University of Wisconsin-Whitewater
Curriculum Proposal Form #4A
Change in an Existing Course
Type of Action (check all that apply)
Course Revision (include course description & former and new syllabus)
Contact Hour Change and or Credit Change
Diversity Option
General Education Option
area: Select one: *
Grade Basis
Repeatability Change
Other:
* 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:
I.
(Procedures for form #4A)
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.
1
FROM:
SPECED 486/686 ACADEMIC INTERVENTION I
3
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.
* 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
3
The 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
2
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.
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 Education
Department of Special Education
Syllabus: SPECED 486/686 Academic Interventions I
T/H 11:00-1:30; WH2014
Instructor:
Phone:
E-MAIL:
Office:
Office Hours:
(262) 472-
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.
3
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 nondiscriminatory 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):
4
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
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
5.
Although assignments will not be artifacts in portfolios, course work is researchsupported 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 points
As 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 content
b.
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 points
Select 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
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 mathematicians
3. Step-by-step instructions on how the teacher and the students engage in strategy
instruction
4. Summary of the research findings describing the outcomes for students and teachers
5. 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=50
Develop 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 points
6
In 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.
b.
c.
d.
e.
f.
g.
Classwide Peer Tutoring Activity (CWPT)*
SRSD*
Vocabulary Method*
Fluency Method*
Comprehension Method*
Cloze (3 levels)*
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
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
Introduction to Course
1
Syllabus
Response to Intervention
1/22
Ch 1
The Reading Event
The Reading Event
2
Ch 2-3
Teacher Roles
1/24
Shared Reading
320-321
Synthesis Phonics
344-345
Analytical Phonics
208-209
7
Due
3
1/29
4
1/31
5
2/5
6
2/7
7
2/12
8
2/14
9
2/19
10
2/21
11
2/26
12
2/28
13
3/4
14
3/6
Think Aloud
Teaching Sessions
Differentiated Lessons/Instruction
Sustained Silent Reading
Journal Writing
Repeated Reading
Readers’ Theater
Semantic Maps
Identification of Integrated Unit Theme
Gathering Data about Reading
Paired Reading
a. CWPT
b. PAL
Chunking
Cloze
Decode by Analogy
Sight Words
Predicting & Reflecting on Student Needs
Word Recognition/Fluency
a. Phases of Word Learning
b. Elkonin Boxes
Predicting & Reflecting on Student Needs
Word Identification/Meaning
a. Key-Word Method
b. Word Maps
Assessment w/lessons
Comprehension of Narrative Text
Types of Assessment
Informal Reading Inventories
Comprehension of Expository Text
Work on Units
Special Programs:
DISTAR
Herman
Orton-Gillingham
Fernald
Mult. Exp./Mult. Context (ME-MC)
Selecting Reading Materials
Work on Units
Literacy Coaching
350-352
Ch 4
Tomlinson (1999)
342-343
262-263
304-305
300-301
314-316
Ch 10
Lesson 2 Presentations
Strategies & Techniques
Leveling Books
Ch 11
Bring Books in Unit
Touchmath
Beginning Certification
Woodward &
Montague (2002)
Mind Map
8
Mind Map
Select: Integrated Unit
Theme
Inclass lesson planning
Ch 5
Fulk & King (2001)
Mind Map
210-211
212-213
223-225
322-324
Ch 6
Ch 6
Ch 7
Dymock (2007)
Ch 8
Ambe (2007)
Lesson 1 Presentations
Mind Map
Variety of reading
materials for unit
Mind Map
SRSD Presentations
Ch 9
3/7-5/5
15
5/6
16
5/8
No Class- Janesville Experience
Reading Instruction from “Janesville
Experience” or other field experience
Other Learners with Special Needs:
a. Limited English Proficiency
b. Non-standard English
c. Low SES
Integrated Thematic Unit
Presentations: Selling Your Unit
Unit Presentations
Additional Required Readings (Mind Maps)
Ambe, 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:
Classwide Peer Tutoring
Greenwood, 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 Instruction
9
Tomlison, 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.html
IRA: http//www.readwritethink.org
IRA: http//www.ciera.org
NCTE: http://www.ncte.org/elem/awards/orbispictus
10
WTS/CEC Know ledge & Skills and Related Assignments
Assignment
Unit Development
CC4S3
(CWPT, Voc.
Building, SRSD,
Centers)
CC4S4
CC6S1
CC6S2
CC7S8
CC8S8
LD4S9
Introduced
Select, adapt, and use
instructional strategies
and materials according
to characteristics of the
individual with
exceptional learning
needs.
