READ : Literacy Assessment Practicum [ONLINE] Taught Concurrently with READ : Literacy Instruction Practicum

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1 ! READ : Literacy Assessment Practicum [ONLINE] Taught Concurrently with READ : Literacy Instruction Practicum [ONLINE] School of Education The University of Texas at Tyler 3900 University Blvd. Tyler, Texas A.! Instructor Information Name: Office Address: Dr. Kouider Mokhtari, Anderson-Vukelja-Wright Endowed Professor 126 HPR Office Phone: (903) Office Hours: Physical Office Hours-- By appointment Virtual Office--Tues & Thurs 7:00-8:00 p.m. &/or by appointment via Zoom. Sign up for a free zoom Name: Dr. Joanna Neel jneel@uttyler.edu Office Address: BEP 212-A Office Phone: (903) Office Hours: Physical Office Hours-- By appointment Virtual Office Hours Mon. 4:00-5:00 p.m., &/or by appointment via Zoom. Sign up for a free zoom Important Reminders First Class Day: August 25, 2015 Study Day: December 7, 2015 Final Exam: Week of Dec Fall Break: November 23-28, 2015 Census Date: September 4, 2015 Note: READ 5306: Literacy Assessment Practicum is taught currently with READ 5307, which addresses strategies for using literacy assessment data to design, implement, and evaluate reading instruction for readers with diverse literacy needs. A major project in this course (A Supervised Professional Literacy Educator Practicum) is shared across both courses.! 1!

2 ! B.! Course Catalog Descriptions! READ 5306: Literacy Assessment Practicum. Field experience focused on addressing the literacy assessment needs of struggling readers and writers in PreK-12 clinical and/or classroom settings. A field-based practicum is required.! READ 5307: Literacy Instruction Practicum. Field experience focused on addressing the literacy instruction needs of struggling readers and writers in PreK-12 clinical and/or classroom settings. A field-based practicum is required. C. Knowledge Base(s) This graduate level course builds upon the knowledge base and experiences gained in prior graduate and/or undergraduate coursework addressing language and literacy issues. The course addresses clinical and classroom aspects of literacy assessment and instruction. Emphasis will be placed on examining the causal factors, which inhibit the students developmental processes of learning to read and write, and how an understanding of these factors enables a teacher to develop an effective program of instruction for all students, including those with language and learning challenges. Course content incorporates the International Literacy Association (ILA) as well as the Texas Examination of Educator Standards (TExES) standards for the preparation of reading specialists/literacy coaches (IRA, 2010; TEA, 2006). IRA standards pertain primarily to Standard 2: Instructional strategies and curriculum materials and Standard 3: Assessment, diagnosis, and evaluation. TExES Standards pertain primarily to Domain 1: Instruction and Assessment: Components of literacy, Domain 3: Meeting the Needs of Individual Students, and Domain 4: Professional knowledge and leadership. Course content is grounded in professional expertise and reading research that identifies the performance criteria demonstrated by competent reading professionals. It is guided by the International Literacy Association Standards for Reading Professionals (IRA, 2010), as well as program requirements relative to the preparation of teacher candidates for the roles of classroom teachers and reading specialists. D. Student Learning Outcomes Teacher candidates who successfully complete the requirements for READ 5306 and READ 5307 courses will have an opportunity to: 1.! Develop an understanding of literacy assessment as an on-going and essential part of reflective literacy instruction. 2.! Expand knowledge about the types, characteristics, and applications of commonly used and evolving literacy assessment and instruction approaches, measures, and practices. 3.! Develop expertise in identifying students literacy needs, and using that information for planning, implementing, and evaluating evidence-based literacy interventions to address those needs. 4.! Develop knowledge and skill in identifying and addressing the literacy needs of students with diverse social, cultural, linguistic, and literacy learning needs, including English learners and students suspected of having learning needs such as dyslexia. 5.! Gain knowledge and skill in communicating literacy assessment and instruction results to students, parents, school administrators, and the public.! 2!

