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EDE 387 Diagnosis & Remediation ofReading Difficulties
Cuff, Shannon Cowart


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

School For Education Mission Statement
The 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.



Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

School For Education Vision Statement
The 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


Course

EDE 387 Diagnosis & Remediation of Reading Difficulties

Semester

FA 2010 HO

Faculty

Dr. Shannon Cuff

Title

Assistant Professor of Literacy Education

Degrees/Certificates

Bachelor of Arts, Secondary Education and English
Masters in Education
Doctor of Philosophy, Literacy Education

Office Location

Watson Literacy Center, 330B

Office Hours

Monday: 1:30--4:00, Tuesday: 12:30--3:30, Thursday: 1:00--3:30

Daytime Phone

816-584-6539

E-Mail

shannon.cuff@park.edu

Semester Dates

August 16, 2010--December 10, 2010

Class Days

--T-R--

Class Time

8:45 - 10:00 AM

Prerequisites

EDE 380 and admission to the School for Education

Credit Hours

3


Textbook:

Diller, D. (2007). Making the most of small groups: Differentiation for all. Portland, ME: Stenhouse Publishers. ISBN-10: 1571104313.
 
Gunning, T.G. (2010). Assessing and correcting reading and writing difficulties (4th ed.). Boston: Allyn & Bacon. ISBN: 0-205-44526-5.
 
Johnston, P.H. (2004). Choice words: How our language affects children's learning. Portland, ME: Stenhouse Publishers. ISBN: 1-57110-3899.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

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 Period    

 Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

 1 year

 $30.00

$30.00

 2 years

 $59.00

$29.50

 3 years

 $87.00

$29.00

 4 years

 $112.00

$28.00

 5 years

$120.00

$24.00

6 years

$125.00

$20.83

2.    Send an email to Carol Williams (carol.williams@park.edu) with the following information:

1.    Your Name

2.    The Contract Period you wish to purchase

3.    Your student identification 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 (carol.williams@park.edu), 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 helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
EDE387 Diagnosis & Remediation of Reading Difficulties: A survey of the instruments which teachers can use in their classroom to screen reading difficulties. The instruments will be demonstrated and mastered as part of the course. Methods and materials available to the classroom teacher for remediation reading difficulties are also a focus of this course. Pre-service students are required to work with elementary school students in a classroom setting and/or one on one for 32 hours of combined assessment and remedial tutoring in a school setting during regularly scheduled course hours set reserved for this purpose. This course is designed to prepare teachers to individualize reading instruction within a literacy program in the elementary school. Prerequisite: EDE380 and admission to the School for Education. To be taken concurrently with EDE360C 3:0:3

Educational Philosophy:

Teachers are catalysts for their students' learning process and educational experiences.  My goal is to work collaboratively with my students to deepen their knowledge of literacy education and facilitate their growth as educators.  Respect for one another is critical to establishing a culture and climate where all ideas may be expressed.  We will engage in conversations that challenge us to think about how to best teach every child.  Teachers must strive to work with the whole individual and provide authentic learning opportunities in order to promote growth and academic success. 

Learning Outcomes:
  Core Learning Outcomes

  1. Identify, articulate, and apply evidence-based best practices in assessment and instruction to address the cognitive strengths and needs of individual learners' reading skills.
  2. Respond in a facilitative way to challenges presented by motivational and affective needs of individual learners' reading skills.
  3. Identify and use effective oral and written communication with learners, parents, and professional peers regarding individual learners' reading difficulties, remedial instruction, and progress.
  4. Demonstrate effective use of critical self-reflection and on-going assessments to analyze, inform, and adjust instruction to meet individual learners' needs for improving reading skills.


Core Assessment:

Reflective Journal

Class Assessment:

The following list is an overview of the assignments for this course.  More information for each assignment will be given as needed.  Additionally, students may be asked to complete smaller assignments as they relate to the assessments listed below.
 
