Program Review Reading Literacy Added Authorization

California State University, Bakersfield
Extended University Programs

Reading and Literacy Added Authorization (RLAA)

Program Design:
The Reading and Literacy Added Authorization Program (RLAAP) at California State University-Bakersfield (CSUB) is designed to promote highly honed skills in teachers and instructional leaders in Prek-12 settings.  Current trends, practices and research underlie its foundation, purpose, as well as scope and sequence.  In addition, it is keenly aligned with national and state guidelines. Thus, the program integrates pertinent literacy dimensions as outlined in the CA Preschool Learning Foundations and Frameworks as well as the CA Reading/Language Arts Frameworks.  As such the program seeks to promote and create a culture of literacy learning throughout its content and delivery.  

The CSUB Reading and Literacy Added Authorization Program is firmly and consistently aligned with CCTC and International Reading Association (IRA) Standards for the Reading Professional. Within the program document, each CCTC Standard is presented and then unpacked to explicate how the various courses in the CSUB RLAAP meet these standards. CCTC Standards for the RLAA (Standards 1-5) are covered in our courses EDLT 6100 through EDLT 6400. Furthermore, the candidates are provided with multiple exposures to each standard including introductory exposure, practice guided by the course instructor, application, and assessment of the standards for the matrix of CSUB RLAAP coursework and CTC RLAA Standards).

A Master of Arts degree in Education with a concentration in Curriculum & Instruction is available within the Graduate Advanced Education program offerings. In addition to counting toward the added authorization, the RLAA courses can count as elective units needed for the overall units to complete the MA degree.

The CSUB RLAA program continues to be characterized by clearly articulated course content that is of a spiraling nature based on the cyclical nature of the learning/teaching process.  A solid theoretical/research knowledge base is developed in a foundations course at the beginning of the program. Subsequent courses provide emphasis to topics introduced in the foundation courses and incorporate increasingly complex levels of competence.  The embedded clinical experience and field based assignments throughout program require candidates to demonstrate comprehensive levels of understanding related to all RLAA standards and elements as postulated by literacy-related CCTC guidelines.

Three content issues were specifically addressed in the original design of the program: the increasing number of candidates teaching at the secondary level, the high number of candidates working with English Language Learners, and the increasing number of students who have below basic reading levels and are in need of intense instruction and remediation.

• Most candidates in the reading/literacy programs teach in elementary or middle schools.  However, Kern County has high numbers of students at the secondary levels whose literacy levels are below state standards and more emphasis is being placed on remediation and intervention at the state level.  Because we anticipate more secondary teachers in our program and in order to attract greater numbers of secondary teachers to our program, we incorporated two distinct components.  First, candidates understand that the core knowledge needed to successfully acquire literacy is the same regardless of the age of the learner.  Also, fieldwork assignments include elementary, intermediate and middle school contexts. Each year we conduct a reading clinic at a school site. In order to prepare teachers for all age levels, we rotate between an elementary setting with beginning and intermediate students and a middle school setting. We have already seen the benefit of this approach in that candidates have left our program and successfully transitioned to new jobs with students much older or younger than their previous situation.
• The CSUB service area has high numbers of English Learners (ELs). In order to better prepare our candidates to meet the literacy needs of these students, issues specific to the literacy learning of ELs are included in all of the program courses and related field-based assignments.  Rather than have a separate isolated course focusing on these issues which would contradict the spiraling nature of the program content, all courses incorporate the EL knowledge base with increasingly complex levels of competency presented to the candidates. In addition, the embedded filed experiences required in the program are conducted at schools with high populations of at-risk and EL students where candidates are employed as teachers.
• The CSUB service area also includes high numbers of students in need of remediation and schools in program improvement. More teachers have been placed in positions of mentoring/coaching at their school sites where they are more likely to be working with teachers rather than children. We have adjusted our program to include coursework that includes preparation for the role of coach/mentor.

The purpose of the RLAA program at CSUB is multi-faceted. It seeks to prepare candidates to become literacy professionals who will contribute to the continual school improvement efforts and reform. The RLAA will promote in candidates a solid and profound understanding of the importance of literacy in the lives of all participants and their success in today’s economically competitive and technologically advanced society. Most importantly, the program will seek to augment the conceptual awareness of candidates and hone their skills to instill the values of the culture of literacy in their students and colleagues.