3 ! E. Course Evaluation and Grading The assignments and projects outlined below are designed to contribute in a different, and yet significant way to your knowledge and experiences in assessing and using assessment data to inform instruction for striving readers and writers in clinical and school settings. 1.! Class Participation & Engagement (20 points or 20% of course grade). Throughout the semester, you will be expected to engage actively in asynchronous assignments and activities, which are designed to help you increase your knowledge, skills, and dispositions pertaining to clinical and classroom aspects of reading assessment and instruction. Active engagement entails making sustained and substantive contributions by completing assigned readings, asking critical questions, collaborating with others online and offline, and exploring implications and applications of knowledge gained for your own professional work. The following criteria will be used to evaluate your class participation and engagement.! 0-7 points = Low level of participation and engagement! 8-15 points = Moderate level of participation and engagement! points = High level of participation and engagement 2.! Supervised Professional Literacy Educator Practicum (50 points or 50% of course grade). In this project, which is shared across READ 5306 and READ 5307, you will have the opportunity to refine your knowledge and skills regarding the collection and use of literacy assessment data to inform instruction for striving readers in clinical and classroom settings. Your specific tasks are as follows: a.! Identify a child (or a small group of children) underperforming in the areas of reading and/or writing. b.! Administer a set of informal and formal assessment measures to determine the child s strengths and needs. Assessments would ideally be collected from three related sources including administration of specific assessments directly to the child (e.g., an informal reading inventory, an attitude survey, and a developmental spelling test); obtaining archival assessment data from school records (e.g., TPRI results, other assessments); and soliciting informal assessments from the child s parents and/or teachers (e.g., parent and teacher interviews). c.! Analyze and interpret the assessment data obtained with the goal of diagnosing the child s literacy strengths and needs. d.! Use the assessment findings to develop and implement an evidence-based literacy intervention (e.g., over a period of 10-weeks, 60 minutes a day, 2-3 times per week) aimed at enhancing the child s literacy skills. e.! Prepare a literacy assessment and instruction report describing the work accomplished, and reflecting on your professional learning and growth as a result of completing this project. We will guide you in planning for, completing, and writing a 5-7 single-space page report for this project, which may be shared with potential parents, teachers, and/or school administrators.! 3!

4 ! Important Notes Re: The Professional Literacy Educator Practicum Due to the close connection between literacy assessment and instruction, this practicum project is shared across two courses: READ 5306: Literacy Assessment Practicum and READ 5307: Literacy Instruction Practicum. The intent of this practicum is to give you an opportunity to learn about literacy assessment and instruction, and practice what you learn in a real-world school setting. Our goal is to give you the knowledge and skills that will enable you to solve problems, issues, or questions you are experiencing in your own teaching contexts. Following TEA guidelines and standards for the preparation of reading teachers, reading specialists, and master reading teachers, we have designed this practicum so that students spend approximately 160 hours engaging in field work that focuses on the identification of reading and writing difficulties using a set of assessments tools, and designing evidence based literacy instruction aimed at addressing these difficulties among struggling readers and writers. The practicum hours will be distributed as follows:! Developing a literacy assessment and intervention plan for students in one-on-one or small group settings (25 hours)! Assessing students literacy strengths and needs (20 hours)! Implementing the literacy intervention for selected students (60 hours)! Writing a report based on the literacy intervention implementation (30 hours)! Presenting report of findings to stakeholders (i.e.. literacy program faculty, child parents, teachers, others) (25 hours) Because this practicum project is shared across two courses (i.e., READ 5306 & READ 5307), it will be guided, supported, and evaluated by instructors in both courses. As a team of instructors, we will work with each of you individually to help ensure that you have an opportunity to advance your literacy assessment and instruction practices, and help your students improve their literacy achievement outcomes. We will provide you with guidance and supervision when diagnosing students literacy strengths and needs, planning and delivering instruction pertaining to the needs and interests determined through formative and summative literacy assessments, and writing a report summarizing the findings of your literacy intervention. In an attempt to provide you with feedback relevant to advancing your work in this practicum, we ask that you videotape two sessions: One documenting literacy assessment, and one documenting literacy instruction. We will review the videotapes to provide you with feedback as needed. The criteria for evaluating the final literacy intervention report will focus on the extent to which you have (a) effectively conducted and used assessment data to inform literacy instruction, (b) designed an effective intervention program to address the needs of your student(s), and (c) implemented your intervention with fidelity and integrity, and (d) produced a well written literacy intervention report that showcases your literacy assessment and instruction expertise-see attached project evaluation rubric. 3.! Exams and Quizzes (30 points or 30% of course grade). There will be three scheduled exams/quizzes (10 points each) covering content addressed in lectures, discussions, and assigned readings. The content of exams/quizzes, which will consist of a mix of objective and/or constructed response answers, is designed to probe your level of preparedness in assessing and teaching K-12 students having difficulty in reading and/or writing in clinical and/or classroom settings. Students who miss exams/quizzes will not be able to schedule retakes without legitimate documentation.! 4!

