EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 1 Saint Mary’s University of Minnesota Schools of Graduate and Professional Programs Literacy Development & Interventions Syllabus for EDSE 607 3 credits – Online Delivery Instructor: Amy Zeidler Email: [email protected]; [email protected] Phone: 763-301-1264 Office Hours: • Available via email anytime; • Call or text evenings and weekends – set up an appointment to guarantee that I answer, otherwise, it may go to voicemail and I’ll call you back. Prerequisite: EDSE 632 Course Description: This course addresses both normal and atypical development in reading, spelling, and writing. Diagnostic and intervention strategies for accelerating literacy growth, and scientifically-based programs for literacy instruction are covered. Learning Objectives: Upon completion of this course, learners are expected to have mastered the following standards. Mastered – Core B. Referral, evaluation, planning, and programming: A teacher of special education (7) select and use assessment measures and procedures that are technically adequate and appropriate for the student and specific assessment purpose, including assistive technology supports where appropriate; C. Instructional design, teaching, and ongoing evaluation. A teacher of special education understands how to provide and evaluate specially designed instruction to meet the unique needs of students in special education through individualized educational plans. The teacher must be able to: (10) apply knowledge of comprehensive scientifically-based reading instruction including phonemic awareness, phonics, fluency, vocabulary development and reading comprehension as required in subpart 1B; Mastered – EBD Mastered – ASD Mastered – LD C. Instructional design, teaching, and ongoing evaluation. A teacher of special education: learning disabilities understands how to use individualized education program plans to design, implement, monitor, and adjust instruction for students with learning disabilities and related learning difficulties. The teacher must be able to: (1) apply multiple evidence-based instructional practices, including those supported by scientifically-based research when available, and materials that meet the needs of students with specific learning disabilities and related learning difficulties in the areas of language development, listening comprehension, oral and written expression, reading, and mathematics; (7) adjust instruction based on student data and knowledge of the developmental sequence of language and its relationship to listening and reading comprehension and oral and written expression; This is a graduate level licensure program therefore the following apply: The Master of Arts in Special Education (MA in SPED) program is a constructivist program grounded in active course session participation. See Activity Ten: Active Engagement for expectations regarding learner participation. Active Engagement: Engagement is necessary for demonstration of the Minnesota Standards of Effective Practice (MN Rule 8710.200) and is required for licensure recommendation (Appendix 10). EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 2 Engage Course Log-On: You should log-on to the Engage course a minimum of five times per week, allowing sufficient time to complete required activities. Taskstream Course Log-On: Learners are required to submit the designated assignments as listed in the course syllabi in their Taskstream account, in addition to Engage when the assignments are due. Please reference the course syllabi for these activities and entry timeline. Software tools: 1. Personal Computer: Access to a computer with Windows 7 or later or Mac OS X will be necessary to complete the course work. The learner should have access to technology at each course session. Learners will never be excused from a due date because of a technology issue [regardless of who is to blame]. Learners should complete activities well enough in advance to ensure that there is time to account for technology failures. 2. Internet Service: High speed service is recommended. If not, the learner should pursue alternate means of meeting the Internet requirement. Learners will never be excused from a due date because of a technology issue [regardless of who is to blame]. Learners should complete activities well enough in advance to ensure that there is time to account for technology failures. 3. Adobe Acrobat Reader®: Free download available. 4. Microsoft Office: Microsoft Office is the standard. Therefore, activities must be completed with software such as Microsoft Word® for Windows. If Apple iWork or an alternative program (OpenOffice, Google Docs) is used, it must be exported as a Windows file using the proper file extensions (.docx or PDF preferred) or as specified by the instructor. Online Conduct: Please refer to the MA in SPED Handbook for online conduct procedures. Required Textbooks: Mercer, C. D., Mercer, A. R., & Pullen, P. C. (2010). Teaching students with learning problems (8th ed.). Upper Saddle River, NJ: Pearson. ISBN: 9780137033782 Leslie, L., & Caldwell, J. (2013). Qualitative reading inventory-6. Upper Saddle River, NJ: Pearson. ISBN: 9780134539409 Course Requirements: All activities must be turned in on time, with careful attention to detail (points will be deducted for late work); attendance at all sessions. Please refer to the online SGPP handbook. Student Central: If you have a disability, either permanent or temporary, or any other circumstance that might affect your ability to perform in this course, inform the instructor so s/he can adapt methods, material, or activities to provide equitable participation. In order to receive appropriate accommodations, you must have documentation on file with the university. Writing Center and Library Resources: Please see the course homepage for a direct link to these departments. Use of the writing center is strongly recommended. EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 3 Engage Information: Discussion Boards: Learners must respond to the initial post AND to three additional posts (a total of four posts). Posts must be consistent with master’s level quality work. Virtual Classroom: Learners must be available to participate on the date and time assigned by the instructor. Online Chat: Learners must be available to participate on the date and time assigned by the instructor. Engage Access: Engage may be accessed from the SMU external website at www.smumn.edu under the Quicklinks tab or by entering the following URL in your browser: http://engage.smumn.edu University Conduct and Academic Policies: Please see the course homepage for a direct