Professional Certificate

Reading Endorsement

For certified teachers who want to increase literacy skills for all students, offered in partnership with ESD 113.
Master in Teaching Student

Contact and location

Credits & Duration

  • 24 CEUs
  • 4-quarters


  • Online - synchronous

Start Term

  • Summer


  • Varies by course - see catalog

What You'll Learn

This endorsement program is for experienced teachers interested in enhancing their students' literacy skills. Explore current research and learn from experts in reading instruction and dyslexia. Certificate activities include a year-long video-mediated practicum in which participants apply new knowledge and skills in their own classrooms and reflect on their practice with a supportive community of instructors and peers.  This four-quarter professional certificate emphasizes equitable practices and dismantling inequities in student outcomes.   


This is an add-on endorsement program for current K-12 educators. To be eligible for this program applicants must:

  • Have a current valid Washington State Teaching Certificate
  • Be employed as a teacher in a Washington State school district during the 2024-25 academic year
  • Have written consent from your building principal or district administration to complete the video practicum in your classroom
Attend an Information Session

Are you a certified teacher thinking about earning a Reading Endorsement? Join us to learn more about this Professional Certificate opportunity.  

Certificate Coursework

Capital Region ESD 113 logo

This program is offered in partnership with Capital Region ESD 113

After completion of the required courses and receiving a passing score on the National Evaluation Series (NES) Essential Components of Elementary Reading Instruction Exam, participants will be eligible to be recommended by Evergreen to OSPI for the Washington State Reading Endorsement.

Foundations of Reading and Writing in a Multicultural World

Summer Quarter, 4 CEUs

In this course, participants will examine their own literary beginnings as one of the multiple ways of understanding how students begin to learn to read. Participants will learn how multicultural experiences inform and build students’ world and word knowledge that form the foundation of their literacy learning experiences. Participants will be introduced to the language components that unify into skilled reading and writing.  They will also be introduced to the science of reading and examine current research on the practice of teaching reading and writing.  


Summer Quarter 2024
Tuesday, July 9, 9 a.m. - 3:30 p.m. 
Tuesday, July 16, 9 a.m. - 3:30 p.m. 
Tuesday, August 6, 9 a.m. - 3:30 p.m. 
Tuesday, August 13, 9 a.m. - 3:30 p.m. 

Understanding Typical and Atypical Literacy Development

Fall Quarter, 7 CEUs

This course provides an in-depth understanding of assessment measures of language comprehension, word identification and recognition, and writing skills. Participants will understand the purposes of various types of assessment and will learn how to use the data from assessments and their knowledge of their learners to inform educational decisions.  

Dyslexia represents the most common and most prevalent of all known learning disabilities and impacts approximately 1 in 5 individuals.  This course will introduce participants to characteristics of students with dyslexia, clarify common misunderstandings and introduce participants to Structured Literacy Instruction.  Participants will learn ways to assess young children for indicators of dyslexia and strategies to support their successful literacy learning. 

In this class, participants will begin their video mediated practicum using GoReact. Video capture and collaborative video analysis during the practicum allows participants to learn and improve their practice throughout their career. Over the term, participants will schedule individual meetings with their faculty to review and analyze participant-chosen segments of video. Using these and other video clips, participants will assemble a video portfolio they will present to their classmates in the final term of the program.


Fall Quarter 2024
Tuesday, October 1, 4 - 6 pm
Friday, October 4, 4 - 8 pm
Saturday, October 26, 8:30 am - 5 pm
Tuesday, November 5, 4 - 6 pm
Friday, November 15, 4 - 8 pm
Tuesday, December 3, 4 - 6 pm
Saturday, December 7, 8:30 am - 5 pm

Multicultural Literary and Language-Rich Environments

Winter Quarter, 6 CEUs

The ability to comprehend academic oral language comes from rich verbal interactions and listening opportunities that stretch the learner beyond language used in everyday conversation. In this course participants will learn how to create multicultural literacy-rich learning environments that build vocabulary knowledge, understanding of complex sentence structures, and language in use.  