5 ! Evaluation and Grading Guidelines and Criteria All written work should be typed (single-spaced, using 12 pt. New Times Roman font, one-inch margins, & page numbers), properly labeled, and carefully proofread and edited. Use APA style when citing references used in your work. The criteria for determining your final grade are outlined below. Class Projects Weight Points Due Dates 1.! Class Participation & Engagement 20% 20 points Ongoing 2.! Professional Educator Practicum Report (Shared) 50% 50 points Finals Week 3.! Exams & Quizzes 30% 30 points See Schedule Totals 100% 100 point Performance Standards Points Percent Grade Standard % A Superior % B Above Average % C Average % D Below Average % or Below F Mediocre F. Required Texts, Materials, and Supplies: 1.! Reutzel, R., & Cooter, R. (2016). Strategies for Reading Assessment & Instruction: Helping Every Child Succeed. New York: Allyn & Bacon. 2.! Shanker, J., & Cockrum, W. (2013). Ekwall/Shanker Reading Inventory (6 th Edition). Boston: Pearson. OR 3.! Leslie, L. & Caldwell, J. (2011). Qualitative Reading Inventory 5. Boston: Pearson. OR Recommended Texts Select one or more depending on your needs and interests Leslie, L. & Caldwell, J. (2013). Intervention strategies to follow informal reading inventory assessments: What do I do now? Boston: Pearson. Fuhrken, C. (2012). What every elementary teacher needs to know about reading tests. Portland, ME: Stenhouse. Fuhrken, C. (2012). What every middle school teacher needs to know about reading tests. Portland, ME: Stenhouse. Roller, K. (1998). So what s the tutor to do? Newark, DE: International Reading Association. Note: A student of this institution is not under any obligation to purchase a textbook from a universityaffiliated bookstore. The same textbook may also be available from an independent retailer, including an online retailer.! 5!

6 ! 4.! Additional readings to supplement course content will be selected from the following literacy journals and related professional organizations (see references attached at the end of the syllabus). a.! Journal of Adolescent and Adult Literacy (International Literacy b.! Journal of Learning Disabilities (Learning Disabilities of c.! Language Arts (National Council of Teachers of d.! Reading Research and Instruction (Literacy Research e.! Reading Research Quarterly (International Literacy f.! Tapestry Journal (@ tapestry.usf.edu) g.! The Reading Teacher (International Literacy 6!