1. Case Study Textbook Applications (CSTA):  A series of case studies of different learners will be given to you. Using all required texts plus one online journal article, you will identify needs, strengths, strategies & activities, and tell how you would communicate to help develop reading skills and a stronger sense of self-efficacy. You will be given directions, a rubric, and a model to do your CSTAs. You will all share your findings with each other during class sessions. CSTAs prepare you to do the Field Experience Case Study. 
 
2.  Field Experience Case Study: Rubrics, models, and materials will be provided. You will be assigned by me and school liaisons to a particular school and learners to complete at least 32 hours of combined classroom assistance and 1-on-1 assessment and tutoring. Your principal, teacher(s), and/or coaches will determine who your learners are. Though circumstances vary each semester with how Field Experience occurs, i.e., EDE 385 and each school, it is definite you will need two learners for reading to insure that you complete the Field Experience Case Study. The Field Experience Case Study is a combination of two assignments, the Pre-Assessment Profile and Post-Assessment Report.  You will also complete post-session reflection sheets after each tutoring session.
 
(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.

3. MoSTEP Standard 1.2.9: Students will complete drafts of these standards for their portfolios. You will address the Quality and all Performance Indicators by writing at least three drafts using materials provided by the instructor. Each draft must be submitted to a different member of the class for peer review according to the Class Schedule. Each student earns points for (a) 2 drafts, (b) 2 peer reviews, and (c) a 3rd draft revised according to peer feedback. Peer review forms will be provided. All drafts attached to peer review sheets are due on the day listed in the class schedule. 

Grading:

Final grades are calculated by points only.  Each assignment will be assigned a point value.  Students will receive rubrics for each assignment before points are determined to aid them in earning the grade they desire.  Additionally, students will receive points for attendance and participation.  A student's grade will be lowered half a letter grade upon the fourth unexcused absence and/or late entry to class. 

Late Submission of Course Materials:

Assignments should be submitted on time even if a student is absent (excepting emergencies).  Use email or ask a fellow classmate/friend to deliver the assignment to class or Dr. Cuff's mailbox on her office door. 

Five points will be deducted each day until the assignment is submitted.  Students may speak to Dr. Cuff individually if an emergency prohibits the submission of an assignment.  Late assignments will be noted, and if you are an education degree-seeking student, may be reflected in your teaching dispositions evaluation.

Classroom Rules of Conduct:

You are expected to be on time and refrain from leaving early.

Classroom participation is part of your grade in this course.  To participate, you must attend class having prepared the materials for the day. 

Classroom discussion should be respectful to everyone and relevant to the topic we are discussing.  Classroom discussion is meant to allow us to hear a variety of viewpoints.  This can only happen if we respect each other and our differences.

Electronic devices must be turned off during class, unless you have informed me ahead of time that you are expecting an emergency message.

Course Topic/Dates/Assignments:

The following is a general overview of this course.  Students will receive a detailed schedule of course topics and assignments monthly.  Please note our schedule is flexible and will be determined based on students' needs.
 
Week 1: Introduction to Course, Overview of diagnosis and remediation
Week 2: Systems of Language, Understanding the Struggling Reader
Week 3: Assessing the Struggling Reader, Information about IRIs
Week 4: Practice Using IRIs
Week 5: What happens after diagnosis?  Begin thinking about designing instruction
Week 6: Practice pre-assessing your readers
Week 7: Begin tutoring in the field, work on CSTAs, first drafts of MoSTEP standard 1.2.9
Weeks 8-13: Continue tutoring in the field.  During class we will discuss concerns and strategies for instruction.  Work on CSTAs, second and third drafts of MoSTEP standard 1.2.9
Weeks 14-16: Conduct post-assessment, write up post-assessment report

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 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. from Park University 2010-2011 Undergraduate Catalog Page 92-93
Dr. Cuff reserves the right to use anti-plagiarism software to determine the authenticity of students' assignments.

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2010-2011 Undergraduate Catalog Page 95-96
A student's grade will be lowered half a letter grade upon the fourth unexcused absence and/or late entry to class.  

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 .

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:8/13/2010 10:12:56 PM