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
SP 2010 HO
Greene, Judy Ann
M.A. Special Education, B.S. Language ArtsB.G.S Psychology, B.G.S English
rm. 317 Copley Hall
W 9:30-3:30 & R 2:30-4:30, or by appointment
Jan. 11 - May 7
8:45 - 10:00 AM
Diller, Debbie. (2007) Making the Most of Small Groups: Differentiation for All. Stenhouse
Publishers. ISBN-10: 1571104313
Gunning, Thomas G. Assessing and Correcting Reading and Writing Difficulties, 4e. Boston,
Pearson Education Publishers. ISBN: 0-205-44526-5
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!!
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
The Field Experience Case Study is a combination of 2 assignments—Pre-Assessment Profile and Post-Assessment Report. Rubrics and models are provided.
(a) Pre-Assessment Profile: this is a formal, cordial technical report in which you tell your cooperating teacher (and possibly parents) what you did to assess your learner’s reading skills, what you found out, and the instruction you plan to use during tutoring sessions.
(b) Post-Assessment Report: this is a formal, cordial technical report in which you tell your cooperating teacher (and possibly parents) what happened during tutoring, the results of assessment after tutoring, what affected tutoring, and suggestions for the future.
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
Online Brain Training 50
Pre-assessments Practice (2 @ 15 pts) 30
Post-Session Reflection Sheets (minimum total 10 between learners) 20
MoSTEP Standard 1.2.9 (3 drafts w/peer reviews @ 10 pts 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: 500
A = 500 – 475 points
B = 474 - 450
C = 449 - 425
D = 424 – 400
F = 399 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:
F WHAT YOU NEED TO KNOW ABOUT SUBMITTING ASSIGNMENTS E
DUE DATES & POINTS
o Assignments should be submitted on time even if you are absent (excepting emergencies). Use fax, email, ask fellow class member and/or friend to deliver to my mailbox in rm. 309 of Copley Hall, or the doorbox on my office door.
o Late assignments will lose 5 points unless it is due to an emergency listed above. (BTW, this is a good time to mention evaluation of your teaching dispositions. Evaluations below “At” are likely to be given if you: submit more than one assignment late; come to class late or leave early more than once; ask questions or submit assignments that obviously show you have not read the syllabus &/or rubrics. It’s one thing to not understand something you have read in the syllabus/rubrics, and quite another to simply assume you don’t need to bother.
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 regularly scheduled class session before finals week—see the table at the end.
HOW TO SUBMIT ASSIGNMENTS
o Assignments must be submitted in person. I will not print, evaluate, or score emailed assignments. The only purpose for emailing assignments is to establish submission date & time.
o 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.
SUBMITTING REVISED ASSIGNMENTS
o 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 the syllabus and/or study the rubrics in eCompanion were not read carefully. This has resulted in drop of 1 or more full letter grades. GRADES ARE DETERMINED BY POINTS ONLY, NOT PERCENTAGES LIST IN ECOMPANION GRADEBOOK.
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, I will inform the class via email. PLEASE ask ME if you are uncertain about something you have read in this syllabus or rubric. It’s routine to ask each other about assignments; however, on occasions In the past, this has resulted in loss of points.
Classroom Rules of Conduct:
? ACTIVITY: Introductions; Course Content Pre-Assessment
? TOPIC: Syllabus—read it & be ready for quiz next class
? ACTIVITY: Syllabus quiz, questions, etc.
? TOPIC: Overview—Assessment, “Diagnosis,” and Remediation
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
? 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)
? TOPIC: Reading & the Brain—Deficits, Differences, & Disabilities cont’d
? TOPIC: What Comes After Assessment—Designing Instruction
? DUE 2 Pre-Assessment Practices(must be approved to begin Field Experience assessment w/learners
? 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: 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
PROF. GREENE HAS SURGERY—if possible, use this time to complete pre-assessment of your learners
PROF. GREENE RECUPERATING--if possible, use this time to complete pre-assessment of your learners
Week of March 8 - 12: Spring Recess –If tutoring, make sure you manage this time to be able to complete 32 hours by end of Field Experience
? Tutor, assist in classroom
? DUE: Pre-Assessment Profile (include pre-assessment of 2nd learner)
? 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!!!
? Conduct post-assessment
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 2009-2010 Undergraduate Catalog Page 92
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 ?
• You may have no more than 2 absences.
• A 3rd & 4th absence will drop your final course grade by 1 letter grade.
• A 5th absence will drop the grade by 2 letter grades.
• It is considered standard professional courtesy for you to notify me by phone or email ahead of time for any and all absences or late arrival/early departures (excepting emergencies).
• The following will be unconditionally excused and require documentation: medical or dental emergency, hospitalization of close family member, natural disasters (e.g., fires, flood, etc.), jury duty, unexpected military call-up, death in family. If such a situation results in a 3rd or more absence, documentation is required.
• The following will not be considered for excused status in excess of the 2 absences allowed: job schedule, wedding or other family event, other class schedule/online test, and other situations that are avoidable by responsible planning. If you are in doubt, ask the instructor first.
• 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. Principals & parents expect teachers to have mastery of the skills they teach to children; teachers need the respect and cooperation from both principals & parents. Another consideration is that this is usually the last class before you do your student teaching & submit portfolio entries. Therefore, all written and spoken communication will be subject to correction. (This includes the instructor!) All assignments receiving rubric points include a score for correct basic writing skills. Errors in basic writing skills, and failure to proofread and/or correctly use the model for formal written assignments result in loss of points.
You will avoid point loss, and save time in the long run by doing the following:
(1) Use the “Model for Formal Writing” provided in eCompanion. It shows 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 for which I dock points. If it is obvious you have not read this, I will hand it back to you for revision until it meets expectations for this.
(2) Make certain jargon (terms and phrases particular to reading & instruction) are defined and used correctly, and can be easily understood by a parent, another teacher, and/or administrator. This is one of the core outcomes. Therefore, all formal, typed assignments should be written with these people in mind—NOT me. In fact, the most important written assignment, the Field Experience Case Study, will be given to your cooperating teachers who may make an additional copy to give to parents.
I strongly suggest that you use “Proofreading Tips” provided in eCompanion. Reading through the Model and the rest this may seem like something you can get by without doing—but believe me, past students would tell you to do
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:1/8/2010 1:48:42 PM