University of Wisconsin-WhitewaterCurriculum Proposal Form #4A

Change in an Existing Course

Type of Action (check all that apply)

Course Revision (include course description & former and new syllabus) Grade Basis Contact Hour Change and or Credit Change Repeatability Change Diversity Option Other:       General Education Option

area: Select one: ** Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.

Effective Term: 2157 (Fall 2015)

Current Course Number (subject area and 3-digit course number): SPECED 486/686

Current Course Title: Academic Interventions I

Sponsor(s): Amy Stevens

Department(s): Special Education

College(s): Education

List all programs that are affected by this change:Special Education Major

If programs are listed above, will this change affect the Catalog and Advising Reports for those programs? If so, have Form 2's been submitted for each of those programs? (Form 2 is necessary to provide updates to the Catalog and Advising Reports)

NA Yes They will be submitted in the future

Form 2’s have been created for both emphasis areas (EBD/LD and CD). Please refer to these form 2’s for program details.

Proposal Information: (Procedures for form #4A)

I. Detailed explanation of changes (use FROM/TO format)

Current course content addresses all aspects of reading intervention for students with disabilities. The scope will narrow to phonemic awareness, phonics, beginning spelling, and fluency to allow for more thorough instruction pertaining to instructional intervention in these areas. Related changes in SPECED 487/687 (a separate proposal, included in this curricular revision) include additional reading instruction.

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FROM:

SPECED 486/686 ACADEMIC INTERVENTION I 3The course is about reading for students with problems and disabilities through the use of theories, models, and specific research-based programs in phonemic awareness, decoding, reading and comprehension. We will examine the processes and skills children and adolescents engage in to read and understand literature and content within the curriculum. Specifically, the difficulties encountered by students with language and learning differences will be reviewed and research providing "best practices" in teaching phonemic awareness, reading, decoding, and comprehension as a tool for literacy development will be emphasized. Students will develop personal philosophies and review and implement instructional strategies for teaching the development and fluency aspects of phonemic awareness, reading, decoding, and comprehension within the special and regular curriculum.

Prereq: SPECED 205, 324, 325, 361, 426* SPECFLD 385 and admission Professional Education.* Note: 426 was changed to 326 in 2012 but has not yet been changed in WINS and in course catalog, schedule of courses.

TO:

SPECED 486/686 ACADEMIC INTERVENTION I 3The course is about phonemic awareness, phonics, advanced word reading, and reading fluency for students who struggle to read and have disabilities. Through the use of research validated strategies in phonemic awareness, decoding, fluency, spelling, and handwriting, the processes and skills children and adolescents engage in to read fluently are examined as well as similarities and differences in reading instruction in special and general education. Specifically, the difficulties encountered by students with language and learning differences are reviewed and “best practices” in teaching phonemic awareness, decoding/phonics, and spelling are emphasized through discussion, modelling, and demonstrating instructional strategies. Prereq: SPECED 205, 324, 325, 361, 326, 426* SPECFLD 385 and admission Professional Education

II. Justification for action

The special education program is undergoing a revision which will add courses, remove courses and change the course sequence. Changing content of SPECED 486/686 aligns it with the adapted content in SPECED 487/687; allowing for improved instructional content in 486 and balancing the instructional/learning expectations between SPECED 486/686 and SPECED 487/687. Changing course content will better align the content to prepare special education majors to meet their changing professional responsibilities and new licensing requirements including the edTPA and the Wisconsin Foundation of Reading Test.

In the new major all special education majors will take both SPECED 486/686 and SPECED 487/687 ensuring adequate content coverage. In the old special education major, depending on student choice of emphasis, they either took both courses and an additional READING 360 course or they took only SPECED 486. The proposed content and program change ensures all students have the benefit of the same special education instructional interventions content.

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Assessment Objectives: Reorganizing content to move some old content to SPECED 487/687 and deepen content in SPECED 486/686 explicitly responds to the strategic plan for the department of special education and the departmental goals of responding to the new edTPA and Wisconsin Foundations of Reading test licensing requirements and updating course content in response to changing professional needs of special education teachers.

