Fleisher SPCED-GE 2133 Spring 2015
New York University
Steinhardt School of Culture, Education, and Human Development
Department of Teaching and Learning
Programs in Special Education
Professor:
Lisa Fleisher, PhD.
Office:
618 East.Building (239 Greene Street)
Phone:
212-998-5390. (please use email where possible)
Email:
[email protected] (through classes, please)
Office Hours: Wednesdays 2pm-4pm by appointment, others by appointment
Classroom: Tisch LC13
Fall 2015
SPCED-GE 2133: Assessment and Instructional Strategies for Students with Mild to Moderate Disabilities
This course is designed as a culminating “methods” course to be taken concurrent or immediately preceding your final Special
Education Student Teaching and graduation. Although many students refer to this as the "Assessment course", it should
be clear that this is a course in instruction, with the clear understanding that effective instruction is dependent on ongoing,
meaningful assessment! Thus, the focus of this course is to look at models of effective instruction in a variety of content
areas, and to study means by which teachers and schools can collect and use assessment date to inform and guide effective
instruction to produce greatest outcomes for all students, and in particular, students who experience significant learning
challenges.
We will be exploring models of classroom-based assessment and intense intervention for students with disabilities within the
general education curriculum, regardless of what their special education placement may be. Students must be either student
teaching or teaching in a special education setting (including ICT classrooms) concurrent to completing this course.
Course Objectives: Students will develop those skills, consistent with the repertoire of Successful Teachers (EdTPA 2014)
who:
develop and apply knowledge of varied learner needs
consider research and theory about how learners with varied needs are best supported to learn
develop learner knowledge and skills using individual education plan goals, content standards, and ongoing assessment to
select instructional objectives
provide individualized instruction and instructional and performance adaptations and accommodations
attend to generalization and maintenance of newly learned knowledge and skills
reflect on and analyze evidence of the effects of instruction and other supports on individual learning, and use this
information to inform future instruction and selection of instructional content
If one envisioned a three tiered RTI model, this course focuses on the students in the top tier—those students, who, despite
sound, class room instruction and intervention, are still experiencing significant learning and behavior challenges. Thus,
the primary focus of this course will be the informal (classroom-based) assessment and intensive intervention strategies that
will focus on the individual needs of these students and their applications to individual and group instruction. Below find
the major intersecting topics and skills we will be addressing and tying together this semester:
Instruction content areas
Skills and concepts across assessment and instructional areas
Decoding and word recognition
Fluency
Comprehension
Writing
Math Word Problems
Assessment as a critical tool for:
• screening
• identifying specific instructional needs
• progress monitoring
• evaluation
Dimensions of effective teaching; UDL
Assistive Technology
Culturally responsive instruction
Woven through our applications to the instructional areas above,
we will also look at interventions focusing on:
Study skills/ organizational skills
Self-regulation
Social skills & behavior
All of the above to be guided by the understanding that behavior (learning) is an interaction of :
CHILD CHARACTERISTICS
x LEARNER'S HISTORY
x ENVIRONMENTAL ISSUES (quality and style of current
instruction & demands of the task (does the student have
the necessary subskills to perform?
Fleisher SPCED-GE 2133 Spring 2015
Required Texts and some on-line resources:
1. The bulk of the assignments will be articles, webinars, modules and powerpoints , all posted on CLASSES,
on line, or through BOBST library (on-line). All on-line resources should be accessible through a hyperlink
provided on the syllabus or the posted assignments (on CLASSES), as well as directly by utilizing the
provided URL.
2. Mastropieri, M., and Scruggs, T.(2014) - Inclusive-Classroom: Strategies for Effective Differentiated
Instruction - (5th Edition). (purchased for SPCED-GE 2161)
3. Readings from the syllabus for SPCED 2161 (Fall 2013). The CLASSES site for 2161 should still be available to
you. I have also attached the syllabus, with all of the readings, which includes hyperlinks to each of the
readings.
4. Articles, individually researched by YOU, as needed from the professional journals and books available
through the library and accessible electronically through CLASSES as well as through the research tab on
NYU home.