7 G. Topical Outline & Schedule The following tentative course calendar is subject to change due to the nature of the course, which emphasizes wide reading, reflection, and critical inquiry. Specific agendas for each session will be provided as determined by progress made throughout the semester. Learning Outcomes Supporting Lectures Readings & Assignments READ 5306: Literacy Assessment Practicum READ 5307: Literacy Instruction Practicum Lecture 1: Integrated course syllabus, Overview of READ 5306 and READ 5307 Courses practicum handbook; other 1.!Develop an understanding of literacy 5306 Lecture 2: The critical role of assessment for all 5307 Lecture 2: Reading Assessment in the Classroom Assigned Readings selected from Reutzel & Cooter (2016), journal assessment as an ongoing and essential part Intervention (RTI): Assignments will be posted along students Lecture 3: Response to articles, and online resources. of reflective literacy Differentiating reading with specific lectures. instruction. instruction for all readers. 2.!Expand expertise in identifying students literacy needs, and using that information for planning, implementing, and evaluating evidencebased literacy interventions to address those needs. 3.!Strengthen knowledge about the types, characteristics, and applications of commonly used and evolving literacy assessment and instruction approaches, measures, and practices. 4.!Develop knowledge and skill in identifying and addressing the literacy needs of students with diverse social, cultural, linguistic, and literacy learning needs, including English learners and students suspected of having learning needs such as dyslexia. 5.!Develop knowledge and skill in communicating literacy assessment and instruction results to students, parents, school administrators, and the public Lecture 3: Guidelines and strategies for identifying Students literacy strengths & needs Lecture 4: Using Assessment data to inform literacy instruction Lecture 5: Guidelines and strategies for assessing students with dyslexia Lecture 6: Designing Effective Literacy Interventions for Struggling Readers Lecture 7: Using Informal Reading Inventories to Assess literacy Strengths & Needs Lecture 8: Assessing & Teaching Vocabulary. 5306: Lecture 9: Assessing & Teaching Reading fluency Lecture 10: Assessing reading comprehension skills and strategies Lecture 11: Assessing & Teaching English Learners Lecture 12: Designing literacy interventions for students with dyslexia Lecture 13: Writing Literacy Assessment & Instruction Reports Lecture 4: Speaking and listening Lecture 5: Concepts about print Lecture 6: Phonemic awareness and alphabetic principle. 5307: Lecture 7: Alphabetic knowledge and letter naming. 5307: Lecture 8: Reading fluency Lecture 9: Assessment of children s literature reading. READ 5307 Lecture 10: Strategies for teaching literature Lecture 11 Teaching English Learners Lecture 12: Assessing comprehension of informational texts Lecture 13: Strategies for teaching informational texts. Tests and quizzes given during the 5 th, 9 th, and 14 th weeks. Assigned Readings selected from Reutzel & Cooter (2016), journal articles, and online resources. Assignments will be posted along with specific lectures. Tests and quizzes given during the 5 th, 9 th, and 14 th weeks. Assigned Readings selected from Reutzel & Cooter (2016), journal articles, and online resources. Assignments will be posted along with specific lectures. Tests and quizzes given during the 5 th, 9 th, and 14 th weeks. Assigned Readings selected from Reutzel & Cooter (2016), journal articles, and online resources. Assignments will be posted along with specific lectures. Tests and quizzes given during the 5 th, 9 th, and 14 th weeks. Assigned Readings selected from Reutzel & Cooter (2016), journal articles, and online resources. Assignments will be posted along with specific lectures. Tests and quizzes given during the 5 th, 9 th, and 14 th weeks.!! 7!

