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ED 546 Advanced Diagnosis andRemediation of Rdng Difficulties
Greene, Judy Ann


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of 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's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a 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

ED 546 Advanced Diagnosis andRemediation of Rdng Difficulties

Semester

S2P 2011 ED

Faculty

Greene, Judy Ann

Title

Adjunct Faculty

Degrees/Certificates

M.A. Special Education, B.S. Language Arts,
B.G.S Psychology, B.G.S English

Office Location

rm. 315 Copley

Office Hours

by appointment

Daytime Phone

816-584-6335 (main School of Ed office)

Other Phone

---

E-Mail

judy.greene@park.edu

---

Class Days

----R--

Class Time

5:00 - 9:30 PM

Prerequisites

ED 521 and/or other classes pertaining to:  fundamentals of reading, learning/reading deficits and disabilities, phonics

Credit Hours

3


Textbook:
Gunning, Thomas G. (2009). Assessing and Correcting Reading and Writing Difficulties, 4e. Boston: Pearson Education Publishers. ISBN: 0136100821 Johns, Jerry. (2011). Basic Reading Inventory: Pre-Primer Through Grade Twelve and Early Literacy Assessments With CD-Rom and Student Booklet. Kendall-Hunt Publishers. ISBN: 0757551270 Johnston, Peter 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

Additional Resources:

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:
ED546 Advanced Diagnosis and Remediation of Reading Difficulties: Explores characteristics, identification and intervention strategies appropriate for students with reading difficulties, includes the study of formal and informal assessments, miscue analysis and recommendation for instructional materials. Examines both traditional and innovative means of teaching reading toe students with disabilities. Teachers will practice administering, interpreting and reporting diagnostic results. Prerequisite: ED521 Introduction to Literacy, or at least one other literacy course.

Educational Philosophy:
The instructor’s educational philosophy is to encourage teachers to come together as a community of learners. Text readings, notes, lecture, video, computer technology, Socratic and informal discussion, and role-playing will be the instructional modes. It is of paramount importance that teachers seeking a graduate degree exhibit attitudes and skills expected of professionals in education. This includes work ethics as well as oral and written communication. Considering today’s challenges, teachers who can keep students’ needs—both academic and human--as their anchor and guiding force in all interactions are worth their weight in gold.

Learning Outcomes:
  Core Learning Outcomes

  1. Appreciate and respond effectively to affective needs of students with reading problems.
  2. Communicate effectively with learners, parents, and professional peers regarding reading problems.
  3. Become familiar with a variety of assessment tools used to diagnose reading problems.
  4. Select, administer, interpret, write reports of informal and formal reading assessment/test results.
  5. Apply assessment/test results to create and implement an appropriate and effective corrective program of reading.
  6. List, describe, and apply knowledge of variety of corrective/adaptive reading strategies, instructional methods, and materials that will help students with reading difficulties, deficits, or disabilities to improve their use of text for learning.
  7. Develop strategies for using technology to enhance the teaching of reading.
  8. Become familiar with a variety of techniques that can be used in the general education classroom setting that will allow the student with disabilities to access the general education curriculum.
  9. Demonstrate critical self-reflection to analyze and adjust instructional practices with the goal of improving student learning


