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6B: Focused Professional Learning

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ILP Final Portfolio Cover Sheet- Goal #1

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ILP Final Portfolio Cover Sheet- Goal #1

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Covarrubias_CSTP6 Cover Page for Portfolio

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The Ready for RICA book by James Zarrillo was an effective and reliable resource for RICA preparation because it is specifically aligned with the competencies assessed on the exam. The book breaks down each domain and connects them to evidence-based teaching strategies and practical classroom applications. While reading the Zarrillo book, I took detailed notes to actively process and retain the information. Creating my own summaries and study guides helped reinforce key concepts and made it easier to review information later. This strategy significantly contributed to my success on the RICA subtests I’ve completed so far.

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Maintaining a time log was an effective strategy in supporting my RICA preparation because it helped me stay organized, accountable, and consistent. By recording specific study dates, times, and areas of focus, I was able to monitor how much time I was dedicating to each RICA domain/subtest and ensure that I was reviewing all necessary content in a balanced way.

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Understanding and Organizing Subject Matter for Student learning

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Understanding and Organizing Subject Matter for Student learning

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3C: Curriculum and Resources for Specific Students and Student Groups

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5D: Assessment for Continuous Improvement

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ILP Final Portfolio Cover Sheet- Goal #2

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ILP Final Portfolio Cover Sheet- Goal #2

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Covarrubias_CSTP5 Cover Page for Portfolio

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ILP Final Portfolio Cover Sheet- Goal #3

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ILP Final Portfolio Cover Sheet- Goal #3

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Covarrubias_CSTP3 Cover Page for Portfolio

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Subtraction with regrouping Exit Ticket and Notes 

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Subtraction with regrouping Exit Ticket and Notes 

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The class reading interest survey provided essential insight into students' preferences, motivations, and reading habits. This information allowed me to organize and deliver subject matter in ways that are engaging, relevant, and accessible, directly supporting CSTP Standard 3C. Knowing what students enjoy and struggle with allows for tailored instruction. Teachers can differentiate reading levels and formats while still targeting essential literacy skills.

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This evidence demonstrates how I used phonics assessment data (specifically on CVCe words) to make instructional decisions. By identifying students who had not yet mastered the pattern, I was able to create targeted small groups for reteaching, while allowing students who had already demonstrated mastery to move on to more advanced word patterns. This ensured all students received instruction appropriate to their current level and supported ongoing growth in foundational reading skills.

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BPST data was instrumental in forming homogeneous small groups based on students’ phonics skill levels. After reviewing the results, I identified specific decoding patterns where students were either proficient or needed support, such as CVCe words, digraphs, or vowel teams. Students were then grouped homogeneously, meaning those with similar instructional needs were placed together. This allowed me to deliver targeted phonics instruction that matched the group’s current level. Groups were adjusted as students made progress, ensuring all learners received differentiated and effective instruction aligned with their needs/strengths.

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During small group instruction, I used explicit instruction paired with whiteboards to provide clear, direct teaching of phonics and decoding skills. This approach allowed me to model a strategy step-by-step ("I do"), practice it alongside students ("We do"), and then observe students apply it independently ("You do"). Using whiteboards made the process interactive and immediate, giving students a hands-on way to engage with the skill being taught.

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The RICA 101 workshop was a valuable part of my preparation for the RICA exam. The workshop provided structured, focused instruction that broke down each subtest and competency in a clear and accessible way. It helped me better understand each domain. The instructor’s explanations reinforced what I was learning from my reading and clarified new information. Being part of a workshop also gave me access to additional resources, strategies, and a supportive learning community, which increased my motivation and confidence.

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Incorporating activities such as story retelling worksheets, art assignments, and story elements graphic organizers supports CSTP 3C by presenting academic content in structured, creative, and developmentally appropriate ways. These tools help students process and internalize complex literary concepts by breaking them into manageable, visual, and interactive components.

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Student success on book-based assessments—especially when performance exceeds that on basal assessments—demonstrates that the curriculum was thoughtfully selected and effectively organized to support student learning. This directly aligns with CSTP Standard 3, which emphasizes the importance of making subject matter accessible, engaging, and developmentally appropriate. By incorporating books that reflect students’ interests, reading levels, and cultural backgrounds, instruction becomes more meaningful and relevant. When students connect with what they read, they are more motivated, leading to deeper comprehension and improved academic outcomes.

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Creepy Carrots Comparison of Problem and Solution

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Creepy Carrots Comparison of Problem and Solution

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The RICA exam and the Induction Program were the final steps I needed to complete to clear my credential. While I am still waiting for the results of Subtest 3, I feel confident in how I performed based on the preparation I invested and the progress I made on the previous subtests. My subtest results serve as concrete evidence of the knowledge and strategies I’ve gained through workshops, self-study, and classroom application.

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Opinion writing on Dog vs. Cat serves as a strong extension activity because it invites students to express their views while drawing from evidence in the text. In opinion writing, students often reflect on their own experiences and connect them with what they've read, making the comprehension more personal and meaningful. This connection enhances retention and understanding of the material.

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Small group- Reinforce their understanding (CVCe)

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Small group- Reinforce their understanding (CVCe)

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Anchor charts are a valuable tool because they serve as ongoing, visible reminders of key skills and strategies that have been explicitly taught based on student needs identified through assessment. After reviewing assessment data, I create anchor charts that target areas where students need reinforcement. These charts provide consistent visual support that students can reference during independent or small group work.

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Anchor charts focused on comprehension elements, such as story retelling and character traits, support CSTP 3C by visually organizing key comprehension elements. These charts break down complex ideas into clear steps or categories, helping students understand and recall story structure, analyze characters, and engage more deeply with texts. They serve as ongoing reference tools, reinforcing learning and making subject matter accessible to all students.

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Coins Chapter Test (Summative Assessment)

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Coins Chapter Test (Summative Assessment)

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After reviewing student performance on formative and summative assessments, I use that information to group students by skill level and assign tasks at each center that target specific needs. This ensures that students receive instruction and practice appropriate for their current understanding, whether they need intervention, reinforcement, or enrichment. This ensures that instruction is responsive, differentiated, and leads to improved student outcomes.

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The comparison between student performance on the Basal Reading Assessment (66%) and the Engaging Reading Assessment (89%) highlights a significant difference in comprehension outcomes. The higher average score associated with the Engaging Reading Assessment suggests that students demonstrated a deeper understanding of texts when they were provided with more engaging or student-selected reading materials. Unlike traditional basal readers, which often follow a rigid, one-size-fits-all format, engaging texts were more relatable, culturally responsive, and better aligned with students’ interests.