Budgetary Consideration: There is no impact on budget by changing this class as the overall number of courses and credits for degree remain the same,

III. Syllabus/outline (if course revision, include former syllabus and new syllabus)

Former syllabus –University of Wisconsin-Whitewater

College of EducationDepartment of Special Education

Syllabus: SPECED 486/686 Academic Interventions IT/H 11:00-1:30; WH2014

Instructor: Office:Phone: (262) 472- Office Hours: E-MAIL:

Course Description:

The course is about reading for students with problems and disabilities through the use of theories, models, and specific research-based programs in phonemic awareness, decoding, reading and comprehension. We will examine the processes and skills children and adolescents engage in to read and understand literature and content within the curriculum. Specifically the difficulties encountered by students with language and learning differences will be reviewed and research providing “best practices” in teaching phonemic awareness, reading, decoding, and comprehension as a tool for literacy development will be emphasized. Students will develop personal philosophies and review and implement instructional strategies for teaching the development and fluency aspects of phonemic awareness, reading, decoding, and comprehension within the special and regular curriculum.

Prereq: SPECED 205, 324, 325, 361, 426* SPECFLD 385 and admission Professional Education.

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Our conceptual framework, The Teacher is a Reflective Facilitator, is the underlying structure in our teacher

preparation program at UW-Whitewater that gives conceptual meanings through an articulated rationale to our

operation. It also provides direction for our licensure programs, courses, teaching, candidate performance, faculty

scholarship and service, and unit accountability. In short, our teacher education program is committed to reflection

upon practice; to facilitation of creative learning experiences for pupils; to constructivism in that all learners must

take an active role in their own learning; to information and technology literacy; to diversity; and to inquiry

(research/scholarship) and assessment. Therefore, all syllabi pertaining to courses required for licensure reflect

commitment to these underlying principles.

University Policies: The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events. (For details please refer to the Undergraduate and Graduate Timetables; the “Rights and Responsibilities” section of the Undergraduate Bulletin; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Bulletin; and the “Student Academic Disciplinary Procedures” [UWS Chapter 14]; and the “Student Nonacademic Disciplinary Procedures” [UWS Chapter 17]).

COURSE MATERIALS

Required Text (Bookstore rental):

Walker, B.J. (2008). Diagnostic teaching of reading: Techniques for instruction and assessment. Upper Saddle River, NJ: Pearson Prentice Hall.

Additional Required Readings (on D2L, ebscohost, ERIC, etc): See end of syllabus

Recommended Writing Guide (Bookstore purchase):

American Psychological Association (2005). Concise rules of APA style. Washington DC: American Psychological Association.

COURSE REQUIREMENTS AND EXPECTATIONS:

1. Complete required readings prior to class. Class activities and lectures will not supplant reading assigned materials.

2. Active participation in class: Regular attendance and participation in class activities are an important part of learning. There will be in-class experiences (videos, small group work, guest speakers, etc.) that cannot be made up outside of class. Individuals with perfect attendance and excellent participation may have their semester grade increased at

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the discretion of the instructor. Likewise, poor attendance and/or participation may negatively impact your grade. Discuss extenuating circumstances requiring absence with the instructor during office hours.

3. Professional Dispositions: a. Exchange phone-numbers/e-mail addresses with 2-3 students. Arrange for other students to collect handouts should you miss class. Materials & handouts will not be brought more than once. Contact these people prior to any class that you miss.b. Cell Phones must be turned off or silenced during class. Discuss extenuating circumstances with the instructor prior to class.c. If you have a disability that requires accommodations please talk with the instructor and/or seek assistance from Disabled Student Services (see last page of syllabus).d. Drafts of assignments may be discussed for feedback with the instructor before due dates but will not be “pre-graded” against rubrics. Please make an appointment to discuss drafts during office hours at least one week prior to the assignment due date. Draft reviews will occur only with an in person conference. Planning, research, and completion of assignments are the responsibility of students.e. Realize that group projects require added responsibility to others in class and at other times. A group or member of a group may be reassigned for a variety of reasons (high absenteeism, poor classroom performance, personality conflict, etc) at the discretion of the instructor.f. Academic integrity is expected. Academic misconduct (as defined in UWW policies and procedures) will result in an “F” for the course

4. Assignment parameters: All written assignments must be submitted by the due date. If you are absent submit your assignment to the D2L Dropbox by class time. Late work is not accepted. Refer to the tentative timeline for due dates and method of submission for each assignment. Each assignment placed in the dropbox must be in one Microsoft word document. Effort will be made to return graded work within two weeks of due dates.