  Instructor Learning Outcomes
  1. 1. Appreciate and respond effectively to affective needs of students with reading problems.   o Relevant MoSTEP Standards:  1.2.3.1, 1.2.3.2, 1.2.3.4, 1.2.4.1, 1.2.5.1, 1.2.7.1, 1.2.10.2 o Relevant NBPTS Standards:  1, 2, 3 o Relevant NMSA Standards:  1.D2, 1.D4, 1.P2, 5.K6 o Relevant IRA Standards:  4.1, 4.3, 4.4, 5.1 o Relevant CEC Standards:  2, 3, 7 o School for Education Conceptual Framework Knowledge:  2C, 2D, 2F Skills:  1A, 1B, 1C, 1D, 1E, 1F, 2A, 2B, 2C, 2D, 2E, 3B, 3C Dispositions:  1A, 1C, 1E, 3A, 3B, 3C, 3D, 3E, 3F, 3G, 4C, 5D, 5F  Portfolio artifacts:  Field Experience Case Study, Case Study Text Applications
  2. 2. Communicate effectively with learners, parents, and professional peers regarding reading problems.  o Relevant MoSTEP Standards 1.2.7.1, 1.2.7.2, 1.2.8.4 o Relevant NBPTS Standards: 5N o Relevant MSA Standards:  5.K6, 5.P10, 6.K4 o Relevant IRA Standards:  3.4 o Relevant CEC Standards:  6, 8, 9 o School for Education Conceptual Framework Knowledge: 1C, 1F Skills:  3A, 3B, 3C; Dispositions:  1A, 1C, 1E, 5B, 5C, 5D, 5F, 5G, 5H)  Portfolio artifacts:  Field Experience Case Study
  3. 3. Become familiar with a variety of assessment tools used to diagnose reading problems.  o Relevant MoSTEP Standards:  1.2.8.1, 1.2.8.4 o Relevant NBPTS Standards:  2, 3, 4 o Relevant NMSA Standards:  5.K4 o Relevant IRA Standards:  3.1 o Relevant CEC Standards:  8 o School for Education Conceptual Framework Knowledge: 1C, 2C, 3B Skills: 1G, 2D Dispositions: 2E, 4D, 5B)  Portfolio artifacts:  Case Study Text Applications, Course Content Post-Test
  4. 4. Select, administer, interpret, write reports of informal and formal reading assessment/test results. o Relevant MoSTEP Standards:  1.2.8.4, 1.2.9.1 o Relevant NBPTS Standards:  3, 4, 5 o Relevant NMSA Standards:  5.D5, 5.P8, 5.P9 o Relevant IRA Standards:  3.1, 3.2, 3.3, 3.4 o Relevant CEC Standards:  8, 9, 10 o School for Education Conceptual Framework Knowledge: 1C, 2C, 2E, 3B, 3E Skills:  2C, 2D, 3A, 3C Dispositions: 1C, 2E, 4D)  Portfolio artifacts:  Field Experience Case Study
  5. 5. Apply assessment/test results to create and implement an appropriate and effective corrective program of reading.  o Relevant MoSTEP Standards:  1.2.4.1, 1.2.8.1, 1.2.8.2, 1.2.8.3 o Relevant NBPTS Standards:  1, 3, 4 o Relevant NMSA Standards:  5.D3, 5.D7; IRA 3.3 o Relevant CEC Standards:  7, 8 o School for Education Conceptual Framework Knowledge:  1A, 2E, 2G Skills:  1B, 1C, 1G, 2E Dispositions:  2A, 2B, 4E  Portfolio artifacts: Field Experience Case Study
  6. 6. List, describe, and apply knowledge of variety of corrective/adaptive reading strategies, instructional methods, and materials that will help students with reading difficulties, deficits, or disabilities to improve their use of text for learning.  o Relevant MoSTEP Standards:  1.2.1.2, 1.2.1.3, 1.2.1.4, 1.2.3.2, 1.2.3.4, 1.2.4.1, 1.2.4.2, 1.2.5.1, 1.2.6.1 o Relevant NBPTS Standards:  1, 2, 3, 4 o Relevant NMSA Standards:  1.P10. 4.K3 o Relevant IRA Standards:  2.1, 2.2, 2.3 o Relevant CEC Standards:  2, 3, 4, 7 o School for Education Conceptual Framework Knowledge:  1C, 2B, 2D, 2F, 3E Skills:  1A, 1B, 1C, 1D, 1E Dispositions:  2B, 2C, 2D, 4E, 5B, 5C, 5D, 5F  Portfolio artifacts: Field Experience Case Study, Case Study Textbook Application
  7. 7. Develop strategies for using technology to enhance the teaching of reading. o Relevant MoSTEP Standards:  1.2.1.2, 1.2.7.4, 1.2.11.3, 1.2.11.4 o Relevant NBPTS Standards:  2 o Relevant NMSA Standards:  4.K4 o Relevant IRA Standards:  2.2, 4.2 o Relevant CEC Standards:  4, 7 o School for Education Conceptual Framewor Knowledge:  2D Skills:  1B, 1F Dispositions: 2B, 2C, 5F   Portfolio artifacts: Field Experience Case Study
  8. 8. Become familiar with a variety of techniques that can be used in the general education classroom setting that will allow the student with disabilities to access the general education curriculum.  o Relevant MoSTEP Standards:  1.2.1.2, 1.2.1.3, 1.2.1.4, 1.2.3.2, 1.2.3.4, 1.2.4.1, 1.2.4.2, 1.2.5.1, 1.2.6.1 o Relevant NBPTS Standards:  1, 2 o Relevant NMSA Standards:  3.P6, 4.P4 o Relevant IRA Standards:  2.2, 4.1, 4.2 o Relevant CEC Standards:  4, 7 o School for Education Conceptual Framework Knowledge:  1A, 1B, 2B Skills:  1B, 1C, 1D, 1E, 3C Dispositions:  1A, 2A, 2B, 3B, 4A, 5C, 5D, 5F, 5G)   Portfolio artifacts: Strategy Demonstration, Field Experience Case Study, Case Study Textbook Application
  9. 9. Demonstrate critical self-reflection to analyze and adjust instructional practices with the goal of improving student learning  o Relevant MoSTEP Standards:  1.2.8.1,1.2.9.1, 1.2.9.3 o Relevant NBPTS Standards:  3, 4 o Relevant NMSA Standards:  5.K6 o Relevant IRA Standards:  3.3 o Relevant CEC Standards:  9 o School for Education Conceptual Framewor Knowledge:  3A, 3F Skills:  1G, 2B, 2E Dispositions:  1A, 2A, 2E, 3E, 3F, 4C)  Portfolio artifacts:  Post-Session Reflection Sheets (from Field Experience Report)
Core Assessment:

Class Assessment:

All Park University courses must include a core assessment that measures the relevant Departmental Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities. Because good evaluation requires multiple assessments representing all levels of Bloom’s Taxonomy, the core assessment for this course is a combination of three (3) assignments:       

§          Post-Assessment Report, a summative, authentic performance mastery task that demonstrates what a student has achieved regarding the standards for knowledge, skills, and dispositions required by the course. The Post-Assessment Report follows the Pre-Assessment Profile to complete the Field Experience Case Study. 

§          Final Case Study Application. This is a summative mastery task demonstrating what students have achieved regarding the standards for knowledge and skills required by the course. 

§          Course Content Post-Test. This is a summative measure of students’ mastery of terms and knowledge essential to the course. The Final Case Study Application and Course Content Post-Test comprise the Final Examination.

COURSE ASSIGNMENTS

  1. Case Study Textbook Applications (CSTA) Prepare for class lectures and activities. Students will apply their understanding of the information in all assigned textbooks to “solve” each assigned case study. Students will be given case study information on individual elementary learners, as well as a sheet explaining how to do case studies and a rubric explaining how they will be evaluated for points. Responses must be typed. Case Study Textbook Applications are due at the beginning of each class on the date listed in "Course Topics and Assignments." 
  1. Content Area Project (non-MELE students only) Students will set a goal and develop a plan for developing expertise in a topic or skill of their choice according to perceived need and interest. The plan must be approved by the instructor before the student begins the project. Upon completion, students will submit a written report to the instructor and share their projects with the class in the form of a PowerPoint, lecture, or video presentation.
  1. Field Experience + Case Study  (detailed description, directions, and forms will be provided in eCompanion): Students are to select one learner and administer the IRI. The ideal would be to work with a learner who has been identified as a struggling reader. It is permissible to work with your own child or other relative, a neighbor, one of your students (if already teaching), or friend’s child.

Students will:

(a)     conduct 2 practice sessions, 1 outside of class and 1 in class

(b)    after satisfactorily administering IR in class practice, administer the actual IRI as pre-assessment for 1 learner outside of class to determine his or her reading strengths and needs, then

(c)     design remedial instruction for the learner containing outcome statements linked to MoSTEP standards, submit it for approval by the instructor, then

(d)    conduct remedial instruction based on the pre-assessment, then

(e)     follow up by conducting post-assessment to determine the effectiveness of instruction.

After completing the assessment and instruction, students will complete a written case

study using the directions and rubric provided. This case study is to be written as if for

the current teacher, future teacher, and/or parents of the learner—not the instructor.

Immediately after each assessment and tutoring session, students will fill out a Post-Session Reflection Sheet (PSRS) to track and analyze their assessment & instruction. Students are to bring their PSRS to class for feedback and guidance. 

    

                  Note: the Field Experience Case Study is due by midnight of the day 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). 