The following assumptions underlie our philosophy and mission:

• Language is a universal human phenomenon that exerts a huge power on interaction, learning and teaching.
• Literacy is a dynamic on-going process that takes multiple shapes and forms
• Creating a culture of literacy involves a sound understanding of the intricately related elements and components
• The culture of literacy requires taking into account various contextual demands including social forces, and technology
• The culture of literacy transcends the classroom to embrace the school, district, community and the global world around us
• Promoting a culture of literacy involves providing multiple learning opportunities within a comprehensive and balanced framework

Course of Study:
The program is designed to accept candidates who are at a meaningful stage of readiness to take their knowledge and skills beyond the point of completing a pre-service teacher preparation program. The entry criteria require that candidates to be ready to build on their knowledge and skills of literacy research and instructional models. In addition, after completing the RLAAP requirements, candidates will be ready for the next sophisticated tier as outlined by the state guidelines. Most of the RLAAP candidates have successfully passed the RICA exam. Secondary RLAAP candidates are not required to take the RICA for their single subject credentials. The RLAA Program builds upon the RICA content specifications and provides in depth opportunities to explore and practice those competencies.

The program uses a comprehensive and balanced approach and engages candidates in multiple learning and teaching tasks that will contribute to an effective culture of literacy in the classroom and beyond. Candidates will complete five required courses  with embedded field assignments totaling 12 semester units. 

The classes are sequenced to scaffold candidates’ increasing levels of competency from awareness to basic and comprehensive levels. Simultaneously, they are guided in every course to integrate and implement what they are learning in their own classroom. A brief description of the course content follows:

Total Units: 12

Assessment of Candidates:
Throughout the program, candidates complete a variety of tasks and assignments and field-based tasks that measure their competency as RLAA professionals who have the knowledge and skill bases about the creating an effective culture of literacy in the diverse classrooms.   In addition, candidates are expected to complete an anchor activity for each course which serves as a signature assignments as part of the overall assessment system for the whole unit.

Candidates complete a series of signature assignments as part of each course in which they implement field based strategies in their own classrooms. The RLAA Program Coordinator is responsible for collecting data on the candidates’ signature assignments in order to determine whether candidates are able to proceed to the next stage in the program.

EDLT 6100: PowerPoint Presentation
A PowerPoint of no less than ten slides each will be due near the end of the term—no later than the last week of the term. A sound vision of literacy should be articulated as an overarching framework for the presentation. The focus will be on an area of creating a culture of literacy the candidate has found of interest in the course. The PowerPoint should identify the literacy area from studies (e.g. phonemics, writing, etc.) the candidate is reviewing. It should contain any research, strategies, reflections, or work the candidate has acquired the expertise to discuss. Ideas and content from the class should be included. The PowerPoint will be posted for discussion and review by our groups.

EDLT 6200: Literature Review
Candidates will follow these steps: (a) identify a topic related to written language development (e.g. vocabulary knowledge, spelling, oral language, English Learners), (b) present a clear statement of the issue/topic, and (c) describe the history of the issue (e.g. documentation of the issue over time, varying perspectives regarding issue over time, patterns of research findings). The analysis should also include attention to the development of written language with diverse students (e.g. English Learners, advanced learners, students with reading difficulties).  The results of this analysis will be compiled in an 8-10 page paper (double-spaced).  Candidates will share findings in an informal class discussion. This literature review serves as a signature assignment for the course.  It should reflect a profound vision of literacy based on proven and tested research and empirical findings.  It also articulates an understanding of aspects and elements conducive to creating an effective culture of literacy in the diverse classroom.

EDLT 6300: “Classroom Literacy Intervention”
Candidates are required to provide assessment and instruction in comprehension and vocabulary knowledge.  Informal classroom assessments of vocabulary knowledge are demonstrated by the course instructor and may be administered by the candidates in the “Classroom Literacy Intervention”.

EDLT 6400: “Comprehension/Writing Term Project.” 
This signature assignment involves assessments of text structure knowledge are introduced through lectures and/or posted explanations and professional readings in EDLT 6400 and administered and interpreted by the candidate in the “Comprehension/Writing Term Project.”  If text structure is a component of comprehension that is identified for intervention, then the candidate selects from strategies demonstrated in class or posted online and referenced in text materials in EDLT 6100 and EDLT 6400.

In all the course and embedded field requirements, candidates integrate the implications of current research in their written assignments and reflect on actionable ideas to take their practice to the next level of effectiveness. Candidates, throughout the program demonstrate their understanding of the language acquisition process and its implications for providing opportunities for literacy development based on the students’ diverse needs.  They also articulate a rationale in their plans of action that justifies instructional choices and decisions.