5. Although assignments will not be artifacts in portfolios, course work is research-supported and directly related to performance as a teacher of students with disabilities. As such, every effort should be made to submit quality products/presentations.

6. Mind Maps: 5 X 10 = 50 pointsAs you read the assigned articles mind map the content on one page. Hand prepared maps are appropriate, however, if you wish you may use Inspiration/Kidspiration. Use the mind map process (a comprehension strategy) outlined in class.a. Develop a pictorial representation of the reading contentb. Illustrate the schema of big ideas or major concepts c. Include subordinate ideas for each concept. d. Clearly note the article authors and due date on the front of the map.e. Turn in a hard copy during the class noted for each article.

7. Self Regulated Strategy Development (SRSD): 50 pointsSelect a self-regulated reading/study strategy from the list provided. You may have to search to find appropriate references so begin well ahead of the due date. A sign-up sheet will be provided for these strategies that lists an appropriate author. Locate the original

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citation of the assigned strategy or cite another source describing the following aspects of the strategy. Summaries will be duplicated for members of the class.

Write up: A 1-2 page summary of an instructional strategy using the following as bold font headers:

1. Title of the strategy (What does the acronym represent?)2. A rationale for the use of the strategy with struggling readers or mathematicians3. Step-by-step instructions on how the teacher and the students engage in strategy instruction4. Summary of the research findings describing the outcomes for students and teachers5. Reference citation(s) (APA 5th edition) for primary source(s) 6. Sample(s) of the formats or materials used to teach the strategy

Presentation: Present a 20 minute simulation of the strategy to the class and include:1. A clear and accurate simulation of the strategy or parts of the strategy (justify if only part)2. Visuals/materials to demonstrate aspects of the strategy 3. Grading presentations of others in your group.

8. Lesson Demonstrations: 2 X 25=50Develop 2 mini lessons using authentic reading material and addressing 2 different reading skills. Teach the 15 minute lesson in class. Score the lessons of others. Prepare and turn in a differentiated lesson plan (format provided) for each mini lesson and copies of all materials. A sign up for strategies will be provided in class. These lessons MAY be related to and included in your Integrated Thematic Unit.

9. Integrated Thematic Unit: 150 pointsIn small groups, develop an Integrated Thematic Unit as described in class. Lesson topics for math, science, social studies, and writing will be noted but NOT fully developed. The following required components must pertain to reading instruction. Each group will present a “sales presentation” to “market” their unit to other students. Within the presentation, one lesson must be demonstrated, sample materials must be shone, visual aids (books) must be used. Presentations must be creative and explain how lessons are research based.*linked to in class activity

a. Classwide Peer Tutoring Activity (CWPT)*b. SRSD*c. Vocabulary Method*d. Fluency Method*e. Comprehension Method*f. Cloze (3 levels)*g. 10 books on theme

APA citation 1 paragraph summary Level/readability measure*

h. Differentiated lesson plans (6 minimum)*i. Standards for all core contents (Reading, Writing, Science, Social studies,

Mathematics, & any other appropriate content areas)j. Unit Map/Plan

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Tentative Schedule:

Changes may be made to the syllabus as deemed necessary by the instructor. Students will be notified if/when changes occur.

The course will move quickly as it is arranged to allow you time off during your “Janesville Experience”.

Reminder: We will use handouts from D2L and aspects of the textbook during class sessions. Please bring all of these materials to each class.

If it appears that students are coming to class unprepared (lack of or meaningless participation), daily reading summaries will be assigned.Date Topic Reading Due11/22

Introduction to CourseResponse to InterventionThe Reading Event

SyllabusCh 1

21/24

The Reading EventTeacher RolesShared ReadingSynthesis PhonicsAnalytical PhonicsThink Aloud

Ch 2-3

320-321344-345208-209350-352

31/29

Teaching SessionsDifferentiated Lessons/InstructionSustained Silent ReadingJournal WritingRepeated ReadingReaders’ TheaterSemantic MapsIdentification of Integrated Unit Theme

Ch 4Tomlinson (1999)342-343262-263304-305300-301314-316

Mind Map

Select: Integrated Unit ThemeInclass lesson planning

41/31

Gathering Data about ReadingPaired Reading

a. CWPTb. PAL

ChunkingClozeDecode by AnalogySight Words

Ch 5

Fulk & King (2001)

