Syllabus

Master of Science in Education

EDU 744: Meeting Student Literacy Challenges

Credits - 3

Description

This course will address how to engage in differentiated literacy practices to meet the needs of diverse learners. Educators will be immersed in the foundational knowledge that will aid them in creating effective instruction that will assist students who need support in their literacy development. The readings and coursework will explore how to approach literacy challenges from the classroom and school levels in a systematic way as well as incorporating a culturally responsive approach to pedagogy.

Materials

Required:

Students must select one of the following books, based on their grade level specialization:

For elementary educators:

Allington, R. L. (2011). What Really Matters for Struggling Readers: Designing Research-Based Programs (3rd ed.). International Reading Association. (ISBN: 978-0137057009, E-text ISBN: 978-0133466553)

For secondary educators:

Doubet, K.J., & Hockett, J.A. (2015). Differentiation in Middle and High School. ASCD. (ISBN: 978-1416620181, E-text ISBN: 978-1416620198)

Supplemental:

American Psychological Association. (2020). Publication manual of the American Psychological Association: The official guide to APA style (7th ed.). (ISBN 978-1433832154, ISBN 978-1433832161, E-text ISBN 978-1433832185)

Available from the UNE Libraries: https://tinyurl.com/s8tue8p in print on both campuses in the Reference collections.

Learning Objectives and Outcomes

Course Outcomes	INTASC STANDARDS	ILA STANDARDS
Students will create discussion board posts in order to be active and contributing members of a collaborative learning community to learn how literacy challenges affect teaching and learning.	Standards 1 (c, g, k), 2 (d), 3 (f, q), 9 (b, l, m) and 10 (b, f, n, r)	Standard 5: Literate Environment Standard 6: Professional Learning and Leadership
Students will develop and support differentiated instructional plans for learners with literacy challenges.	Standards 2 (a, b, e, g, h), 7 (b, i, j, k, n) and 8 (a, h, k, l, p)	Standard 2: Curriculum and Instruction Standard 4: Diversity
Students will analyze and use assessment data in order to inform differentiated instruction for students with literacy challenges.	Standard 6 (a, g, j, k, p, r, t, u, v)	Standard 2: Curriculum and Instruction Standard 3: Assessment and Evaluation
Students analyze current research and best practices in order to inform instruction for students with specific literacy challenges.	Standards 2 (f, g, h, i, k), 4 (h, o), 9 (a, e, n), and 10 (h)	Standard 1: Foundational Knowledge Standard 4: Diversity Standard 6: Professional Learning and Leadership
Students will evaluate literacy tools in order to create differentiated learning plans.	Standards 2 (a, b, e, g, h), 7 (b, i, j, k, n) and 8 (a, h, k, l, p)	Standard 2: Curriculum and Instruction Standard 4: Diversity

Assignments

Discussion Boards

Online discussions provide participants with opportunities to make meaning of new theory, key concepts, and applications of theory to practice. Participants contribute to the intellectual development of the class by offering insights, synthesizing understandings, and responding to the postings of others. The expectation is that students make an initial post and comment on the posts of at least two classmates each week.

Student Assessment Data Use and Analysis Plan

This assignment involves collecting and examining existing assessment data for a select student, on whom you will focus for the duration of the course. You will consider what this information tells you about the select student as a learner, answering questions such as: What other information do you need to inform your instruction? What additional assessments will you need to administer and how will that information guide you in better meeting the needs of your student?

Best Practice Research

For this assignment you will research a specific literacy challenge in depth and share your findings of research based best practices with colleagues in a recorded slideshow presentation.

Differentiated Lesson Plan

Select a literacy lesson in a chosen content area that you have taught or will teach in the future to your entire class. With the Response to Intervention (RTI) Tier 1 model in mind, this assignment asks you to develop a differentiation plan to modify this lesson for the student of concern in your classroom who you chose to focus on for the duration of the course.

Evaluation of Literacy Tools

For this assignment, you will research a variety of traditional and digital technology based literacy tools designed to support struggling readers. You will select two to examine in depth and evaluate them against a set of effective literacy instruction principles. You will create a report that includes the evaluation and a recommendation for one of the tools explaining how it could be integrated into your instructional practice.