Do be sure to bookmark the following resources. They are excellent sources for up-to-day presentations of
research and resources for assessment and instruction:
• National Center on Intensive Intervention: http://www.intensiveintervention.org/
This very up-to-date includes multiple excellent webinars (with Powerpoints), Tool charts, sample lessons
and publications and other resources, and more!
o hhtp://www.intensiveintervention.org/chart/instructional-intervention-tools
o http://www.intensiveintervention.org/resources/webinars
• What Works Clearinghouse http://ies.ed.gov/ncee/wwc/findwhatworks.aspx
• The IRIS center at Peabody College/Vanderbilt University http://iris.peabody.vanderbilt.edu
IRIS resources cover topics (modules, information sheets, videos etc) having to do with the education of all
children, particularly those with disabilities, birth through age twenty-one
• http://www.readingrockets.org
• The Meadows Center at U of Texas http://buildingrti.utexas.org
• INTERVENTION CENTRAL. http://www.interventioncentral.org/curriculum-based-measurement-readingmath-assesment-tests You will find FREE on-line measures that can be downloaded for CBM in Reading
and Math. You will also find LOTS of resources and ideas for Academic and Behavior Interventions.
• http://www.rti4success.org/instructionTools : an interactive on-line chart that organizes Interventions
that HAVE been researched and are often used interventions
• Best Evidence Encyclopedia http:www.bestevidence.org
• Yale Center for Dyslexia and Creativity http://dyslexia.yale.edu/index.html
• National Center on Learning Disabilities http://www.ncld.org
• Center for Parent Information and Resources http://www.parentcenterhub.org/repository/disabilitylanding/ Provides "fact sheets" on specific disabilities...and also resources for developmental milestones
for children. (these resources were previously provided by the National Dissemination Center for
Children with Disabilities).
• http://www.p12.nysed.gov/specialed/RTI/guidance/cover.htm Another resource, about RTI-- on the NYS
Ed website
• http://www.directbehaviorratings.org
• http://ies.ed.gov Great source for WHAT WORKS practice guides and WHAT WORKS
• Sign up to be on the e-mail list for LD-On-Line at http://ldonline.org/ and bookmark this site on your
computer.
• NYS P-12 Common Core Learning Standards http://www.p12.nysed.gov/ciai/common_core_standards/
http:/www.bestevidence.org
Fleisher SPCED-GE 2133 Spring 2015
Jan 28
Feb 4
Feb 11
• UDL vs intensive
intervention for very low
performing students in
the era of Common Core
and emphasis on access
to general ed curriculum
• Task analysis
• Curriculum planning to
yield high outcomes.
Feb 18
Literacy instruction for
students with
significant literacy
needs
Feb 25
Explicit Decoding
Instruction:
• Orton-Gillingham
methods
• Wilson
• DI
• Lindamood
Building in models of selfregulation and
methodologies for
increasing maintenance
and generalization
Mar 4
Assessment : GOMs
(General outcome
measures) and Mastery
measures
Assessment: DIBELS
Assessment: CBM
Assessment: TC
Assessment packages
Readings due-- check CLASSES for updates
(some readings may change as per the pace and needs of the class)
All assignments
are posted on
CLASSES
1. Fuchs, L.S , & Fuchs, D. (2009) Creating opportunities for intensive
Assignment #1
intervention with access to the general education curriculum. Teaching
Exceptional Children, 42, 60-62.
2. Fuchs, L.S. Fuchs, D., Compton, D., Wehby, J., Schumaker, R., Gersten, R &
Jordan, N. (2015) Inclusion versus specialized intervention for very-lowperforming students: What does Access mean in the era of academic
challenge? Exceptional Children. 81(2) 134-157. DOI:
10.1177/0014402914551743
1. Shaywitz(1996) Dyslexia. Scientific American. 98-104.
http://dyslexia.yale.edu/Scientific_American_1996.pdf
2. Overview of Orton Gillingham.(read the “overview” and “approach”- VERY
SHORT!!