210-211212-213223-225322-324

Mind Map

52/5

Predicting & Reflecting on Student NeedsWord Recognition/Fluency

a. Phases of Word Learningb. Elkonin Boxes

Ch 6

62/7

Predicting & Reflecting on Student NeedsWord Identification/Meaning

a. Key-Word Methodb. Word Maps

Ch 6 Lesson 1 Presentations

72/12

Assessment w/lessonsComprehension of Narrative Text

Ch 7Dymock (2007) Mind Map

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82/14

Types of AssessmentInformal Reading Inventories

Ch 8 Variety of reading materials for unit

92/19

Comprehension of Expository TextWork on Units

Ambe (2007) Mind Map

102/21

Special Programs:DISTARHermanOrton-GillinghamFernaldMult. Exp./Mult. Context (ME-MC)

SRSD Presentations

112/26

Selecting Reading MaterialsWork on Units

Ch 9

122/28

Literacy Coaching Ch 10 Lesson 2 Presentations

133/4

Strategies & TechniquesLeveling Books

Ch 11 Bring Books in Unit

143/6

TouchmathBeginning Certification

Woodward & Montague (2002)

Mind Map

3/7-5/5 No Class- Janesville Experience155/6

Reading Instruction from “Janesville Experience” or other field experienceOther Learners with Special Needs:

a. Limited English Proficiencyb. Non-standard Englishc. Low SES

Integrated Thematic Unit165/8

Presentations: Selling Your Unit Unit Presentations

Additional Required Readings (Mind Maps)

<i d="tfh" i="2491Ambe, E. B. (2007). Inviting reluctant adolescent readers into the literact club: Some comprehension strategies to tutor individuals or small groups of reluctant readers. Journal of Adolescent & Adult Literacy, 50(8), 632-639.

Dymock, S. (2007). Comprehension strategy instruction: Teaching narrative text structure awareness. Reading Teacher, 61(2), 161-167.

Fulk, B. M., & King, K. (2001). Classwide peer tutoring at work. Teaching Exceptional Children, 34(2), 49-53.

Tomlinson, C. A. (1999). Mapping a route towards a differentiated instruction. Educational Leadership, 57(1), 12-17.

Woodward, J., & Montague, M. (2002). Meeting the challenge of mathematics reform for students with LD. Journal of Special Education, 36(2), 89-102.

General Supplementary References:8

Classwide Peer TutoringGreenwood, C. R., Arreaga-Mayer, C., Utley, C. A., Gavin, K. M., & Terry, B. J. (2001). ClassWide Peer Tutoring Learning Management System. Remedial and Special Education, 22, 34–47.Mastropieri, M. A., Scruggs, T. E., Berkeley, S. L. (2007). Peers helping peers. Educational Leadership, 64(5), 54-58.Maheady, L., Mallette, B., & Harper, G. F. (2006). Four classwide peer tutoring models: Similarities, differences, and implications for research and practice. Reading & Writing Quarterly, 22(1), 65-89.McMaster, K. L., Fuchs, D., & Fuchs, L. S. (2006). Research on peer-assisted learning strategies: The promise and limitations of peer-mediated instruction. Reading & Writing Quarterly, 22(1), 5–25.

Differentiated InstructionTomlison, C. A., & Dockterman, D. (2002). Different learners different lessons. Instructor, 112(2), .

Websites: DPI: http//www.dpi.state.wi.us/DPI: http//www.dpi.state.wi.us/dlsis/tel/standards.htmlIRA: http//www.readwritethink.orgIRA: http//www.ciera.orgNCTE: http://www.ncte.org/elem/awards/orbispictus

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WTS/CEC Know ledge & Skills and Related Assignments

Assignment Introduced ProficientUnit Development

(CWPT, Voc. Building, SRSD, Centers)

CC4S3 Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs.

CC6S1 Use strategies to support and enhance communication skills of individuals with exceptional learning needs.

CC4S4 Design learning environments that encourage active participation in individual and group activities.

CC6S2 Use communication strategies and resources to facilitate understanding of subject matter for students whose primary language is not the dominant language.

CC6S1 Use strategies to support and enhance communication skills of individuals with exceptional learning needs.

LD4S1 Use research-supported methods for academic and nonacademic instruction of individuals with learning disabilities.

CC6S2 Use communication strategies and resources to facilitate understanding of subject matter for students whose primary language is not the dominant language.

LD4S2 Use specialized methods for teaching basic skills.