Comprehensive Plan for Differentiated Instruction of Literacy

In this culminating project you will apply your coursework to create a comprehensive plan for differentiating an instructional unit to meet the specific literacy needs of a select student.

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. For instructions and tutorials in setting up your account and getting started, visit UNE Online’s web page on RefWorks.

Grading Policy

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

Grade Breakdown

Assignment	100 Total Points
Weeks 1 - 8 Discussion Boards (4 points each)	32 points
Week 2: Student Assessment Data Use and Analysis Plan	12 points
Week 3: Best Practice Research	12 points
Week 4: Differentiated Lesson Plan	12 points
Week 6: Evaluation of Literacy Tools	12 points
Week 7: Comprehensive Plan for Differentiated Instruction of Literacy	20 points

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

Schedule

Course Weeks:

Week 1: Oct 25 – Oct 29
Week 2: Oct 30 – Nov 5
Week 3: Nov 6 – Nov 12
Week 4: Nov 13 – Nov 19
Week 5: Nov 20 – Nov 26
Week 6: Nov 27 – Dec 3
Week 7: Dec 4 – Dec 10
Week 8: Dec 11 – Dec 17

Learning Module

Topics

Readings

Assignments

Due Dates

Week 1

Introductions

All:

Course Syllabus and Schedule

Elementary:

Huebner, T. A. (2010). Differentiated instruction. Association for Supervision and Curriculum Development.

Secondary:

Doubet & Hockett
- Introduction: Is this even possible?
- Building a Healthy Classroom Community
  - Part 1: How do I set the tone?
  - Optional reading: Part 2: Tools and strategies

Review the course Syllabus and Schedule

Participate in Discussion

Sunday by 11:59 PM ET

*Note: Initial discussion responses should be posted by Friday at 11:59 PM ET

Week 2

Using Assessment to Guide Differentiated Instruction

All:

Comprehensive Plan for Differentiated Instruction of Literacy assignment description
Assessment Resources document

Elementary:

Dodge, J. (n.d.) What are formative assessments and why should we use them?

Secondary:

Doubet & Hockett
- Checking for Understanding using Formative Assessment
  - Part 1: Is my teaching working?
  - Optional reading: Part 2: Tools and strategies

Participate in Discussion

Assignment: Student Assessment Data Use and Analysis Plan

Sunday by 11:59 PM ET

*Note: Initial discussion responses should be posted by Wednesday at 11:59 PM ET

Week 3

Best Practices: What the Research Says

Elementary:

Allington
- Chapter 2
- Chapter 3

Secondary:

Doubet & Hockett
- Articulating Learning Goals
  - Part 1: How do I determine what I have to teach?
  - Part 2: Tools and strategies
- Hooking Students into Instruction
  - Part 1: How do I get students to care?
  - Part 2: Tools and strategies

Participate in Discussion

Assignment: Best Practice Research

Sunday by 11:59 PM ET

*Note: Initial discussion responses should be posted by Wednesday at 11:59 PM ET

Week 4

Response to Intervention Tier I – Differentiation at the Classroom Level

All:

RTI Action Network. (n.d.). What is RTI?

Elementary:

Allington
- Chapter 1

Secondary:

Doubet & Hockett
- Navigating Potential Roadblocks to Implementing Differentiation
  - Part 1: How do I keep this sane?
  - Part 2: Tools and strategies

Participate in Discussion

Assignment: Differentiated Lesson Plan

Sunday by 11:59 PM ET

*Note: Initial discussion responses should be posted by Wednesday at 11:59 PM ET

Week 5

Supporting Reading Fluency

Elementary:

Allington
- Chapter 4

Secondary:

Clemens, N. H., Simmons, D., Simmons, L. E., Wang, H., & Kwok, O. (2017). The prevalence of reading fluency and vocabulary difficulties among adolescents struggling with reading comprehension. Journal of Psychoeducational Assessment, 35(8), 785-798.
Josephs, N. L., & Jolivette, K. (2016). Effects of peer mediated instruction on the oral reading fluency skills of high school aged struggling readers. Insights into Learning Disabilities, 13(1), 39-59.

