School For Education Mission StatementThe School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.
School For Education Vision StatementThe School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.
Park University School for Education Conceptual Framework
EDE 391 Diagnosis & Remed Read Difficult
SP 2009 HO
Greene, Judy Ann
M.A. Special EducationB.S. Language ArtsB.G.S Psychology, B.G.S English
Rm. 317 Copley Hall
T/R Noon - 3:00
Jan. 20 – May 8
7:20 - 10:00 AM
Dudley-Marling, Curt, and Paugh, Patricia. (2004). Classroom Teacher’s Guide to Struggling
Readers. Portsmouth, NJ: Heinemann. ISBN: 0-325-00541-9
Duffy, Gerald G. (2003) Explaining Reading A Resource for Teaching Concepts, Skills, and
Strategies. New York: Guilford Press. ISBN: 1-57230-877-X
Johnston, Peter H. (2004). Choice Words: How Our Language Affects Children’s Learning.
Portland, ME: Stenhouse Publishers. ISBN: 1-57110-3899
Gunning, Thomas G. (2006). Assessing and Correcting Reading and Writing Difficulties, 3rd ed.
Boston: Pearson Education Publishers. ISBN: 0-205-44526-5
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Teachers must be willing learners who embody what they hope to cultivate in their students—curiosity and joy of learning, courage to risk being wrong, ability to connect the classroom to the world around it as a desirable way to enrich and empower genuine mobility in personal, social, and professional life. Teachers must also have at heart, the understanding that little of value can be communicated without first establishing and maintaining a human, mutually respectful relationship. In other words, teachers must model what they ask of and expect from the students they teach, and they must enter the classroom with a disposition toward teaching-learning as an “us-we” instead of “me-them” effort.
Learning Outcomes: Core Learning Outcomes
COURSE ASSESSMENT (ASSIGNMENTS)
FWHAT YOU NEED TO KNOW ABOUT SPECIFIC, REQUIRED ASSIGNMENTS E
(a) create your own reading skills assessment using authentic texts that you select and adapt to the standard IRI format. Then you will . . .
(b) use your IRI to conduct at least 2 practice assessments outside a school setting, then . . .
(c) conduct pre-assessment for each of 2 learners in a school setting to determine each learner’s reading strengths and needs. After this, you will use the pre-assessment results to . . .
(d) design a remedial instruction plan for each learner to use during tutoring sessions. This plan must be linked to MoSTEP Show-Me Standards. Next, you will implement your plans for each learner by . . .
(e) conducting tutoring sessions with each learner twice a week for 30 minutes each session. Last, you will follow up by . . .
(f) conducting post-assessment for each learner to determine the effectiveness of your instructional plans and tutoring sessions.
F Post-Session Reflection Sheets Immediately after tutoring sessions, students will fill out a Post-Session Reflection Sheet (PSRS) to track and analyze their tutoring sessions. You are strongly encouraged to bring your PSRS to the instructor on the day she is scheduled to be on-site.
FThe Field Experience Report is the combination of 2 components:
· Pre-Assessment Profile. This includes the actual assessments and information gained before instruction, as well as a plan of instruction for tutoring based on assessment results. There is a model, a rubric, and directions to guide you in creating your Pre-Assessment Profile. It is to be submitted approximately 2-3 weeks after beginning the field experience in your assigned setting.
· Post-Assessment Report. After tutoring instruction, a post-assessment is conducted for each learner. The report includes analysis and conclusions regarding results of the post-assessment, as well as analysis and conclusions regarding tutoring. There is a model, a rubric, and directions to guide you in creating your Post-Assessment Report. It is to be submitted together with the Pre-Assessment Profile on the day and time listed in the table of topics and activities at the end of this syllabus.
F Although 2 learners will be pre-assessed, tutored, and post-assessed, you will report on only 1 of them (“Assess two, report on one”).
F Field Experience Reports will be copied and given to the learners’ teacher(s) who may possibly share them with parents.
F Note: the completed Field Experience Report is due at the day and time listed in the Course Activity Schedule. No Field Experience Case Study will be accepted or considered for points if submitted after that date & time, resulting in score of 0).