3. Newhall, P.W. (2012) Language-Based Learning Disability: What to Know
http://www.ldonline.org/article/56113/
4. Treffert, D. A. (2011). Hyperlexia III: Separating ‘autistic-like’ behaviors
from autistic disorder; Assessing children who read early or speak late.
WMJ, 110, 281-6.
5. Wilson Reading Programs: See description--Assign. #3
OVERVIEW (the cover page):
http://www.wilsonlanguage.com/FS_PROGRAM_MainPage.htm
Webinar:
http://www.wilsonlanguage.com/webcasts/wc_wrs/wrs_overview.html
1. NCLD: http://www.ncld.org/types-learning-disabilities/dyslexia/what-isdyslexia (also note the links to dyscalculia, dysgraphia, dyspraxia, AND
executive function. Review these!!)
2. Gibb, G. & Wilder , L (2002) Using functional analysis to improve reading
instruction for students with learning Disabilities and Emotional
Disturbance. Preventing School Failure , 46( 4) pp152-157.
3. PALS (K-1) http://iris.peabody.vanderbilt.edu/module/palsk1/
4. Fuchs, D., Fuchs, L. S., & Stecker, P. M. (2010). The “blurring” of special
education in a new continuum of general education placements and
services. Exceptional Children, 76(3), 301-323. (FOCUS ON PAGES 315-319
for example of Loulee)
5. Recommended: Beck and Beck (2013) Making Sense of Phonics. (chapter 2)
http://www.guilford.com/excerpts/beck10.pdfSee RESOURCES on CLASSES
for "foundations of literacy" if you need additional support in your own
development of foundational literacy knowledge"
1. http://www.intensiveintervention.org/video-resource/why-do-you-startprogress-monitoring-you-begin-intervention-and-what-do-you-need (2015) (
2. http://www.intensiveintervention.org/video-resource/what-does-researchtell-us-about-use-direct-behavior-rating-dbr-measure-behavioral-0 (2015)
3. peruse/review the wealth of information provided on the Center for
Intensive intervention TOOLS chart (2015) :
http://www.intensiveintervention.org/resources/tools-charts
4. Work through the IRIS module (Vanderbilt Univ) :
Classroom Assessment (Part 2): Evaluating Reading Progress
http://iris.peabody.vanderbilt.edu/module/rpm/
5. (review Part I, from last semester, if necessary: Classroom Assessment (Part
1): An Introduction to Monitoring Academic Achievement in the Classroom
http://iris.peabody.vanderbilt.edu/module/gpm/
6. Intro to DIBELS Read DIBELS-BIG IDEAS in Beginning Reading
https://dibels.uoregon.edu/training/bir/big-ideas.php
b. review Dibels Next brochure for overview
https://dibels.org/GettingStartedWithDIBELS.pdf
c. Dibels next manual; pages-1-9
c. access materials at https://dibels.org/next/index.php (see assignment
for instructions on how to access)
7. Access & review the site for TC Assessment procedures:
http://readingandwritingproject.com/resources/assessments.html
Assignment #2
Assignment #3
Assignment #4
&
Due: Part I STAN project
Assign #5
&
Due: Part II
STAN
&
Bring results of
Interview at
your placement
re assessment
procedures
used. .
(See assignment
#4)
Fleisher SPCED-GE 2133 Spring 2015
Mar 11
•
Lisa away
at
conference
•
No class
Mar 18
Read Assistive Technology-- to prepare for your presentation ...
For assistive technology: The IRIS Center for Training Enhancements.
