Syllabus

Master of Science in Education

EDU 749: Reading Diagnosis, Clinical Practice I & EDU 750: Instruction Intervention, Clinical Practice II – Fall A 2015

Credits - 6

Description

This two part, six credit practicum course will closely examine a wide range of assessment and instructional methods to support the literacy development of struggling readers. These courses will involve working closely with an onsite mentor, a learning community of students, and a UNE instructor. This collaboration will support the student as he/she develops an intensive tutorial relationship with a K-12 student who is struggling in literacy. During both Reading Diagnosis and Instructional Intervention the teacher will engage in the administration of a variety of reading assessments to better understand the student’s literacy needs. The teacher will collaborate, create and implement literacy programming that builds on this diagnosis with the goal of moving the student forward in their literacy development. Please note that this course is divided into 8 two week modules.

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. There is an extra standard for Technology as well (National Educational Technology Standards (NETS) that also is required in Maine.
• IRA Standards for Reading Professionals 2010: These standards sets forth the criteria for developing and evaluating preparation programs for reading professionals.

Course Objectives	Student Learning Outcome	Key Assignments	IRA Standards for Reading Professionals	INTASC standards
Demonstrate the ability to administer, examine, evaluate and reflect on a variety of literacy assessments as they are directly connected to data- driven instruction and literacy achievement	Teachers will administer a variety of literacy assessments to determine student literacy skills.	Identify, assess and schedule tutoring Meet with onsite mentor to review plan Case study part 1	Standard 3: Assessment and Evaluation	Standard 6 (c, g, j, l, o, t)
Analyze and use assessment data to examine and create an appropriate intervention plan	Teachers will collect and review data from assessments to inform them about their students’ literacy development and instructional practice.	Video tutoring session meet with onsite mentor at end of module 2	Standard 2: Curriculum and Instruction Standard 3: Assessment and Evaluation	Standard 6 (c, l, j, g, o, t)
Use assessment to guide systematic instruction and to select appropriate traditional print, digital and online reading resources	Teachers will develop and implement an intervention plan based on literacy assessment and developmental needs.	Tutoring Video progress monitoring Modify instruction as needed	Standard 1: Foundational Knowledge Standard 2: curriculum and instruction	Standard 6 (a, b, j, k, r, t)
Demonstrate a clear connection between assessment results and intervention plan.	Teachers will use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge and reading-writing connections	Class project centered on student need Meet with professional to review plan	Standard 2: Curriculum and instruction	Standard 6 (g, l, o, t, c) Standard 7 (d, e, i)
Collaborate with others to modify instruction and plan and re- evaluate based on observation and assessment results.	Teachers will demonstrate the ability to modify interventions, as needed , to suit the unique needs of every learner.	Documentation using practicum activity log and case study Demonstrate the use of reading, colleagues, mentor and specialist	Standard 1: foundational knowledge Standard 2: Curriculum and instruction Standard 5: Literate environment	Standard 7 (d)

 

Assignments

Class Discussions/Reading (3 points each) Each week will have a specific focus, but you should always feel free to share and ask questions of one another in these threads. You will be expected to post an initial post in response to the thread prompt and then to interact with others at least 6 times throughout the two week module.

Assessment and Tutoring Video Project (25 points) You will be tutoring a student who has presented particular challenges in the development of reading skills.  You will schedule three half hour sessions per week which will begin at the start of Module 2. These sessions will run until the middle of Module 8. This will give a total of 19.5 hours of tutoring over 13 weeks. These sessions are the heart of this class so be sure to choose your student carefully and to set up your schedule mindfully.

Practicum Activity Log (25 points) You will document your tutoring sessions using the Practicum Activity Log. You will also use this log to document your meetings/sessions with your onsite mentor and will record any collaborative meetings/observations during the course. This log will be used as a daily record of your practicum activity and will be kept throughout the 16 week class. You will share this log, through the discussion board, with your colleagues and online instructor during the second weeks of Module 3 and Module 5 so that we can share ideas and provide feedback to one another.

Case Study (15 points) You will be asked to document your student’s needs through a case study format. This will be no longer than 5 pages so be brief. It is meant to be an overview and it’s purpose is twofold. It will be a way to reflect on best practice and will help your online instructor to “connect” with your particular student.

Literacy Project (10 points) You will choose one to complete during the clinical practice courses: Professional Reading, Classroom Visits, or a Video Reflection Project.

Professional Growth Reflection (5 points) 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.

E-Portfolio (14 points) As a culminating activity, you will create an E-Portfolio using a Web 2.0 tool (GoogleSites is recommended) to showcase at least THREE assignments that you feel best reflect your growth as a reading specialist. Provide the selected assignments and include a very brief paragraph or two explaining why you chose each particular assignment.

Grading Policy

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

Grade Breakdown

Assignment	Point Value (100 total)
EDU 749: 3 Discussion Board Threads (3 points each)	pass/fail
EDU 750: 2 Discussion Board Threads (3 points each)	6
EDU 750: Assessment and Tutoring Videos with Narrative	25
EDU 750: Practicum Activity Log	25
EDU 750: Case Study	15
EDU 750: Literacy Project	10
EDU 750: Professional Growth Reflection	5
EDU 750: E-Portfolio	14

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

NOTE on EDU 749 FALL 2015 A/B:

Modules 1 – 4 take place in 749. There are only 3 graded items (discussion boards). While you will be assessed on your posts using the 3-point rubric, the final grade for the course will be Pass or Fail.