GRADING PLAN: Points for final grade are earned as follows:
F WHAT YOU NEED TO KNOW ABOUT FINAL GRADES E
NOTE: final grades are calculated by points only, AND not BY THE percentage POSTED IN eCOMPANION.
Course Content Pre-assessment (not scored for accuracy) needed for final grade
Case Study Textbook Applications (4 @ 55 pts) 220
Pre-assessments Practice (2 @ 15 pts) 30
Post-Session Reflection Sheets (minimum of 10) 20
MoSTEP Standard 1.2.9 30
Field Experience Case Study
Pre-Assessment Profile 50
Post-Assessment Report 40
Final Case Study Application 30
Course Content Post-Test Final (scored for accuracy) 30
TOTAL POINTS: 450
A = 450 – 425 points
B = 424 - 400
C = 399 - 375
D = 374 – 350
F = 349 points or less
INCOMPLETES: Incompletes are strictly limited to students who regularly attend and submit assignment on time and whose situation meets the criteria described in unconditionally excused absences. A contract listing pending assignments and final due date is required. It is Park policy that all incompletes be finalized in 60 days. In complement to this policy, the instructor will compute the course grade with whatever assignments have been submitted at the end of 60 days.
Late Submission of Course Materials:
SUBMISSION OF COURSE ASSIGNMENTS:
F WHAT YOU NEED TO KNOW ABOUT SUBMITTING ASSIGNMENTS E
o Assignments should be submitted on time even if student is absent (excepting emergencies). Use fax, email, ask fellow class member and/or friend to deliver to instructor’s mailbox, rm. 309 on the third floor of Copley Hall, or to box on instructor's office door.
o Late assignments will result in loss of 1 point per day late.
o Assignments submitted before or on their due dates listed in the Schedule of Sessions at the end of this syllabus may be revised for more points until midnight of the last scheduled class session before finals week.
§ Any assignment submitted after the due date will not be eligible for revision unless it is, due to circumstances that meet criteria for excused absence, including documentation.
§ Assignments must be submitted in person to qualify for evaluation for points. The instructor will not print, evaluate, or score emailed assignments. The only purpose for emailing assignments is to establish submission date & time.
§ If computer/technology accessibility or problems interfere with meeting a due date, an assignment may be emailed by midnight of the day it is due to establish on-time submission. A hard copy must still be submitted to the instructor to qualify for evaluation for points.
§ Each time an assignment is submitted for re-evaluation, it must include all previous drafts and rubric scoring/written feedback from the instructor. This is to support consistency and fairness in grading. Any revised assignment that does not have previous draft(s) and feedback will be returned to the student until it is accompanied by previous drafts & instructor’s rubric/feedback.
o Students are responsible for reading and understanding this syllabus, rubrics and other course materials in eCompanion to know what assignments are required, when they are due, how to do them, how they are scored, and any other pertinent information. Points have been deducted because failed to follow syllabus directions and/or study the rubrics in eCompanion.
o Course materials too detailed or lengthy for this syllabus (rubrics, directions, handouts, etc.) will be provided for students to download and print from eCompanion. (NOTE: before printing, adjust the font size to avoid overlarge type and excessive amounts of pages!)
o Questions and/or concerns regarding assignments will be handled before or after class, during breaks, during office hours, by appointment, or by phone or email. If a question or concern is raised that the instructor deems important for the entire class, the instructor will inform the class via email. Ideas for improvement are most welcome! A significant portion of this course is the result of previous students' creative and helpful ideas.