8 H. Supplementary Readings Alexandrowicz, V. (2002). Effective instruction for second language learners: What tutors must know. Reading Improvement. 39 (2), Bennett, M. (2003). From practice to preaching: Helping content area teachers teach comprehension. Voices in the Middle, 11 (1), Dewitz, P., & Dewitz, P. (2003). They can read the words, but they can t understand: Refining comprehension assessment. The Reading Teacher, 56 (5), Drucker, M. (2003). What reading teachers should know about ESL students? The Reading Teacher, 57 (1), Ganske, K. (2000). Word Journeys: Assessment-Guided Phonics, Spelling, and Vocabulary Instruction. New York: The Guilford Press. Ganske, K. (2006). Word Sorts & More: Sound, Pattern, and Meaning Explorations K-3. New York: The Guilford Press. Gentry, R. (2004). The science of spelling: The explicit specifics that make great readers and writers (and spellers). Portsmouth, NH: Heinemann. Kear, D., Coffman, G., McKenna, M., & Ambrosio, A. (2000). Measuring attitude toward writing: A new tool for teachers. The Reading Teacher, 43(8), Kieffer, M. (2010). Socioeconomic Status, English Proficiency, and Late-Emerging Reading Difficulties. Educational Researcher, 39 (6), Leslie, L. & Caldwell, J. (2000). Intervention Strategies to follow Informal Reading Inventory assessment : So what do I do now? New York, NY: Addison Wesley. Mather, N., Sammons, J., & Schwartz, J. (2006). Adaptations Of The Names Test: Easy-To-Use Phonics Assessments. The Reading Teacher, 60 (2), McCutchen, D., Green, L., & Abbott, R. D. (2008). Children s morphological knowledge: Links to literacy. Reading Psychology: An International Journal, 29, McKenna, M.C., & Kear, D.J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 54 (1), Mokhtari, K. & Reichard, C. (2002). Assessing students metacognitive awareness of reading strategies. Journal of Educational Psychology, 94 (2), Mokhtari, K. & Thompson, B. (2006). How problems of reading fluency and comprehension are related to difficulties in syntactic awareness skills among fifth graders. Reading Research & Instruction, 46 (1), Mokhtari, K., Hutchison, A., & Edwards, P. (2010). Organizing instruction for struggling readers in tutorial settings. The Reading Teacher, 64 (4), Mokhtari, K., Kymes, A., & Edwards, P. (2008). Assessing the New Literacies of Online Reading Comprehension: An Informative Interview with members of the New Literacies Research Group. The Reading Teacher, 62(4), Mokhtari, K., Niederhauser, D., Beschorner, B., & Edwards, P. (2011). F.A.D.: A Basic Procedure for Filtering Out, Analyzing, and Diagnosing Students Reading & Writing Difficulties. The Reading Teacher, 64 (8), Mokhtari, K., Porter, L., & Edwards, P. (2010). Responding to reading instruction in a primary grade classroom. The Reading Teacher, 63 (8), Mokhtari, K., Rosemary, C., & Edwards, P. (2007). Making instructional decisions based on data: What, how, and why. The Reading Teacher, 64 (4), Roller, K. (1998). So what s the tutor to do? Newark, DE: International Reading Association. Tancock, S. (1994). A literacy lesson framework for children with reading problems. The Reading Teacher, 48 (2), Wade, S. E. (1990). Using think alouds to assess comprehension. The Reading Teacher, 43 (2), Yopp, H. K. (1995). A Test for Assessing Phonemic Awareness in Young Children. The Reading Teacher, 49(1), !! 8!

