University Program Design

New programs designed for Texas A&M University-Central Texas. Approved through the Curriculum Inventory Management (CIM) and the Service Learning Committee.

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These educator preparation programs were developed for Texas A&M University–Central Texas and formally approved through the university’s Curriculum Inventory Management (CIM) system.

They reflect a commitment to evidence-based reading instruction and authentic fieldwork integration. Programs include a graduate-level Dyslexia Micro-Credential and an undergraduate Service-Based Tutoring Program, both grounded in current reading research and aligned to institutional and community needs.

Dyslexia Micro-Credential (Graduate-Level)

Overview

I designed this three-course graduate micro-credential for Texas A&M University–Central Texas to prepare educators to meet the needs of students with dyslexia and other reading disabilities. The program focuses on structured literacy, evidence-based intervention, and assessment practices grounded in current reading research.

Approved through the Curriculum Inventory Management (CIM) system
Designed for graduate students or certified educators pursuing advanced preparation
Each course is worth 3 graduate credit hours and may be offered in varied modalities, with scheduling determined by faculty and semester structure
Can be applied toward a Master’s degree in Education

Course Sequence:

READ 5377: Literacy Instruction and Assessment (prerequisite)
READ 5371: Structured Literacy and Intervention Methods
READ 5378: Reading Science and Reading Disabilities

Students who complete the micro-credential are eligible to pursue the CERI Structured Literacy Classroom Teacher Certification by taking the KPEERI exam, offered through the International Dyslexia Association.

Dyslexia Education Micro-credential

Role

Designed the full course sequence, learning outcomes, and instructional content for the micro-credential.
I also authored two of the three courses, both of which were formally approved through the university’s Curriculum Inventory Management (CIM) system.
The program is aligned to guidance from the International Dyslexia Association and grounded in research-based instructional models for reading intervention.

Tutoring Program: Literacy Course Integration

Overview

As part of READ 3311: Literacy Instruction I, I created and implemented a service-based tutoring program that connects TAMUCT students with struggling K–5 readers in the community. The tutoring model is built around explicit and systematic instruction in phonemic awareness, phonics, oral reading, and invented spelling.

Approved through the Curriculum Inventory Management (CIM) system
Designated as a undergraduate level Service Learning course
Students tutor one child weekly for 10 weeks per semester
I provided live observation and instructional coaching during tutoring sessions
The program prioritizes measurable progress in reading for each child

Instructional Tools & Delivery

Tutorials and video walkthroughs created using Canva and FlippingBook
Includes an original Tutoring Handbook with step-by-step instructional routines
Students receive guided training on phonics-based intervention strategies prior to tutoring

READ 3311 Tutoring Handbook 2023.pdf

Tutoring Handbook

This handbook outlines tutoring expectations, instructional routines, and coaching support.

TAMUCT Tutoring Handbook

Role

Designed the tutoring framework, instructional routines, coaching process, and supporting materials aligned to structured literacy principles and undergraduate course outcomes.
I also coordinated school partnerships, pairing TAMUCT students with struggling readers across local districts and ensuring consistent tutoring placements each semester.

Curriculum Design

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