link to all University policies. Technical Support: For technical support, contact the personal support center at: 1-877-308-9954, option 4 (toll-free, 24/7) [email protected] Student Rating of Teaching and Learning: Students are expected to provide feedback about teaching and learning in the course. At the end of the course and after the faculty member has submitted grades, check the Student Portal to complete the student rating of teaching and learning and view your grade. Please be assured the system records responses anonymously. EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 4 • All “Activities” are to be submitted by 11:59 PM Central Time on the due date, unless otherwise noted by the instructor. • Supplemental Materials can be found in the “Course Materials” section in the Objectives, Readings, and Resources page. • All activities will be submitted online (no hard copies to be turned in). Topical Course Outline: Dates By Week Topics Covered Readings & Activities Week 1: Introduction Introductions, syllabus, selection and use of technically-sound assessments for evaluation of reading and written language Standard: CoreB7 Readings: ● Mercer, C., Mercer, A., & Pullen, P. (2010). Teaching students with learning problems (8th ed.) o Chapter 7: Assessing reading Activities: ● Review o Participation expectations of course: Rubric on Active Engagement ● Videos o Evaluating Norm-Referenced Tests: Reliability, Validity, Norming Samples https://www.youtube.com/watch?v=hA0VLyyj3xM o Psychometric Qualities of Informal Reading Inventories https://www.youtube.com/watch?v=IqNkD1pkdzY ● Discussions o Assessment decisions for choosing formal and informal reading tests ● Assignment o Activity One: Assessment Decision Matrix (upload into both Engage and Taskstream) ▪ Due Week 1-Sunday 11:59 PM Week 2: Assessing Reading Assessing learners for instruction in reading, administration of an informal reading inventory and CBA to determine instructional reading, comprehension, and listening levels Standard Introduced: CoreB7 Readings: • Leslie, L., & Caldwell, J. (2013). Qualitative reading inventory-6 o Section 1: Description of the Qualitative reading inventory-6, o Sections 3-10: Administration, scoring, summarizing and analyzing results o Section 14: Information provided by the Qualitative reading inventory-6: validity and reliability of QRI-6 p. 525-536 Supplemental Materials ● Auditory Analysis Test-Revised ● Auditory Analysis Test-Reliability and validity Activities: ● Listening for deviations from print https://www.youtube.com/watch?v=GZolDgIf6N0 ● Assessing reading accuracy and fluency with CBAs https://www.youtube.com/watch?v=X68UnJPYa98 ● Discussion o Choosing Reading Assessments EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 5 ● Assignment o Activity Two: Development of an Assessment Plan for a Struggling Reader ▪ Due Week 2-Sunday 11:59 PM Week 3: Teaching Reading to Struggling Students Teaching Reading to Struggling Students, Interventions for developing phonological awareness, decoding, fluency, vocabulary and comprehension Standards: CoreC10 LDC1 Readings: ● Mercer, C., Mercer, A., & Pullen, P. (2010). Teaching students with learning problems (8th ed.) o Chapter 8: Teaching Reading Supplemental Materials ● Research base for repeated oral reading ● Reading comprehension strategies Activities: ● Interventions for struggling readers o Phonological awareness https://www.youtube.com/watch?v=X2Lup1_srz8 https://www.youtube.com/watch?v=Pz3xbMB0wWA o Phonics/decoding/word study https://www.youtube.com/watch?v=jmTEkXUek_g https://www.youtube.com/watch?v=VBq7Fssanf0 o Fluency https://www.youtube.com/watch?v=aoFpsI6yMFs https://www.youtube.com/watch?v=4WgnaH4pvEQ o Vocabulary http://textproject.org/topics/vocabulary-andmorphological-awareness/vocabulary/ o Comprehension https://www.youtube.com/watch?v=TIlGDHXZ890 ● Assignment o Activity Three: Reading Assessment Report ▪ Due Week 3-Sunday 11:59 PM Week 4: From Assessment to Intervention Matching reading intervention strategies to assessment results; components of core reading programs Standards: CoreB7 CoreC10 LDC1 Readings: ● Mercer, C., Mercer, A., & Pullen, P. (2010). Teaching students with learning problems (8th ed.) o Chapter 8: Teaching Reading Supplemental Materials ● Developmental stages for acquisition of literacy skills Activities: ● Discussions o Share Reading Assessment Reports: In what domains of reading did your student demonstrate difficulty? What skills from the Developmental stages for acquisition of literacy skills did your student struggle with? EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 6 o Core reading programs and struggling readers: Which will provide sufficient support for basic skill development? For development of comprehension? ● Assignments o Activity Four: Matrix of Core Developmental Reading Approaches ▪ Due Week 4-Sunday 11:59 PM o Activity Five: Reading Intervention Plan ▪ Due Week 4-Sunday 11:59 PM Week 5: The relationship of language delays/disorders to reading disabilities Components of language; language disorders/delays and effects on acquisition of reading; language interventions Standard: LDC1 Readings: ● Mercer, C., Mercer, A., & Pullen, P. (2010). Teaching students with learning problems (8th ed.) o Chapter 6: Assessing and Teaching Language Activities: ● Videos: young children and language/reading delays o Language development: https://www.youtube.com/watch?v=VIT2EmasYsw o Language intervention https://www.youtube.com/watch?v=ujQUBKuLIz8 ● Discussions o Matrix of Core Developmental Reading Approaches and Struggling Reader Profiles o Components of language and relationship to reading: phonology, morphology, syntax, semantics, pragmatics ● Assignments o Activity Six: Evaluation of Technology Resources for Language Learning ▪ Due Week 5-Sunday 11:59 PM Week 6: Assessing and teaching spelling Stages of spelling development; Formal and informal assessment of spelling; spelling interventions Standards: CoreB7 LDC1 Readings: ● Mercer, C., Mercer, A., & Pullen, P. (2010). Teaching students with learning problems (8th ed.) o Chapter 9: Assessing and Teaching Spelling ● Supplemental Materials o Interventions for Students with Spelling Deficits o Spelling Lists for Identification of Students with Phonological Deficits Activities: ● Videos: Spelling Interventions o Spelling-based phonics for younger students: https://www.youtube.com/watch?v=VBq7Fssanf0 o Interventions for older students https://www.youtube.com/watch?v=Pz3xbMB0wWA o Spelling by Pattern demonstration https://www.youtube.com/watch?v=_jDjLuX6cWA EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 7 ● Discussion o