CC7S8 Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences

LD4S3 Modify the pace of instruction and provide organizational cues.

CC8S8 Evaluate instruction and monitor progress of individuals with exceptional learning needs.

LD4S4 Identify and teach basic structures and relationships within and across curricula.

LD4S9 Implement systematic instruction in teaching reading comprehension and monitoring strategies.

LD4S7 Identify and teach essential concepts, vocabulary, and content across the general curriculum.

LD4S9 Implement systematic instruction in teaching

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reading comprehension and monitoring strategies.

LD4S11 Implement systematic instruction to teach accuracy, fluency, and comprehension in content area reading and written language.

LDS1 Enhance vocabulary development

Touchmath CC4S2 Teach individuals to use self-assessment, problem-solving, and other cognitive strategies to meet their needs.

LD4K3 Methods for increasing accuracy and proficiency in math calculations and applications.

LD4K3 Methods for increasing accuracy and proficiency in math calculations and applications.

LD4K4 Methods for teaching individuals to independently use cognitive processing to solve problems.

LD4S8 Use reading methods appropriate to the individual with learning disabilities.

LD4S2 Use specialized methods for teaching basic skills.

LD4S12

Use methods to teach mathematics appropriate to the individual with learning disabilities.

LD4S5 Use instructional methods to strengthen and compensate for deficits in perception, comprehension, memory, and retrieval.

LD4S12 Use methods to teach mathematics appropriate to the individual with learning disabilities.

Reading reflections

LD7K1 Relationships among reading instruction methods and learning disabilities.

LD3K2 Effects of phonological awareness on the reading abilities of individuals with learning disabilities.

LD5S1 Teach individuals with learning disabilities to give and receive meaningful feedback from peers and adults.

LD7K1 Relationships among reading instruction methods and learning disabilities.

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LD7K2 Sources of specialized curricula, materials, and resources for individuals with learning disabilities.

LD9S2 Use research findings and theories to guide practice.

LD4S6 Use responses and errors to guide instructional decision and provide feedback to learners.

LD4S8 Use reading methods appropriate to the individual with learning disabilities.

New SyllabusUniversity of Wisconsin-Whitewater

College of EducationDepartment of Special Education

Syllabus: SPECED 486/686 Academic Interventions I

Instructor: Office: Phone: (262) 472- E-MAIL: Office Hours:

Course Description: The course is about reading for students with problems and disabilities through the use of theories, models, and specific research-based programs in phonemic awareness, decoding, fluency, spelling, and handwriting. We will examine the processes and skills children and adolescents engage in to read fluently. Specifically, the difficulties encountered by students with language and learning differences will be reviewed and research providing “best practices” in teaching phonemic awareness, decoding/phonics, and spelling are emphasized. Students will develop personal philosophies and review and implement instructional strategies for teaching the development and fluency aspects of phonemic awareness, decoding/phonics, and spelling within the special and regular curriculum.

Prereq: SPECED 205, 325, 361, 326, and admission Professional Education

University Policies: The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events. (For details please refer to the Undergraduate and Graduate Timetables; the “Rights and Responsibilities” section of the Undergraduate Bulletin; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Bulletin; and the “Student Academic Disciplinary Procedures” [UWS Chapter 14]; and the “Student Nonacademic Disciplinary Procedures” [UWS Chapter 17]).

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COURSE COMPETENCIES Reading theories, models, and specific research-based programs Phonemic awareness, decoding, reading fluency, spelling, and hand writing Processes and skills children and adolescents engage in to read Review of difficulties encountered by students with language and learning differences Research providing “best practices” in teaching phonemic awareness, decoding, spelling,

and fluency Review and implement instructional strategies for teaching the development and fluency

aspects of phonemic awareness, alphabetic principles/phonetic decoding, and spelling Proficient written reporting of assessment results and using data to determine instruction

COURSE MATERIALSRequired Text:Walker, B.J. (2008). Diagnostic teaching of reading: Techniques for instruction and assessment.

Upper Saddle River, NJ: Pearson Prentice Hall. (Pertinent pages on D2L)Bursuck, W. & Damer, M. (2010). Reading instruction for students who are at risk or have disabilities.

