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 a n 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 int ervention 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 assist ive 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 edu cation 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 a s 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 teach er 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 learnin g 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 re quired 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. Sof tware 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 lea rner 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 iWor k 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 Handboo k for online conduct procedures. Required Textbooks: Mercer, C. D., Mercer, A. R. , & Pullen, P. C. (2010). Teaching s tudents with l earning p roblems (8 th ed.). Upper Saddle River, NJ: Pearson. ISBN : 978 0137033782 Leslie, L., & Caldwell, J. (2013). Qualitative reading i nventory - 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); attendanc e at all sessions. P lease re fer 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, materia l, 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 consist ent 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. En gage 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 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 thi s 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 o f 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 histor y, 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 fi nd 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 subs titutions 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 Ass essment 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 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 ______________%accura cy ______________ 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 norm s 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 miscu es? 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 leve l. 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 vocabular y? What about explicit vs implicit responses? What sense can you make here? 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 a pplicable 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 you r 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: McGr aw - 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 activiti es of W eek T wo 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 3 A 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 standar ds: ● 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 resu lts 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 Pla n 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 3 rd grade level 15 minutes/3X a week 3 rd 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) revi ewed, 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 langua ge - 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 fo llowing standard: ● LDC 1 ( 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 intervention - research 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 M astery 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 wor d. 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 compositio ns, 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 pr oduce 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 Defi cits 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: 7 th 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: 9 th 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 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. Lea rner 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 o n 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 32 Activity Eleven: Integration Paper on Course Concepts Description of Activity: In this integr ation paper, the learner will (a ) identify major concepts regarding literacy development (reading, spelling, language, and written language) at c rucial 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 ca n 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: Scor ing 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 research - based 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 interventio n 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