Design learning
environments that
encourage active
participation in
individual and group
activities.
Use strategies to
support and enhance
communication skills of
individuals with
exceptional learning
needs.
Use communication
strategies and resources
to facilitate
understanding of
subject matter for
students whose primary
language is not the
dominant language.
Develop and select
instructional content,
resources, and strategies
that respond to cultural,
linguistic, and gender
differences
Evaluate instruction and
monitor progress of
individuals with
exceptional learning
needs.
Implement systematic
instruction in teaching
reading comprehension
11
CC6S1
CC6S2
LD4S1
Proficient
Use strategies to support
and enhance
communication skills of
individuals with
exceptional learning
needs.
Use communication
strategies and resources
to facilitate understanding
of subject matter for
students whose primary
language is not the
dominant language.
Use research-supported
methods for academic
and nonacademic
instruction of individuals
with learning disabilities.
LD4S2
Use specialized methods
for teaching basic skills.
LD4S3
Modify the pace of
instruction and provide
organizational cues.
LD4S4
Identify and teach basic
structures and
relationships within and
across curricula.
LD4S7
Identify and teach
essential concepts,
vocabulary, and content
and monitoring
strategies.
Touchmath
Reading
reflections
across the general
curriculum.
LD4S9 Implement systematic
instruction in teaching
reading comprehension
and monitoring strategies.
LD4S11 Implement systematic
instruction to teach
accuracy, fluency, and
comprehension in content
area reading and written
language.
Enhance vocabulary
LDS1
development
CC4S2 Teach individuals to use LD4K3 Methods for increasing
self-assessment,
accuracy and proficiency
problem-solving, and
in math calculations and
other cognitive
applications.
strategies to meet their
needs.
LD4K3 Methods for increasing LD4K4 Methods for teaching
accuracy and
individuals to
proficiency in math
independently use
calculations and
cognitive processing to
applications.
solve problems.
LD4S8 Use reading methods
LD4S2 Use specialized methods
appropriate to the
for teaching basic skills.
individual with learning
disabilities.
LD4S12 Use methods to teach
LD4S5 Use instructional methods
mathematics
to strengthen and
appropriate to the
compensate for deficits in
individual with learning
perception,
disabilities.
comprehension, memory,
and retrieval.
LD4S12 Use methods to teach
mathematics appropriate
to the individual with
learning disabilities.
LD7K1 Relationships among
LD3K2 Effects of phonological
reading instruction
awareness on the reading
methods and learning
abilities of individuals
disabilities.
with learning disabilities.
LD5S1 Teach individuals with
learning disabilities to
give and receive
12
LD7K1
LD7K2
LD9S2
LD4S6
LD4S8
meaningful feedback
from peers and adults.
Relationships among
reading instruction
methods and learning
disabilities.
Sources of specialized
curricula, materials, and
resources for individuals
with learning disabilities.
Use research findings and
theories to guide practice.
Use responses and errors
to guide instructional
decision and provide
feedback to learners.
Use reading methods
appropriate to the
individual with learning
disabilities.
New Syllabus
University of Wisconsin-Whitewater
College of Education
Department of Special Education
Syllabus: SPECED 486/686 Academic Interventions I
Instructor:
Phone:
(262) 472Office Hours:
Office:
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,
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.
13
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]).
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 MATERIALS
Required 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:
14
5.
6.
7.
Complete required readings prior to class. Class activities and lectures will not
supplant reading assigned materials.
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
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
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.
15
SUMMATIVE EVALUATION OF COMPETENCIES:
Requirement
Pts
Due
&
Dates
Description
Standards
Pre Test
10
Online
Quizzes
(Total 50)
10@
IGC3K3 &
7K4
LD3K2,
3K3, 7K1
Online
Activities
Knowledge:
IGC3K3 &
7K4
LD3K2,
3K3, 7K1
Lesson
Demonstrat
ion
(Total 80)
Knowledge:
IGC3K3 &
7K4
LD3K2,
3K3, 7K1
Skills:
IGC 4S3-5,
4S14, 4S16
IIC4S1
&4S5
LD4S7-9,
6S1
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.
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 individually
40 minute limit
See online rubrics and directions for specific guidance
Average performance earns “class attendance” below average
performance earns “absent”.
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 self
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Authentic
Application
of Reading
Intervention
(Total 120)
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).
50
Skills:
IGC 4S3-5,
4S14, 4S16
IIC4S1
&4S5
LD4S7-9,
6S1
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Report is
your Final
Exam
20
10
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)
 Conclusions
 Recommendations (3-5 explicit and directly linked to
assessment results.