Comparison of traditional spelling approaches to Spelling by Sound, Pattern, and Meaning ● Assignments o Activity Seven: Identifying Good Phonetic Equivalents ▪ Due Week 6-Sunday 11:59 PM o Activity Eight: Development of a Spelling by Meaning Lesson on Greek Terms ▪ Due Week 6-Sunday 11:59 PM Week 7: Assessing and Teaching Written Expression Formal written expression assessment; Informal assessment—Curriculumbased, portfolio, Observations and interviews Teaching written expression Standards: CoreB7 LDC1 LDC7 Readings: ● Mercer, C., Mercer, A., & Pullen, P. (2010). Teaching students with learning problems (8th ed.) o Chapter 10: Assessing and Teaching Handwriting and Written Expression Activities: ● Video o Curriculum-based writing assessment https://www.youtube.com/watch?v=uWo2x5e-5gk ● Discussions o Value of evaluating misspellings to adjust instruction for students’ developmental levels and needs o Informal and curriculum-based assessment of writing: What to look for at middle and high school levels o Approaches to written language interventions and links to best practices ● Assignments o Activity Nine: Investigation of Technology Resources for Development of Written Expression ▪ Due Week 7-Sunday 11:59 PM o Activity Ten: Active Engagement ▪ Due Week 8-End of Term o Activity Eleven: Integration paper ▪ Due Week 8-End of Term Week 8: Review of major course concepts Stages of literacy development: reading, spelling, oral and written language; Assessment concepts and choices for determining student needs Standards: CoreB7 CoreC10 LDC1 LDC7 Complete Instructor Feedback online Readings: (Supplemental Materials in Engage) ● Best Practices in Reading Instruction ● Developmental Stages for Acquisition of Literacy Skills Activities: ● Discussions o Technology resources for development of written expression o Connections between stages of literacy development, assessment instruments and procedures, and interventions for learning deficits ● Assignments o Activity Ten: Active Engagement ▪ Due Week 8-End of Term o Activity Eleven: Integration paper ▪ Due Week 8-End of Term EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 8 Activities: Activities in this course will ensure that the learner has completed coursework pertaining to mastery of the state standards. Assignments that are uploaded to Taskstream will serve as evidence, which will demonstrate that the practicing educator has met licensure competencies and mastered the program standards. EDSE 607 Course Activities Quick List: 1. Activity One: Assessment Decision Matrix - Taskstream (Appendix 1) 2. Activity Two: Assessment Plan for a Struggling Reader (Appendix 2) 3. Activity Three: Reading Assessment Report (Appendix 3A and 3B) 4. Activity Four: Matrix of Core Developmental Reading Approaches and Struggling Reader Profiles (Appendix 4) 5. Activity Five: Reading Intervention Plan (Appendix 5A and 5B) 6. Activity Six: Evaluation of Technology Resources for Language Development (Appendix 6) 7. Activity Seven: Identifying Good Phonetic Equivalents in Misspellings (Appendix 7A and 7B) 8. Activity Eight: Development of a Spelling by Meaning Lesson for Greek Terms (Appendix 8) 9. Activity Nine: Investigation of Technology Resources for Development of Written Expression 10. Activity Ten: Active Engagement (Appendix 10) 11. Activity Eleven: Integration Paper (Appendix 11) *Note: If you already have evidence demonstrating your achievement of the expected knowledge and skills for any activity, please meet with the instructor to develop an alternative activity that further extends and challenges you. Grade Point Breakdown: Activity Two (Assessment Plan for a Struggling Reader)........................................................................... 15 points Activity Three (Reading Assessment Report).............................................................................................. 30 points Activity Four (Matrix of Core Developmental Reading Approaches and Struggling Reader Profiles)....... 10 points Activity Five (Reading Intervention Plan).................................................................................................... 15 points Activity Six (Evaluation of Technology Resources for Language Development)........................................ 20 points Activity Seven (Identifying Good Phonetic Equivalents in Misspellings).................................................... 10 points Activity Eight (Development of a Spelling by Meaning Lesson for Greek Terms)...................................... 10 points Activity Nine (Investigation of Technology Resources for Development of Written Expression)............... 10 points Activity Ten (Active Engagement)................................................................................................................ 20 points Activity Eleven (Integration Paper)............................................................................................................+ 60 points 200 Total Points Possible Activity One (Assessment Decision Matrix - Taskstream)......................................................Required checklist for mastery Grading Policies Grading policies are consistent with university policy as stated in the current Catalog and Student Handbook. Graduate Grading Scale: Points Earned Percent Grade 200-180 100-90% A (4.0) 179-160 89-80% B (3.0) 159-140 79-70% C (2.0) Less than 140 <70% *NC (0.0) *No Credit M.A. in Special Education Grading/Mastery of Standards: In each course there are two forms of assessment: 1. Activities One through Eleven 2. Mastery of State Standards (based on Activity One: Taskstream) The learner will receive a grade based on the activities and will be assessed on mastery of the state standards. If standards are not mastered the instructor will notify the Program Director who will, in turn, contact the learner to complete additional activities to demonstrate mastery. A passing grade for the course does not guarantee mastery of the standards. EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 9 Activity One: Assessment Decision Matrix Description of Activity: Demonstrate your ability to choose appropriate reading assessments for identifying an individual student’s reading profile by completing the Assessment Decision Matrix in Appendix 1. In this matrix, you will choose and justify the use of specific formal and informal assessment instruments, when each type of instrument should be used, and reliability/validity levels expected for each assessment decision. Taskstream should be updated with evidence gathered during coursework and submitted under the appropriate standards upon completion of the course. The following