4. Woodcock-Johnson Reading Diagnostic Battery (WDRB) (MELE students only!);

receives completion/rubric score)  Students in the MELE program will be trained to administer and score the WDRB. Each student will complete at least one practice under supervision of the instructor, and one administration of the WDRB with another student in the class or, If necessary, check out a kit and administer the WDRB to a spouse, friend, or relative. NOTE: it is not permissible to administer the WJDRB to anyone under the age of 21 &/OR to anyone who may be given the WJDRB for actual diagnostic purposes. To do so may risk invalidation of the scores for possible future administration of the WJDRB.

5. Course Pre- Assessment and Post-Test (to be done in class, receives completion points/accuracy point score) Duringthe first class session, a fill-in-the-blank, short answer assessment will be given covering knowledge, concepts, and skills essential to course objectives. This assessment will receive completion points only for a grade. Results of the pre-assessment will be used, in part, to determine and finalize class session topics and learning activities.   Post-testing will cover the same knowledge, concepts, and skills as the pre-assessment. The post-test will be a culminating, summative task, will function as half of the final examination on the day scheduled for final examinations, and will earn a raw point score grade. Post-test scores will be compared with pre-assessment scores to determine effectiveness of instruction and student learning.

Grading:

GRADING PLAN: Points for final grade are earned as follows: 

NOTE: MELE students are exempt from the Content Area Project only; all other students are exempt from the WJDRB only. Point totals should be the same for both.

Assignment                                                            Points                                      

Course Content Pre-assessment (not scored for accuracy)    10

Case Study Textbook Applications (3 @ 55 pts)                    165

Content Area Project   

            Plan                                                                               5

            Report                                                                          40

            Presentation                                                                 15

IRI Pre-assessment Practice (2 @ 15)                           30

IRI Pre-assessment w/ learner                                    30

Post-Session Reflection Sheets (minimum 5 @ 20 pts)       100

IRI Post-assessment w/ learner                                               30

Field Experience Case Study (Report)                                       75

WJDRB

Practice                                                                        20

“Formal” administration                                               40

Course Content Post-Test Final (scored for accuracy)            30                                                       

           

TOTAL POINTS FOR MELE and ALL OTHER STUDENTS:        530

A = 530 - 500 points     

B = 499 - 470

C = 469 - 440

D = 439 – 410

F = 409 -points or less

NOTE: final grades are calculated by points only, not percentage. therefore, rely only on point numbers & not percentages listed in ecompanion gradebook.

Late Submission of Course Materials:

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 5 points. 

o       Assignments submitted before or on their due dates may be revised for more points until 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 as hard copy to qualify for evaluation for points. The instructor does not use eCompanion Dropbox, and 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. 

Classroom Rules of Conduct:

Students are to demonstrate the same dispositions, behavior, and responsibility they would expect from learners and peers in their own classrooms. Therefore, the following will apply to all students enrolled in this course:

  1. Demonstrate respect for yourself, your fellow class members, and your instructor.
  2. Be honest with yourself and others.
  3. Keep your sense of humor.
  4. Participate in discussions and activities, and invite others to participate as well.
  5. Respect the ideas and opinions of others, even when you believe they are wrong.
  6. Contribute to focused, productive learning. This means eliminating distractions such as all electronic devices, off-topic conversations, homework for other courses, writing in planners, etc. (Regarding the use of laptops: the instructor will inform the class when it is permissible; otherwise, students wishing to use laptops throughout class sessions must have permission from the instructor. This may be obtained by providing evidence of a writing disability.) 

·        IMPORTANT! Email is essential to this course. All students will need to check their PirateMail on a regular basis--at least twice a week. Typically, several days may pass when no email is sent, only to be followed by several emails in one day. Students are to notify the instructor as soon as possible if they have difficulty accessing their PirateMail accounts. Students who do not regularly check email run the risk of losing points on assignments, misunderstanding important information, not having materials needed for an activity or assignment, etc.

  • In the event of an absence from tutoring/observation 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.
  • If students are representing themselves and Park University as pre-service educators, they are required to arrive on time to their assigned schools dressed in a professional manner—no bare midriffs, sagging pants, tight tops, etc. If the instructor is on tutoring site, she will send home anyone who is inappropriately attired. Students should ask the instructor if they are in doubt about appropriate attire.
  • Computers can make it easier to do assignments; however, students must recognize that technology can also cause problems--printers run out of ink, hard drives crash.   Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes.