Classroom Rules of Conduct:
TENTATIVE SCHEDULE OF SESSIONS, TOPICS, AND ASSIGNMENT DUE DATES
? TOPIC: Introductions & syllabus: procedures, policies, dispositions, CSTA’s (use/model
? DUE: Course Content Pre-assessment
? TOPIC: Assessment of Reading Difficulties and IRI structure
? ACTIVITY: Go over CSTA rubric and complete draft in class (students will need all required texts)
? GIVE: CSTA #1, Aidan (decoding needs)
· To be ready for Sept. 30, students select authentic texts & gather existing typescripts on their own time
? TOPIC: Assessment, cont’d
? ACTIVITY: Work in class on creating IRI using authentic texts
? TOPIC: Assessment
? ACTIVITY: Practice using created IRI’s
? GIVE: CSTA #2, Sara (decoding needs)
? DUE Case Study Text Application #1, Aidan
STUDENTS MUST BEGIN PRACTICE SESSIONS OUTSIDE CLASS w/FRIEND, CHILD, SPOUSE
? TOPIC: Reading Deficits, Differences, & Disabilities—Who, What, & Why?
? TOPIC: Reading Difficulties—What, & Why? Cont’d
? GIVE: CSTA #3, Jeremy (comprehension needs)
? DUE: CSTA #2, Sara
? TOPIC: Implementing Assessment Results: Designing Instruction
? TOPIC: What Schools Are Using: Lexiles, Jolly Phonics, Fundamentals, DIBELS, other
? TOPIC: Instructional Approaches & Strategies--Walker materials
? GIVE: CSTA #4, Monique (decoding & comprehension needs)
? DUE: CSTA #3, Jeremy
? TOPIC: Decoding/Fluency Strategy Instruction/Modeling/Practice--Echo/NIM (students)
? TOPIC: Decoding Strategy Instruction/Modeling/Practice--Word Sorts (students)
? TOPIC: Decoding Strategy Instruction/Modeling/Practice--Glass Analysis (instructor)
?TOPIC: Comprehension Strategy Instruction/Modeling/Practice—Visualization (students)
? TOPIC: Comprehension Strategy Instruction/Modeling/Practice--Graphic Orgs.(students)
? TOPIC: Decoding/Comprehension Strategy Instruction/Modeling/Practice: Readers’ Theatre
? TOPIC: Decoding/Comprehension Hands-on Strategies/Activities (instructor)
? DUE Case Study Text Application #4, Monique
? DUE 2 Pre-Assessment Practice
? TOPIC: ELL, ESOL
? TOPIC: Flow of Assessment & Instruction (instructor models process)
NOTE: Instructor will arrange for students to meet site liaison & cooperating teachers; students are to schedule a 1 hour classroom observation, get-acquainted session before 2/24. and a regular schedule for field experience w/cooperating teacher.
? TOPIC: Forging a relationship with educational insanity
? DUE: 1.2.9 Peer Review—exchange 1st draft w/partner using Peer Review Sheet
START “FULL TIME’ ON-SITE FIELD EXPERIENCE--BEGIN TWICE-A-WEEK ON-SITE ASSISTANCE/TUTORING
? Conduct pre-assessment/assist in classroom
NOTE: Students begin Post-Session Reflection Sheets after each assessment/tutoring session starting w/1st assessment session
? Conduct/complete pre-assessment, assist in classroom
? Begin tutoring (if possible), assist in classroom
? Tutor, assist in classroom
NOTE: This should be the last day for pre-assessment
Week of March 9 - 13: Spring Recess –Students at Park Hill schools will need to tutor/assist at assigned sites
PRE-ASSESSMENT MUST BE COMPLETED NO LATER THAN MARCH 13/17
NOTE: PARK HILL SCHOOLS ON SPRING BREAK
? DUE: Pre-Assessment Profile (include pre-assessment of 2nd learner)
? Tutor, assist in classroom
? Tutor, assist in classroom
? Tutor, assist in classroom
? DUE: 1.2.9 Peer Review—exchange 2nd draft w/partner using Peer Review Sheet
? Tutor, assist in classroom
? Tutor, assist in classroom/begin post-assessment
NOTE: let learners know about your last day at their school!!!
