 Language Studies for Reading Teachers EDRG 559 Practicum in Teaching Reading and Language Arts |
All courses are asynchronous, online. Each course has modules and assignments. The completion of each module is self-paced. However, a due date for each module supports to create an engaging online community where candidates share their responses, respond to peers’ responses, and receive feedback from the course instructor. Candidates complete their fieldwork in EDRG 551, EDRG 543, EDRG 558, and EDRG 559 in their own classrooms. Course instructors frequently update course content and modify signature assignments in response to the changing needs of candidates and the emerging research and pedagogies.
At the completion of the program, candidates can apply for CTC's Reading and Literacy Added Authorization at the College of Education's Credential Center. For more information about Reading and Literacy Added Authorization, please refer to the CTC's Adding Authorizations or Teaching Areas Requirements.
Assessment of Candidates
The program has a comprehensive assessment system in place. Candidates are assessed for program learning outcomes throughout the program. Specifically, in each course, candidates are formatively and summatively assessed through online modules, course assignments, and signature assignment. Reflection as self-assessment is integrated into modules, course assignments, and signature assignments. The signature assignment in each course assesses candidates’ performance on each program learning outcome. The following table shows the signature assignments and corresponding program learning outcomes.
Signature Assignments and Program Learning Outcomes
|
Program Learning Outcomes |
Courses |
Signature Assignments |
|---|---|---|
|
1. Understand, articulate, and apply current theories and research on literacy instruction |
EDRG 540 Advanced Studies in Literacy |
Literature Review on a Literacy Topic |
|
2. Assess literacy development of all students, including English learners, struggling students, gifted and talented students, and students with special needs, and design appropriate instruction based on assessment data |
EDRG 551 Assessment and Instruction in Reading and Writing |
Case Study 1 Report Case Study 2 Report |
|
3. Design and deliver appropriate literacy instruction for all students, including diverse learners, based upon assessment results. |
EDRG 559 Practicum in Teaching Reading and Language Arts |
Writing Intervention Project |
|
4. Understand and articulate linguistic concepts, and theories and research related to first and second language acquisition, and apply concepts, theories, and research to literacy instruction for all students, including diverse learners. |
EDRG 558 Language Studies for Reading Teachers |
Language and Literacy in Society Paper |
|
5. Integrate technology into literacy instruction and teaching literacy across curriculum for all students, including diverse learners |
EDRG 543 Integration of Technology into Reading/Language Arts |
WebQuest Lesson and Reflection |
Candidates are informed in the beginning of each course about the course expectations. They receive specific instruction for activities in modules and guideline for each course assignment and signature assignment, including evaluation rubrics. The data for each signature assignment are housed in the Assessment Office of College of Education. Course instructors provide feedback to candidates about their performance in modules, course assignments, and signature assignments. If a candidate performs below a grade of B for a signature assignment, the program advisor communicates with the candidate, and the candidate carries out a plan of action. At the completion of the program, candidates participate in the College of Education exit survey.
1.1.1 Table Depicting Location, Delivery Models, and Pathways
|
Location |
Delivery Model |
Pathway |
|---|---|---|
|
College of Professional and International Education (CPIE) – Continuing Ed/Open University |
Online |
Reading and Literacy Added Authorization Program |
3.1 Faculty Distribution Table
| Full-Time | Part-Time | Vacancies |
|---|---|---|
| 1 | 1 | 0 |
3.2 Annotated List of Faculty
3.3 Published Adjunct Experience and Qualifications Requirements
Adjunct positions typically require an MA/MS degree, with a doctoral degree preferred, and relevant professional experience in this field. Specific adjunct qualifications currently are not published for this program.
3.4 Faculty Recruitment Documents
This program has not recruited full-time faculty in recent years.