grid outlines the competencies met during this course and will serve as a checklist of items that must be submitted as evidence of mastery of the MN State Standards. Taskstream will be reviewed by the instructor upon the completion of each course and will serve as documentation for licensure recommendation. Submission: Engage, Taskstream Supplemental materials used for completion of activity: Appendix 1: Assessment Decision Matrix Competencies Met: This activity will ensure that you have met the following state standards: • CoreB7 Checklist for Mastery: Items to be submitted to Taskstream State Standard Evidence gathered/demonstrated in course activities Due: CoreB7 Activity One: Assessment Decision Matrix Week 1 Due Date: Week 1 EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 10 Appendix 1 Assessment Decision Matrix What instrument/procedure would you choose to answer the following questions? Instrument(s), informal procedures Type of instrument: F=formal, I=informal T=teacher-constructed, CBA=curriculum-based Reason for choice Minimum reliability expected; NA How does this student compare to others of same age/grade? Does (s)he qualify for special education services? . What level of reading materials does this student need to read accurately? to read independently? How does this student perform when asked to read grade-level materials? What is this student’s reading profile in: 1. Phonological awareness 2. Decoding 3. Reading fluency 4. Comprehension (NOTE: indicate assessments for each area 1-4) EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 11 Activity Two: Development of an Assessment Plan for a Struggling Reader Description of Activity: Given a description of a struggling reader, learners will develop an assessment plan for identification of the student’s instructional reading level for oral reading and comprehension; listening level; and ability to read grade-level text. Justify your decisions for assessment instrument choice based on the information in the case study. Submission: Engage Supplemental materials used for completion of activity: Appendix 2: Struggling Reader Case Study Competencies Met: This activity will ensure that you have met the following state standards: • CoreB7 Possible Points: 15 Due Date: Week 2 EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 12 Appendix 2 Struggling Reader Case Study Directions: After reading the following case study description, develop an assessment plan that addresses the following questions about his reading strengths and weaknesses. For each decision, cite evidence from the text that you base your assessment plan on. 1. Is this student’s reading ability comparable to other students of same age or grade? If you suspect not, what instrument(s)/procedure(s) might you use to verify your judgment? 2. What would you use to determine his instructional reading level and pinpoint areas of need? 3. How would you answer his content-area teacher’s question about ability to read the textbook? Nick C.A. 10-11 G.P. 5.0 Nick’s IQ test results indicate superior intelligence (verbal IQ 140). He is especially interested in science and history, and watches the Discovery channel whenever he can. He has done that since he was two years old, and prefers watching TV to playing with others. He will, however, accompany his older brother to games and pizza parties when urged to do so. His teachers find him to be friendly and cooperative. Nick is struggling in reading because of slow and inaccurate oral reading. Although he sometimes tries to decode unknown words, he is generally not successful. Most of his Deviations from Print (DFP) consist of substitutions and non-word guesses. Nick much prefers to gain knowledge through listening rather than reading, and he avoids reading whenever possible. When given grade-level material to read silently, it takes him a long time. His teachers wonder how well he can read his textbooks, since he is generally able to answer comprehension questions, particularly in history or science, his areas of interest and background knowledge. EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 13 Activity Three: Reading Assessment Report Description of Activity: For this assignment, learners will arrange to assess the reading and reading-related skills of a struggling reader in grades three through twelve. This student should not be identified as having a special education need, with either an IEP or 504 plan. For this activity you will need (one) Qualitative Reading Inventory manual and protocols for a range of grades below to above your student’s grade placement; and (two) Auditory Analysis Test-Revised (AAT-R) protocol and scoring directions. Submission: Engage Supplemental materials used for completion of activity: Appendix 3A contains the Reading Assessment Report-Part 1. This template will guide you through the assessment and interpretation. Appendix 3B contains the scoring rubric for the Reading Assessment Report. Competencies Met: This activity will ensure that you have met the following state standard: ● CoreB7 Points Possible: 30 Week Due: Week 3 EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 14 Appendix 3A Reading Assessment Report Student Alias NAME____________________________________ G.P.________________ C.A.____________ DIRECTIONS: The text in red is included to provide guidance for what kinds of data/observations should be included in each part. Delete the red text before completing each section. Background information: In this section, summarize the referral information on your student—What parent(s)/teacher(s) report as his difficulty; What he sees as his strengths and weaknesses; His interests. Also, discuss his attention to task and willingness to work as you test in order to judge whether the results are valid indications of his present functioning levels. Test results: This section should include: ▪ Data from the test—e.g. reading behaviors noted (accuracy, fluency, decoding attempts, types of comprehension questions answered/missed. Attach assessment protocols as pdf documents. ▪ An explanation of what the data means. A. READING Qualitative Reading Inventory (QRI): Narrative Passages. The Qualitative Reading Inventory consists of graded reading passages appropriate for pre-primer through high school readers. Concept questions assess a student’s general background knowledge before reading the passage, while post-reading oral questions assess comprehension of what has been read. In the grid below, indicate the grade level for each score. Silent Comprehension is optional. Report scores only if you gave enough levels of Silent reading to establish these scores Independent