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 387 Diagnosis & Remediation ofReading Difficulties
FA 2009 HO
Greene, Judy Ann
M.A. Special Education, B.S. Language Arts,B.G.S Psychology, B.G.S English
rm. 317 Copley Hall
Last T of month noon – 4:00; W 11:00-3:00 except last week each
8:45 - 10:00 AM
Admittance to SFE and EDE 380
Diller, Debbie. (2007) Making the Most of Small Groups: Differentiation for All. Stenhouse
Publishers. ISBN-10: 1571104313
Johns, Jerry; Lenski, Susan Davis. (2005) Improving Reading: Strategies and Resources, 4e.
Kendall-Hunt Publishers. ISBN-10: 0757514537
Johnston, Peter H. (2004). Choice Words: How Our Language Affects Children’s Learning.
Portland, ME: Stenhouse Publishers. ISBN: 1-57110-3899
Foliotek All Park University teacher candidates seeking certification and licensure must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions:
1. Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation.
Contract Fee Per Student
2. Send an email to Carol Williams (email@example.com) with the following information:
1. Your Name
2. The Contract Period you wish to purchase
3. Your student indentification number
3. Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.
4. Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (firstname.lastname@example.org), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!
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.
FREQUIRED ASSIGNMENTS: WHAT YOU NEED TO KNOWE
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 total 10 between learners) 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
Late Submission of Course Materials:
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 be noted and may be reflected on your teaching dispositions. Unless an assignment is late for emergency reasons, 5 points will be deducted.
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. 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:
? TOPIC: Introductions & syllabus: procedures, policies, dispositions
o ASSIGNMENT: Bring all required texts to next class
? TOPIC: Overview—Assessment, “Diagnosis,” and Remediation
? Take 5 minutes, finish Pre-Assessment
o ASSIGNMENT for Sep. 1: Case Study Text Application #1, Aidan
F To be ready for Field Experience, students should begin selecting authentic texts & gather or create typescripts on their own time
? TOPIC: Assessing for Reading Difficulties—IRI
? TOPIC: Assessment, cont’d
? ACTIVITY: Debrief Aidan
? DUE CSTA #1, Aidan
? ASSIGNMENT for Sep. 3: bring your IRI to class
? ASSIGNMENT for Sep. 8: CSTA #2, Sara
? TOPIC: Reading & the Brain—Deficits, Differences, & Disabilities
? ACTIVITY: Practice using created IRI’s
FSTUDENTS BEGIN PRACTICE SESSIONS OUTSIDE CLASS w/FRIEND, CHILD, SPOUSE
FSTUDENTS MUST BEGIN LUMOSITY ONLNE BRAIN “TRAINING” (complete 7-day subscriber promotion sessions—try for 2 per day (10 minutes each session)
? ACTIVITY: Debrief Sara
? TOPIC: Reading & the Brain—Deficits, Differences, & Disabilities cont’d
? DUE: CSTA #2, Sara
? ASSIGNMENT for Sep. 15: CSTA #3, Jeremy
? TOPIC: What Comes After Assessment—Designing Instruction
? TOPIC: Decoding Strategies
? ACTIVITY: Model & Practice decoding strategies
? ACTIVITY: Debrief Jeremy
? TOPIC: Comprehension Strategies
? ACTIVITY: Model & Practice comprehension strategies
? DUE Case Study Text Application #3 Jeremy
? DUE 2 Pre-Assessment Practice (must be approved to begin Field Experience assessment w/learners
? ASSIGNMENT for Sept 24, CSTA #4 Angelo
? TOPIC: ELL, ESOL
NOTE: This is the week for students to meet site liaison & cooperating teachers; students are to schedule a 1 hour classroom observation, get-acquainted session before 2/29. and a regular schedule for field experience w/cooperating teacher. Take copy of Field Experience Packet w/you.
? TOPIC: Flow of Assessment & Instruction (instructor models process)
? DUE CSTA #4 Angelo
? 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 Oct. 12 - 16: Fall Recess –If tutoring, make sure you manage this time to be able to complete 32 hours by end of Field Experience
NOTE: PARK HILL SCHOOLS ON SPRING BREAK
? DUE: Pre-Assessment Profile (include pre-assessment of 2nd learner)
? Meet at Park for class—no tutoring this day
? 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
NOTE: let learners know about your last day at their school!!!
? Tutor, assist in classroom/post-assessment
? Conduct post-assessment
Nov. 26—Thanksgiving = No School
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: 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 & 1.2. 5.2 Final Draft w/peer reviews to instructor
o DUE: Field Experience Case Study (will not be scored if submitted after midnight)
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 2009-2010 Undergraduate Catalog Page 92
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2009-2010 Undergraduate Catalog Page 95? 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 .
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
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
Fountas, Irene C., Pinnell, Gay Su. (2006) Teaching for Comprehension and Fluency: Thinking,
Talking, and Writing About Reading, K-8. New York: Heinemann. ISBN:0-325-00308-4
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
Gunning, Thomas G. (2006). Assessing and Correcting Reading and Writing Difficulties, 3rd ed.
Boston: Pearson Education Publishers. ISBN: 0-205-44526-5
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
Last Updated:8/22/2009 7:30:08 PM