4.1 Published Course Sequence (PDF)
Jump to 6.2, 6.3, 6.4, 6.5, 6.6, 6.6.1
6.1 Fieldwork and Clinical Practice Overview Table
|
Program |
Total Hours |
|---|---|
|
Reading and Literacy Added Authorization |
40 |
|
Course Number/Title |
Hours |
Fieldwork and Associated Assignment Requirements |
|---|---|---|
|
EDRG 551 Assessment and Instruction in Reading and Writing |
10 |
1. Case Study #1: Teachers examine and evaluate procedures, strategies, and materials effective in designing appropriate reading and writing instruction with an emphasis on early detection and correction of reading difficulties. The first case study is completed with a beginning reader at the elementary level. 2. Case Study #2: Teachers examine and evaluate procedures, strategies, and materials effective in designing appropriate reading and writing instruction with an emphasis on early detection and correction of reading difficulties. The second case study is completed with an older reader (middle or high school) who exhibits reading difficulties. One of the case study students must be an English Language Learner. Teachers include a reflection on the process for each case study. |
|
EDRG 543 Integration of Technology into Reading/Language Arts |
6 |
1. WebQuest Lesson: Teachers develop, implement, and reflect on a WebQuest lesson. The lesson can focus on reading/language arts content, or on a content subject with an integration of reading/language arts. 2. Evaluating a Technology Tool: teachers select a technology tool (e.g., program, software) that they have been using in teaching. |
|
EDRG 558 Language Study for Reading Teachers |
4 |
1. Spelling Development Assessment and Analysis: Teachers administer an appropriate spelling inventory to at least two students (e.g., English learners, struggling students, or students with a special need). Then, they analyze the spelling data and identify strengths and needs of students’ spelling development. 2. Word Study Implementation: Based on identified needs, teachers implement at least one word study activity with each student. They then reflect on the implementation. |
|
EDRG 559 Practicum in Teaching Reading and Language Arts |
20 |
1. Writing Intervention Project (Part A): Teachers draw from assessment data on the students in their intervention group, summarize students’ writing strengths and needs, support their findings with a concise presentation of evidence from the assessment data, and reflect on the process. 2. Writing Intervention Project (Part B): Teachers identify one or two writing general intervention goals for the group and variations of the goal(s) for individual students. They then reflect on the process. 3. Writing Intervention Project (Part C): Based on Parts A and B of the Writing Intervention Project, teachers develop instructional approaches/strategies, and activities for the group and individuals. They identify instructional materials and meaningful assessments. The teachers design a plan for three weeks of focused instruction. Each aspect of the project requires a rationale for each of the selections. Teachers reflect on the process. The above is a six-week project. 4. Recorded Lesson and Reflection: Teachers submit a recorded lesson of working with their intervention group in an individualized, small group, and/or whole class setting, depending on elements of their writing intervention plan and curriculum design. Teachers reflect on the lesson and determine what worked well and what they would do differently in the future. |
6.2 Affiliation Agreements and MOUs for Field Placement
CED Approved Fieldwork Districts and Community Partners
CED Affiliation Agreement Template (PDF)
6.3 Veteran Practitioners Training Materials
Candidates do not work under the supervision of District Employed Supervisors/Master Teachers therefore training materials are not necessary.
RLAA Veteran Practitioner Training Documentation (PDF)
6.4 Documentation of Candidate Placement
Candidates work at their own place of employment therefore documentation of placement is not necessary.
6.5 Clinical Practice Manual
Candidates work at their own places of employment and are given all guidance through program/course syllabi therefore a handbook is not necessary.
6.6 Fieldwork and Clinical Practice Syllabi
RLAA Fieldwork Syllabi (PDF)
6.6.1 Clinical Practice Assessment Instruments
RLAA Clinical Practice Assessment Instrument - Reflection Document (PDF)
RLAA Clinical Practice Assessment Instrument - Signature Assignment (PDF)
Jump to 7.1.2
7.1 Description of Credential Recommendation Process
Reading and Literacy Added Authorization candidates receive initial and ongoing advising, which also includes a RLAA Credential Planner, from their program coordinator to ensure that they are making satisfactory completion in the program. The program coordinator will direct each candidate admitted to the Reading and Literacy Added Authorization Program to establish a file in the CSULB Credential Center and submit all supporting documentation. Candidates receive a credential evaluation (program status report), completed by a credential analyst indicating their current program status and requirements that are outstanding and required prior to credential recommendation.
At the completion of the Reading and Literacy Added Authorization program and coursework, the candidate will apply for their authorization with the Credential Center. A credential analyst will complete a final evaluation and confirm that all program and state requirements have been met prior to credential recommendation. A credential analyst will ensure that only qualified Reading and Literacy Added Authorization candidates are recommended for the added authorization.
7.1.1 Candidate Progress Monitoring Document
Reading and Literacy Added Authorization Credential Planner (PDF)
Reading and Literacy Added Authorization Credential Evaluation (PDF)
7.1.2 Individual Development Plan (IDP) Form
Not Applicable