Instructional Frustration Oral Reading Fluency (WPMC) Comprehension Listening Comprehension What observations can you point out about from administering the QRI? What can you deduce about trends in miscues? Can you note specific examples? Is your student extremely accurate but slow in fluency? Are there any trends with comprehension? What do you notice about explicit vs implicit question responses? Are there prior knowledge links to comprehension scores? EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 15 Appendix 3A Reading Assessment Report CBA: Reading Curriculum-based assessments measure a student’s oral reading accuracy and fluency on grade-level material. ______________________________________________Passage title ______________Grade level ______________%accuracy ______________ WPMC You may use the QRI passage written at the student’s grade level for this task, or district-provided CBA passages if these are available to you. Have the student read for one minute and compute Percent of Words Read Accurately (% acc) and WPMC. Interpret these scores. Is the student’s grade-level reading at Independent, Instructional, or Frustration level? How does the WPMC correct compare to the Hasbrouck and Tindahl national fluency norms for his grade? What percentile? The norms are available at: http://www.readnaturally.com/knowledgebase/documents-and-resources/26/386 B. LANGUAGE AND LINGUISTIC (READING-RELATED) PROCESSES: AAT-R (Auditory Analysis Test-Revised) This is a test of phonological awareness, the ability to analyze spoken words by deleting specified syllables or sounds, for example: “Say ‘flake.’ Say it again, but don’t say /l/.” ▪ What were the scores (Standard Score and percentile). What did you notice? ▪ If the result of this test corroborates what you noted on the QRI, make note of it here. How? (Did your student decode ok there? Are you noticing patterns? How about QRI miscues? Any connections there? ) QRI: Listening Comprehension: Qualitative Reading Inventory passages are read to the student by the examiner, with oral questions following each, to determine a student’s potential reading level. ▪ Instructional reading level. Make a statement about how listening level corresponds to oral instructional level. Is this student reading at expectancy level? If the listening level is low, could results be because of an auditory memory or attention deficit? Or due to poor vocabulary? What about explicit vs implicit responses? What sense can you make here? EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 16 Appendix 3B Scoring Rubric for Reading Assessment Report (30 points) Beginning Developing Accomplished Standard CoreB7. select and use assessment measures and procedures that are technically adequate and appropriate for the student and specific assessment purpose, including assistive technology supports where appropriate CoreC10. apply knowledge of comprehensive scientifically-based reading instruction including phonemic awareness, phonics, fluency, vocabulary development and reading comprehension as required in subpart 1B; Report indicates possible misconceptions or a need to revisit instruction specific to course standards. Report reflects basic development and movement toward mastery of standards, with gaps in either summarization of assessment results or interpretation of student needs and strengths Report reflects mastery of standards. Background information that is pertinent to the referral and assessment for special needs is sufficient for reader to “get a picture” of the student 1 point 2-3 points 4-5 points Assessment information in all areas of reading and reading related skills included in a clear summary format. Concrete examples illustrate critical points. 1-2 points 3-6 points 7-10 points Interpretation of student’s needs and strengths appropriate for evidence submitted and demonstrates knowledge of expected skill development for age/grade ● Reading ● Reading-related processes 1-2 points 3-7 points 8-12 points Copies of the following are included as appendices: ● QRI protocols ● CBA protocol ● AAT-R 1 point 2 points 3 points EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 17 Activity Four: Matrix of Core Developmental Reading Approaches Description of Activity: Complete the following matrix of core reading programs and approaches by identifying the salient features of each. Review your Mercer, Mercer, and Pullan text (pp. 272-300) for descriptions of each. Using the readings, discussions, and activities of weeks one through three describe the student profiles for which each would be applicable as an intervention for students with reading disabilities. The student profiles to consider are: ○ Phonological awareness/phonics deficit ○ Fluency deficit ○ Comprehension deficit ○ Vocabulary deficit An example is given in red in Appendix 4 to guide your thinking on this task. Submission: Engage Supplemental materials used for completion of activity: Appendix 4: Matrix of Core Developmental Reading Approaches Competencies Met: This activity will ensure that you have met the following standard: ● CoreC10 Possible Points: 10 Due Date: Week 4 EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 18 Appendix 4 Matrix of Core Developmental Reading Approaches Approaches to Reading Instruction Description of Core Components/programs that feature this approach Student Profile Matching this approach (give rationale) Student Profile NOT matching this profile (give rationale) Basal Reading Approach Structured program of teacher manuals and student materials in graded sequences; some adaptation suggestions/materials for struggling readers. Example: McGraw-Hill Wonders Primarily successful with student who has adequate basic reading skills (Phonological awareness, decoding, word recognition, fluency), but with comprehension deficit Student with deficits in basic reading skills. This approach does not provide sufficient targeted practice with the building blocks of reading accuracy and fluency for struggling readers Literature-Based Reading Whole Language Language Experience Phonics Linguistic Multisensory Oral Reading Fluency Comprehension EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 19 Activity Five: Reading Intervention Plan Description of Activity: Use the results of your reading assessment plan with a struggling reader (Activity Three), and the readings and learning activities of Week Two to match research-based intervention strategies to your student’s profile of needs in reading and reading-related areas. Submission: Engage Supplemental materials used for completion of activity: Appendix 3A contains the Reading Intervention Template for matching research-based