Reading & Literacy Added Authorization Organizational Chart

EPP Organizational Chart

SSE Organizational Chart

University Organization Chart 

3.1 Distribution Table

3.2 Annotated Faculty List with Links to Vitae & Syllabi
Espinoza, Patrisia
EDLT 6400: Comprehension Strategies, Assessment, and Intervention

Garner, Michelle
EDLT 6300: Literacy Instruction and Assessment

LaGue, Kristina
EDLT 6200: Writing Strategies, Assessment, and Intervention

Suleiman, Mahmoud
EDLT 6100: Creating a Culture of Literacy in Diverse Settings

3.3 Published Experience & Qualifications Requirements

3.4 Faculty Recruitment Documents - No new faculty.

As indicated in the RLAA Program Summary, candidates are already teaching in their own classrooms and do not to be placed by CSUB. 

Table denoting number of embedded fieldwork hours

Exhibit 6.2 Memorandums of Understanding
The embedded fieldwork is reflected in each of the RLAA courses.  Candidates use their own classroom and/or school site to implement field requirements as outlined in each of the course syllabus (See EDLT 6100, EDLT 6200, EDLT 6300, & EDLT 6400 syllabi).

CSUB Educator Preparation Programs are committed to ensuring our candidates have school placements that are responsive to inclusion, diversity, and equity to ensure we are engaging with our partners to reflect our local context. In order to meet the California Commission on Teacher Credentialing standards and the Association for Advancing Quality in Educator Preparation standards, we partner with our clinical practice providers to ensure candidates have placements that are reflective of California public schools and promote culturally responsive practice. Our partner District MOUs are alphabetized in the 3 sections below. The district or school name link will provide the district demographics sheet outlining the race and ethnic, language, and socio-economic diversity of the district. Below each site name is a copy of each MOU we hold with the district or school.
Site Placements: Process, Diversity, and MOUs

Exhibit 6.3 Field Instructor Training
Site-based supervisors (cooperating teachers and mentors) are co-selected by the university and district. Each program determines eligibility for site-supervisor selection based on program standards and program needs (Common Standard 3).

Given the nature of the RLAA specifications, candidates must have documented teaching and practitioner experience prior to being admitted to the program along with holding appropriate credentials. This ensures their status as veteran teachers in the field as they build on their current standing when they complete the program requirements. In addition, most candidates had had participated in an induction program during their initial years of employment. As such, they do not require additional training in that regard. While in the program, however, the respective instructor of record for each course provides needed support especially s they complete the embedded field requirements. Instructors provide timely input, feedback, and suggestions within the context of each assignment including field-based tasks as they strive to enhance their teaching skills and augment their conceptual awareness about the vital premise of promoting a culture of literacy in schools. Multiple forms of support are integrated within each course such as video/conferencing, tele-conferences, online interactions, and discussion via Canvas among others.

Exhibit 6.4 Candidate Placements
Although CSUB is located in a diversity-fertile Kern County, our RLAA Program draws from a wide range of participants across California since the program is offered virtually through the Extended University. Candidates in the adjacent service area are placed based on their school site teaching assignment.  Program faculty work with each candidate to ensure that their placement is conducive to meeting their academic and professional goals while completing the RLAA requirements.

Exhibit 6.5  Published Manuals, Handbooks or Advising Materials
Given the small size of the program and the overarching structure of CSUB’s EPP Unit, advising materials, policies and guides are disseminated in the program forms and syllabi (See EDLT 6100, EDLT 6200, EDLT 6300, & EDLT 6400 syllabi).

Exhibit 6.6 Fieldwork/Clinical Practice Syllabi
Each course includes embedded fieldwork assignments along with pertinent details outlined in each of the following Syllabi:

• EDLT 6100
• EDLT 6200
• EDLT 6300
• EDLT 6400
   

Exhibit 6.6.1 Clinical Practice Assessment Instruments
Details for field assignment assessment instruments are outlined in each of the program’s course syllabi:

• EDLT 6100
• EDLT 6200
• EDLT 6300
• EDLT 6400

Upon completion of the RLAA program, the candidate completes an application that was designed by the CSUB Credentials Office (Credential Application). The completed application is submitted to the Credential Analyst. Receipt of this application initiates an evaluation of the candidate’s file for completion of the RLAA program. The analyst uses an “in-house” recommendation form (Credential Recommendation Form) as a checklist to ensure all requirements have been satisfactorily met before submitting the RLAA recommendation to CTC via the online recommendation system.

7.1.1 Link to Reading Literacy Added Authorization Program Plan.