Syllabus

Master of Science in Education

EDU 749: Reading Diagnosis, Clinical Practice I – Spring A 2019

Credits - 3

Description

 In conjunction with EDU 750, this course is the first of two practicum courses that closely examine a wide range of assessment and instructional methods to support literacy development of struggling learners. Students in this course work closely with an onsite mentor, a learning community of students, and a UNE instructor. This collaboration will support students as they develop relationships with K-12 students who struggle in literacy. Experiences in the course include working in a one-on-one tutorial setting, administering a variety of reading diagnosis assessments, and collaboratively creating and implementing literacy programming that builds on diagnosis with the goal of moving learners forward in their literacy growth. This course meets most state’s requirements that a 6 credit practicum be part of an approved graduate program.

Materials

Learning Objectives and Outcomes

For each course in this program there are overall program goals. Below is a chart of how the overall program goals match the key assessments for this course. In addition, in each module there are smaller learning objectives. These will be specified at the beginning of each week’s introduction along with how these match the broader program goals. This chart will detail the following:

• Course Objectives: These are what we hope you will learn through this course.
• Student Learning Outcomes: this is what you will do to demonstrate that you have met this course objective.
• InTASC Standards: The state of Maine has adopted these standards for all practicing teachers. These standards have been developed through a consortium of states and specify what all teachers should be able to do.
• ILA Standards for Reading Professionals 2010: These standards sets forth the criteria for developing and evaluating preparation programs for reading professionals.

Course Objectives:

Students will:

• Administer, examine, evaluate and reflect on a variety of literacy assessments as they are directly connected to data- driven instruction and literacy achievement. (IRA 3; InTASC 6)
• Analyze and use assessment data to examine and create an appropriate intervention plan (ILA 1, 2; InTASC 6)
• Use assessment to guide systematic instruction and to select appropriate traditional print, digital and online reading resources (ILA 1, 2; InTASC 6)
• Demonstrate a clear connection between assessment results and intervention plan.(ILA 2, InTASC 6, 7)
• Collaborate with others to modify instruction and plan and re- evaluate based on observation and assessment results. (ILA 1, 2, 5; InTASC 7)

Assignments

Class Discussions: Each week’s discussion will have a specific focus, but you should always feel free to share and ask questions. For each weekly discussion, post an initial post in response to a prompt and then respond to at least two of your classmates.

Please be sure to follow the individual directions provided with each Discussion Board Prompt, as the requirements may vary from Discussion Board to Discussion Board.

Literacy Project 1: You will complete a 2-3 page essay on a literacy project that includes both synthesis of learning as well as reflection.

Case Study (Parts 1, 2, and 3): You will use a case study format to document your student’s needs.The case study will help you to reflect on best practice and will also provide your instructor with a way to “connect” with your student. During EDU 749, you will submit the first three parts of the case study:

• Part I: Social/Emotional/Behavioral
• Part II: Assessment/Academic Needs
• Part III: Goal Setting

Assessment Video with Narrative: After securing signed parental permission, you will record at least ten minutes of your assessment work with your student. You will submit the URL of your unlisted YouTube video clip along with either a written or videoed narrative that provides an explanation of the session.

Practicum Activity Log: You will document all tutoring activities using the Practicum Activity Log. In addition to your tutoring sessions, you will document any interaction. Your log will also document your insight into any student observations and collaborative meetings with your mentor.

Midpoint Reflection During module six you will reflect on your growth as a literacy professional. You will write a brief (2-3 page) reflection which will include a reflection on your tutoring experience thus far. You will also include what you have learned through your class project and class observation.

ePortfolio: Although the ePortfolio isn’t due until Week 7 of EDU 750, you should begin to build your portfolio during EDU 749. Your ePortfolio will showcase at least three assignments that you feel best reflect your growth as a reading specialist. Along with each selected assignment, you will include a paragraph or two explaining why you chose each item.

 

Note: The University of New England provides students, staff and faculty with free access to RefWorks, a fantastic tool for collecting and managing references and making style-correct citations. Access the tool through the link on the left navigation bar. For instructions and tutorials in setting up your account and getting started, visit http://success.une.edu/blackboard-support/refworks/.

 

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

Assignment (by course)	Point Value (100 total)
Class Discussions (8 @ 3 Points Each)	24
Literacy Project 1	20
Case Study (Parts 1, 2, and 3)	16
Assessment Video and Narrative	20
Tutoring Log Submission	10
Midpoint Reflection	10

Grade Scale

Grade	Points Grade	Point Average (GPA)
A	94 – 100%	4.00
A-	90 – 93%	3.75
B+	87 – 89%	3.50
B	84 – 86%	3.00
B-	80 – 83%	2.75
C+	77 – 79%	2.50
C	74 – 76%	2.00
C-	70 – 73%	1.75
D	64 – 69%	1.00
F	00 – 63%	0.00