2nd ed. Boston: Pearson Education, Inc. (Bookstore purchase)

Assessment Materials:

Fry high Frequency Words http://www.k12reader.com/Fry-Words/fry_complete_1000.pdf Rosner, J. (1993). Test of Auditory Analysis Skills. http://courses.washington.edu/sop/Test%20of%20Auditory%20Analysis%20Skills.pdf

Additional Required Readings (on D2L. If you can’t access articles on D2L, find them in ebscohost, ERIC, etc)

Cooper-Duffy, K., Szedia, P., & Hyer, G. (2010). Teaching literacy to students with significant cognitive disabilities. Teaching Exceptional Children, 42(3), 30-39.

COURSE EXPECTATIONS:

5. Complete required readings prior to class. Class activities and lectures will not supplant reading assigned materials.

6. Professional Dispositions: a. Active participation in class: Regular attendance and participation in class

activities are an important part of learning. There will be in-class experiences (lesson demonstrations, videos, small group work, etc.) that cannot be made up outside of class and rely on you coming prepared. Individuals with perfect attendance and excellent participation may have their semester grade increased at the discretion of the instructor. Likewise, poor attendance and/or participation may negatively impact your grade. Discuss extenuating circumstances for absence with instructor during office hours.

b. Exchange phone-numbers/e-mail addresses with 2-3 students. Contact these people prior to any class that you will miss to collect handouts you may need.

c. Cell Phones/computers/tablets must be turned off or silenced during class unless you specifically contract to use them with the instructor. Contract with the instructor during office hours before using technology in class. Students with cell

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phones in view or inappropriate computer use will have a 5% point deduction from final grade. Discuss extenuating circumstances with instructor prior to class.

d. If you have a disability that requires accommodations please talk with the instructor and/or seek assistance from Disabled Student Services.

e. Drafts of assignments may be discussed for feedback with the instructor before due dates but will not be “pre-graded”. Please make an appointment to discuss drafts during office hours at least one week prior to the assignment due date. Draft reviews will occur only with an in person conference. Planning, research, completion of assignments, and proficient writing are the responsibility of students.

e. All assignments must be original and not prepared for another class, taken from the internet, or from other sources.

f. Academic integrity is expected. Academic misconduct (as defined in UWW policies and procedures) will result in an “F” for the course

7. Assignment parameters: Written assignments must be typed & submitted by due dates. a. If you are absent submit your assignment to the D2L Dropbox before class time. b. Late work is not accepted. Refer to the tentative timeline for due dates and

method of submission for each assignment. c. Each assignment placed in the dropbox must be in one Microsoft word

document or points will be deducted. The title of the file should be your last name(s) and the name of the assignment (i.e. “Smith Lesson Demo 1 Summary”).

d. The instructor will make every effort to return graded work within two weeks of due dates excluding holidays & conference absence (this is the UWW grading expectation). If you turn in assignments late there is no guarantee of a 2 week turn around. If you are absent when graded assignments are returned, it is your responsibility to request graded work from the instructor.

SUMMATIVE EVALUATION OF COMPETENCIES: Requirement

&Standards

Pts Due Dates

Description

Pre Test 10 1/ You are required to pass the Foundations of Reading assessment for licensure and it is directly related to course content. These pre-tests are from the test maker. Complete the test without collaboration or support materials so I can see where we might need to spend additional time this semester. You receive 10 points regardless of test score. Pretest will be either version A or B of the practice test on D2L. You need lockdown browser to take it.

Online Quizzes(Total 50)

IGC3K3 & 7K4LD3K2, 3K3, 7K1

10@6 quizzes at 10 points each (lowest grade dropped)Directly taken from Bursuck & Damer text but related to the licensing reading exam.Open book/notes but taken individually40 minute limit

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Online ActivitiesKnowledge:IGC3K3 & 7K4LD3K2, 3K3, 7K1

See online rubrics and directions for specific guidanceAverage performance earns “class attendance” below average performance earns “absent”.