interventions to your student’s assessment profile and the rubric for scoring this assignment Competencies Met: This activity will ensure that you have met the following state standards: ● CoreC10, LDC1 Points Possible: 15 Week Due: Week 4 EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 20 Appendix 5 Reading Intervention Plan 1. Summary of assessment results from Activity Three: Reading Assessment Plan Briefly review your student’s demographic information (age/grade) and assessment results in reading (QRI, CBA) and reading-related skills (AAT-R, QRI Listening). Identify the reading domains in which your student needs assistance (PA, phonics, fluency, vocabulary, comprehension) 2. Interpretation of test results The section below should summarize your student’s strengths and needs in each area. You should clearly indicate areas where he needs help and mention major strategies that you will use. You do not need to provide a great deal of detail regarding your remediation plans. For example, if a major need is reading fluency, you could indicate that you will be using Repeated Oral Assisted Reading with materials at ___ grade level (oral instructional level). ❖ Reading ❖ Reading-Related Processes 3. Intervention Plan Complete the chart below to communicate your intervention plan. An example is given in red to guide your completion of this assessment activity. Area of Need Intervention time/frequency Materials and/or strategies (list sources) Reading Fluency ROAR starting at 3rd grade level 15 minutes/3X a week 3rd grade materials from Six Minute Solutions Mercer, Mercer, and Pullen pp. 286-289, 303-305 EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 21 Activity Six: Evaluation of Technology Resources for Language Development Description of Activity: Learners will evaluate computer software programs and internet resources for language/reading interventions in the following areas: (1) Phonology (2) Morphology (3) Syntax (4) Semantics (5) Pragmatics For each category, identify the program(s) reviewed, the suggested age/grade ranges for use, and your evaluation of usefulness for students with deficits in the target area. Your evaluation will include links to scientifically-based research on effective instructional practices for students with language-based reading disabilities. Submission: Engage Supplemental materials used for completion of activity: Appendix 6: Scoring Rubric for Evaluation of Technology Resources (1) Review the computer programs in language listed on pp. 232-233 of your Mercer, Mercer and Pullen text and classify them under the appropriate language area (1-5) listed above (2) Search the internet for at one more resource in each of the language areas listed Competencies Met: This activity will ensure that you have met the following standard: ● LDC1 (language development, listening comprehension, reading and oral expression interventions) Possible Points: 20 Due Date: Week 5 EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 22 Appendix 6 Scoring Rubric for Evaluation of Technology Resources (20 points) Beginning Developing Accomplished Standard: LDC1. Apply multiple evidence-based instructional practices, including those supported by scientifically-based research when available, and materials that meet the needs of students with specific learning disabilities and related learning difficulties in the areas of language development, listening comprehension, oral and written expression, reading, and mathematics; Some interventionresearch links are missing, or connection to age/level of student target are missing Basic identification of links from research to intervention, but match to student profiles/levels are incomplete or evaluation of usefulness missing Mastery of standard demonstrated. At least two appropriate technology resources are identified for each area of language/reading intervention ● Phonology ● Morphology ● Syntax ● Semantics ● Pragmatics 1 point 2-3 points 4-5 points Links to research supporting the use of each resource are cited 1 point 2-3 points 4-5 points Identification of student deficit area and age/grade level for which resource is appropriate 1 point 2-3 points 4-5 points Evaluation of how useful each resource will be in terms of ● Need for teacher supervision/instruction ● Ability of student to access independently ● Usefulness as a primary or supplementary learning resource 1 point 2-3 points 4-5 points EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 23 Activity Seven: Identifying Good Phonetic Equivalents Description of Activity: Identification of older students with phonological deficits who would benefit from Spelling by Sound (Slash and Dash) can be accomplished by dictating challenging polysyllabic words and examining their misspellings to see whether they can reproduce every sound in the dictated word. Those who cannot do that—whose spellings are missing letters or whole syllables—are unlikely to find the word they want in a printed or online dictionary. Generally, they will resort to using simpler words that they know how to spell in their compositions, thus limiting their written language development. This exercise will sensitize you to identification of students with phonological deficits through informal spelling tests and determination of those who need Spelling by Sound intervention—those who produce 50% or fewer GFEs for unknown words. Submission: Engage Supplemental materials used for completion of activity: Appendix 7A: Identifying Good Phonetic Equivalents Appendix 7B: Spelling Lists for Identification of Students with Phonological Deficits Competencies Met: This activity will ensure that you have met the following standard: ● CoreB7 Possible Points: 10 Due Date: Week 6 EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 24 Appendix 7A Identifying Good Phonetic Equivalents (GFEs) Jane M. Flynn, Ph.D. Directions: Fold this paper in half lengthwise. Pronounce each misspelling EXACTLY it as written, not as the word you think the student meant to write. Answer the first question before unfolding. Word Is it a word? Dictated word Is it the word that was dictated? Examples NO not a GFE YES Continue ➔ NO Not a GFE Yes GFE STUDENT # 1: C.A. 18-0 1. flot float 2. serering serving 3. carres carries 4. mored marched 5. faver favor 6. slerer cellar 7. froted fortunate 8. coffed confident 9. siviled civilized 10. opizion opposition STUDENT # 2: 7th grade 1. drees dress 2. tran train 3. sowt shout 4. kihin kitchen 5. heven heaven 6. euckate educate 7. prchis purchase 8. instot institute 9. eqimen equipment 10. ocupie occupy STUDENT #3: 9th grade 1. quanty quantity 2. explian explain 3. belive believe 4. succucs