Participate in Discussion

Continue to work on your Week 7 Assignment: Comprehensive Plan for Differentiated Instruction of Literacy

Sunday by 11:59 PM ET

*Note: Initial discussion responses should be posted by Wednesday at 11:59 PM ET

Week 6

Evaluation of Literacy Tools

All:

Teachers College Reading and Writing Project. (2014). Research base underlying the Teachers College Reading and Writing Workshop’s approach to literacy instruction.
Please skim the following documents for research that supports interventions and programs that you are using or are interested in using with your students. You may find page 8 of Herrera et al. of particular interest as it lists implementation considerations for the 12 programs and practices identified as having positive and potentially positive effects.
- Herrera, S., Truckenmiller, A. J., & Foorman, B. R. (2016, September). Summary of 20 years of research on the effectiveness of adolescent literacy programs and practices. Florida Center for Reading Research at Florida State University.
- Boulay, B., Goodson, B., Frye, M., Blocklin, M., Price, C. (2015, October). Summary of research generated by striving readers on the effectiveness of interventions for struggling adolescent readers. NCEE 2016-4001. National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Elementary:

Allington
- Chapter 6

Secondary:

Doubet & Hockett
- Differentiating According to Student Readiness
  - Part 1: What if students are in different places?
  - Part 2: Tools and strategies

Participate in Discussion

Assignment: Evaluation of Literacy Tools

Sunday by 11:59 PM ET

*Note: Initial discussion responses should be posted by Wednesday at 11:59 PM ET

Week 7

Creating a Comprehensive Plan for Differentiated Instruction of Literacy

All:

Comprehensive Plan for Differentiated Instruction of Literacy assignment description

Elementary:

Allington
- Chapter 5

Secondary:

Doubet & Hockett
- Designing Differentiated Transfer Tasks for Assessment
  - Part 1: Do students get it?
  - Part 2: Tools and strategies
Cox, P. (2017). Thoughtful Literacy.

Participate in Discussion

Assignment: Comprehensive Plan for Differentiated Instruction of Literacy

Sunday by 11:59 PM ET

*Note: Initial discussion responses should be posted by Wednesday at 11:59 PM ET

Week 8

Reflection

Elementary:

Allington
- Afterword

Secondary:

Doubet & Hockett
- Constructing Useful Pre-Assessments
  - Part 1: How do I know what students already know?
  - Optional reading: Part 2: Tools and strategies
- Providing Interactive Learning Experiences
  - Part 1: How do I help students make sense of it?
  - Optional reading: Part 2: Tools and strategies

Participate in Discussion

Friday by 11:59 PM ET

*Note: Initial discussion responses should be posted by Wednesday at 11:59 PM ET

Student Resources

Online Student Support

Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.

Questions? Visit the Student Support Education page

UNE Libraries:

Library Access for all students: Your library login ID and password are the same as the ones you use to log into Blackboard/Brightspace.
Education Databases: https://library.une.edu/library-materials/find/research-by-subject/education/
Library Tutorial: Find an article
Library Questions: Ask a librarian or phone library staff at (207) 602-2361 or (207) 221-4330.

UNE Student Academic Success Center

The Student Academic Success Center (SASC) offers a range of services to support your academic achievement, including tutoring, writing support, test prep and studying strategies, learning style consultations, and many online resources. To make an appointment for tutoring, writing support, or a learning specialist consultation, go to une.tutortrac.com. To access our online resources, including links, guides, and video tutorials, please visit:

UNE Student Academic Success Center

Information Technology Services (ITS)

ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673

Accommodations

Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.

Policies

Turnitin Originality Check and Plagiarism Detection Tool

The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.

Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.

You can learn more about Turnitin in the Turnitin Student quick start guide.

Technology Requirements

Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements

Course Evaluation Policy

Course surveys are one of the most important tools the University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.

Information Technology Services (ITS)

ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673

Attendance Policy

Online students are required to submit a graded assignment/discussion prior to Sunday evening at 11:59 pm ET of the first week of the term. If a student does not submit a posting to the graded assignment/discussion prior to Sunday evening at 11:59 pm ET, the student will be automatically dropped from the course for non-participation. Review the full attendance policy.

Late Policy

Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.

Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.

Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.

UNE Online Student Handbook

UNE Course Withdrawal

Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.

Academic Integrity

The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.

Academic dishonesty includes, but is not limited to the following:

Cheating, copying, or the offering or receiving of unauthorized assistance or information.
Fabrication or falsification of data, results, or sources for papers or reports.
Action which destroys or alters the work of another student.
Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.

Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.