The art of bookmaking and the images in books offer an excellent invitation into the rich and varied cultural world of students. In this studio-based course, participants will make books useful for any content area and age range. They will explore how to integrate bookmaking into their classroom practice and hear from authors and artists about their approaches to bookmaking.  

Participants will also continue their video mediated practicum. 


Winter Quarter 2025
Tuesday, January 7, 4 - 6 p.m.
Friday, January 10, 4 - 8 p.m.
Tuesday, February 4, 4 - 6 p.m.
Saturday, February 8, 8:30 a.m. - 4 p.m.
Tuesday, March 4, 4 - 6 p.m.
Saturday, March 8, 8:30 a.m. - 4 p.m.

Word Reading and Writing in a Multicultural World

Spring Quarter, 7 CEUs

The ability to read, write, and understand words is the prerequisite for reading phrases, clauses, sentences, and larger units of text. It depends on a reader’s ability to understand the sounds in words, how they connect to letters and letter combinations, how letters and letter combinations connect to form words, and what those words mean. In this course, participants will learn these foundational skills and how to teach them to students from varying cultural and linguistic backgrounds.  

Participants will complete their video mediated practicum. Using assignments from each previous course, participants will create a portfolio of their learning in the endorsement program. At the end of the term, participants will gather to review their peers’ portfolios and celebrate their teaching learning accomplishments.     


Spring Quarter 2025
Tuesday, April 8, 4 - 6 p.m.
Friday, April 11, 4 - 8 p.m.
Saturday, May 3, 8:30 a.m. - 4 p.m.
Tuesday, May 6, 4 - 6 p.m.
Tuesday, June 3, 4 - 6 p.m.
Saturday, June 7, 8:30 a.m. - 4 p.m.

Presentation date arranged with faculty. 

Required Textbooks

Students will need the following books for this program. Some books will be used for multiple courses.

  • Children's Literacy Development: A Cross-Cultural Perspective on Learning to Read & Write (2015) by C. McBride. Routledge. 
  • Equipped for Reading Success (2016) by D. Kilpatrick. Casey & Kirsch Publishers. 
  • Teaching Reading Sourcebook, 3rd ed. (2018) by B. Honig, L. Diamond, and L. Gutlohn. Academic Therapy Publications. 
  • Conquering Dyslexia: A Guide to Early Detection and Intervention for Teachers and Families (2020) by J. Hasbrouck. Benchmark Education Company. 
  • Climbing the Ladder of Reading & Writing: Meeting the Needs of ALL Learners (2024) by N. Young and J. Hasbrouck. Benchmark Education Company.

Meet Your Lead Instructor

Alicia Roberts Frank, Ed.D.

Alicia is a Regional Special Education Administrator for Educational Service District 113. She has served on the boards of non-profit agencies supporting dyslexia and on public advisory councils in both Oregon and Washington. Alicia earned her Ed.D in Learning and Instruction with a concentration in Special Education from the University of San Francisco in 2008 after a MATESOL from Monterey Institute of International Studies. She is trained in Slingerland, a classroom adaptation of the Orton Gillingham approach for teaching students with dyslexia, and she has taught children with mild to moderate disabilities in the first through 12th grades in public schools and a private elementary school for children with dyslexia and related language learning disabilities.  She taught special education for pre-service teachers and has presented for ORBIDA, DDOR, ORTESOL, IDA, CEC, CECTED, WASA, WASDA, WERA, and Learning Ally’s Spotlight on Dyslexia.

Application and Enrollment Process

Enrollment Deadline: June 9, 2024

  1. Apply using the online Professional Certificate Program Application
  2. Complete the Field Experience Site Agreement Form and email it to


Review Certificate Policies

After Applying and Next Steps

Applications are not considered complete without completion of the online application and a complete Field Experience Site Agreement form submitted. Applications will be reviewed as they are received until the cohort is full. Students can expect notification of an admission decision approximately one week after all materials are received. Applicants will receive email notification of approval or denial, those approved will receive information on the next steps required.