(2010). Assistive Technology: An Overview. Retrieved on [January 26, 2014]
from http://iris.peabody.vanderbilt.edu/module/at/
Edyburn, D.L. (2006). Assistive technology and mild disabilities. Special
Education Technology Practice, 8(4), 18-28
http://www.comp.dit.ie/dgordon/Courses/ResearchMethods/Exercises/E4
/ATMildDisabilities.pdf
One rich source for examples of Assistive Technology is:
http://dyslexia.yale.edu/Technology.html
Spring Break
Submit what
topic you would
like to present
on Assistive
Technology
Spring
Break
Mar 25
Apr 1 :
Apr 1 :
Comprehension-
Comprehensioncontinued
Literacy presentations;
See specific assignments and readings for each week, posted on CLASSES
1. Williams. J. (2000) Improving Comprehension for Students with LD
Retrieved on January 27, 2014 from
http://www.ldonline.org/article/86/
2. Spencer, M., Quinn, J. M., & Wagner, R. K. (2014). Specific Reading
Comprehension Disability: Major Problem, Myth, or Misnomer?. Learning
Disabilities Research & Practice, 29(1), 3-9.
3. McKeown, M. G., Beck, I. L., &. Blake, R. G. K. (2009). Reading
comprehension: Focus on content or strategies? Perspectives on LAnguage
and Literacy (International Dyslexia Association), 35(2), 28-32
http://curriculum.austinisd.org/RtI/resources/documents/research/Rand_R
eport.pdf
4. Klingner, J.K. & Vaughn, S (1998) Using Collaborative Strategic Reading
(CSR) TEACHING Exceptional Children 30.6: 32-37.
https://ezproxy.library.nyu.edu/login?url=http://ezproxy.library.nyu.edu:212
8/docview/201098879?accountid=12768
5. The IRIS Center for Training Enhancements. (2008). CSR: A reading
comprehension strategy*. Retrieved on January 27, 2014 from
http://iris.peabody.vanderbilt.edu/module/csr/ (recommended)
The IRIS Center for Training Enhancements. (2008). PALS: A reading strategy
for grades 2–6. Retrieved on January 26, 2014 from
http://iris.peabody.vanderbilt.edu/module/pals26/
Ciullo, S., Falcomata, T., & Vaughn, S. (2015). Teaching Social Studies to Upper
Elementary Students With Learning Disabilities Graphic Organizers and Explicit
Instruction. Learning Disability Quarterly, 38(1), 15-26.
Kendeou, P., van den Broek, P., Helder, A. and Karlsson, J. (2014), A Cognitive
View of Reading Comprehension: Implications for Reading Difficulties. Learning
Disabilities Research & Practice, 29: 10–16. doi: 10.1111/ldrp.12025
recommended: McKenna, J. W., Flower, A., Kyung Kim, M., Ciullo, S., & Haring, C.
(2015). A Systematic Review of Function-Based Interventions for Students with
Learning Disabilities. Learning Disabilities Research & Practice, 30(1), 15-28.
Check this out- great resource for graphic organizers!
https://sites.google.com/a/d219.org/special-education-technologyresources/graphic-organizer
Sharing interventions... discussion and evaluation
Assignment #6
Assignment #7
Literacy projects
due sharing
(informal
presentations);
Fleisher SPCED-GE 2133 Spring 2015
Apr 8
Apr 15
Apr 22
Apr 29
Math: and
characteristics of
students with math
disabilities...
Building Math Accuracy &
Fluency and impact on
Math Word Problems
May 6
Assistive technology
May 13
No class meeting
scheduled
final
See specific assignments and readings for each week, posted on CLASSES
1. Russell Gersten, R. & Chard, D. (1999) Number sense: Rethinking arithmetic
instruction for students with mathematical Disabilities. The Journal of Special
Education, 33(1), pp 18-28 (BB)
NOTE_ this is a difficult, but excellent article—leave sufficient time2. Powell, S.R., & Fuchs, L.S. (2013). Reaching the mountaintop: Addressing the
Common Core Standards in Mathematics for Students with Mathematics
Difficulties. Learning Disabilities Research and Practice, 28(1), 28-37.
3. Fuchs&Fuchs- Hot Math: Promoting Mathematical Problem Solving Among
Children with Disabilities- CASL_Promoting_Success_in_Grades_K_3.pdf
4. Fuchs, L.S., ; Seethaler, P. M., Powell, S. R., Fuchs, D., Hamlett, C. L, & Fletcher,
J.M.(2008) Effects of Preventative Tutoring on the Mathematical Problem
Solving of Third Grade Students with Math and Reading Difficulties.