Course Topic/Dates/Assignments:
Tentative Class Topic/Activity Schedule

Date Topics/ Activities

Assignments Due

Session 1

March 17

1) Introductions/Community-building     

2) Syllabus Policies and Procedures

   3) IRI Overview, Introduction

   4) Assign strategies

   5) Essential Knowledge/Terms Pre-Assessment

? Course Content Pre-Assessment

Session 2

March 24

Diagnosis & Remediation: What, Why, & How

? Case Study—Intro, model

? Assessment & TESTING

?  World of the Struggling Reader

 ? IRI Practice

STUDENTS BEGIN To ADMINISTER IRI

? IRI Practice

Session 3

March 31

? Discuss CSTA #1 

? Assessment & TESTING

? Other Diagnostic Methods: WISC-R, DIBELS, etc.

STUDENTS BEGIN TUTORING

 

o CSTA #1

 

Session 4

April 7

? Discuss CSTA #2

? Instructional strategies/practice

? WDRB Intro & Practice

 

 

Session 5

April 14

? Discuss CSTA #3

? Tutoring Debriefings

? Instructional strategies/practice

? WDRB Practice

o CSTA #2

? PSRS from tutoring

Session 6

April 21

? Discuss CSTA #4

? Tutoring Debriefings

? Instructional strategies/practice

? PSRS from tutoring

? WJDRB In-Class Practice (tentative date; will be scheduled according to mutual agreement)

Session 7

April 28

? Discuss CSTA #4

? Tutoring Debriefings

? Instructional strategies/practice

? PSRS from tutoring

? CSTA #3

? Completed Protocols from WJDRB Practice Outside Class

Session 8

May 5

? Tutoring Debriefings

? Content Area Project Presentations

? Course Content Post-Test

NOTE: All assignments due must be submitted by end of this class session—any assignment submitted after 9:30 p.m. will NOT be considered for evaluation or final course grade.

o PSRS from tutoring

? Field Experience Case Study

? Content Area Project Presentation

? Content Area Project Report

? Course Content Post-Test

? Turn in all WJDRB kits & materials

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2010-2011 Graduate Catalog Page 20

Plagiarism:

Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2010-2011 Graduate Catalog Page 20


Attendance Policy:

Instructors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2010-2011 Graduate Catalog Page 24
For an eight week course:
• Students may have no unexcused absences.
• One unexcused absence will drop the final course grade by one full letter grade.
• A second unexcused 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 absence:  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 .

Additional Information:

General
Directions for Assignments


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.


Written AssignmentsClear written and
spoken communication is absolutely essential and expected for future classroom
teachers. We are all models of literacy
to our learners. The way learners see us
use our literacy skills is what they will believe is correct and right for
their own writing and speaking. Therefore, all written and spoken communication will be subject to
correction for basic Standard English. (This includes the instructor--to err is human!)  


Students are expected to: 


o     
Use
correct, standard English technical writing skills (i.e., grammar, usage, and
"mechanics"--spelling, punctuation, grammar, capitalization, sentence
structure, etc.);


o     
Proofread
carefully for technical skills errors, missing words, missing letters, making
all necessary revisions; and


o     
Make
certain terms and phrases are used correctly for meaning, and that what is
written can be easily understood by a parent, other teacher, and/or
administrator.   All assignments
receiving rubric points include a score for correct basic writing skills. 


Any student needing help with particularly
stubborn errors of basic writing skills will be referred to the Student Assistance Center
if the instructor and student are unable to find time to work together. 


Regarding style and formatting—in order to
avoid confusion created by differing interpretations of proper APA, MLA, or
Chicago/Turabian style, a model for all written assignments is provided in
eCompanion (Model 4 Formal Writing). All
students are expected to correctly follow this model for all typewritten
assignments. Failure to proofread and/or
use the model correctly will result in loss of points.

Bibliography:

Bear, Donald R., Invernizzi, Marcia, Templeton, Shane, Johnston, Francine. (2004). Words Their       Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, 3e. Upper Saddle NJ:        Pearson Merrill Prentice-Hall. ISBN: 0-13-111338-0

Bennett, Barrie, Rolheiser, Carol. (2001). Beyond Monet. Toronto, Ontario: Bookation, Inc.           ISBN: 0-9695388-3-9

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