9 J. University Policies Grade Replacement/Forgiveness: If you are repeating this course for a grade replacement, you must file intent to receive grade forgiveness with the registrar by the 12th day of class. Failure to do so will result in both the original and repeated grade being used to calculate your overall grade point average. Undergraduates will receive grade forgiveness (grade replacement) for only three course repeats; graduates, for two course repeats during his/her career at UT Tyler. Disability Services: If you have a disability, including a learning disability, for which you request disability support services/accommodation(s), please contact Disability Support Services office so that the appropriate arrangements may be made. In accordance with federal law, a student requesting disability support services/accommodation(s) must provide appropriate documentation of his/her disability to the Disability Support Services counselor. In order to assure approved services the first week of class, diagnostic, prognostic, and prescriptive information should be received 30 days prior to the beginning of the semester services are requested. For more information, call or visit the Student Services Center located in the University Center, Room 282. The telephone number is (TDD ). Additional information may also be obtained at the following UT Tyler Web address: Student Absence due to Religious Observance: Students who anticipate being absent from class due to a religious observance are requested to inform the instructor of such absences by the second class meeting of the semester. Student Absence for University-Sponsored Events and Activities: If you intend to be absent for a university-sponsored event or activity, you (or the event sponsor) must notify the instructor at least two weeks prior to the date of the planned absence. At that time the instructor will set a date and time when make-up assignments will be completed. Social Security and FERPA Statement: It is the policy of The University of Texas at Tyler to protect the confidential nature of social security numbers. The University has changed its computer programming so that all students have an identification number. The electronic transmission of grades (e.g., via e- mail) risks violation of the Family Educational Rights and Privacy Act; grades will not be transmitted electronically. Student Standards of Academic Conduct: Disciplinary proceedings may be initiated against any student who engages in scholastic dishonesty, including, but not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts. (i) Cheating includes, but is not limited to: Copying from another student s test paper; Using during a test, materials not authorized by the person giving the test; Failure to comply with instructions given by the person administering the test; Possession during a test of materials which are not authorized by the person giving the test, such as class notes or specifically designed crib notes. The presence of textbooks constitutes a violation if they have been specifically prohibited by the person administering the test; Using, buying, stealing, transporting, or soliciting in whole or part the contents of an unadministered test, test key, homework solution, or computer program; Collaborating with or seeking aid from another student during a test or other assignment without authority; Discussing the contents of an examination with another student who will take the examination;!! 9!

10 Divulging the contents of an examination, for the purpose of preserving questions for use by another, when the instructor has designated that the examination is not to be removed from the examination room or not to be returned or to be kept by the student; Substituting for another person, or permitting another person to substitute for oneself to take a course, a test, or any course-related assignment; Paying or offering money or other valuable thing to, or coercing another person to obtain an unadministered test, test key, homework solution, or computer program, or information about an unadministered test, test key, homework solution or computer program; Falsifying research data, laboratory reports, and/or other academic work offered for credit; Taking, keeping, misplacing, or damaging the property of U. T. Tyler, or of another, if the student knows or reasonably should know that an unfair academic advantage would be gained by such conduct; and, Misrepresenting facts, including providing false grades or resumes, for the purpose of obtaining an academic or financial benefit or injuring another student academically or financially. (ii) Plagiarism includes, but is not limited to, the appropriation, buying, receiving as a gift, or obtaining by any means another s work and the submission of it as one s own academic work offered for credit. (iii) Collusion includes, but is not limited to, the unauthorized collaboration with another person in preparing academic assignments offered for credit or collaboration with another person to commit a violation of any section of the rules on scholastic dishonesty. K. College of Education and Psychology Vision & Mission Statements Vision: The college of Education and Psychology is nationally recognized and respected for its academic programs and opportunities. It is a center of excellence in scholarly inquiry and public service, as well as an agent for improving the cultural and economic conditions of the region. Mission: The mission of the College of Education and Psychology is to provide a positive environment that fosters the acquisition of knowledge and skills. The mission is individually and collectively realized through a community of scholars, who contributes to knowledge through a scholarly inquiry; organizes knowledge for application, understanding, and communication; and provides leadership and service. Code of Ethics and Standard Practices for Texas Educators Enforceable Standards (1) Professional Ethical Conduct, Practices and Performance (A) Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of the school district, educational institution, educator preparation program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its certification process. (B) Standard 1.2. The educator shall not knowingly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage. (C) Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay. (D) Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan advantage. (E) Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents of students, or other persons or organizations in recognition or appreciation of service.!! 10!