Exceptional Children; 74(2), pp 155-173
5. Fuchs, L.S., & Fuchs, D. (2007). Mathematical problem solving. In D. Berch &
M. Mazzacco (Eds.), Why is math so hard for some children? The nature and
origins of mathematical learning difficulties and disabilities (pp. 397-414).
Baltimore: Brookes
• Sharing: Multimedia presentations: Assistive Technology to enhance access to
the curriculum for students with learning challenges-
Math project due
• Assignment #8
Assignment #9
Assignment #10
Presentations;
prepare
presentations
and class
handouts
15%
Math project
due
Fleisher SPCED-GE 2133 Spring 2015
Attendance and Participation ; preparation for class (readings/ unwritten
activities/ class participation that reflects readings and prior class content).
We are a small group this semester and will capitalize on opportunities for students
to interact, demonstrate models of instruction, and be actively engaged.
Attendance and preparation for class, and participation are critical.
Weekly activities/assignments
There will be weekly readings and application assignments, which should be
completed by class time and brought to class. These assignments will provide
the background context, research and methodologies that will enable you to
provide effective, individually designed instruction for students with
significant learning and behavior challenges. Many weeks assignments will
include instructions to apply the methodologies to children in your classes or
to case studies -- prepare these BEFORE Class!
All activities should have responses written out in a format that works for you and
can be used, during class activities—or to enable you to ask questions/share
during, before or after class activities.
Literacy application ASSIGNMENT (STAN)
You may substitute a child in your placement for "STAN", under the condition that
you are not using that student and literacy for your EdTPA or any other project for
another course. (Please see me ASAP if you would like to make this substitution)
See Literacy Project (STAN) guidelines for details and due dates
Math Application project
See Math Project guidelines for details and due dates
Presentation (powerpoint or other media).
You will have opportunity to work with 1-2 partner to present specialized ASSISTIVE
TECHNOLOGY , selected to enhance access to the literacy or math curriculum for
"STAN" or for a student in one of your classes.
See readings on Blackboard for overview and recommendations of assistive
technology ;
One rich source for examples of technology is:
http://dyslexia.yale.edu/Technology.html
20%;
Individual assignments will not be
graded, although you may be
required to upload some onto
CLASSES before classtime. Effort (not
necessarily accuracy) will be part of
your Attendance/participation grade.
You will use interactive class process,
self-monitoring and peer feedback to
evaluate and enhance your
understanding and responses. I am
available before or after class and
during office hrs to provide more
feedback.
35%
30%
15%
Any student attending NYU who needs an accommodation due to a chronic, psychological, visual, mobility
and/or learning disability, or is Deaf or Hard of Hearing should register with the Lucy Moses Center for
Students with Disabilities at (212) 998-4980, 726 Broadway, 2nd Floor, www.nyu.edu/csd.
[email protected]. According to NYU policy, students are required to present a letter from the Center to the
instructor at the start of the semester in order to be considered for appropriate accommodation.
ALL e-mail regarding this course should be sent through messages on CLASSES.
Please put an appropriate SUBJECT in the subject line (don’t just return one of my
old unrelated emails. thanks
Fleisher SPCED-GE 2133 Spring 2015
Academic Integrity:
•
All students are responsible for understanding and complying with the NYU Steinhardt Statement on
Academic Integrity. A copy is available at http://steinhardt.nyu.edu/policies/academic_integrity
ACADEMIC INTEGRITY
All students are responsible for understanding and complying with the NYU Steinhardt Statement on
Academic Integrity. The Steinhardt School Statement on Academic Integrity is consistent with the New York
University Policy on Student Conduct, published in the NYU Student Guide.
A copy is available at http://steinhardt.nyu.edu/policies/academic_integrity
The relationship between students and faculty is the keystone of the educational experience in The
Steinhardt School of Culture, Education, and Human Development at New York University. This relationship
takes an honor code for granted. Mutual trust, respect and responsibility are foundational requirements.