Lesson Demonstration(Total 80)

Knowledge:IGC3K3 & 7K4LD3K2, 3K3, 7K1Skills:IGC 4S3-5, 4S14, 4S16IIC4S1 &4S5LD4S7-9, 6S1

30@

10@

Teach/demonstrate 2 reading lessons (1 phonemic awareness/phonics & 1 vocabulary/comprehension)

Prepared/taught individually; a lesson demonstration Select from list (one of each broad topic) Walker text (on D2L) explains strategies & is the

description used for grading (not online versions) Develop mini lessons with tiered objective and Core

Curriculum Standard and lower level extended academic skills identified using lesson plan provided

Provide Griffith hard copy before demonstrating Dispositions: provide feedback to others, participate

meaningfully, refrain from becoming a distraction including cell phone ringing

Video recorded demonstration of lesson with reflection Professional skills goals pre-identified Demonstration range of 5-8 minutes Recorded presentation uploaded to the course file Complete & turn in self-reflection and evaluating goal

progress and then identifying the next goal for selfAuthentic Application of Reading Interven-tion(Total 120)

Skills:IGC 4S3-5, 4S14, 4S16IIC4S1 &4S5LD4S7-9, 6S1

Report is your Final Exam

50

30

Completed in field placement for undergraduates. Graduate students must find a subject and obtain instructor approval by the date undergraduate field begins (noted in timeline).

Complete a series of informal reading inventories, report results with recommendations, teach lessons directly addressing identified needs, and reflect on student learning.1. Complete informal reading assessment and analyze results in writing.

Phonemic Awareness assessment (Rosner) (10) Fry high frequency list(Turn in notations on protocol) (10) 3 Different miscue probes (of appropriate grade levels)

(30)(Turn in completed 3 Miscue passages w/notations & summary protocols)

2. Make corrections to report components and summarize results in an assessment report using the provided format including:

Identifying info Reason for evaluation Literacy history Phonemic Awareness (tabled) & analysis (revised

assignment) Fry results (tabled) & analysis (revised assignment) 3 Miscue results (tabled) & analysis (revised assignment)

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Conclusions Recommendations (3-5 explicit and directly linked to

assessment results.3. Turn in a hard copy and an electronic version to D2L4. Provide report to teacher/parents.

20 Implement 2 Phonemic Awareness/Phonics Lessons Targeting Identified Weaknesses

Using lesson plan format provided, include all required components of a lesson plan, complete immediate reflection questions.

Use strategies demonstrated in class (yours or others’) You may use your demo lesson revised if appropriate You may co-plan with others but note on lesson if you have

co-planned (still teach individually) Turn in lesson plan, materials, & completed reflection

10 Final Reflection Complete reflection using provided questions Participate in group discussion about project during the

final time block

COURSE GRADING SCALE**Perfect attendance and meaningful participation may result in receiving the higher grade should you be on a border line or reduce your grade should there be a lack of attendance (>2 class meetings), professional dispositions, and/or meaningful participation.

From your Course Catalogue:CONVENTIONAL GRADES HONOR POINTSA = Superior B- = Above Average D+= Below Average A- = Very Good C+= Above Average D = Poor 1.00B+= Very Good C = Average D- = Poor 0.67B = Above Average C- = Below Average F = Failure 0.00

Undergraduate:>95% A 89/90-93/94% A-87/88-89.9% B+83/84-87/88% B80-83/84% B-77/78-79.9% C+73/74-77/78% C70-73/74% C-67/68-69.9% D+93/94-67/68% D<93/94 D- or F

Tentative Schedule:Changes may be made to the syllabus as deemed necessary by the instructor. Students will be notified if/when changes occur.

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Reminder: We will use handouts from D2L and aspects of the textbook during class sessions. Please bring all of these materials to each class.

Anything in (parentheses) is for instructor planning; T=Tuesday; TH=Thursday; S=SaturdayDate Topic Reading

(Bursuck & Damer)

Due(T=Tuesday TH=Thursday)

Week 1 Introduction to Course

Complete the pre-test on D2L with Lockdown Browser. You are assigned to version A or B. Closed book and no assistance. Please honor this so I can see where we might need to spend more time on content.

Read thoroughly, chapters 1 and 2 of Bursuck and Damer. You will complete a quiz by Thursday 1/30. Format to come.

Read Ch 1-2 TH Pre-Test taken on your own through D2L (no preparation needed).

Week 2 Response to Intervention for Reading (RTI personal video-40)

Ch 1- 2 H OLQ #1 ch. 1-2

Week 3 Phonemic Awareness

Week 4 The Orton Gillingham Lesson Plan

Alphabet Knowledge/Phoneme Drills

Ch 3 T OLQ #2 ch. 3

Phoneme CardsWeek 5 Mini Lessons: Phonemic Awareness

On Tues. sign up for both days occurs; first come first serve on the white board at front of class. 8 for each day but if we move more quickly day 2 will move to day 1. All lesson plans due day 1 by hard copy in class.

