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 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 a nd 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 appropria te 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 M et: 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 cho ice 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 standa rds: • CoreB7 Possible Points: 15 Due Date: Week 2