Thus, how you learn is as important as what you learn. A university education aims not only to produce high
quality scholars, but to also cultivate honorable citizens.
Academic integrity is the guiding principle for all that you do; from taking exams, making oral presentations
to writing term papers. It requires that you recognize and acknowledge information derived from others, and
take credit only for ideas and work that are yours.
You violate the principle of academic integrity when you:
•
•
•
•
Cheat on an exam;
Submit the same work for two different courses without prior permission from your professors;
Receive help on a take-home examination that calls for independent work;
Plagiarize.
Plagiarism, one of the gravest forms of academic dishonesty in university life, whether intended or not, is
academic fraud. In a community of scholars, whose members are teaching, learning and discovering
knowledge, plagiarism cannot be tolerated.
Plagiarism is failure to properly assign authorship to a paper, a document, an oral presentation, a
musical score and/or other materials, which are not your original work. You plagiarize when, without
proper attribution, you do any of the following:
•
•
•
•
•
•
Copy verbatim from a book, an article or other media;
Download documents from the Internet;
Purchase documents;
Report from other's oral work;
Paraphrase or restate someone else's facts, analysis and/or conclusions;
Copy directly from a classmate or allow a classmate to copy from you.
Your professors are responsible for helping you to understand other people's ideas, to use resources and
conscientiously acknowledge them, and to develop and clarify your own thinking. You should know what
constitutes good and honest scholarship, style guide preferences, and formats for assignments for each of
your courses. Consult your professors for help with problems related to fulfilling course assignments,
including questions related to attribution of sources.
Through reading, writing, and discussion, you will undoubtedly acquire ideas from others, and exchange
ideas and opinions with others, including your classmates and professors. You will be expected, and often
required, to build your own work on that of other people. In so doing, you are expected to credit those
sources that have contributed to the development of your ideas.
Fleisher SPCED-GE 2133 Spring 2015
Avoiding Academic Dishonesty
•
•
•
•
•
Organize your time appropriately to avoid undue pressure, and acquire good study habits, including
note taking.
Learn proper forms of citation. Always check with your professors of record for their preferred style
guides. Directly copied material must always be in quotes; paraphrased material must be
acknowledged; even ideas and organization derived from your own previous work or another's work
need to be acknowledged.
Always proofread your finished work to be sure that quotation marks, footnotes and other references
were not inadvertently omitted. Know the source of each citation.
Do not submit the same work for more than one class without first obtaining the permission of both
professors even if you believe that work you have already completed satisfies the requirements of
another assignment.
Save your notes and drafts of your papers as evidence of your original work.
Disciplinary Sanctions
When a professor suspects cheating, plagiarism, and/or other forms of academic dishonesty, appropriate
disciplinary action may be taken following the department procedure or through referral to the Committee on
Student Discipline.
Departmental Procedure
•
•
The Professor will meet with the student to discuss, and present evidence for the particular violation,
giving the student opportunity to refute or deny the charge(s).
If the Professor confirms the violation(s), he/she, in consultation with the Program Director and
Department Chair may take any of the following actions:
o Allow the student to redo the assignment
o Lower the grade for the work in question
o Assign a grade of F for the work in question
o Assign a grade of F for the course
o Recommend dismissal
Once an action(s) is taken, the Professor will inform the Program Director and Department Chair, and inform
the student in writing, instructing the student to schedule an appointment with the Associate Dean for
Student Affairs, as a final step. Copies of the letter will be sent to the Department Chair for his/her
confidential student file and the Associate Dean for Student Affairs. The student has the right to appeal the
action taken in accordance with the School's Student Complaint Procedure as outlined in The Steinhardt
School of Culture, Education, and Human Development Student's Guide.
Referral to the Steinhardt Committee on Student Discipline
In cases when dismissal is recommended, and in cases of repeated violations and/or unusual
circumstances, faculty may choose to refer the issue to the Committee on Student Discipline for resolution,
which they may do through the Office of the Associate Dean for Student Affairs.