11 (F) Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so. (G) Standard 1.7. The educator shall comply with state regulations, written local school board policies, and other state and federal laws. (H) Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications. (I) Standard 1.9. The educator shall not make threats of violence against school district employees, school board members, students, or parents of students. (J) Standard The educator shall be of good moral character and be worthy to instruct or supervise the youth of this state. (K) Standard The educator shall not intentionally or knowingly misrepresent his or her employment history, criminal history, and/or disciplinary record when applying for subsequent employment. (L) Standard The educator shall refrain from the illegal use or distribution of controlled substances and/or abuse of prescription drugs and toxic inhalants. (M) Standard The educator shall not consume alcoholic beverages on school property or during school activities when students are present. (2) Ethical Conduct Toward Professional Colleagues (A) Standard 2.1. The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law. (B) Standard 2.2. The educator shall not harm others by knowingly making false statements about a colleague or the school system. (C) Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel. (D) Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or citizenship rights and responsibilities. (E) Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation. (F) Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues. (G) Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the SBEC or who provides information for a disciplinary investigation or proceeding under this chapter. (3) Ethical Conduct Toward Students (A) Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law. (B) Standard 3.2. The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor. (C) Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding a student. (D) Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation. (E) Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical!! 11!

12 mistreatment, neglect, or abuse of a student or minor. (F) Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student or minor. (G) Standard 3.7. The educator shall not furnish alcohol or illegal/unauthorized drugs to any person under 21 years of age unless the educator is a parent or guardian of that child or knowingly allow any person under 21 years of age unless the educator is a parent or guardian of that child to consume alcohol or illegal/unauthorized drugs in the presence of the educator. (H) Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and boundaries based on a reasonably prudent educator standard. (I) Standard 3.9. The educator shall refrain from inappropriate communication with a student or minor, including, but not limited to, electronic communication such as cell phone, text messaging, , instant messaging, blogging, or other social network communication. Factors that may be considered in assessing whether the communication is inappropriate include, but are not limited to: (i) the nature, purpose, timing, and amount of the communication; (ii) the subject matter of the communication; (iii) whether the communication was made openly or the educator attempted to conceal the communication; (iv) whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic relationship; (v) whether the communication was sexually explicit; and (vi) whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual history, activities, preferences, or fantasies of either the educator or the student.! Source Note: The provisions of this adopted to be effective March 1, 1998, 23 TexReg 1022; amended to be effective August 22, 2002, 27 TexReg 7530; amended to be effective December 26, 2010, 35.! 12!

13 Name:" " Criteria/ Category Exceeds Expectations (A) Literacy Assessment & Instruction Project Evaluation Rubric (Total Points = 50) Meets Expectations (B) Needs Improvements (C) Does Not Meet Expectations (D) Points (Grade) Introduction & Student Profile Description ( ) Critical information regarding the project and student profile are expertly described and presented. ( ) Critical information regarding the project and student profile are adequately described and presented. ( ) Critical information regarding the project and student profile are poorly described and presented. ( ) Critical information regarding the project and student profile ineffectively described and presented. (< 3.5) Assessment of Student Strengths & Needs (20-13) Assessment data obtained are expertly analyzed, interpreted, and used to inform instruction for target student. (20-18) Assessment data obtained are adequately analyzed, interpreted, and used to inform instruction for target student. (17-16) Assessment data obtained are poorly analyzed, interpreted, and used to inform instruction for target student. (15-14) Assessment data obtained are ineffectively analyzed, interpreted, and used to inform instruction for target student. (< 13) Design of Instruction to Enhance Student Achievement (20-13) Instructional plan is expertly designed, coherent, focused. Proposed instruction is supportive of student strengths and needs. (20-18) Instructional plan is adequately designed, coherent, focused. Proposed instruction is supportive of student strengths and needs. (17-16) Instructional plan is poorly designed, coherent, focused. Proposed instruction is supportive of student strengths and needs. (15-14) Instructional plan is ineffectively designed, coherent, focused. Proposed instruction is supportive of student strengths and needs. (< 13) Writing Quality & Presentation ( ) Report is expertly organized, well presented, well written. Proposed instructional plan is clear and easy to implement. ( ) Report is adequately organized, well presented, well written. Proposed instructional plan is clear and easy to implement. ( ) Report is poorly organized, well presented, well written. Proposed instructional plan is clear and easy to implement. ( ) Report is ineffectively organized, well presented, well written. Proposed instructional plan is clear and easy to implement. (< 3.5) Total Points Comments: " 13"