? Tutor, assist in classroom/post-assessment
? Conduct post-assessment
POST-ASSESSMENT SHOULD BE COMPLETED
FINAL DAY ON-SITE F LAST DAY CLASSROOM ASSISTANCE
POST-ASSESSMENT MUST BE COMPLETED
o DUE: Last day to submit assignments that qualify for revision:
o DUE: Field Experience Case Study (will not be scored if submitted after midnight)
o DUE: Case Study Application “Final Exam” (done in class; may use notes & texts)
o DUE: Course Content Post-Test (done in class; closed book, no notes)
o DUE: 1.2.9 Final Draft to instructor
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2008-2009 Undergraduate Catalog Page 87
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2008-2009 Undergraduate Catalog Page 87
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2008-2009 Undergraduate Catalog Page 89-90
? INSTRUCTOR'S ATTENDANCE POLICY ?
• Students may have no more than two (2) absences.
• A third absence will drop the final course grade by one letter grade.
• A fifth absence will drop the final course grade by two letter grades.
• It is considered standard professional courtesy for the student to notify the instructor by phone or email ahead of time of any and all absences or late arrival/early departures (excepting emergencies).
• In the event of an absence from tutoring session, students are required to call and personally notify the cooperating teacher and, if possible, speak to the learner being tutored, apologizing for the absence. Students must obtain the school and, if applicable, teacher phone numbers before beginning involvement as tutor.
• The following will be unconditionally excused and require documentation: medical or dental emergency, student's hospitalization, serious illness of close family member, natural disasters (e.g., fires, flood, etc.), jury duty, unexpected military call-up, death in family.
• The following will not be considered for excused status in excess of the two absences allowed: job schedule, wedding or other family event, other class schedule, and other situations that are avoidable by responsible planning. If students are in doubt, ask the instructor first. The instructor will uphold the policies set out in this syllabus.
• Late arrival and early departures of 15 minutes or more past the scheduled class starting and ending time each count ¼ of an absence.
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
F WHAT YOU NEED TO KNOW ABOUT WRITTEN ASSIGNMENTS E
Writing skills are an essential part of all typewritten assignments. Errors in basic writing skills, and failure to proofread and/or correctly use the model for formal written assignments result in loss of points. Your future administrators expect their teachers to have the basic writing skills they will be teaching to children; teachers need the respect and cooperation from both administrators and parents that clear communication helps create. Therefore, all written and spoken communication will be subject to correction. (This includes the instructor!)
To avoid point loss, as well as save time and energy, students are expected to:
(1) Use the “Model for Formal Writing” provided in eCompanion. It will show you how typewritten assignments are to be formatted. It will also provide you with examples of proper technical writing skills, including examples of the most common errors that are responsible for the highest loss of points.
(2) Use “Proofreading Tips” provided in eCompanion. carefully for technical skills errors, missing words, missing letters, making all necessary revisions; and
(3) Make certain terms and phrases are used correctly for meaning, and that what is written can be easily understood by a parent, another teacher, and/or administrator. All assignments receiving rubric points include a score for correct basic writing skills.
Bader, Lois. (2005) Bader Reading and Language Inventory; Pearson, Merrill Prentice Hall.
Beers, Kylene. (2003) When Kids Can’t Read. Heinemann Publishers. ISBN: 0-86709-519-9
Clay, Marie (2006). An Observation Survey of Early Literacy Achievement Revised 2nd edition.
Portsmouth, NH: Heinemann Publishers. ISBN: 0-325-00929-5
Fountas, Irene C., Pinnell, Gay Su. (2006) Teaching for Comprehension and Fluency: Thinking,
Talking, and Writing About Reading, K-8. New York: Heinemann.
Goodman, Yetta M., Marek, Ann M. (1996). Retrospective Miscue Analysis: Revaluing Readers
and Reading. Katonah, NY: Richard C. Owen Publishers, Inc. ISBN: 1-878450-85-9
Lyons, Carol A. (2003) Teaching Struggling Readers: How to Use Brain-Based Research to Maximize Learning. Portsmouth, NH: Heinemann Publishers. ISBN: 0-325-00435-8
McGuinness, Diane. (1999). Why Our Children Can't Read and What We Can Do About It: A
Scientific Revolution in Reading. New York: Touchstone ISBN 0684853566
Opitz, Michael F. (2000) Rhymes and Reasons: Literature and Language Play for Phonological
Awareness; Heinemann Publishers.
Last Updated:1/7/2009 5:10:40 PM