Check out individual flip cameras from the Spec Ed Lab & bring to class.Lesson 1 Demonstrations6-8 min/each

Week 6 Accurate Decoding

Week 7 Word Recognition(Voc Les personal video-15) Ch 4 TH OLQ #3 ch. 4

Week 8 SpellingFluencyEvaluating reading skills

Ch 5 T lesson demo video reflection (bring hard copy to class)TH OLQ #4 ch 5

Week 9 Miscue AssessmentReadability Indexes

3/25&27 Spring Break4/2 485 every day field begins around hereWeek10 Miscue Analysis

Practice OG Lesson PlanningHandwriting

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Week11 Class online: Tier III intervention-Using assessment to guide intervention and measure progress.

Ch 6 & 7 TH OLQ #5 ch 6

Week12 Bring Phonemic Awareness and Fry Word Assessment Results to class

TH OLQ #6 ch 7

F 8am Phonemic Awareness Data & Write upFry Data and Write up

Week13 Mini Lesson 2.1 & 2.2 Demonstrations: Phonics

Check out individual flip cameras from the Spec Ed Lab & bring to class.Lesson 2 Demos 6-8 min/each

Week14 Bring Miscue Results to Class.We will analyze and draft analysis summary in class. Word processing tools welcome.

T lesson demo video reflection (bring hard copy to class)

W 8am Miscue Data and Write up

Field Placement EndsWeek15 Movement from Tier III and II back to

I: Transition from Special Education to General Education

5/6 9:00am Final assessment report due in dropbox with all graded drafts and support materials (hardcopy of support is acceptable)

5/8 Field Lesson Plans with immediate reflection

Week16 Final Exam12:30 class— TH May 15 1:00-3:002:30 class—T May 13 1:00-3:00

Due M Project Final Reflection (dropbox & bring hard copy to exam)Discuss outcome of comprehensive assessment tied to instruction.

General Supplementary References:

Assessment of Intervention SuccessWilber, A., & Cushman, T.P.(2006). Selecting effective academic interventions: An example using brief experimental analysis for oral reading. Psychology in the Schools, 43(1), 79-84.RTIChard, D.J., Stoolmiller, M., Harn, B., Wanzek, J., Vaughn, S., Linan-Thompson, S., Kame’enui, E.,J., (2008). Predicting reading success in a multilevel schoolwide reading model. Journal of Learning Disabilities, 41(2), 175-188.Lose, M.K. (2007). A child’s response to intervention requires a responsive teacher of reading. Reading Teacher, 61(3), 276-279.

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Stecker, P.M. (2007). Tertiary intervention. Teaching Exceptional Children, 39(5), 50-57.Diverse Learners & Reading InstructionWeinstein, S. (2002). The writing on the wall: Attending to self-motivated student literacies. English Education, 35(1), 21-45.Lemons, C.J., Mrachko, A.A., Kostewicz, D.E., & Paterra, M.F., (2012). Effectiveness of decoding and phonological awareness interventions for children with Down Syndrome. Exceptional Children, 79(1), 67-90.

Websites: DPI: http//www.dpi.state.wi.us/DPI: http//www.dpi.state.wi.us/dlsis/tel/standards.htmlIRA: http//www.readwritethink.orgIRA: http//www.ciera.orgNCTE: http://www.ncte.org/elem/awards/orbispictus

CEC Knowledge and Skills addressed in SPECED 486/686K&S Cross CatIGC3K3 – Impact disabilities may have on auditory and information processing skillsIGC7K4 – Relationships among exceptional learning needs and reading instructionIGC4S4 – Use reading methods appropriate to individuals with exceptional learning needsIGC4S16 – Implement systematic instruction to teach accuracy, fluency, and comprehension in content area reading and written languageIIC4S1 – Use research supported instructional strategies and practicesIIC4S5 – Use instructional methods to strengthen and compensate for deficits in perception, comprehension, memory, and retrieval

K&S Disability SpecificLD3K3 – Impact learning disabilities may have on auditory and information processing skillsLD3K2 – Effects of phonological awareness on the reading abilities on the reading abilities of individuals with learning disabilitiesLD7K1 – Relationships among reading instruction methods and learning disabilitiesLD4S8 – Use reading methods appropriate to the individuals with learning disabilities

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