3. Turn in a hard copy and an electronic version to D2L
4. Provide report to teacher/parents.
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
Final Reflection
 Complete reflection using provided questions
 Participate in group discussion about project during the
final time block
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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 POINTS
A = Superior
B- = Above Average
A- = Very Good
C+= Above Average
B+= Very Good
C = Average
B = Above Average C- = Below Average
Undergraduate:
>95%
89/90-93/94%
87/88-89.9%
83/84-87/88%
80-83/84%
77/78-79.9%
73/74-77/78%
70-73/74%
67/68-69.9%
93/94-67/68%
<93/94
D+= Below Average
D = Poor 1.00
D- = Poor 0.67
F = Failure 0.00
A
AB+
B
BC+
C
CD+
D
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.
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=Saturday
Date
Topic
Reading
Due
(Bursuck &
Damer)
Week 1
Introduction to Course
Read Ch 1-2
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.
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(T=Tuesday TH=Thursday)
TH Pre-Test taken on
your own through D2L
(no preparation
needed).
Week 2
Response to Intervention for Reading
(RTI personal video-40)
Week 3
Phonemic Awareness
Week 4
Ch 1- 2
H OLQ #1 ch. 1-2
The Orton Gillingham Lesson Plan
Ch 3
T OLQ #2 ch. 3
Week 5
Alphabet Knowledge/Phoneme Drills
Mini Lessons: Phonemic Awareness
Week 6
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.
Accurate Decoding
Phoneme Cards
Check out individual flip cameras from
the Spec Ed Lab & bring to class.
Lesson 1 Demonstrations
6-8 min/each
Week 7
Word Recognition
(Voc Les personal video-15)
Week 8
Spelling
Fluency
Evaluating reading skills
Week 9
Miscue Assessment
Readability Indexes
Spring Break
485 every day field begins around here
Miscue Analysis
Practice OG Lesson Planning
Handwriting
Class online: Tier III interventionUsing assessment to guide intervention
and measure progress.
Bring Phonemic Awareness and Fry
Word Assessment Results to class
3/25&27
4/2
Week10
Week11
Week12
Week13
Week14
Ch 4
TH OLQ #3 ch. 4
Ch 5
T lesson demo video
reflection (bring hard
copy to class)
TH OLQ #4 ch 5
Ch 6 & 7
TH OLQ #5 ch 6
TH OLQ #6 ch 7
F 8am Phonemic
Awareness Data &
Write up
Fry Data and Write up
Mini Lesson 2.1 & 2.2 Demonstrations: Check out individual flip cameras from the
Phonics
Spec Ed Lab & bring to class.
Lesson 2 Demos 6-8 min/each
Bring Miscue Results to Class.
T lesson demo video
We will analyze and draft analysis
reflection (bring hard
summary in class. Word processing
copy to class)
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tools welcome.
W 8am Miscue Data
and Write up
Week15
Week16
Field Placement Ends
Movement from Tier III and II back to
I: Transition from Special Education to
General Education
Final Exam
12:30 class— TH May 15 1:00-3:00
2:30 class—T May 13 1:00-3:00
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
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 Success
Wilber, 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.
RTI
Chard, 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.
Stecker, P.M. (2007). Tertiary intervention. Teaching Exceptional Children, 39(5), 50-57.
Diverse Learners & Reading Instruction
Weinstein, 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.html
IRA: http//www.readwritethink.org
IRA: http//www.ciera.org
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NCTE: http://www.ncte.org/elem/awards/orbispictus
CEC Knowledge and Skills addressed in SPECED 486/686
K&S Cross Cat
IGC3K3 – Impact disabilities may have on auditory and information processing skills
IGC7K4 – Relationships among exceptional learning needs and reading instruction
IGC4S4 – Use reading methods appropriate to individuals with exceptional learning needs
IGC4S16 – Implement systematic instruction to teach accuracy, fluency, and
comprehension in content area reading and written language
IIC4S1 – Use research supported instructional strategies and practices
IIC4S5 – Use instructional methods to strengthen and compensate for deficits in
perception, comprehension, memory, and retrieval
K&S Disability Specific
LD3K3 – Impact learning disabilities may have on auditory and information processing
skills
LD3K2 – Effects of phonological awareness on the reading abilities on the reading abilities
of individuals with learning disabilities
LD7K1 – Relationships among reading instruction methods and learning disabilities
LD4S8 – Use reading methods appropriate to the individuals with learning disabilities
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