success 5. exsuitive executive 6. distion decision 7. rekaune recognize 8. anxitiy anxiety 9. opputany opportunity 10. charecter character EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 25 Appendix 7B Scoring Rubric for Reading Intervention Plan Beginning Developing Accomplished Standard: CoreC10. apply knowledge of comprehensive scientifically-based reading instruction including phonemic awareness, phonics, fluency, vocabulary development and reading comprehension as required in subpart 1B; Some assessmentintervention links are missing. basic identification of links from assessment to intervention, but materials/strategies and/or time/frequency does not match need mastery of standard demonstrated. Assessment information in reading and reading related skills is summarized in a succinct manner, with identification of reading domains targeted for intervention (5 points) 1 point 2-3 points 4-5 points Recommendations for remediation demonstrate ability to connect test profile with scientifically-based intervention strategies (10 points) ● Reading ● Language/linguistic processes 1-3 points 4-7 points 8-10 points EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 26 Activity Eight: Development of a Spelling by Meaning Lesson on Greek Terms Description of Activity: Students with semantic deficits are often at a loss to understand the academic language of their content classes, particularly in science and math. Therefore, even though they have the cognitive ability to perform well, they often do not understand what they hear or read. This activity will help you frontload students with vocabulary deficits, giving them the tools needed to deconstruct words by meaningful parts. Choose a science or math terms that is derived from Greek. (1) Develop a lesson plan for teaching the meaning of this term through discovery: Walking Through Words by Meaning (2) Specify the age/grade at which you would teach this lesson (3) What questions/hints would you give in helping your students discover the meaning of the term? (4) Evaluate this approach to vocabulary development compared to traditional ways in which domain-specific terms are taught in content-area subjects Submission: Engage Supplemental materials used for completion of activity: Appendix 8: Development of a Spelling by Meaning Lesson on Greek Terms Competencies Met: This activity will ensure that you have met the following standards: ● LDC1, LDC7 Points Possible: 10 Due Date: Week 6 EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 27 Appendix 8: Scoring Rubric for Spelling by Meaning Lesson Plan for Greek Terms (10 points) Beginning Developing Accomplished Standard: LDC1. Apply multiple evidence-based instructional practices, including those supported by scientificallybased research when available, and materials that meet the needs of students with specific learning disabilities and related learning difficulties in the areas of language development, listening comprehension, oral and written expression, reading, and mathematics; LDC7: adjust instruction based on student data and knowledge of the developmental sequence of language and its relationship to listening and reading comprehension and oral and written expression; Some elements of effective teaching are missing, or connection to age/level of student target are missing Basic elements of effective teaching are present in lesson plan but not elaborated sufficiently to judge mastery mastery of standards demonstrated: Lesson plan has a high probability of meeting needs of student with semantic deficit Introduction Introduction includes characteristics of effective teaching: 1) Appropriate age/grade/learning level listed for this lesson 2) Objectives are stated: What student will know and be able to do as a result of this lesson 3) Rationale for why this lesson is important/relevant is present 0 point 1 points 2 points Teaching Strategy/Presentation 1) Directions for learning activity are modeled with an example 2) Concepts/definitions are differentiated by nonexamples if appropriate 3) Clear directions for learning activity are listed 1 point 2-3 points 4-6 points Learning Activity 1) Term chosen is appropriate for target student(s) 2) Anticipation of teaching supports/hints are noted to facilitate learning 0 point 1 points 2 points Summary 1) Questions listed to elicit student summarization of what they have learned and why it is important 2) Connections to content area topic are reinforced 0 point 1 points 2 points EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 28 Activity Nine: Investigation of Technology Resources for Development of Written Expression Description of Activity: Although a plethora of programs purporting to enhance written expression exist, it remains essential to critically evaluate each in terms of its relevance for students at different levels and connection to research-based practices for writing interventions. This may be especially true in the area of grammar instruction. In this activity, you will demonstrate your ability to evaluate computer programs and online resources in relation to: 1. Area of written language targeted 2. Connection (or lack thereof) to research-based instructional strategies for students with written language deficits For each program/resource evaluated, indicate the age/developmental level of students for whom this would be useful (or is targeted to). Begin with a review of software programs listed in your Mercer, Mercer, and Pullen text (pp. 378-80) Your internet search should include speech-to-text programs (e.g., Dragon Speaking Naturally), story writing programs, and grammar guides. Submission: Engage Supplemental materials used for completion of activity: Appendix 9: Investigation of Technology Resources for Development of Written Expression Competencies Met: This activity will ensure that you have met the following standards: ● LDC1, LDC7 Points Possible: 10 Due Date: Week 7 EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 29 Appendix 9: Investigation of Technology Resources for Development of Written Expression Does Not Meet Expectation Meets Expectation Exceeds Expectation 0 pts 1 pt 2 pts Possible Points Description of resources in text p. 378-380 No resources described Some resources described All resources described /2 Description of additional resources you find for writing instruction/grammar/written expression No additional resources 1-2 additional resources 3+ additional resources /2 Description of at least 3 assistive technology resources to improve writing or use with writing No assistive tech 1-2 assistive tech described 3+ assistive tech described /2 All descriptions include appropriate developmental level/age identified and area of written language targeted by resource No specifics to developmental level/age or area of written language targeted Some information including developmental level/age or area of written language targeted All resources include information regarding developmental level/age or area of written language targeted /2 Connection of resource to research based instructional strategies for students with written language deficits No connection to research Some research referenced All resources include a connection/link to research /2 Total Points: _____/10 EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 30 Activity Ten: Active Engagement Description of Activity: Active engagement is a necessary component of demonstration of the standards of mastery and is required for licensure. Learner will write a one paragraph (seven to ten sentences) reflection addressing each portion of the rubric. Learners will assign themselves a grade for the activity based on the rubric. The instructor will determine the final grade. Submission: Engage Supplemental materials used for completion of activity: Appendix 10: Scoring Rubric for Active Engagement Competencies Met: This activity will ensure that you have met the following state standards: • CoreB7, LDC1, LDC7 Points Possible: 20 Week Due: Week 8 EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 31 Appendix 10 Scoring Rubric for Active Engagement Does Not Meet Expectation Meets Expectation Exceeds Expectation 0 pts 3 pts 5 pts Points Possible Interaction Provides minimal connection through course discussions. Participates and engages in reflection on the contributions of others for each course session. Participates in discussion board dialogue. Participates at a high level of contribution and interaction within class discussions. Demonstrates the ability to engage in critical reflection on the questions and the contributions of other class members. Contributes high- level quality discussion board posts. /5 Contribution Listens to class conversation on selected topics. Participates and provides input to conversations throughout discussion board posts. Participates and provides input in all class discussions and discussion board posts. /5 Initiative Lack of connection with course instructor or other class members. Uses e-mail to clarify course activities and expectations. Engages in communication on a regular basis to stimulate risk taking and creativity within the course. /5 Self- Reflection Rarely shares personal reflections on reading, class discussion, activities, group and individual projects through participation. Shows limited awareness of personal communication and collaboration styles. Shares personal reflection regarding class materials and understanding of implication to self through participation. Shows awareness of impacts on personal communication and collaboration styles in interactions with instructors and colleagues. Keeps constant discussion with instructor and/or class members regarding self- reflection on class materials and experiences on the job. Shows awareness of dynamics with the class and facilitates positive interactions among class members. /5 Total Points:________ /20 EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 32 Activity Eleven: Integration Paper on Course Concepts Description of Activity: In this integration paper, the learner will (a) identify major concepts regarding literacy development (reading, spelling, language, and written language) at crucial stages of development; (b) discuss ways in which students with reading disabilities fail to acquire age/stage appropriate skills; (c) discuss formal and informal assessments that can be used to identify literacy deficits; and make connections from assessment to research-based interventions for deficits in each area and stage identified. Submission: Engage Supplemental materials used for completion of activity: Appendix 11: Scoring Rubric for Integration Paper Competencies Met: This activity will ensure that you have met the following state standards: ● CoreB7, CoreC10, LDC1 Points Possible: 60 Due Date: Week 8 EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 33 Appendix 11 Integration Paper on Course Learning Scoring Rubric for Integration Paper Does not Meet Expectation Meets Expectation Exceeds Expectation Possible Points Integration of major course concepts regarding assessment and intervention of reading disabilities. Must include: • major concepts regarding literacy development (reading, spelling, language, and written language) at crucial stages of development • ways in which students with reading disabilities fail to acquire age/stage appropriate skills • formal and informal assessments that can be used to identify literacy deficits • connections from assessment to researchbased interventions for deficits in each area and stage identified Makes some reference to concepts in readings and/or class activities. 1-9 points Demonstrates awareness of important assessment to intervention connections in readings and/or class activities. 10-20 points Demonstrates personal applications of assessment to intervention connections in readings and/or class activities. 21-25 points /25 Ideas/Content Displays random ideas. Attempted message is in need of main focus. 1-3 points Main focus is somewhat clear. Message about assessment to intervention is developing. 4-8 points Clear identification and exposition of assessment and intervention concepts. 9-10 points /10 Organization Presentation of ideas is difficult to follow. 1-3 points Thoughts are communicated, but the presentation of ideas needs a stronger sense of order. 4-8 points Thoughts are communicated in an orderly, logical manner. 9-10 points /10 Word Choice Word choice indicates weak grasp of meaning of technical terms. 1-2 points Some use of terms in manner that indicates understanding of words and their relationships, but needs to be more consistent throughout the text. 3-4 points Uses precise language that informs the reader on the topic of assessment and intervention connections for students with reading disabilities. 5 points /5 EDSE 607 © Saint Mary’s University of Minnesota 2016 Rev 3/17 34 Sentence Fluency Sentences are choppy or run on needlessly. 1-2 points Sentences need more variety to produce a better flow of language. 3-4 points Sentences vary in length and easy to read aloud. 5 points /5 Conventions Text contains too many grammatical and/or spelling errors. 1-2 points Needs to clean up some spelling and/or grammatical errors. 3-4 points Accurate use of grammar, spelling, punctuation, and capitalization. 5 points /5 Total Points__________/60